journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 instruction to authors journal of icsar, is the right place for publishing papers in science education, especially in the field of special need education. research manuscript in the field of special need education will be accepted for review. guiding principles an acceptable manuscript will meet the following general criteria: it reports a worthwhile contribution to science. the methodology used is explained with sufficient detail so that other capable scientists could repeat the experiments. conclusions are supported by data, manuscripts is concise, well written, and understandable. manuscript format manuscripts should be uploaded to the system of the journal "journal of icsar" and set in a standard format, title, author, address and email, abstract, keywords, introduction, materials and methods, results and discussion, conclusion, acknowledgement and references. typed on a4 size plain paper, in columns, 1 spacing, font times new roman 10 pt and should be given a line number. margins on all four sides of 2 cm. manuscript title the title should be short and informative article. it should be written clearly and concisely and describes the contents of the study. written in bold type, font times new roman 12 pt. authors the author should be written in 10 point font size, centered alignment, and without an academic degree. and email is written afterwards. abstract abstracts must be integrated and consists of an introduction and objectives, methods, results, conclusions and suggestions. however, the abstract should be written as one paragraph with no header this. for this reason, references should be avoided. also, non-standard or unusual abbreviations should be avoided, but it is essential they must be defined at their first mention in the abstract itself. the abstract should be written using 150 to 250 words that do not contain references and are accompanied keywords. keywords the keywords should avoid public, plural and some concepts. review these keywords will be used for indexing purposes. keywords can not be more than 5 words or phrases in alphabetical order. introduction introduction is written after the abstract and keywords. this section presents the literature review which contain at least three ideas: 1. background or rational research. 2. issues and insights plan problem solving, 3. formulation of research objectives (and expectations about the benefits of research results) methods the methods includes lines of inquiry, sampling method, analytical methods along with literature sources, modification of the analysis if there is to be explained in detail, which used experimental design, and data analysis. results and discussion result and discussion must be written in the same part. they should be presented continuously start from the main result to the supporting results and equipped with a discussion. unit of measurement used should follow the prevailing international system. all figures and tables are placed separately at the end of manuscript pages and should be active and editable by editor. journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 conclusion conclusion should be explained clearly. suggestion placed after conclusion contains a recommendation on the research done or an input that can be used directly by consumer. references all references mentioned in the references should be written using the american psychological association (apa) style and arranged from a to z. the article has 10 new references or more and 80% of the journal. most references are the main ones (last five years). template file could be downloaded in the website: http://bit.ly/template_journal_of_icsar journal of icsar issn (print): 2548-8619 issn (online): 2548-8600 volume 1 number 2 july 2017 page 91-184 journal of icsar is journal of special education, publisher articles on the research and development in special education. editor-in chief mohammad efendi, universitas negeri malang, indonesia section editor sopingi, universitas negeri malang, indonesia editorial board saida ulfa, universitas negeri malang, indonesia burhanuddin, universitas negeri malang, indonesia mohd mokhtar tahar, universiti kebangsaan, malaysia mohd hanafi mohd yasin, universiti kebangsaan, malaysia fattah hanurawan, universitas negeri malang, indonesia arif fathoni, universitas negeri malang, indonesia technical editor imam safi’i administrator mochamad eko bp editorial address department of special education, faculty of education, state university of malang, jl. semarang 5 malang, building e2. lt. 2, telp. 0342-551312 pswt 229 395. e-mail: icsar2017@um.ac.id, website : http://journal2.um.ac.id/index.php/icsar publication schedule journal of icsar, publish two times in a year (january and july) manuscript submission manuscript should be written in ms words format. figure, illustration and picture included in the manuscript file. send the manuscript directly to http://journal2.um.ac.id/index.php/icsar manuscript publishing feasible manuscript was determined by editorial board after obtaining recommendations from peer reviewer. manuscript revision is author responsibility and manuscripts that are not feasible will be returned to the author indexing by http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 mailto:icsar2017@um.ac.id http://journal/ http://journal/ journal of icsar issn (print): 2548-8619 issn (online): 2548-8600 volume 1 number 2 july 2017 page 91-184 usage of social stories in encouraging social interaction of children with autism spectrum disorder sunitha balakrishnan, aliza alias 91 – 97 the model of family counseling in early intervention setting for children with special needs sunardi 98 – 102 the effectiveness of the pictorial book to improve the understanding of deaf students about nature and environment in elementary school mohammad efendi 103 – 108 reading study model for dyslexia children based on mingle technique irda murni 109 – 111 visual media usage teaching in the special education integration programme (seip) of hearing impairment in hulu selangor abdul rahim razalli, noreha yusuf, rahimah kassim, nordin mamat 112 – 120 the effect of “kupas rangkai” towards reading skill for intellectual disability students of grade iv in special school janatu rojiati, m. shodiq am 121 – 125 cippo evaluation at school providing inclusive education at elementary school imam yuwono 126 – 130 career guidance model in independence of deaf children in time after special senior high school mega iswari 131 – 133 developing self-knowledge and occupation of student with physically handicapped endang pudjiastuti sartinah 134 – 139 tantrum behavior modification for autistic student at secondary school using social stories technique noriah binti sha’arani, mohd mokhtar tahar 140 – 144 the effect of picture and picture learning model towards science outcomes for students with hearing impairment in the class vii yaumil ainin pradina, wiwik dwi hastuti 145 – 149 application of multisensory in learning alphabets identification skills for special education students noor syamilah bt md maliki, mohd hanafi mohd yasin 150 – 154 inclusive education management in social studies course of children with special needs ahmad samawi 155 – 158 the improvement of down syndrome children’s independency through vocational skill training noor rita syofiyawati, asrowi, gunarhadi, siti s fadhilah 159 – 161 the planning of learning model for students with hearing impairments in the elementary school inclusion indina tarjiah 162 – 165 the sign language learning in deaf student and special education teacher in integration program of hearing problem mohd hanafi mohd yasin, mohd mokhtar tahar, safani bari, faten nazren manaf 166 – 174 http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 the readiness level of special education teachers in learning strategies of students with hearing disability nor fatihah suhada mohamed ali, suziyani mohamed 175 – 179 the role of psychology in special needs education fattah hanurawan 180 – 184 1 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 1-2 it is necessary to develop an assessment system that all students can accept at the universitas negeri malang: an editorial board report ediyanto ediyanto, mohammad efendi universitas negeri malang, malang, indonesia emai: ediyanto.fip@um.ac.id abstract: a total of 36 students with special needs (sen) spread across all faculties prove their acceptance at the state university of malang (um). however, there has been no assessment tailored to the student’s needs or is still done traditionally. therefore, it is necessary to develop an assessment tailored to students’ special needs, help lecturers gather information, facilitate the decision-making process, and make fair assessments. in addition, by an appropriate assessment system, student understanding can be assessed in various ways and accurately measure student success rates. this study aims to develop formative and summative assessments for sen in um. due to the pandemic conditions and research methods, the assessment developed will be implemented online. keyword: student with special needs, universitas negeri malang, assessment universitas negeri malang is a university that has accepted students with special needs. from the data collected, there are 36 students with special needs. most types of special needs are visually impaired (table 1), which is 38.89%. these students are spread across all faculties at the malang state university. the distribution of the students are 21 students at the faculty of education, five students at the faculty of letters, three students at the faculty of sports science, two students at the faculty of engineering, two students in the postgraduate program, one student in the diploma program, one student at the faculty of economics and in the business computer program there is one student. however, at the universitas negeri malang, so far, is still using traditional assessment. table 1. percentage of students with special needs at the universitas negeri malang based on the type of special needs types of special needs n % visual impairment 14 38.89 hearing impairnment 12 33.33 physically handicap 6 16.67 mentally disabled 1 2.78 narrowing of the spinal conditions 1 2.78 autism 2 5.55 total 36 100 for students with special needs, traditional assessments can lead to inaccurate information (choate & evans, 1992), injustice (choate et al., 1992), and not being able to measure quality (poteet, choate, & stewart 1993) in learning. learning assessment for students is a process that can ensure students have learned about the concepts, skills, and thinking processes that will make them successful (dwyer, 2008). therefore, proper assessment is needed for these students with special needs. in general, tests that can evaluate students are formative assessment and summative assessment (brookhart & lazarus, 2017; wiliam & thompson, 2008; galevska & pesic, 2018). meanwhile, students with special needs require an assessment tailored to their particular needs (jacova, 2011; christensen, carver, vandezande & lazarus, 2011). thus, assessments tailored to students with special needs can help lecturers gather information and facilitate the decision-making process, fair assessment, student understanding that can be assessed in various ways, and measure student success rates accurately (bauer & brown, 2001). concerning formative and summative assessments for students with special needs at the universitas negeri malang, they must be adapted to the situation and conditions. the pandemic condition requires that the learning and assessment process be done online. formative and summative assessments can be done online (perera-diltz, & moe, 2014). formative and summative assessments can be done online (perera-diltz, & moe, 2014). online formative and summative assessment is a new era for learning. the online assessment is in line with the 2 journal of icsar; volume 5 number 2, july 2021: 1-2 learning and assessment conducted at the universitas negeri malang. during the covid-19 pandemic, the universitas negeri malang used an online learning system called sipejar. sipejar is an online learning system based on an lms (learning management system) that allows lecturers (teachers) to develop systematic learning and assessment that students can access through the https://sipejar.um.ac.id/ page. in this study, the formative and summative assessments developed will be applied at the sipejar facility, universitas negeri malang. based on the explanation above, developing an online formative and summative assessment for students with special needs at the universitas negeri malang is necessary. after the covid pandemic ended, all students could accept the assessment and used it in classroom learning. references bauer, a., & brown, g. (2001). adolescents and inclusion – transforming secondary schools. baltimore: paul h. brookes. brookhart, s., & lazarus, s. (2017). formative assessment for students with disabilities. commissioned by the council of chief state school officers state collaboratives on assessing special education students and formative assessment, washington, dc. choate, j. s., & evans, s. s. ( 1992). authentic assessment of special learners: problem or promise?. preventing school failure, 37(1), 6-9. choate, j. s., enright, b. e., miller, l. j., poteet, j. a., & rakes, t. a. ( 1992). curriculum-based assessment and programming (2nd ed.). boston: allyn and bacon. christensen, l., carver, w., vandezande, j., & lazarus, s. (2011). accommodations manual: how to select, administer, and evaluate use of accommodations for instruction and assessment of students with disabilities. council of chief state school officers. dwyer, m. p. (2008). “beyond bean counting: creating departmental assessment that is manageable and meaningful,” presentation (kutztown university assessment symposium, 17 april 2008). galevska, n. a., & pesic, m. i. (2018). assessing children with special educational needs in the inclusive classrooms. ss. cyril and methodius university. jacova, z. (2011), the role of parents in the building of inclusive school culture, the modern society and education 2011, proceeding of the vi balkan education and science congress, skopje, 451456. perera-diltz, d. m., & moe, j. l. (2014). formative and summative assessment in online education. journal of research in innovative teaching, 7(1) poteet, j. a., choate, j. s., & stewart, s. c. (1993). performance assessment and special education: practices and prospects. focus on exceptional children, 26(1), 1-20. wiliam, d., & thompson, m. (2008). integrating assessment with learning: what will it take to make it work? in c. a. dwyer (ed.). the future of assessment: shaping teaching and learning. (pp. 53-82). new york: lawrence erlbaum associates. . 28 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 28-30 28 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume finger painting effectiveness to improve sitting tolerance of children with autism irdamurni, nurhastuti, farida mayar, ardisal universitas negeri padang, padang, indonesia email: irdamurni@fip.unp.ac.id abstract: the common issue found in children with hyperactive autism is their excessive mobility, like running around and disturbing their peers in the classroom. as a consequence, they cannot sit still for two minutes. this research aims to examine whether finger painting activity can improve the sitting tolerance of children with hyperactive autism. this research used a single-subject research method. the subject selected for this research was a child with autism. findings from the research showed that finger painting activity could improve children’s sitting tolerance from 2.5 minutes to 30 minutes. therefore finger painting has effectively improved the sitting tolerance of children with autism. keywords: fingerpainting; sitting tolerance; hyperactive autism introduction the purpose of education is to educate individuals within society. it means everybody deserves an education, including children with special needs. one of the developmental disabilities is autism. children with autism are struggling when interacting with people in their surroundings. they encounter many problems; disability to respond to stimuli in their environment, communication failure, and bizarre response to their surroundings. in addition, they have excessive mobility, like running around all day long. the most common issue of children with autism is hypoactive and hyperactive behaviors. hyperactive autism is excessive mobility. when children cannot sit still, behave the way they want and are easily distracted in one activity. for instance, when playing with toy cars, they get distracted by their peers who play with toy guns. the moment they see others playing with their toy guns, they steal them and leave the toy cars behind (irdamurni, 2018). children with hyperactive autism hardly concentrate and often disturb their peers. for this reason, special needs teachers need to be attentive, persevered, creative, and consistent in learning and teaching activities. as a result, the teachers have to create various learning methods to make the children sit and remain calm. one of the solutions is finger painting. finger painting is an activity given to children with hyperactive autism to improve their sitting tolerance when learning. sitting tolerance in a learning setting is the period that children can maintain without disturbing their peers. if children sit for more than one minute without disturbing their peers, it means the teacher can teach effectively. finger painting allows children to exercise their concentration and channel their creativity. in finger painting activity, children are given the freedom to create within their capabilities. they will move their fingers on the cardboard and paint anything. this way, children can remain in their seats and enjoy the activity at the same time. findings from suryana’s (2004) research claimed that finger painting is suitable for children with hyperactive autism since they cannot settle and get restless. thus, finger painting helps in improving their sitting tolerance when learning. this research aims to improve sitting tolerance in a learning setting for children with hyperactive autism using finger painting as the solution. finger painting activity provided to children is painting with colored tapioca flour or starch flour. the starch flour will be added to food colorings that attract children. after the colors are given, children will paint with their fingers on the cardboard. this activity will get the children messy yet contribute to their creative development. most parents usually put their children away from messy play and want them to keep clean. however, finger painting is beneficial. it can symbolically express one’s problem with every scratch of the painting. hence, it helps children to ease their disquiet (moeslichatoen, 2004). method this research was conducted using a singlesubject research method by applying an a-b research design (sunanto, 2000). a-b research design is a design composed of baseline and treatment or intervention phases (fraenkel, 1993). the baseline phase is when the target behavior is measured for a period before implementing treatment. the technique used in data recording of this research is children were given task in finger painting activity; children must be observed during the activity; stopwatch was used to time them from the beginning to the end of the activity. 29irdamurni, nurhastuti, farida mayar, ardisal, finger painting effectiveness to improve sitting . . . figure 1. baseline condition figure 2. intervention condition the instrument and data recording used in this research is direct observational recording. it refers to collecting data by measuring durations of children’s activity. meanwhile, learning tolerance here refers to the behavior shown by children with hyperactive autism during a learning activity. for example, they were observed whether they can sit still, stop walk around, and do not impulsively act out. according to daisy imelda, cited from http://www. bpk penabur.or.id, tolerance means brevity and patience in facing any threat and assumption, as well as being persevered. as explained in the great dictionary of the indonesian language, tolerance (ketahanan), derived from the word tolerate (tahan), means staying in the situation, durability, fidelity, patience, and persistence. when the prefix and suffix are added, it means the act of composure, tranquility, and patience. therefore, tolerance in this research refers to the duration of sitting tolerance of children without disturbing their peers during the learning activity. finding and discussion finger painting is the activity of painting with fingers. the ingredients used in this activity are tapioca flour added and cooked with aromatic colored liquid. cardboards were provided, and the paintings were displaying lines and abstract drawings. this activity was implemented repeatedly until children reach the goals; sit still, stop disturbing their peers, and thus teacher can teach effectively. individuals with autism look as if they live in their world. the term autism was introduced in 1943 by leo kenner, though it has existed since centuries ago. irdamurni (2018) stated that a person with autism is attracted only to their world. the actions they did are suggested by themselves. they look as if they have no interest and do not respond to stimuli. children with autism, in a social setting, may seem to need others no longer as they act impulsively. hyperactive autism refers to excessive mobility. when a child cannot settle, behave impulsively, and quickly get distracted during an activity. as a result, they always run around and even climb the table causing other children to get disrupted during a learning activity. some famous painters paint using only fingers instead of painting tools. these painters are not using traditional tools like brushes to paint. this type of art is outside the typical art (meryann’sart http://www. fingerpainting). finger painting activity was conducted on children with hyperactive autism x class—the preparation and method of finger painting according to meryann’sart http://www.fingerpainting. analysis of the research was employed by direct observation. children’s behavior was observed to see whether children can remain sitting without disturbing their peers. baseline condition was given before an intervention. in the treatment condition, the observation was conducted before or during the intervention. the research was ended after eight days because the data obtained was sufficient to see how the children behave. a task was later given using finger painting, as described in figure 1. finger painting is an activity to channel the creativity of children with autism during the learning process. during the activity, children are allowed to paint anything they want. this activity is ideal for children with hyperactive autism as they are not forced during the activity. they paint abstract paintings using flour and even lick the flour because of its flavor. conclusions the research findings showed an improvement of sitting tolerance of children with hyperactive autism x through finger painting activity in permata bunda special education school for autism in bukittinggi. 30 journal of icsar; volume 5 number 2, july 2021: 28-30 references suryana, a. (2004). terapi autisme anak berbakat dan anak hiperaktif. jakarta: pogres irdamurni, 2018. memahami anak berkebutuhan khusus. jawa barat. goresan pena. fraenkel. j., r. (1993). how to desing and evaluate research in educational. singapura. mc. grayhill book a-b-c designs. sunanto, j. (2000).single subyect research. makalah disampaikan pada seminar sehari jurusan plb fip unp padang tanggal 1 1 november 2000. moeslichatoen r. (2004). metode pengajaran di taman kanak –kanak. jakarta: pt rineka cipta. 54 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 54-57 teachers’ readiness to accommodate diverse students through distance learning in an inclusive setting dinar westri andini1, achmad hufad2, ayu rahayu3, yohana sumiyati4, abdul rahim5, taryatman6 1,2universitas pendidikan indonesia, bandung, indonesia 3,4,5,6universitas sarjanawiyata tamansiswa, yogyakarta, indonesia e-mail: dinarandini7@gmail.com abstract: learning must be accessible to all students. therefore, significant challenges face developing distance learning that can meet the learning needs of every student diversity, including the student with special needs. therefore, this study aims to describe the teacher readiness to meet the student learning needs through distance learning in schools by providing inclusive education. the research method used a questionnaire in 173 teachers from elementary schools in five districts in the special region of yogyakarta (diy) by asking them the questions such as the ease of internet networks, learning tools and equipment used, the selected learning management system (lms) and provides the open-ended questions in the form of advantages and difficulties in distance learning. indeed, the study results indicate that to increase teacher readiness, such as the efforts are needed and a positive atmosphere that can form self-development and self-efficacy culture. keywords: inclusive education, distance learning, diverse students. introduction the paradigm that must be built the learning designed is for all students (salamanca, 1994). learning must be accessible to any student include a student with special needs. hence, it realizes the active participation of all students, and it can help each student reach their achievements according to their potential. that statement is a fundamental principle of inclusive education that highly upholds equality and social justice (andini, 2014; lisdiana et al., 2019; salamanca, 1994; sunanto, 2016; tomlinson, 2000). however, one of the current problems facing the education field is studying at home by implementing distance learning. this issue has become a big challenge for the education field, especially for teachers (al hakim, 2021; putra, 2021; waruwu, 2020). teachers should develop their accessible learning innovations to all student diversity and meet diverse learning needs (dickinson & gronseth, 2020; zati, 2020). the learning design must generate interest, curiosity, critical thinking skills, and active involvement in communication and interaction (blaine, 2019). the challenge is big enough to provide distance learning that can meet student diversity and maintain education quality. it requires flexible solutions in solving problems and changes that arise quickly. in those implementations, the teacher often faces students with special needs. the diverse characteristics that arise and require various methods. it also needs innovative media that can meet these various student needs, such as teacher creativity and confidence (gheyssens et al., 2021; henry & namhla, 2020; scherer et al., 2021). also, many areas have difficulty accessing the internet network and technological devices, both teacher and student, caused by the various parents’ backgrounds. this challenge is underlined to be solved immediately (wari et al., 2020). several studies show the implementation of distance learning. most teachers use social media applications such as whatsapp, telegram, instagram, email, video recordings, television, and various method. it is used to meet the needs of developing modules as an alternative for areas that have not yet reached networks (putra, 2021). it is also not many innovative media such as ar (deb et al., 2018; idrus, 2016), smartphonebased media development, animation, and various technology to meet diverse needs (vie, 2018). there are many alternative ways for the student to access distance learning. one example is when the teacher is giving assignments related to emerging and trending news. the student is expected to analyze in purpose to develop students’ critical thinking (dickinson & gronseth, 2020; gheyssens et al., 2021) however, many teachers also succeed in solving the problems faced during the implementation of distance learning. one of them is related to teacher perception and readiness (scherer et al., 2021). teacher readiness in conducting distance online learning is influenced by teacher characteristics, contextual experience, and cultural factors. in addition, there needs to support from the affiliated institution, both in supporting facilities, resources, and teacher professional development. 55dinar westri a, achmad hufad, ayu rahayu, yohana s, abdul r, taryatman, teachers’ readiness to . . . figure 1. the percentage of assessed aspects therefore, it can be concluded that teacher readiness can be influenced by three dimensions, namely 1) technology mastery and teacher pedagogic competence, 2) self-efficacy or teacher confidence in doing something, and 3) institutional support (sailer, schultz-pernice, & fischer, 2021). based on the results of research that revealed the teacher readiness in universities in developing online learning, there is no relationship between institutional support and teacher competence. however, teacher readiness will improve if built an environmental culture that supports self-development and makes learning innovations (scherer et al., 2021). meanwhile, the results of another analysis related to data obtained from distance learning outcomes in elementary schools showed an increase in knowledge, skills, technology mastery, autonomy, creativity, and increased institutional readiness in providing facilities (bao, 2020). however, it had little impact on the student knowledge mastery, character development, the effectiveness of learning interactions, and motivation that focuses on a set of examples (scherer et al., 2021; waruwu, 2020; wulandari & purwanta, 2020). therefore, it is necessary to know how far elementary school teachers are prepared to meet and accommodate student diversity during distance learning in inclusive classes. method this research used qualitative research with the descriptive format and online survey method. data collection techniques used in this study were closed and open questionnaires. a questionnaire contained open-ended questions to reveal the teacher readiness to meet the student diversity during distance learning at schools, especially the advantages and difficulties in providing inclusive education. while the closed questions related to providing yes and no answers relate to the ease of the internet network, the learning tools and equipment used, and the selected learning management system (lms). the period for filling out the questionnaire was the agreement between the researcher and the teachers who were the samples of this research at a specific time limit. the questionnaires made on google forms were sent via whatsapp group and responded to by the teacher. this study involved 173 teachers from elementary schools in five districts in the special region of yogyakarta (diy). finding and discussion finding(s) figure 1 shows that more than 90% of teachers have devices and internet access, but the teachers still find difficulty and feel that distance learning is difficult for teachers. at the same time, the institution provides resource support in giving a teacher training program. therefore, it impacts the convenience of teachers in providing distance learning, although there are still many who find the difficulties. based on the data obtained, 93.6% of teachers have laptops or computers at home, and 97.7% have an internet network. although 53.2% of the network in the area is weak and not all networks can be accessed optimally. the majority of 70.5% of teachers are pretty proficient in operating computers. institutional support improved competence by providing training using technology. 38.7% answered that there had been trained, and 61.3% said no training had been conducted. while the responses related to the ease of delivering distance learning in the data obtained by 69.4% answered, distance learning is troublesome for teachers. discussion(s) the data depicted that although teachers have facilities and access to self-development, experience in operating laptops/computers, but it does not necessarily support teachers in improving their competencies. institutional support related to improving skills in mastering technology also does not necessarily increase the teacher’s desire to achieve and enhance self-competence. the data results support what was stated earlier that the institutional support, individual characteristics have not affected the teacher readiness in increasing knowledge and mastery of technology. however, the culture created by building a passion for innovating can encourage teachers to build selfcompetence and self-efficacy (scherer et al., 2021). however, there are findings state that good institutional support will also affect teacher readiness. this statement is obtained from bao’s research (2020) that the lack of weak institutional support in providing knowledge and the development of learning innovations is one of the main weaknesses of teachers in improving self-competence and self-efficacy (bao, 2020). 56 journal of icsar; volume 5 number 2, july 2021: 54-57 the technology application that teachers often use is whatsapp, with 86.7% of data, 12.1% of teachers use the google classroom application, and 1.2% take advantage of the availability of websites developed by schools/institutions. the reason why the teacher uses whatsapp is the ease of sending assignments or learning materials. that statement is comparable to the technological tools used by teachers, namely mobile phones with 76.3% data and 22.5% using laptops/ computers. moreover, the most significant obstacles experienced by teachers were no supporting facilities, where many parents did not have the technology equipment, and sometimes the technology equipment they had was unsupported. when parents work, the student cannot access the learning material at home, so that the learning can only start when parents come home from work. the busyness of parents and internet access are also part of the obstacles faced by teachers. however, behind the challenges experienced by teachers, there are conveniences and advantages that teachers feel, namely related to efforts to collaborate between teachers and parents in more intensive communication. the role of parents is more visible by assisting their students, and the material is quickly resolved because wherever the teacher can provide the material. many teachers said that the institute must provide training and preparation tools to support distance learning in dealing with problems and obstacles. training is provided to both teachers and parents. the implementation that has been implemented must be continued and monitored so that evaluation and improvement can be carried out. conclusion distance learning brings polemics in the educational field. it takes the teacher’s readiness to carry out learning innovations so that the learning need of all students can be met. improving teacher readiness requires efforts and a positive atmosphere to form a self-development and self-efficacy culture for teachers. despite the supporting facilities, procurement of increased resources and training cannot solve the distance learning problem, especially in developing competence and teacher readiness references al hakim, m. f. 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(2020). kegiatan pembelajaran bahasa inggris secara daring bagi siswa sd selama pandemi covid-19. esj (elementary school journal), 10(3), 1–9. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p002 2 parents' perspectives on healthy lifestyle practices for special need students ariff mu’azzam ab halim*, mohd mokhtar tahar universiti kebangsaan malaysia, selangor, malaysia *e-mail: p103095@siswa.ukm.edu.my abstract: this study was designed to examine the difference between healthy lifestyle in terms of balanced diet, physical exercises, emotional and self management among special need students in rural and urban areas. this study is conducted quantitatively by using the questionnaires that are valid and reliable. these questionnaires were adapted from the healthy lifestyle instrument. the sample size of 40 parents from cheras, kuala lumpur were participated for the urban area, while another size of 40 parents from sabak bernam, selangor were participated on behalf of the rural area. google form was used as the platform of the questionnaires and were distributed accordingly online. inference analysis was used to study the research questions by using statistical package for the social sciences (spps) version 23.0. the analysis showed there was no significance in the difference between special need students in urban area and rural area towards their healthy lifestyle based from the three aspects. as a result, the main party should be obligated in adding healthy lifestyle practices among special need students in both urban and rural areas. keywords: healthy lifestyle, balanced diet, special need students introduction healthy lifestyle is one of the important components in living a better life and preventing diseases as well as obesity. world health organization defined healthy lifestyle as a physically, mentally and socially perfect condition an individual could have in addition to not contracting any diseases. this is aligned with the definition by malaysia ministry of health (2006 & 2011) that stated that healthy lifestyle is comprised of three important components which are balanced diet, physical exercises and good sleeping schedule. healthy lifestyle needs to be practised by every individual including special educational needs students and disabled individuals (oku). special educational needs students are more exposed to various illnesses and obesity. according to mudge et al. (2013), obesity occurs more frequent amongst disabled individuals and youths with a percentage of 27-62% compared to general population with 17-22%. it has been identified that this occurrence is because of the lack of activity amongst disabled individuals. other than that, living environment also influences healthy lifestyle practice amongst special educational needs students.. according to a research by singh and mishra (2016), female teenagers from rural areas are less likely to be involved in sports and have imbalanced diet, although females are more involved in physical exercises and activities. there may be differences in the implementation of healthy lifestyle between special educational needs students in urban and rural areas based on various factors like family background and environment. based on the question, the objective of this research is to study the components of healthy lifestyle practices which are balanced diet intake, physical exercises and behaviour and mental management amongst special educational needs students implemented by parents in urban and rural areas. this research could provide assistance and information for responsible authorities to formulate a suitable guideline for special educational needs students to practise healthy lifestyle. therefore, the research on healthy lifestyle practice for special educational needs students implemented by parents must be carried on to identify the application of healthy lifestyle practice in their daily life. http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i12022p002 halim, tahar: parents' perspectives on healthy lifestyle practices for special need students 3 method this research applied the quantitative method by distributing a questionnaire to parents with special educational needs children. the sampling technique used by the researchers was random purposive sampling. the research population consisted of parents with special educational needs children who received their education at sekolah menengah kebangsaan pendidikan khas (smkpk) or students of program pendidikan khas intergrasi (ppki) at sekolah menengah kebangsaan. selangor and kuala lumpur were chosen as research samples because they fit the criteria of having two types of research locations, urban and rural areas that could produce a more accurate finding. therefore, researchers had distributed the questionnaire to 40 parents in cheras, kuala lumpur that made up the urban area category and to 40 parents from a village in sabak bernam, selangor for the rural area category. to acquire the research data, a set of questionnaire adapted from instrumen gaya hidup sihat (fazil, noor, khalid, 2019) was constructed as the research instrument. the questionnaire was comprised of four (4) sections which were section a, b, c and d and contained 35 items. section a was the demographic that was made of five (5) items to record the respondents’ background. section b had ten (10) items with the aim to evaluate the daily intake of balanced diet in special educational needs students. section c which consisted of eight (8) items measured the physical exercises and activities done by special educational needs students in a week. meanwhile, section d with ten (10) items was to identify the management of a quality sleep schedule amongst special educational needs students. these three sections were evaluated based on the five points likert scale starting from scale 1 none (t), scale 2 very rare (sj), scale 3 rare (j), scale 4 frequent (k), and scale 5 very frequent (sk). this questionnaire was distributed via google form. the analysis of the research data was conducted through the computer software known as statistical package for social sciences (spss) version 23.0. descriptive analysis was used to analyse data obtained in section a (demographic). this research also contained three dependent variables which are the intake of balanced diet, physical exercises and activities, and behaviour and mental management for special educational needs students in urban and rural areas. to measure the difference and relationship between the mentioned variables, this research used independent t-test. the purpose of the test was to compare less than two (2) independent mean groups. mean score was also utilized to observe the difference of each main research objective based on the mean score interpretation (jainabee & jamil, 2009). . finding and discussion finding(s) the outcome from the analysis of the first research question shows that the intake of balanced diet amongst special educational needs students is at an average level. the mean score for urban students is 3.29 and 3.08 for rural students. the t value is 0.391 which indicates no significant difference in the intake of balanced diet amongst urban and rural special educational needs students. physical exercises and activities amongst special educational needs students the second analysis touches on physical exercises and activities amongst special educational needs students. urban students have a mean score of 1.70, which is lower than rural students who have a mean score of 1.92. however, both scores are still relatively low to indicate healthy lifestyle is being practised compared to the intake of balanced diet . the t value shows no significant difference in the physical exercises and activities between urban and rural special educational needs students because the t score, 0.353 exceeds 0.005. 4 journal of icsar; volume 6 , number 1, january 2022 2 6 behaviour and mental management of special educational needs students the finding on behaviour and mental management of urban and rural special educational needs students signifies a high mean score. the mean score for urban students is 4.25, which is lower than the mean score for rural students, 4.37. the t value is 0.171 which suggests that there is no significant difference in behaviour and mental management between urban and rural special educational needs students. table 1 intake of balanced diet, physical exercises and activities, and behaviour and mental management amongst special educational needs students item intake of balanced diet physical exercises and activities behaviour and mental management urban rural urban rural urban rural mean value 3.29 3.08 1.70 1.92 4.25 4.37 t value 0.391 0.353 0.171 discussion(s) the findings of this research show that healthy lifestyle practice for urban and rural special educational needs students is at an average level. the research findings are based on the three main components which are the intake of balanced diet, physical exercises and activities, and behaviour and mental management practised by special educational needs students in both urban and rural areas. these findings match with mudge et al. (2013), who stated that obesity is 27-62% more common amongst disabled individuals and youths compared to general population (17-22%) due to the fact that special educational needs students have difficulties in living healthy lifestyle and performing physical exercises because of their physical disabilities. the intake of balanced diet amongst special educational needs students there is no notable difference in the intake of balanced diet amongst urban and rural special educational needs students based on the research analysis. however, the mean scores of both types of students are at an average level. urban and rural special educational needs students are not consuming a balanced diet. this happens because the students prefer to consume junk and sugary food rather than vegetables and fruits. azeman (2016) stated that most respondents are more inclined to consume junk food so that their money can be spent on something else such as clothes, entertainment and jewelleries. in addition, suhaimi (2016) supported this research by stating that the pattern of balanced diet consumption amongst ipta undergraduates in lembah klang is at an unfavourable level. physical exercises and activities amongst special educational needs students the research analysis on physical exercises and activities amongst special educational needs students shows that there is no significant difference between urban and rural students. however, special educational needs students in urban area have a lower mean score (1.70) than special educational needs students in rural area (1.92). this is because special educational needs students rarely do physical exercises such as sports and physical activities. this research finding differs from a research by singh and mishra (2016) who discovered that female teenagers in rural area are less likely to get involved in sports and games and consume imbalanced diet, compared to their urban counterpart who are more involved in physical exercises. halim, tahar: parents' perspectives on healthy lifestyle practices for special need students 5 behaviour and mental management of special educational needs students the finding shows that both urban and rural students are at a high level. the mean score for urban special educational needs students is 4.25, lower than rural special educational needs students who have a 4.37 mean score. this shows that special educational needs students are not involved in unhealthy activities like smoking, consuming alcoholic beverages and abusing drugs. this finding, however, differs from the finding by adolescent health survey (2017), who found that the number of smokers amongst teenagers aged 13 to 17 years increases from 11.5% to 13.8%. furthermore, special educational needs students in both urban and rural areas also have a good sleeping schedule. this matches with the research conducted by fang et. al (2019) who suggested that a nine-hour sleep possesses higher risk of stroke than a seven to eight-hour sleep every night. conclussion and suggestion conclussion(s) in conclusion, the research findings prove that healthy lifestyle practice amongst special educational needs students is at an average level. although the intake of balanced diet and physical exercises and activities are at low and average levels respectively, behaviour and mental management is at a high level. this indicates that there is no significant difference between urban and rural special educational needs students. however, the intake of balanced diet needs to be emphasized daily to prevent obesity and other fatal illnesses amongst special educational needs students. furthermore, physical exercises and activities should be a routine for special educational needs students to keep them active and energetic like other students. behaviour and mental management such as sleeping schedule must follow the guideline issued by the malaysia ministry of health that suggests an eight-hour sleep daily to avoid stress and negative emotions in special educational needs students. smoking, consuming alcoholic beverages and abusing drugs should not be allowed in order for special educational needs students to live healthy lifestyle. suggestion(s) therefore, parents need to guide special educational needs students to live healthy lifestyle by consuming balanced diet, doing physical exercises and activities, and managing behaviour and mental. healthy lifestyle could help students to be more active and focused during learning session and they could live their everyday lives like other students. it is everyone’s responsibility to ensure healthy lifestyle is implemented amongst special educational needs students to produce a healthy and harmonious society. references ayub, s. h., hassim, n., yahya, a. h., hamzah, m., & bakar, m. z. a. (2019). exploring the characteristics of healthy lifestyle campaign on social media: a case study on fit malaysia. jurnal komunikasi: malaysian journal of communication, 35(4), 322-336. azeman, a. r. (2017). pemilihan makanan di kalangan pelajar kolej universiti islam melaka: satu tinjauan. journal of hospitality and networks, 1(1), 71-80. azhari, a. m., kamarulzaman, m. h., faisal, r. a., hazir, n. m., esrati, m. z., lim, m. r., & ishak, n. m. (2017). tahap kecergasan fizikal di kalangan pelajar pintar dan berbakat. e-proceeding of the 6th global summit on education, 187-197. fazil, a. f. m., noor, n. f. m., khalid, n. i. m., ahmad, h. n. l., ismail, s., & kamarudin, n. (2019). healthy lifestyle instrument. journal of human capital development (jhcd), 12(1), 19-33. fang, q., lai, x., yang, l., wang, z., zhan, y., zhou, l., ... & zhang, x. (2019). hearing loss is associated with increased stroke risk in the dongfeng-tongji cohort. atherosclerosis, 285, 10-16. jainabee, k., & jamil, a. (2009). kualiti kepimpinan pengetua sekolah-sekolah menengah kebangsaan zon selatan, malaysia. in seminar nasional pengurusan dan kepimpinan pendidikan ke-16. institut aminudin baki. 6 journal of icsar; volume 6 , number 1, january 2022 2 6 malaysia ministry of health. (2011). healthy weight: a new way of looking at your weight and health. kuala lumpur: kkm. malaysia ministry of health (2006). laporan kajian kesihatan morbiditi kebangsaan mudge, s., kayes, n. m., stavric, v. a., channon, a. s., kersten, p., & mcpherson, k. m. (2013). living well with disability: needs, values and competing factors. international journal of behavioral nutrition and physical activity, 10(1), 1-12. morbiditi dan kesihatan kebangsaan (nhms). (2016). gejala sakit mental pelajar boleh cetus masalah kronik. kuala lumpur: unit komunikasi koperat, berita harian. singh, a.p. and mishra, g. (2016).gender differences in lifestyle: results of a survey among indian schoolgoing adolescents. social change, 46 ( 3) : 428443. suhaimi, t. b. (2016). faktor pemilihan makanan sebagai peramal kepelbagaian makanan dalam kalangan pelajar universiti awam di lembah klang, malaysia. 38 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 number 1 january 2021: 38-41 developing expert system application to identify specific children learning disabilities in inclusion schools supriyadi , dian atnantomi wiliyanto universitas sebelas maret, surakarta, indonesia e-mail: supriyadi@staff.uns.ac.id abstract: this study aims to develop an expert system application for the identification of specific children learning disabilities in inclusion school. the research method used is development research design (r & d) to test the effectiveness of the use of identification of specific children learning disabilities with expert system application. application testing was involving 40 teachers in inclusion schools to test expert system applications in identification. validate results by teachers in inclusion schools were obtained that from aspects of system display, user, accuracy, and system responsibility have an average of 4.20 fall into the category of excellent. expert system application development has several features, among others; home menu, analysis, and intervention to follow up learning services, learning media, and classroom embedding for specific children learning disabilities. keywords: expert system, learning disabilities, inclusion schools introduction inclusion education is an education system that provides space for children with special needs to be able to attend school with regular learners in one class. schools that implement inclusion education provide special services and attention to children with special needs to be able to process education regularly (agustin, 2019). children with special needs who have different characteristics different from various uniqueness (hallahan, et al., 2020; rapisa, 2018). the characteristics of children with diverse special needs cause teachers to become more likely to identify (rapisa, 2018). master’s understanding of poor identification leads to errors in providing learning services to children with special needs. this causes the lag of children with special needs with other regular learners. specific children learning disabilities become the most difficult to identify because by birth it is not visible (raharjo and ahyani, 2011). learning disabilities have small differences in physical and mental aspects compared to regular children, thus causing difficulty in carrying out proper identification (cavendish, 2013; russell et al., 2017). this problem is becoming increasingly crucial in inclusion schools, where analysis of teacher identification understanding in inclusion schools shows that under-understanding teachers are 37%, incomprehensible (23%), and lack of understanding (18%) (wiliyanto, 2017a). this is influenced by most of the teachers not from outstanding education graduates. this is based on data from special assistance teachers in surakarta, 65% of teachers are not graduates of special education and 35% of special education graduates. with resources in schools that cause problems in identifying, especially in children with specific learning disabilities whose symptoms or characteristics are very difficult to detect. late identification of children with learning disabilities will lead to child lags in cognitive and social development (mensah & badu-shayar, 2016). this causes the inclusion school work program needs improvement or cooperation with various parties so that education services by the needs of children according to the identification results (mapunda et al., 2017). the era of industry 4.0 has an impact on digitization in various fields, including the development of applications for identification (cheng et al., 2020). during the covid 19 pandemics, digital-based identification is increasingly needed. also, factors to make it easier for teachers who have difficulty in identifying specific children learning disabilities are required identification applications that are easily accessible to all teachers (wiliyanto, 2017b). the use of expert system application provides an algorithm to solve problems based on symptoms or characteristics that appear so that it can be concluded a problem that wants to be detected (al hakim et al., 2020; wiliyanto, 2017b). the advantages of the expert system can be used as the basis for its use in the identification of specific children learning disabilities that have characteristics that are difficult to detect so that applications are needed that can give decisions in a structured and based on the symptoms that appear. 39supriyadi , dian atnantomi wiliyanto, developing expert system application to identify specific . . . . table 1. feasibility criteria criteria skor very good 4,00 – 5,00 good 3,00 – 3,99 not good enough 2,00 – 2,99 not good 1,00 – 1,99 table 2. feasibility of expert system application assessment aspects skor system view 5 user 4,20 accuracy 3,75 responsibility system 4 average 4,20 (very good) figure 1. expert system application feasibility diagram this provides accuracy in child identification including learning disabilities or not, which will be a reference for learning programs, learning media, and placement of children following the identification results of the expert system application (wiliyanto, 2017b). method research using development research design (r &d). the stages of development are divided into three stages, namely the stage of needs analysis, design, and testing. at the stage of needs, analysis is carried out a needs survey on identification. at the design stage of the design of the tree the decision to conclude the symptoms that arise at the time of identification of specific children learning disabilities. data collection using questionnaires with a linkert scale to find out the feasibility of expert system application developed, table 1. the test involves teachers in an inclusion school of 40 teachers as validators to test the feasibility of expert system applications. finding and discussion the results of the study conducted by testing expert system application for identification of childrenspecific learning disabilities with teacher validators in inclusive schools were obtained the following results, table 2. in table 2 showed validate results by teachers in inclusion schools obtained that from aspects of system display, user, accuracy, and system responsibility have an average of 4.20 fall into the category of very good. expert system application display developed based on the needs in the field by the analysis of the needs obtained application display that has three main menus, figure 1. home, this menu displays the face of the expert system application which contains how the application works and information about children learning disabilities through video, such as the following; analysis of menu, this menu is the main menu used to identify children with specific learning disabilities. this display contains symptoms or characteristics that appear in children who are suspected of learning disabilities. intervention menu, this intervention menu is the result of an analysis that has been done on the previous menu. this menu described learning services, media defense, and class placement for specific children learning disabilities by the identification results. validation results are done with an average of 4.20 with excellent criteria. the use of an expert system or expert system is one that can be used by teachers to determine the right identification and intervention for children with special needs. in the study using the help of a decision support system application can be used to identify motor disorders. an expert system is a computer-based system that uses knowledge, facts, and reasoning techniques in solving problems that can usually only be solved by expert systems in certain fields that can give a decision about a problem experienced (al hakim et al., 2020). the advantages of using expert systems or expert systems in the world of education, among others, to solve learning problems of learners, to provide interventions that are by the problems experienced by learners (goodarzi & rafe, 2012). determination of identification and level of intelligence and interests and classes by the ability of learners can be done by expert systems or expert systems sourced from databases (nugraha & herlawati, 2016). expert system to help the development of education and help students and teachers in learning in the classroom (sora & sora, 2014). in-class learning the expert system can play a role in solving learning problems that are considered difficult such as mathematics and science for students in the school 40 journal of icsar; volume 5, number 1, january 2021: 38-41 (salekhova et al., 2013). in education children with special needs, a web-based expert system is used to facilitate deaf children in accessing learning in the classroom (elgaml & baladoh, 2014). class determination for newly entered learners can be done with an expert system application, where the system provides class recommendations and learning plans suitable for learners by their intellectual condition (al-ghamdi., 2012; bouaiachi et al., 2014). another research expert system is a system that can be used to provide recommendations on academic plans about learning options that are by the conditions of learners (ayman, 2011). expert systems can provide an overview of the interests and iq of learners. characteristics of learners identified, an expert system for training recommendations by the educational history stored in the database that is useful in overcoming learning problems experienced by learners (daramola et al., 2014). the use of webbased applications determines recommendations for lesson schedule decisions and the level of completeness and provides training or intervention recommendations that are by the intellectual condition of the learner. curriculum determination that suits the condition of learners can use web-based applications that provide accurate decisions (lightfoot, 2014). the assessment process or assessment of web-based expert systems can play a role in evaluating the learning outcomes of learners who have been developed or planned. the use of expert system application can be used as a diagnosis of learners’ learning problems such as writing, reading, counting, and socialization problems (hustinawaty & aprianggi, 2014). decisions resulting from the analysis of expert system applications are adjusted to the real circumstances based on the condition of the learners and provide an overview of behavior and cognition (alfiah et al., 2019). the equation of using the expert system application for teachers in schools is to know the problems experienced by students and determine the right services according to their needs. the difference from the research developed with the use of expert system application is used to identify specific children learning disabilities that explain the barriers (categories) of children with special needs and provide recommendations for handling by the needs of learners. recommendations for handling according to the analysis of children with special needs include class placement, learning media, and evaluation. conclusion conclusions based on the test results of expert system applications developed for the identification of specific children learning disabilities are with excellent categories. the results of the development resulted in the appearance of the application menu are consisting of three main menus, namely; 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(2014). using appropriate e-learning systems to optimize teaching and learning. gstf journal on computing (joc), 2(3), 47–52. https://doi.org/10.5176/2010-3043 wiliyanto, d. a. (2017). the use of web based expert system application for identification and intervention of children with special needs in inclusive school. journal of education and learning, 11(4), 460-467. wiliyanto, d. a. (2017). analysis of teachers’ understanding level, needs, and difficulties in identifying children with special needs in inclusve school in surakarta. journal of education and learning, 11(4), 352-357. 1 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 number 1 january 2020: 1-4 teachers’ attitudes toward inclusive education in east java indonesia ahsan romadlon junaidi universitas negeri malang e-mail: aksan.romadlon.fip@um.ac.id abstract: teacher’s attitude towards inclusive education becomes an important variable for the successful implementation of the program. this research aims to examine whether there are differences of teachers’ attitude toward inclusive education in terms of the duration of training and the teaching experience of students with special needs. the research was conducted in regular schools that provide inclusive education services in east java, at elementary, junior high school, high school and vocational high school. data were collected using a questionnaire and analyzed with two path variant analysis. the results showed that there were significant differences of teachers’ attitude towards inclusive education. the more experienced and the longer the duration of the training, the more positive the teacher’s attitude towards inclusive education. keywords: teachers’ attitudes, inclusive education introduction the implementation of inclusive education in east java was started in 2003, by piloting in three primary schools. in the improvement, in 2017 there were 319 primary schools, 59 junior high schools, 50 senior high schools and 38 vocational high schools. the amount above was only 0,02 % from the whole numbers of regular schools in east java, in 2017 there were 27.888. many components determine the success of inclusive education. they are culture that grows in regular school to receive and appreciate the diversity, school policy that is non-discriminatory, and the implementation of learning that involves all students and accommodative toward student diversity. one of the significant components in the implementation of inclusive education is the teacher. avramidis and norwich (2002) stated that positive attitude from a teacher toward inclusive education specified the success of the inclusive education implementation. this argument was also supported by the research result of bunch, lupart and brown (1997). attitude can be understood as assessment – positive or negative – toward an object. petty and cacioppo stated completely the definition of attitude is general evaluation created by human toward their self, other people, objects, or the problem (azwar, 2007). the development of inclusive education in east java that is accompanied by the increasing of the number of students with special needs became an interesting material to investigate. one of the attractive problems is about the teachers’ attitude toward inclusive education, because attitude is a predictor for behaviour. it means that if the teachers’ attitude toward inclusive education is positive, it can be predicted that teacher will act positively in running the jobs related to the education for students with special needs. the research of teachers’ attitude toward inclusive education or students with special needs has been widely investigated. the research of scruggs and mastropieri (1996), concluded that most teachers believed that inclusion gives many benefits, but less than one third teachers feel that they have enough time, skill or resource to design the students with special needs in regular class. moberg’s research (2003) found that teachers in finnish and zambia generally agreed that the students with special needs in severe condition were placed in more limited environment than the students with special needs in moderate condition. teachers in finnish, finland felt the most difficult is to receive and serve students with intellectual barriers or behaviour problem, and teachers in zambia, felt the most problematic is when serving students with physical barriers. the research of teachers’ attitude in a primary school in jakarta showed positive attitude toward inclusive education, although the majority of participants felt that they have lack of knowledge and experience in inclusive education practices (kurniawati et al., 2012). this research aims to examine differences of teachers’ attitude toward inclusive education based on the hours of training they attend, and the experience of teaching students with special needs. in more detail, the research questions are formulated as follows. 2 journal of icsar; volume 4, number 1, january 2020: 1-4 table 1. two ways anova summary of teachers’ attitudes toward inclusive education based on teaching experiences of children with special needs and training about inclusive education source of variances df sum squares mean squares fcal ftab 5% between columns 3-1= 2 1353.58 676.79 10.49 3.13 between rows 3-1= 2 1191.44 595.72 9.24 interaction 2 x 2= 4 -121.64 -30.41 -0.5 within 77-(2x2) = 73 4383.72 64.47 total 77-1= 76 6807.09 finding the teacher experience of teaching children with special needs from all respondents of this study was grouped into three categories. first is teaching experience between 1 to 3 years. second is the teaching experience between 4 s.d. 6 years. third is more than 6 years of teaching experience. the duration or the length of the training hours that teachers participated was grouped into three categories, namely 10 to 30 lesson hours; 31 to 60 lesson hours and more than 61 lesson hours. based on table 1, it can be explained the conclusions of the two-way anova test results, including tests of differences between columns, between rows and interaction tests. for the column test, examine the difference of teachers’ attitude towards inclusive education based on differences in teacher experiences in teaching students with special needs. the ftab price is sought with df between columns as a numerator = 2 and df in as the denominator = 73. based on df (2:73), the ftab price = 3.13 for errors of 5% and 4.92 for error 1%. because the fcal value (10.49) is greater than the ftab (10.49> 3.13), ha is accepted and ho is rejected. this means that there are differences in the attitudes of regular teachers towards inclusive education based on differences in the teaching experience of students with special needs. for the row test, examines whether there are differences in the attitudes of teachers toward inclusive education based on the duration of training hours that teachers participated. the ftab price is sought based on the numerator df = 2 and the denominator of 73. the ftab price = 3.13 for errors of 5% and 4.92 for errors of 1%. the fcal price (9.24) turns out to be greater than the ftab price for 5% and 1% (9.24>3.13>4.92), thus ha is accepted and ho is rejected. this means that there are significant differences in the attitudes of teachers towards inclusive education based on differences in the duration of the training they attended. interaction test examines whether there are interactions between differences in teaching experience and difference in the duration of training in teacher first, are there difference of teachers’ attitude towards inclusive education based on differences in teacher experiences in teaching students with special needs? second, are there difference of teachers’ attitude towards inclusive education based on differences in the duration of training they attanded in inclusive education? third, are there interaction between differences based on the hours of training and the teaching experience of students with special needs on the teachers’ attitude towards inclusive education? method the questionnaire was distributed by online, started from august 16th to 23rd 2019. overall respondents who filled out the forms were 80 and those declared as eligible were 77 from the number of respondents, 28 men and 49 women. the respondents came from 24 districts and cities in east java province, with diverse distribution. in terms of age, respondents aged over 50 were 19 or 24.7%, the ages between 20 to 30 years old were 6 or 7.8%, and 52 people or 67.5% have ages between 30 to 50 years old. judging from the origin of the institution where the respondent works, 45% of respondents are elementary school teachers, 18.2% of respondents are junior high school teachers, and 36.3% of respondents are teachers in senior high school and vocational school. the questionnaire consisted of two parts, the first part is about demographics and the second part is about inclusive education. to explore the attitudes of teachers about inclusive education, 16 questions were made, with details 9 possitive questions and 7 negative statements. likert scale model is used, with a range of 1 to 6, value 1 means strongly disagree and value 6 means strongly agree. instrument reliability was tested on 38 teachers in malang city. the reliability of the instrument was tested through split half technique and it was known the value of correlation coefficient 0.6. this means that the instrument used has high reliability. the data analysing of this research was carried out using the two path variant analysis. 3ahsan romadlon junaidi, teachers’ attitudes toward inclusive education in east java indonesia . . . . attitudes toward inclusive education. the ftab price is determined by the numerator df = 4 and the denominator df = 73 (df interaction and df within). based on this df, then the price of ftab = 2.50 for errors of 5% and 3.50 for 1%. the fcal (-0.5) is smaller than the ftab (-0.5<2.50), thus ha is rejected and ho is accepted. the conclusion is there are no significant interaction between differences in the duration of the training that teachers follow with the teacher’s attitude towards inclusive education based on differences in teacher experiences in teaching students with special needs. discussion the experience of teaching students with special needs becomes a variable that influences teachers’ attitudes toward inclusive education. teachers who are actively involved in the learning process toward students with special needs have a more positive attitudes compared to other teachers who do not have the experience of teaching children with special needs (avramidis and kalyva, 2007). this is in line with the research of parasuram (2006), concluding that if teachers have acquaintances of persons with disabilities or make contact with persons with disabilities, then they have more positive attitudes. the research from leatherman and niemeyer (2005), concluded that teachers’ attitudes toward inclusive education were influenced by their experience of teaching students with special needs in inclusive classes, by involving all children in learning activities including students with special needs. research from avramidis et al. (2000) showed that teachers who have actively implemented an inclusive education program for several years, have a significantly more positive attitudes compared to teachers who have little experience and even no experience in implementing inclusive education. research by boyle et al. (2013) showed the opposite finding, where teachers who teach in the first year show a more positive attitudes compared to teachers who have taught several years. this was done in scotland, where 68% of respondents had never previously received full training in inclusive education in term of teachers take part in training in the field of inclusive education, is in line with the research of avramidis and kalyva (2007). they conclude that teachers who have attended training in special education have a more positive attitudes compared to teachers who have little training or have never attended training. likewise, pancofar and petroff (2013) found that teachers who more often attend in-service training, they are more confident in their ability to teach, more interested and have more positive attitudes. the research from avramidis, et al. (2000) showed that teachers who had attended training on the substance of special education had significantly more positive attitudes than teachers who had little or even no training on inclusive education. research by haegele, et al. (2018) showed the opposite result. the participation of physical education teachers in the two days of professional development workshop did not succeed in increasing teachers’ attitudes toward inclusive education to be more positive than before participating in professional development activities. avramidis and norwich (2002), conducted a literature review and concluded that there was sufficient evidence of teacher attitudes toward inclusive education, but not enough evidence about teacher acceptance of total inclusion or the ‘zero reject’ approach to special education provision. teachers’ attitudes are strongly influenced by the variables of conditions of students with special needs, in this case the level (severity) of their disabilities. horne and timmons (2009) explored attitudes, beliefs and concerns for the inclusive education of teachers in primary schools on prince edward island. they concluded that the teacher showed a positive attitude and the teacher agreed that the regular class was the best place for all students, including students with disabilities. horne and timmons (2009) also found that teachers suggested the training they needed was related to effective strategies for integrating students with special needs in regular classes. through interviews, teachers at least need knowledge about children with disabilities, and how to teach them. the teachers feel frustrated and feel guilty when they can’t do the best for all their students in class. the importance of training for regular teachers was also shown in the research of van-reusen, et al. (2001). he concluded that teachers who attended training at a high level about special education had a positive attitude compared to teachers who took training at a minimum level. on the other hand vanreusen et al. (2001) reminded that teacher attitudes about the negative impact of the existence of students with special needs on the learning environment, learning strategies and delivery of material, and broadly impacted on the quality of learning in the classroom. it is understood that teachers in regular schools lack the ability and readiness to run inclusive education programs, especially at the secondary education level. it also suggested the importance of teachers being well prepared through training or professional development. conclussion there are differences of teachers’ attitude towards inclusive education, based on differences in the duration of training and based on differences in the experience of 4 journal of icsar; volume 4, number 1, january 2020: 1-4 teachers teaching students with special needs. that is, the longer the training duration that teachers participate in inclusive education, and the more experienced the teacher is in teaching students with special needs, the more positive their attitude towards inclusive education. suggestions for further research in the field of inclusive education include: (1) assessment of the competencies of teachers in regular schools in dealing with children with special needs; (2) cooperation between regular teachers and special education teachers in inclusive class settings; (3) construction training or professional development needed by regular teachers in handling children with special needs. references avramidis, e., bayliss, p., & burden, r. (2000). a survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. educational psychology, 20(2), 191211. https://doi.org/10.1080/713663717. avramidis, e., & kalyva, e. (2007). the influence of teaching experience and professional development on greek teachers’ attitudes towards inclusion. european journal of special needs education, 22(4), 367-389. http://dx.doi. org/10.1080/08856250701649989. avramidis, e., & norwich, b. (2002). teachers’ attitudes towards integration/inclusion: a review of the literature. european journal of special needs education, 17(2), 129-147. https://doi. org/10.1080/08856250210129056. azwar, s. (2007). sikap manusia teori dan pengukurannya, edisi ke-2. yogyakarta: pustaka pelajar offset. boyle, c., topping, k., & jindal-snape, d. (2013). teachers’ attitudes towards inclusion in high schools. teachers and teaching, 19(5), 527-542. http://dx.doi.org/10.1080/13540602.2013.827361 bunch, g., lupart, j., & brown, m. (1997). resistance and acceptance: educator attitudes to inclusion of students with disabilities. haegele, j. a., hodge, s., filho, p. j. b. g., & de rezende, a. l. g. (2018). brazilian physical education teachers’ attitudes toward inclusion before and after participation in a professional development workshop. european physical education review, 24(1), 21-38. https://journals.sagepub.com/doi/ full/10.1177/1356336x16662898. horne, p. e., & timmons, v. (2009). making it work: teachers’ perspectives on inclusion. international journal of inclusive education, 13(3), 273-286. http://dx.doi.org/10.1080/13603110701433964. kurniawati, f., minnaert, a., mangunsong, f., & ahmed, w. (2012). empirical study on primary school teachers’ attitudes towards inclusive education in jakarta, indonesia. procedia-social and behavioral sciences, 69, 1430-1436. leatherman1, j. m., & niemeyer, j. a. (2005). teachers’ attitudes toward inclusion: factors influencing classroom practice. journal of early childhood teacher education, 26(1), 23-36. https://doi.org/10.1080/10901020590918979. moberg, s. (2003). education for all in the north and the south: teachers’ attitudes towards inclusive education in finland and zambia. education and training in developmental disabilities, 417-428. https://www.jstor.org/stable/23879917. pancsofar, n., & petroff, j. g. (2013). professional development experiences in co-teaching: associations with teacher confidence, interests, and attitudes. teacher education and special education, 36(2), 83-96. https://journals.sagepub. com/doi/abs/10.1177/0888406412474996? journalcode=tesa. parasuram, k. (2006). variables that affect teachers’ attitudes towards disability and inclusive education in mumbai, india. disability & society, 21(3), 231-242. http://dx.doi. org/10.1080/09687590600617352. scruggs, t. e., & mastropieri, m. a. (1996). teacher perceptions of mainstreaming/inclusion, 1958– 1995: a research synthesis. exceptional children, 63(1), 59-74. https://journals.sagepub.com/ doi/10.1177/001440299606300106. van-reusen, a. k., shoho, a. r., and barker, k. s. (2001). high school teacher attitudes toward inclusion. the hihg school journal, 84(2), 7-20. http://www.researchgate.net/ publication/285743779. 40 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 number 1, january 2020: 40-43 comparative study of competency and certification of special education teachers in various countries asri dwi puspasari, herry widyastono universitas sebelas maret, surakarta, indonesia email: asridwip00@gmail.com abstract: being a professional teacher must meet the competency standards set by the government. special education teachers must also be professional because special education teachers must have specific competencies that teachers in public schools do not possess. this study aims to describe special education teachers’ competence and certification in various countries, namely indonesia, malaysia, the philippines, thailand, and south korea. teacher certification is the process of giving educator certificates to teachers and has several competencies, namely: pedagogical competence, personality competence, social competence, and professional competence. in several countries such as indonesia, malaysia, philippines, thailand, and south korea, the special education teacher certification program must have a bachelor of education academic qualification, have an educator certificate by following the available programs, and pass a field competency test. keywords: special education teachers; certifications; competencies; professionals introduction teachers are professions that have a central role in determining the nation’s next generation. teachers are required to have the skills to organize material and process it in learning and the formation of student competencies. the teaching profession must be prepared to recognize broader knowledge in order to have the ability and competence. siswanto (2008) states that teacher competence is complex and is a unified whole that describes the basic knowledge, skills and values that are reflected through actions in carrying out their duties as educators. the teacher certification program implemented by the indonesian government is an effort to improve teacher welfare. pramantik & pardjono (2016) states that teacher certification is the fulfillment of the need to improve professional competence, the competency test process for prospective teachers or teachers who want to gain recognition and or improve competence according to their chosen profession. teacher certification is the basis for ensuring the existence of professional teachers to realize national education goals. the implementation of teacher certification is expected to be able to be a solution related to the achievement of quality and professional teacher standards (kurniawan, 2011). minister of national education regulation no. 18 of 2007 requires the certification process for inservice teachers, especially the portfolio track, must show a portfolio document shown by teachers which will be a measuring tool for competency testing. while the certification process for pre-service, law number 14 of 2007 concerning teachers and lecturers and government regulation number 74 of 2008 concerning teachers have outlined that this is the authority of educational personnel education institutions. educational personnel education institutions in question are universities assigned by the government to organize teacher procurement programs for early childhood education through formal, basic, and/or secondary education, as well as to organize and develop educational and non-educational sciences. the teacher in question must have an academic qualification of at least a bachelor/diploma iv and certified educator. to get an educator certificate, teachers must attend a teacher professional education program for 1 year and pass the selection of field competency tests. the regulation also applies to special education teachers. special education teachers are teachers who guide education for students with disabilities or students who have extraordinary intelligence. the teacher certification program so far has not succeeded in producing competent educators. because in reality, teacher certification only has an impact on increasing teacher income, not on the ability of teachers. teacher certification is carried out to obtain an educator certificate which is one of the requirements to become a professional teacher. becoming a special education teacher must also be professional because special education teachers must have certain competencies that are not owned by teachers in public schools. becoming a special education teacher must pass a test of eligibility and equality for teachers in certain fields. this also happened in other countries such as malaysia, the philippines, thailand and south korea. the results of this study are expected to be used as one of the 41asri dwi puspasari, herry widyastono, comparative study of competency and certification... initial information in scientific development related to the competence and certification of special education teachers in various countries such as malaysia, the philippines, thailand and south korea. discussion in indonesia, teachers who have passed the certification program and have four competencies, namely, pedagogic competence, personality competence, professional competence and social competence. one of the pedagogic competencies of a special education teacher can be seen by being able to manage student behavior. personal competence of a professional special education teacher must have a good personality. these personalities can act and behave as role models. in addition, as a good person, special education teachers must of course give attention and affection to children with special needs regardless of the conditions and circumstances. in the professional competence of special education teachers, it is closely related to the form of professional development carried out by teachers. teachers’ professionalism can be shown by having creativity and innovation. the social competence shown by a special education teacher does not discriminate against students, assuming that all students are the same, including children with special needs. kunandar (2007) argues that teacher professional certification is a process to provide certification to teachers who have met the standards as evidence or recognition of their professional abilities as educators. this program is one of the government’s efforts to improve the quality of teachers in indonesia. this program also trains teachers to improve their basic competencies, namely, pedagogic competence, personality competence, social competence and professional competence. if the teacher has been able to master the required competencies, then this will have an impact on his increasing performance. malaysia becoming a teacher special education in malaysia can be achieved through various courses provided by the kingdom. according to razhiyah (2005), the courses offered for those who are interested in engaging in special education are pre-service course malaysian diploma in teaching course, special teaching certificate course (1 year), in-service course, enhancement course. the training offered is divided into 2 types, namely training for those who have become teachers, then training is given in services for 14 weeks, which includes kdp problems with vision, hearing, learning, special recovery, typical of dyslexia. for those who are taken within one year, it is called the special teaching certificate course which includes kdpm special education with vision, hearing and learning problems. meanwhile, those who have never studied in the field of education can become special education teachers on condition that they go through a course or training called the postgraduate service course (kpli). bachelor with special education honors taken for 4 years in malaysia all have educator certificates. the certificate is obtained from the university where the student is studying. the diploma obtained after taking education can be used as an educator certificate to be used for teaching. the certificate is a qualification that graduates of the typical education can teach children with special needs. before a typical education graduate can teach as a teacher, they apply for an interview opened by the malaysian government. after that, they will be placed in schools as permanent teachers/ teachers who have permanent positions. in malaysia the salary of a teacher who has a permanent position depends on the grade of the position obtained. the higher the grade, the higher the salary obtained. philippines the philippines is a country that offers a variety of teacher training programs to enhance the teaching skills of prospective teachers. according to the research, there are 2180 higher education institutions in total 607 of which are public and 1573 are private institutions. at the same time the country is made up of many private, international, preparatory schools, which provide various opportunities for teaching job seekers. prospective teachers with certifications in pre and primary school teacher training, nursery teacher training and teacher training can provide better teaching jobs in the philippines than pre-primary teacher training job seekers without certification. preschool educators play a very important role in children’s lives as they are responsible for the overall development among children by providing valuable teaching and guidance. various pre and primary teacher training programs, nurseries, overuse of english as a global language of communication has made learning english very popular in the philippines. running a teacher certificate upgrading program as opposed to requiring teachers can be very beneficial for those seeking to find teaching jobs in the philippines. those with a bachelor’s degree in preand primary school teacher training are given preference by educational institutions in terms of salaries and other facilities offered. the remuneration paid to educators is quite good in the philippines helping them live a fulfilling lifestyle there. the cost of living is quite low in the philippines which acts as a benefit for those who are beginners in the teaching profession as the salary 42 journal of icsar; volume 4 number 1, january 2020: 40-43 may not be adequate in the early days. one of the requirements to become a professional teacher in the philippines is to take the teacher licensing examination (let) for graduate education graduates, such as bachelor of early childhood education, bachelor of basic education, bachelor of special education and equivalent who have met the requirements. thailand in thailand, teacher quality improvement is carried out through various programs such as a 5-year teacher education program with scholarships to attract bright and potential teacher candidates. minimum teacher qualifications must have a bachelor’s degree with a length of education of 4 years. teacher development is carried out in various forms ranging from training and further studies to masters and even doctors (yunardi, 2014). just like in other countries, the faculty of education in thailand offers a 4-year undergraduate program. since 2005, a number of faculties of education have been assigned to run a 5-year undergraduate program. this program recruits prospective students who are smart and virtuous to be prepared to become the teaching profession. upon completion of the program, which consists of 3.5 years of study and 1.5 years of teaching practice, graduates are expected to receive higher salaries than ordinary undergraduates. under the current education reforms, thai teachers are encouraged and supported to receive training both at home and abroad. the following trainings are activities specifically prepared for teachers and school staff (yunardi, 2014). the training included the development of a fiveyear pre-assignment education program. this program requires prospective teachers to complete a five-year bachelor’s degree before serving as a teacher or being accepted as a teacher, which consists of 3.5 (three point five) years of study and 1.5 (one point five) years of teaching training in a designated school. graduates from outside the special education department who will become special education teachers must attend a 1 year certified program before being certified to become teachers. the next program is the completion of a bachelor’s degree for permanent teachers. according to the national education law in thailand 1999, teaching profession certification is required for a permanent teacher and school director where to obtain the certificate candidates must have a minimum qualification of a bachelor’s degree in education. the last program is the certificate and postgraduate education program. teachers whose undergraduate qualifications are not from the field of education (linear) are encouraged to take part in a certified program or continue post-graduate education. south korea to better serve children with special needs, several measures have been adopted by the south korean government since 1988 through training programs in special education for regular teachers, and compulsory special education courses at teacher colleges. the revision of the special education promotion act in 1994 guaranteed early childhood education for people with disabilities in regular kindergartens. the national institute of special education, founded in 1994 in south korea, is responsible for research and development in special education, supply of teaching and learning materials, and teacher training for students with special needs. special education teachers, deemed eligible either by passing special education examinations or through additional training in services for special teachers, are assigned to kindergarten, elementary, junior high and high school. there are 20 graduate schools, 4 national colleges, 10 private colleges, and 3 special graduate schools in south korea that train special education teachers. prospective special educators obtain a teaching certificate in one of two ways: they are entitled to a teaching certificate after completing a 4-year university-based special education program, or regular teachers with 2 years of teaching experience can obtain a certificate by passing a qualification examination administered by the ministry of education. south korea. (republic of korea ministry of education, 1999 in https://education.stateuniversity.com/). according to enforcement and ordinance no. 21 under the primary and secondary education act in south korea, special education teachers must major in special education in higher education for four years or take further training to the postgraduate level of education. this applies to early childhood special education teachers. around 150 early childhood education teachers are trained annually in the department of special education at five universities in south korea (na & moon, 2003). conclusion based on the results of the discussion on the competence and certification of special education teachers in various countries, namely indonesia, malaysia, the philippines, thailand and south korea, it can be concluded that being a professional education teacher must have the competence and meet the requirements determined by each country. in indonesia, the special education teacher certification program must have an academic qualification of a bachelor of education, have an educator certificate by participating in a teacher professional education program and pass a field competency test. likewise in other countries such as malaysia, the philippines, thailand and south korea also have the same requirements, namely to 43asri dwi puspasari, herry widyastono, comparative study of competency and certification... have a bachelor’s degree in special education in higher education. in thailand there is an undergraduate completion program for permanent teachers who have not met the requirements. prospective special educators in south korea obtain a teaching certificate in one of two ways: they are entitled to a teaching certificate after completing a 4-year university-based special education program, or an ordinary teacher with 2 years of teaching experience can obtain a certificate by passing a administered examination qualification. by the south korean ministry of education. references kunandar. (2007). guru profesional: implementasi kurikulum tingkat satuan pendidikan (ktsp) dan sukses dalam sertifikasi guru [professional teachers: implementation of the education unit level curriculum (ktsp) and success in teacher certification]. jakarta: rajagrafindo persada. kurniawan, b. d. (2011). implementasi kebijakan sertifikasi guru dalam rangka meningkatkan profesionalitas guru di kota yogyakarta [implementation of teacher certification policies in order to improve teacher professionalism in the city of yogyakarta]. jurnal studi pemerintahan, 2(2). na, j. & moon, m. (2003). early childhood education and care policies in the republic of korea. seoul: korean educational development institute, korean ministry of education and human resources development. pramantik, i. a. d., & pardjono, p. (2016). profesionalisme guru pendidikan khusus di daerah istimewa yogyakarta [the professionalism of special education teachers in the special region of yogyakarta]. jurnal akuntabilitas manajemen pendidikan, 4(1), 88-100. razhiyah, k. a. (2005). menjadi guru pendidikan khas [become a special education teacher]. pts professional. siswanto, s. (2013). program sertifikasi guru (antara tuntutan kesejahteraan dan kualitas) [teacher certification program (between welfare and quality demands)]. jurnal tadris, 3(2), 211-221. yunardi, m. (2014). sistem pendidikan di thailand [education system in thailand]. kantor atase pendidikan, kedutaan besar republik indonesia (kbri) bangkok, 1-45. 22 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 number 1, january 2020: 22-26 hope and resilience among pre-championship athletes with disabilities berliana widi scarvanovi, laelatus syifa sari agustina, farida hidayati universitas sebelas maret, surakarta, indonesia e-mail: berlianawidi@staff.uns.ac.id abstract. physical limitations do not become obstacles for people with disabilities to become creative and get the achievement. the persons with disabilities to be creative and achieve in sports. sports is the media that can be a means of self-actualization for athletes with physical disabilities. therefore the match can reduce a stressful event for athletes with a physical disability. this study aims to see the correlation between hope and resilience among pre-championship athletes with disabilities. this study’s population is pre-championship of the athlete with disabilities trained under npc (national paralympic committee) of indonesia. the participants of this research are 112 athletes. the current study was finding a correlation of hope and resilience among pre-championship athletes with disabilities. the contribution of hope to resilience is 51%, while other variables influence the other 49%. furthermore, hope has a strong positive correlation to resilience. keywords: hope, resilience, athletes with disabilities introduction supas (survey pendudukan antar sensus/ intercensus occupation survey) in 2015 showed that the number of people with disabilities in indonesia was about 8,56%. the research results of diaz and garcia (2018) found that people with disabilities have low self-esteem and perception of self-control. feist & feist (2008), in his book said that individu who have deficiencies in one part of their body can affect the individual as a whole. they feel themselves incomplete and different from others. social environment that does not support for them can decrease the effort and hope of disabled people, and lack of opportunity to develop their potention (damayanti, 2003). the phenomenon that occurs is that there are people with physical disabilities who become athletes after experiencing the loss of a limb, they can rose again (budhiarti, 2018). various obstacles experienced due to the physical condition of these persons make people with physical disability become ashamed of their physical condition, withdrew from the environment, and feel inferior (budhiarti, 2018). this fact shows that they have resilience when they can rise from the worst conditions (ilham & mubarak, 2019). dariyo’s research (2016) found that individuals with physical disabilities can develop resilience. resilience can make individuals face the problems in their lives so that they can contribute their expertise and skills and have a positive influence on people’s lives (hurlock, 2014). physical limitations do not become obstacles for people with disability to become creative and get achievement. some of the ways taken one of them is sports. sports is the media that can be a means of selfactualization for athletes with physical disabilities. self-actualization of athletes can be seen from the achievements that have been achieved (adisasmito & lilik, 2007), therefore the match can be a stressful event for athletes with physical disability. mental conditions play a role in the match. athletes who have a good mental state will be able to show optimal abilities. anxiety is one thing that interferes with the athlete’s performance when competing the others. players who cannot cope with non-technical things can certainly disrupt performance in matches (damayanti, & rahayu, 2017). anxiety problems in athletes can be caused by external factors such as lawn, referees, spectators and the environment. internal factors also affect, for example, emotional problems, motivation, intelligence, anxiety and stress. these factors influence athlete achievement (ps, 2016). research shows that anxiety tends to increase before the match (ps, 2016). psychological condition often determine and play a bigger role in an athlete’s sport performance (hadi, 2011). high levels of anxiety will improve athlete performance but if anxiety is at the optimum level it will reduce the ability of athletes. stress can cause failure in their matches and they are demanded to rise again (kinanthi & jannah, 2016). galli and vealey (2008) revealed that resilience requires athletes to bounce back from suffering conditions. resilience in this study is an individual characteristic in dealing with difficult situations or circumstances. resilient individuals respond to obstacles with courage and good emotional control, problems or obstacles that arise are made as a challenge that must be faced and overcome (wagnild, 2010). 23berliana widi scarvanovi, laelatus syifa sari agustina, farida hidayati, hope and resilience among ... studies conducted on young adult women who experience spontaneous abortion show that hope has a significant effect on resilience (cathlin, anggreany, & dewi, 2019). expectations themselves include willpower and way power that encourage to get out of stressful conditions (snyder, 1994). high expectations become a stop for being able to get through unfavorable conditions for individuals (kim, lee, yu, lee, & puig, 2005). hope as a construct that drives a person to achieve his goals becomes one of the factors which then greatly influences individual resilience. therefore, this study wants to look at the relationship between expectations and resilience in pre-champions npc athletes with disabilities. method the method of this research is quantitative. data is collected using psychological scales, which are the hope scale adapted from the adult hope scale (snyder, et al., 1991). population of this study is pre-championship of athlete with disability that trained under npc (national paralympic committee) of indonesia. participants of this research are 112 athletes in junior high scholl. the sampling method was purposive sampling. the participants are athletes with disability either physical and mental, consisting of athletes paracycling, athletics, swimming, table tennis. the education of participants were at least junior high school, with a type of disability that was not restricted (both physical and mental disabilities), as well as disabilities that occurred from birth or due to accidents. out of 112 study participants, 74 peeple are male and 38 female. thirteen people are paracycling athletes, 42 athletics, 24 swimming, and 30 table tennis. among the participants, 71 people experienced disabilities since birth and the remaining 41 people were caused by accidents or illness. the data analysis is simple regression, so it can be seen how much hope contributes to resilience of prechampions athletes. data analysis using spss 23. table 1. anova model sum of squares df mean square f sig. 1 regression 1790.100 1 1790.100 114.366 .000b residual 1721.757 110 15.652 total 3511.857 111 a. dependent variable: resiliensi b. predictors: (constant), hope table 2. model summary model r r square adjusted r square std. error of the estimate 1 .714a .510 .505 3.956 a. predictors: (constant), hope table 3. coefficients a model unstandardized coefficients standardized coefficients t sig.b std. error beta 1 (constant) 8.845 2.616 3.381 .001 hope .836 .078 .714 10.694 .000 a. dependent variable: resiliensi table 4. anova sum of squares df mean square f sig. between groups 1714.343 3 571.448 34.334 .000 within groups 1797.514 108 16.644 total 3511.857 111 24 journal of icsar; volume 4 number 1, january 2020: 22-26 finding and discussion findings based on data analysis that has been done, the following results are obtained: the significance is 0.000 (sig. <0.05), based on these results it can be concluded that there is a correlation of hope and resilience among pre-championship athletes with disability.based on table 2, r square is 0.510, which means contribution of hope to resilience is 51%, while the other 49% is influenced by other variables. furthermore, value of r is 0.714 (0.70-0.90 = strong correlation) which means that hope has a strong positive correlation to resilience. based on the table 3, the regression equation is: y = 8.845 + 0.836x based on the positive regression coefficient, it can be concluded that the direction of the correlation is positive, that means the higher the hope, then it is directly proportional to the higher resilience. table 3 was anova analysis based on the type of sport. based on the table 3, it can be concluded that there are significant differences in resilience based on the sports on pre-championship disability athletes. based on table 5, it can be concluded that the highest level of resilience is table tennis athletes, then athletics, paracycling and finally swimming athletes. discussion based on statistical analysis, it can be concluded that there is a significant correlation between hope and resilience among pre-championship athletes with disabilities. resilience as one of the important psychological aspects has protective factors that can reduce or eliminate the effects of difficult situations (masten, 1994). the difficult situation in this study is the pre-championship condition, where each athlete is required to have a fairly heavy training program and pressure before competing. factors that reduce or eliminate the effects of this difficult situation included: emotional regulation, social support, parenting, spirituality, and hope. function of hope in correlation with cognitive construct was enabling individuals to achieve goals through self-directed determination, energy, and perception of internalized control. in relation to athletes, the higher of hope, the higher outcomes related to academics, sports, physical health, and psychological adaptation (snyder, 2002). another research also explains that someone with high hope automatically has high resilience (shetty, 2015). this study was consistent with previous research that mentioned before. individual can function effectively despite facing many obstacles and challenges if they have hope (mednick, et al., 2007). in terms of hope, it can keep athletes function effectively despite facing prechampionship obstacles and challenges. hope created a drive for individuals to be able to face the difficulties being faced and make individuals determined to guide themselves out of stressful conditions. hope makes individuals constantly think and convince themselves that the stress conditions they experience can be passed. determination and confidence that emerges, makes individual able to prevent the stressful conditions over him. this thinking makes individuals flexible and active in their efforts to get out of stress conditions so that their thoughts focus on the future and individuals can easily anticipate problems that might come (snyder, 1994). hope makes individuals able to solve problems (steering through) without having to feel overwhelmed and act negatively over the stressful conditions that befall them (shatte & reivich, 2002). other research on hopelessness and resilience was carried out in turkey. based on these results there is a positive relationship between self-esteem and resilience, but there is a negative relationship between hopelessness and resilience. hopelesness in this case is a situation that is contrary to hopefulness (karatas, 2011). in this study, the relationship between expectations and resilience is positive and strong. evidenced by the value of r which reached 0.714, expectation contribution to resilience reached 51%, meaning that 49% was influenced by other factors not table 5. duncana, b sports n subset for alpha = 0.05 1 2 swimming 25 29.40 paracycling 13 37.85 athletic 43 37.91 tenis meja 31 39.84 sig. 1.000 .119 means for groups in homogeneous subsets are displayed. a. uses harmonic mean sample size = 23.197. b. the group sizes are unequal. the harmonic mean of the group sizes is used. type i error levels are not guaranteed. 25berliana widi scarvanovi, laelatus syifa sari agustina, farida hidayati, hope and resilience among ... affected in this study. in other studies with different subjects (women who experienced spontaneous abortion) the expectation was to influence resilience by 18.9% (cathlin, anggreany, & dewi, 2019). conclussion based on research and data analysis that has been done there are several conclusions from this study: there is a strong positive correlation between hope and resilience in pre-champions athletes with disabilities. this means that if hope increases then resilience also increases, and vice versa,the contribution of hope to resilience is 51%, the remaining 49% is influenced by other factors that are not used in this study and there are significant differences in resilience based on the kind of sports among pre-championship athletes with disabilities, the highest level of resilience table tennis athletes, then athletics, paracycling and finally the swimming branches. based on the results of the study, the role of hope in athlete resilience is very high, so that trainers can make hope training to facilitate athletes and coaches and support systems around athletes can be more sensitive in providing psychological support to athletes, especially before, during and after matches/ championships. references adisasmito, & lilik, s. (2007). mental juara: modal atlet berpretasi [champion mental: athlete achievement capital]. jakarta: pt raja grafindo persada. damayanti, i., & rahayu, n. i. (2017). tingkat kecemasan atlet sebelum, pada saat istirahat dan sesudah pertandingan [athletes’ anxiety levels before, during rest and after competition]. jtikor (jurnal terapan ilmu keolahragaan), 2(2), 85-90. díaz, m. g., & garcía, m. j. (2018). emotional intelligence, resilience and self-esteem in disabled and non-disabled people. enfermería global, 17(2), 263-273. budhiarti, r. (2018). resiliensi tunadaksa yang berprestasi dalam bidang olahraga. skripsi [resilient with achievement in the field of sports. thesis]. cathlin, c. a., anggreany, y., & dewi, w. p. (2019). pengaruh harapan terhadap resiliensi wanita dewasa muda yang pernah mengalami abostus spontan [the effect of hope on the resilience of young adult women who have experienced spontaneous abortion]. jurnal psikologi ulayat 6(1), 1-13. damayanti, s. r. (2003). dinamika emosi penyandang tunadaksa pasca kecelakaan [emotional dynamics of disabled people after an accident]. jurnal ilmiah psikologi arkhe, 8(1), 15-28. dariyo, a. (2016). penerapan kegiatan bermain untuk pengembangan resiliensi pada penyandang tuna daksa di jakarta barat [application of play activities for the development of resilience for disabled persons in west jakarta jakarta]. jurnal pemberdayaan masyarakat, 3(2), 2407-1773. feist, j., & feist, g. (2008). theories of personality, 7ed. new york: mc grawhill inc. galli, n., & vealey, r. s. (2008). “bouncing back” from adversity: athletes’ experiences of resilience. the sport psychologist, 22(3), 316-335. hadi, s. h. (2011). psikologi olahraga [sports psychology]. jurnal ilara, 2, 1-7. hurlock, a. j. (2014). patching the leaky stem pipeline: identifying institutional factors that influence a stem qualified female undergraduate’s choice of institution. chapman university. ilham, r. m., & mubarak, a. (2019). kontribusi trait kepribadian big five personality terhadap resilience pada atlet tuna daksa non bawaan di npci kota bandung [contribution of big five personality traits to resilience in non-congenital disabled athletes at npci bandung city]. prosiding psikologi . karatas, z., & cakar, f. s. (2011). self-esteem and hopelessness, and resiliency: an exploratory study of adolescents in turkey. international education studies, 4(4), 84-91. kim, t. h., lee, s. m., yu, k., lee, s., & puig, a. (2005). hope and the meaning of life as influences on korean adolescents’ resilience: implications for counselors. asia pacific education review, 6(2), 143-152. kinanthi, g. w., & jannah, m. (2016). gambaran kepribadian hardiness atlet paralympic atletik lari cepat [hardiness personality description paralympic athlete sprint athletics]. jurnal psikologi teori dan terapan, 6(2), 91-101. masten, a. s. (1994). resilience in individual development: successful adaptation despite risk and adversity: challenges and prospects. in educational resilience in inner city america: challenges and prospects (pp. 3-25). lawrence erlbaum. mednick, l., cogen, f., henderson, c., rohrbeck, c. a., kitessa, d., & streisand, r. (2007). hope more, worry less: hope as a potential resilience factor in mothers of very young children with type 1 diabetes. children’s health care 36(4), 385–396. 26 journal of icsar; volume 4 number 1, january 2020: 22-26 shatte, a., & reivich, k. (2002). the resilience factor: 7 essential skills for overcoming life’s inevitable obstacles. new york: broadway. shetty, v. (2015). resiliency, hope, and life satisfaction in midlife. iosr journal of humanities and social science (iosr-jhss), 20(6), 29-32. snyder, c. (1994). the psychology of hope: you can get there from here. new york: ny : free press. snyder, c. r. (2002). hope theory: rainbows in the mind. psychological inquiry, 13(4), 249-275 . snyder, c. r., harris, c., anderson, j. r., holleran, s. a., irving, l. m., sigmon, s. t., ... & harney, p. (1991). the will and the ways: development and validation of an individual-differences measure of hope. journal of personality and social psychology, 60(4), 570. wagnild, g.m. (2010). discovering your resilience core. v.04, 1-4. retrieved on november 08 2017 from http://www.pobal.ie/publications/ documents/discovering_your_resilience_core. pdf. 78 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 learning support for students with special needs at a public university from the perspective of non academic staffs manisah mohd ali, tarmizi ahmad, norshidah mohamad salleh, rosadah abd majid faculty of education, universiti kebangsaan malaysia, 43600 bangi, selangor, malaysia e-mail: mma@ukm.edu.my abstract: learning support can be defined as support, assistance or services delivered to students with special needs to ensure that they gain full benefit from the teaching and learning process. this research was conducted to look at the learning support received by students with special needs while pursueing their study at a university. this is a case study at a public university in malaysia. samples were 6 non academic staffs serving various departments and units at the university. the instrument used to gather the data, was an interview protocol to survey learning support delivered by the non academic staff to students with special needs. the qualitative data was analyzed to describe forms of learning supports delivered to students with special needs. this study found that learning supports provided by the non academic staffs for students with special needs was at average level. the learning support provided include aspects on financial, motivation, career programs, special workshops and demonstrations methods, offering information package, and informing faculties as well as lecturers about the enrolment of students with special needs at the university. this study has implications on the staff professional development programme. keywords: students with special needs; support; non academic staff;learning; public university education empowers one’s knowledge, attitudes and potential for success in life. the emphasis on education for all by the united nations educational, scientific and cultural organization see an increasing number of students with special needs attend higher education in the country (unesco, 2008). statistics released by the malaysian ministry of higher education (2014) show that the number of students with special needs who entered public higher education institution increased from 1, 372 in 2012 to 1, 572 students in 2013. this increase is encouraging despite the ongoing issues and challenges such as the understanding and awareness of lecturers and staff on the needs of these. to provide a meaningful and optimal learning experience to students with special needs in higher learning institutions, there should be relevant knowledge, awareness, and support shown by all members of the higher learning institutions including lecturers, support staff and other students. hadjikakou et al. (2010) explain, internationally, the number of students with special needs entering tertiary institutions is increasing. research estimates that 8% to 10% of these students enrolled in higher education are mostly experiencing learning disabilities. the diverse categories of student with special needs in the university call for different support to be given according to their needs. the widespread participation in higher education has been supported by legal changes, better educational practices and better accessible university programs. all parties should work together in providing learning support to students with special needs so that they are not left behind in their university learning. the involvement of non-academic staff in the learning for students with special needs is seen as necessary in providing support to these students. their support extends beyond the academic needs which include infrastructure and social needs. stumbo et al. (2009) discuss the support that should be addressed by the public universities towards students with special needs who are pursuing further studies at tertiary level. among the supports listed is personal or individual support by non-academic staff. such support will provide easier means of understanding and supporting the students. the success of students with special needs is directly influenced by their perceptions of faculty support (allsopp, minskoff, & bolt, 2005). thus, this paper discusses the kind of learning support provided by non-academic staff to students with special needs at one of the public universities in malaysia. method the design of this research is a case study that explores the types of support provided by non-academic staffs to students with special needs. the sample selected consists of non-academic staffs of a public university who have had experience in supporting with students with special needs in the university. the term ‘non-academic staffs’ refers to staffs of a public university who have experience in providing services other than teaching any academic course. 79manisah m a, tarmizi a, norshidah m s, rosadah a m, learning support for students with special . . . . table 1. samples description sample gender units sample a female students’ welfare unit sample b male students’ counselling unit sample c female library sample d female library sample e female academic management unit the samples were selected based on their department where they work and their experience in providing support service for students with special needs. a total of six samples which consist of one male and five female samples were selected from various units in the university. table 1 present the distribution of the selected samples. an interview protocol with semi-structured items was used in data collection. the interview was carried out in this study because it is an effective method to obtain accurate and honest information on the samples’ involvement in providing learning support to students with special needs. the researcher recorded the interview using a voice recorder. after the interview, the researcher extracted the data by coding the responses and transcribed them verbatim. the data were analyzed based on specific emerging themes. findings and discussion providing learning support from non-academic staffs requires high commitment to ensure that issues and challenges faced during the implementation of learning support could be reduced. this is mentioned by getzel (2008) who finds that although the number of students with special needs who enroll for academic programmes has increased, the issues and barriers that hinder them from successfully completing their degree programs still exist. the findings of the study reveal three main themes on support based on the interview with the samples. the themes are service support, learning support and socio emotional support. service support something positive gained from this study is that non-academic staffs actually have a sense of responsibility in helping and supporting students with special needs especially in providing learning support to this group of students. although the number of students with special needs who enrolled in academic programmes at the university is small, they should be given the right and priorities to study and learn along with other typical students. this is emphasized by zhang et al., (2010) who believed that academic institutions should play their roles in providing fair and equal services to every student. according to sample a, the welfare unit has provided learning support for students with special needs in terms of financial aid. she described that the unit has helped four students with special needs to receive financial aid from a big agency in the country. this proves the commitment of the welfare unit in playing its roles as the mediator in providing help and support to students with special needs in learning especially from the financial aspect. this is explained by sample a:“..we are always ready to provide help and learning support to students with special needs based on our abilities and authority. for example, in terms of special financial aid, we always send reports on students with special needs to other parties and units to get financial support and so on…”. learning support many programmes have been implemented to increase the quality of learning for students with special needs, for instance, through career and motivational programmes. however, one of the samples mentioned that many programmes organized previously specially to boost motivation and self-esteem were not applauded as expected by this group of students. most of them put more priorities on different matters than spending a little time to get involved in programmes which have been organized such as career programmes. she explained: “…a variety of programmes have been organized to boost self-motivation among students with special needs especially here in ukm, such as motivational programmes and career programmes. we have invited several people from outside to be the anchors for some motivational and career programmes and most of them who were invited were people with special needs themselves…” (sample a) sample a also explained that the learning support given to students with special needs include informing the lecturers and faculty if there is any students with special needs enrolling for any academic programmes. this information would assist lecturers in preparing an inclusive learning environment by taking into account students’ various backgrounds (manisah & zaleha 2010). sample a’s statement was explained as below: “…the first help or learning support given to students with special needs is to inform the faculty and the related lecturers about their existence in specific courses. this is important as lecturers are responsible in making sure that students with special needs could enjoy and benefit from the same quality of learning equal to other typical students in lecture halls or tutorials. lecturers should tailor their instructional strategies in lecture halls to the types of disabilities experienced by their students…” 80 journal of icsar; volume 2, number 1, january 2018: 78-81 learning support is provided in the context of guidance and teaching. sample b stated that they will provide teaching and guidance services to students with special needs so that they are able to attend co curriculum classes as set by the university with positive results. in addition, he also stated that his department will prepare and conduct special programs for the students to enable them to participate in the co curriculum activities, “… we will teach and guide the students to enable them to perform the activities that are designed for them. we also will recognise the credit hours that are attached to the co curriculum activities performed by them...” ( sample b) in addition sample b reiterated that their unit will: “…provide services or assistance in accordance with the individual needs of every student with special needs tailored to specific co curriculum activity that they have to undertake…” in respect of sample c who works in library, she stated that support provided to students with special needs are in the form of identifying and providing information to enable them to perform tasks given by their course lecturers. sample c also stated that learning support in the form of provision of references and digital portal support will further assist the students to complete the course assignments given to them. the forms of support extended will certainly provide these students with more scope and opportunities that enable them to complete their course assignments satisfactorily. as stated by borklund (2011), these forms of support given to students with special needs will provide them the confidence to manage their learning process on their own without entirely depending on others. apart from the above, sample c indicated that their unit provides additional support at the library for students with special needs such as special rooms for these students to work on their course assignments and dedicated lifts as well as computers with jaws programs for students with vision impairment. she stressed: “…our people in the library focus more on the provision of support or learning aids for students with special needs in relations to the collation of data or information that are required for their course assignments. we assist these students to source for reference material required by them. we will offer them it support to further facilitate their work assignments. as an example the digital portal offered to them have in its contents, a broad range of information that will assist them in their course work. we have in place in the library, various forms of support for students with physical disabilities or vision impairment to enable them to have access to reference books and materials placed on racks. these books and other reference material will actually be delivered to these students (when requested by them)…” feedbacks received by sample d stated that learning support extended to students with special needs are already in place but in need of much revamping especially the basic needs of students with special needs in the library such as in the sourcing of reference material and a bigger inventory of books that are designed for use by those students. she further explained that, “… we are required to prepare sufficient reference material that meets the requirement of the students with special needs, assist them towards sourcing for these material and to have in place adequate special facilities such as ramps and modified tables and chairs…” socio emotional support support in the form of socio emotional support is the outcome obtained from interviews conducted with sample e. she stated that their scope of authority centres on the counselling aspect only. consequently their recommendations within the context of emotional support only cover the aspects of counselling and guidance to students with special needs. vickerman and blundell (2010) stress the need for institutions to provide services towards emotional support. accordingly sample e clarified the need to create awareness amongst fellow students of students with special needs. it is essential for them to mutually support their course mates in all aspects of the course. this is apparent in her statement as below: “…we are only permitted to provide counselling and guidance as a means to provide them the essential emotional support in accordance with the charter of the counselling unit. we will endeavour to motivate to students with special needs so that their will to continue their studies andl not be hampered by their disabilities. we will create awareness amongst typical students that they have a role to play … to always provide emotional and physical support to their fellow course mates who are to students with special needs...” sample f stated that the faculty provides learning support in the form of sign language facilitator to students with hearing impairments but only to such students undertaking studies at the faculty of education only. otherwise students with other forms of disabilities are not provided with any other forms of assistance as they are expected to be able to perform with the existing facilities provided by their respective faculties. this situation is clarified by sample f, “… for students with hearing impairments, the faculty will provide a sign language translator to assist them during lectures. other students with special needs do take the appropriate steps to mitigate their respective challenges...” 81manisah m a, tarmizi a, norshidah m s, rosadah a m, learning support for students with special . . . . references allsopp, d. h., minskoff, e. h., & bolt, l. (2005). individualized course-specific strategy instruction for college students with learning disabilities and adhd: lessons learned from a model demonstration project. learning disabilities practice, 20, 103-118. getzel, e. e. (2008) addressing the persistence and retention of students with disabilities in higher education: incorporating key strategies and supports on campus. exceptionality, 16, 207–219. hadjikakoua, k., polycarpoub, v., & hadjiliab, (2010). the experiences of students with mobility disabilities in cypriot higher education institutions: listening to their voices. international journal of disability, development and education, 57(4), 403–426. manisah, m. a., & zaleha, s. (2010). perspectives on readiness and acceptance of lecturers in supporting students with special needs in higher education: a case study. international conference on learner diversity 2010. procedia social and behavioral sciences 7(c) (2010) 661–664. retrived 23 october 2017 from http://www.sciencedirect.com/ science/article/pii/s1877042810020938. stumbo, n. j., jay, k., martin, j. k., hedrick, b. n., (2009). personal assistance for students with severe physical disabilities in post-secondary education: is it the deal breaker?. journal of vocational rehabilitation, 30, 11–20. unesco (2008). konvensyen-konvensyen dan undang-undang yang menjamin hak sama rata semua kanak-kanak untuk kualiti pendidikan di persekitaran yang menyeluruh. bangkok: unesco bangkok. vickerman, p., & blundell, m. (2010) hearing the voices of disabled students in higher education. disability & society, 25(1), 21-32. zhang, d., landmark, l., reber, a., yuan, h. h. oiman, k., & benz, m. (2010) university faculty knowledge, beliefs, and practices in providing reasonable accommodations to students with disabilities. remedial and special education, 31(4), 276-286. conclusion and suggestion conclusion based on the research conducted, it is concluded that all the samples demonstrated adequate knowledge and understanding towards students with special needs. although the level of knowledge is not similar between samples, nevertheless most of them clearly state that they have interacted with students with special needs and have experienced providing learning support to them. it clearly shows that even non-academic staff also extends whatever support they could provide within their respective authorities although such assistance within their respective scope is limited. in addition, all samples agree that it is possible for students with special needs to enter universities for further studies but the facilities provided fall short of the desired level of the individual student with special needs. suggestion this study revealed that non-academic staff from various departments and units of the university demonstrated a level of open mindedness towards the provision of learning support for students with special needs. learning support presently provided must recognise the diversity and strength of the individual student with special needs, for example when implementing assessment programs for these students. in the absence of identifiable scope and guiding principles prepared by universities, this staffs uses their initiatives in extending the learning support to the students. there is a need for workshops and seminars on supporting students with special needs to enable the staff to upgrade the level of professionalism. the non academic staffs are fully aware of the responsibility entrusted to them and they are motivated to provide the best services within their respective scope. acknowledgement this study is part of a research project under the strategic/ action research grant scheme of universiti kebangsaan malaysia: pts-2013-070. 48 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 teachers’ acceptance towards the inclusive education program for students with hearing impairment rohaizat ibrahim, liyana abd talib faculty of education, universiti kebangsaan malaysia, bangi, selangor, 43600, malaysia email: mhmy6365@ukm.edu.my abstract: this research discussed the teachers’ acceptance towards the inclusive education program. the purpose of the research was to identify how the teachers accept the program for students with hearing disabilities. this research was also conducted to gather suggestions on ways to improve the program through the gatherings of opinions from these teachers. thirty mainstream teachers from a school in melaka were chosen as respondents based on the criteria that their school has an integrated program for students with hearing disabilities and applies this program to these students in classes. data was collected by randomly distributing questionnaires to respondents and analyzed using the statistical package for social science (spss v22). the research result showed that teachers accept the inclusive education program positively. this research put forward suggestions as guidelines to the public and hopes that in the future more research could be done on this program with multiple objectives and concepts. keywords: teachers’ acceptance, inclusive education program, students with hearing impairment introduction the inclusive education program is a school that integrates one to five special needs students into a regular class (buku pelan pembangunan pendidikan malaysia, 2013-2025). miles and singal (2010) stated that students with special needs must have access to these schools. these schools are the best solution to overcome discrimination and create an open-minded as well as an inclusive community. article 28 in people with disabilities act 2008 emphasized that students with special needs must be given support to help them achieve equality in education. each student should receive an equal amount of education without taking gender, religion, race or individual differences into account through the inclusive education program. (yasin, toran, & shaari, 2008) stated that the assertion on the foundation of education for all was mentioned in the jomtien world conference 1990 which took place in thailand. through this program, students with hearing impairment will get to learn with normal students in the same class. they are taught by teachers who are aided by special education teachers. this program is to encourage interaction between these impaired students with normal students in spite of individual differences and functions as a process to lessen separation as well as to increase the participation of students in the school’s culture, curriculum and community (booth & ainscow, 2002). according to valeo (2008), teachers with positive attitude will teach better in this program. therefore, the success in executing it depends on a combination of attitude, skill and knowledge to educate students with hearing impairment. these three components are crucial in assuring that teachers are ready to execute this program to these students. research has shown that teachers in malaysia do have a positive perception of this program but they lack participation in executing it (ali et al., 2006; zalizan, 2012). nevertheless, teng et al. (2006) claimed that teachers are the frontline to successfully execute the inclusive education program. methods the research was conducted using the survey method by distributing questionnaires to teachers. the purpose of this survey was to gauge the level of acceptance among respondents towards the inclusive education program for students with hearing impairment. according to konting (2004), a survey is an instrument to gather information on facts, beliefs, feelings, desires and others. the research population consisted of thirty secondary schools teachers from various schools in melaka. figure 1. the research concept model 49rohaizat ibrahim, liyana abd t, teachers’ acceptance towards the inclusive . . . . table 1. mean score interpretation level mean score high 3.68 – 5.00 average 2.34 – 3.67 low 1.00 – 2.33 table 2. respondents’ demographic information no item category number percentage (%) 1 gender male 11 36.7 female 19 63.3 2 teaching experiences < 1 year 0 0 < 5 years 0 0 5-10 years 9 30.0 10-15 years 11 36.7 > 15 years 10 33.3 3 academic level diploma 0 0 degree 30 100 masters/phd 0 0 4 specialized area bahasa melayu 4 13.3 english 3 10.0 mathematics 5 16.7 history 4 13.3 islamic education 3 10.0 science 4 13.3 living skills 2 6.7 geography 3 10.0 sports and 2 6.7 recreation 4 experience with students with hearing disabilities yes 22 73.3 no 8 26.7 5 teaching experience with students with hearing disabilities yes 1 3.3 no 29 96.7 n 30 people the survey was divided into four sections. section a contained items on demography while sections b and c respectively focused on the level of acceptance as well as knowledge of teachers on the inclusive education program. section d stated items on the use of teaching aids and classroom management for these teachers in inclusive class. sections b, c and d used the likert scale method by having five choice answers, which were strongly disagree, disagree, not sure, agree and strongly agree. the collected data were analyzed using the statistical package for social science (spss v22). the researchers used the mean score interpretation listed in table 1 below and it was divided into three levels which are low, intermediate and high. findings and discussion findings section a. demographic of respondents this section contained items related to the demographic factors of respondents on gender, teaching experiences, academic level, area of specialization, as well as experiences in handling and teaching students with hearing impairment. the findings are shown in table 2. to determine the level for the collected data, the researchers used the mean score interpretation listed in table 3. the score was divided into three levels which are low, intermediate and high. 50 journal of icsar; volume 3, number 1, january 2019: 48-53 table 3. mean score interpretation level mean score high 3.68 – 5.00 average 2.34 – 3.67 low 1.00 – 2.33 table 4. acceptance level of the teachers on inclusive education program item no question scale mean level sts f (%) ts f (%) tp f (%) s f (%) ss f (%) 1 i am prepared to understand the needs of these students to create a meaningful learning 0 0 1 27 2 4.03 high 0.0 0.0 3.3 90.0 6.7 2 i am prepared to make physical changes in class if the need arises 0 0 2 25 3 4.03 high 0.0 0.0 6.7 83.3 10.0 3 i am prepared to explore the needs of these students to create a meaningful learning 0 0 3 23 4 4.03 high 0.0 0.0 10.0 76.7 13.3 4 i understand the concept of inclusive education program 1 0 9 18 2 3.67 average 3.3 0.0 30.0 60.0 6.7 5 i am prepared to attend courses to increase the level of efficiency in an inclusive class 0 1 6 20 3 3.83 high 0.0 3.3 20.0 66.7 10.0 6 i am prepared to consult the special education teachers in helping these students 0 0 5 24 1 3.87 high 0.0 0.0 16.7 80.0 3.3 7 if these students were to be placed in my class, i am prepared to befriend them to gauge their level of understanding of my teaching 0 0 2 26 2 4.00 high 0.0 0.0 6.7 86.7 6.7 8 i am prepared to give my full attention to the learning session in an inclusive class 0 0 10 19 1 3.70 high 0.0 0.0 33.3 63.3 3.3 9 i am prepared to accept these students in my class without any negative feelings 0 0 3 23 4 4.03 high 0.0 0.0 10.0 76.7 13.3 10 i feel that teaching in an inclusive class is burdensome 2 1 10 14 3 3.50 average 6.7 3.3 33.3 46.7 10.0 total (n) = 30 people overall mean 3.8 high section b: the acceptance of teachers on inclusive education program the result of analysis on the acceptance level of teachers was based on these items in table 4. based on the information provided in the table, the first statement which was “i am prepared to understand the needs of these students to create a meaningful learning” shows a mean score of 4.3. overall, the mean score for the acceptance level of the teachers on the inclusive education program is high, which was 3.8. the findings by block et al. (2007) supported the findings of this research where it shows that teachers have a positive acceptance of this program. the commitment shown gives the teachers the much needed space and time to respect the attitude and opinion of these students. however, the findings of this research contrasted with the findings of costello and boyle (2013) where they said that the teachers’ attitudes are less positive after a year of teaching these students due to a cquirement of experiences and understanding of their tasks. 51rohaizat ibrahim, liyana abd t, teachers’ acceptance towards the inclusive . . . . section c: teachers’ knowledge on inclusive education program table 5. the knowledge level of teachers on inclusive education item no question scale mean level sts f (%) ts f (%) tp f (%) s f (%) ss f (%) 11 inclusive education is a program where special education students are placed in a mainstream class 0 0 1 25 4 4.10 high 0.0 0.0 3.3 83.3 13.3 12 inclusive education is an approach to improve the education level of special education students by placing them in a mainstream class 0 1 4 23 2 3.87 high 0.0 3.3 13.3 76.7 6.7 13 these students will be in a fulltime mainstream class that is equipped with extra facilities 0 0 3 25 2 3.97 high 0.0 0.0 10.0 83.3 6.7 14 inclusive education uses the approach of co-teaching where the mainstream and special education teachers will teach in the same class. 0 0 3 25 2 3.97 high 0.0 0.0 10.0 83.3 6.7 15 inclusive education gives an opportunity to special education students to interact and participate in learning activities and experience an effective and meaningful spirit of belonging to a school 0 0 3 25 2 3.97 high 0.0 0.0 10.0 83.3 6.7 16 inclusive education is an effort to normalize any defects by closing the gap between special education with mainstream education 0 0 3 24 3 4.00 high 0.0 0.0 10.0 80.0 10.0 17 the three main techniques use in inclusive education are co-teaching, collaboration and support teaching 0 0 3 27 0 3.90 high 0.0 0.0 10.0 90.0 0.0 18 the implementation of the inclusive education program focuses on giving the best service without discriminating disabled students 0 0 3 25 2 3.97 high 0.0 0.0 10.0 83.3 6.7 19 the aim of inclusive education is to minimize isolation by encouraging special education students to participate in school and community 0 0 2 26 2 4.00 high 0.0 0.0 6.7 86.7 6.7 20 inclusive education program involves special education students with minimum disability who can follow the mainstream curriculum 0 0 4 23 3 3.97 high 0.0 0.0 13.3 76.7 10.0 total (n) = 30 people overall mean 3.80 high 52 journal of icsar; volume 3, number 1, january 2019: 48-53 table 6. the level of use of teaching aids and classroom management in an inclusive class item no question scale mean level sts f (%) ts f (%) tp f (%) s f (%) ss f (%) 21 the material for teaching aids are prepared together 0 0 3 22 5 4.07 high 0.0 0.0 10.0 73.3 16.7 22 the preparation of teaching aids burdens the mainstream teachers 1 4 4 18 3 3.60 average 3.3 13.3 13.3 60.0 10.0 23 the lack of teaching aids makes teaching and learning more difficult in an inclusive class 0 0 0 26 4 4.13 high 0.0 0.0 0.0 86.7 13.3 24 teaching aids are displayed and arranged according to the subjects taught 0 0 0 27 3 4.10 high 0.0 0.0 0.0 90.0 10.0 25 teachers use teaching aids such as radio, computer and television in class 0 0 5 21 4 3.97 high 0.0 0.0 16.7 70.0 13.3 26 table arrangement is adjusted to the students’ needs so that they will not have problems in following the teaching of the teachers in class 0 0 3 22 5 4.07 high 0.0 0.0 10.0 73.3 16.7 27 teachers give clear and understandable instructions during the teaching and learning process 0 0 1 24 5 4.13 high 0.0 0.0 3.3 80.0 16.7 28 teachers do show examples or ways to do homework 0 2 4 21 3 3.83 high 0 6.7 13.3 70.0 10.0 29 teachers do give students extra time to complete given tasks 2 3 1 21 3 3.67 average 6.7 10.0 3.3 70.0 10.0 30 teachers do drilling exercises in the process of teaching and learning 2 0 0 25 3 3.90 high 6.7 0.0 0.0 83.3 10.0 total (n) = 30 people overall mean 3.9 high overall, it is concluded that the knowledge of teachers on the inclusive education program is at a high level with an overall mean of 3.80. moreover, to achieve the mean of 4.00 in the research, teachers should be given knowledge on the three main techniques for inclusive education which are coteaching, collaboration and support teaching. section d: the use of teaching aids and classroom management by teachers in an inclusive class based on the research in table 6, a majority of teachers stated that they do use teaching aids in the process of teaching and learning in an inclusive class and the overall mean is 3.90. this shows a high mean level. discussion the findings regarding teachers’ acceptance on the implementation of inclusive education program as stated in table 4 is supported by block et al. (2007) where it shows that teachers have a positive acceptance of this program. the commitment shown gives the teachers the much needed space and time to respect the attitude and opinion of these students. however, the findings of this research contrasted with the findings of costello and boyle (2013) where they said that the teachers’ attitudes are less positive after a year of teaching these students due to acquirement of experiences and understanding of their tasks. high results in the area of teachers’ knowledge levels in this research was different from the research conducted by omar, tahar and yasin (2012) who found that the attitude of the mainstream teachers was only at an average level in executing inclusive education. in addition, the finding in the level of teaching knowledge was supported by (ocloo & subbey 2008; chhabra et al., 2010) where they mentioned that lack of knowledge on inclusive education does influence the teachers in teaching special education students. in the area of the use of teaching aids, the research finding is supported by a research when it mentioned 53rohaizat ibrahim, liyana abd t, teachers’ acceptance towards the inclusive . . . . that a weak classroom management will threaten the relationship between the students and school because a mismanaged classroom does not give a stable and conducive environment to cultivate effective learning (blum 2005) to answer the question on the relationship of approach used by the teachers during the teaching and learning process for students with hearing impairment in inclusive education program, the findings concluded that most teachers agree that they lack suitable teaching aids and this has hindered the activity of teaching and learning in an inclusive class. the recoded mean is 4.13. the teachers should be given exposures by sending them for regular trainings conducted by experts in inclusive education so that problems could be eradicated to deliver information on learning and to facilitate these students. conclusion this research has given a positive impact on the implementation of special education program. among the noticeable impact is that teachers are interested to know how the next step of implementing inclusive education in schools improves collaboration between parents and the school community. furthermore, the regular and special education teachers will be able to collaborate well together to implement learning activities for the students, as excellent collaboration is highly and frequently encouraged so that the implementation of the inclusive education program can become more effective. this research can also be used as a feedback to teachers on the appropriate steps that should be taken to improve their level of acceptance towards the inclusive education program. some of the suggested steps are: (1) the education ministry with the help of the special education department have to formulate the existing curriculum by making them easier and suitable to students with hearing impairment to learn in an inclusive class; (2) teachers should be given exposure and intensive trainings on the inclusive education program; (3) teachers should be taught sign language; (4) teachers should use various methods of learning and facilitating to attract student’s attention. reference ali, m. m., azman, n., & jelas, z. m. (2006). sokongan ibu bapa, guru-guru, pelajar normal dan profesional kepada pelajar-pelajar khas di malaysia. prosiding seminar pendidikan serantau pekan baru. block, m. l., zecca, l., & hong, j. s. (2007). microgliamediated neurotoxicity: uncovering the molecular mechanisms. nature reviews neuroscience, 8(1), 57. blum, r. w. (2005). a case for school connectedness. educational leadership, 62(7), 16-20. booth, t., & ainscow, m. (2002). index for inclusion: developing learning and participation in schools. centre for studies on inclusive education (csie), rm 2s203 s block, frenchay campus, coldharbour lane, bristol bs16 1qu, united kingdom, england (24.50 british pounds). chhabra, s., srivastava, r., & srivastava, i. (2010). inclusive education in botswana: the perceptions of school teachers. journal of disability policy studies, 20(4), 219-228. costello, s., & boyle, c. (2013). pre-service secondary teachers’ attitudes towards inclusive education. australian journal of teacher education, 38(4), 129-143. konting, m. j. (2004). kaedah penyelidikan pendidikan. kuala lumpur: dewan bahasa dan pustaka. miles, s., & singal, n. (2010). the education for all and inclusive education debate: conflict, contradiction or opportunity?. international journal of inclusive education, 14(1), 1-15. ocloo, m.a. & subbey, m. 2008. perception of basic education school teachers towards inclusive education in the hohoe district of ghana. international journal of inclusive education, 12(5-6), 639-650. omar, r. c., tahar, m. m., & yasin, m. h. m. (2012). kesediaan guru-guru aliran perdana mengajar pelajar bermasalah pembelajaran dalam pendidikan inklusif. seminar internasional pasca siswazah pendidikan khas ukm-upi siri ii 2012, 4, 484-494. teng, l. k., elkin, j., lim, l. & sim, w. k. (2006). learning assistance and regular teacher’s perception of inclusion in brunei darussalam. international journal of special education 21(1),131-143. valeo, a. (2008). inclusive education support systems: teacher and administrator views. international journal of special education, 23(2), 8-16. yasin, m. h. b. m., toran, h. b., & shaari, s. b. (2008). pelaksanaan program inklusif di sekolah menengah teknik dan sekolah menengah harian. educationist, 2(1), 44-45. zalizan, m. j. (2012). pendidikan kanak-kanak berkeperluan khas: konsep & amalan. fakulti pendidikan, universiti kebangsaan malaysia, 109-138. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p189 189 implementation of behavior modification techniques in overcoming maladaptive behavior of children with special needs dewi ratih rapisa*, dewi ekasari kusumastuti universitas lambung mangkurat, banjarbaru, indonesia *e-mail: dratihrapisa.plb@ulm.ac.id abstract: special needs children often behave maladaptively. this has a negative impact on the child and the surrounding environment. the purpose of this study was to describe the results of the implementation of behavior modification techniques in overcoming the maladaptive behavior of special needs children. the literature review method uses the online database search stage through mendeley, the inclusion and exclusion process for articles in 2019-2021 obtained a total of 146 national scientific articles and after being rechecked, there are 17 literatures that match the criteria, then a descriptive synthesis and analysis is carried out, and the results are presented. the results of the synthesis and analysis show that the application of behavior modification can overcome maladaptive behavior in the social, self-development, and academic aspects of special needs children. conclusions from 17 articles describe that behavior modification techniques are effective for overcoming maladaptive behavior in autism, adhd, intellectual disability and hearing impairment. keywords: children with special needs; maladaptive behavior, behavior modification techniques introduction children with special needs are children who require special treatment due to developmental disorders and physical or psychological barriers (rezieka, putro, & fitri, 2021). one of the problems experienced by children with special needs is the inability to behave socially/adaptively. this condition causes children to behave maladaptively. maladaptive behavior is the behavior of children who are unable to adapt to their surroundings properly, and in accordance with the stages of development of their age (daulay, 2021). maladaptive behavior not only affects the children themselves, but also those around them, such as parents (fitriani & alsa in daulay, 2021). one alternative for handling maladaptive behavior in children with special needs is to apply behavior modification. behavior modification is an effort to change maladaptive behavior into adaptive behavior by implementing systematically tested learning principles (asri & suharni, 2021). the techniques that are often used in behavior modification are reinforcement techniques, token economy techniques, assertive techniques, punishment techniques, exclusion techniques, aversion techniques, satiation techniques, time out techniques, shaping techniques, and prompting techniques. in dealing with maladaptive behavior with appropriate behavior modification techniques, educators need to be careful. if from the monitoring result shows that a behavior modification technique fails or is less successful in bringing about change, it can be detected immediately and an attempt is made to use a replacement technique. the success of implementing behavior modification techniques is influenced by the role of the implementer because failure can occur if applied inappropriately (mareta, 2020). there has been a lot of literature review regarding behavior modification techniques and their relevant aspects. however, studies that summarize the results of the implementation of various behavior modification techniques in overcoming http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p189 190 journal of icsar; volume 6, number 2, july 2022, 189 195 the maladaptive behavior of children with special needs so far have not been found. therefore, the authors are interested in conducting a systematic review of the literature by analyzing 17 national scientific articles. the purpose of this study is to describe the results of the implementation of behavior modification techniques in overcoming the maladaptive behavior of children with special needs. the formulation of the problem specifically, as follows: 1. what are the results of implementing behavior modification techniques in overcoming maladaptive behavior in the social aspects of children with special needs?, 2. what a re the results of the implementation of behavior modification techniques in overcoming maladaptive behavior in the self-development aspect of children with special needs?, 3. what are the results of implementing behavior modification techniques in overcoming maladaptive behavior in the academic aspects of children with special needs? method according to ananda, muhyani, & suhandi (2020), literature review is a study that focuses on the process of reviewing and analyzing extensively and thoroughly on several literatures relevant to the research topic. the design of this research uses a literature review method with a systematic search that includes research results published from 2019 to 2021. the literature review process is carried out through the following three stages. stage 1 tracing through the mendeley online database. search reviews common terms. the search term used is behavior modification, journal for 2019-2021. the search results are 146 articles that can be accessed in full text in pdf or word format. stage 2 is the selection of articles according to the eligibility of specific criteria, namely: (1) research on maladaptive behavior that is overcome by behavior modification techniques, such as: reinforcement techniques, token economy techniques, assertive techniques, punishment techniques, exclusion techniques, aversion techniques, satiation techniques, time out techniques, shaping techniques, and prompting techniques, (2) research subjects focus on children with autism, adhd, intellectual disability, and hearing impairment, (3) research published in 2019-2021, (4) scientific articles published in indonesia. articles that have been collected are sorted according to and relevant to the chosen topic and the others are removed. stage 3 synthesis of the 17 selected articles were grouped into three categories, namely: (1) implementation of behavior modification techniques in overcoming maladaptive behavior in the social aspects of children with special needs, (2) implementation of behavior modification techniques in overcoming maladaptive behavior in the aspects of selfdevelopment of children with special needs, (3) implementation of behavior modification techniques in overcoming maladaptive behavior in the academic aspects of children with special needs. the next stage is descriptive analysis by doing regular decomposition of the data that has been obtained, then given an understanding and explanation so that it can be understood. result and discussion there are 17 national scientific articles in journals that discuss the implementation of behavior modification techniques in overcoming maladaptive behavior in children with autism, adhd, mental retardation, and hearing impairment in terms of social, self-development and academic aspects in the 2019-2021 range. the summary of the journal is as follows. 1. implementation of behavior modification techniques in overcoming maladaptive behavior in the social aspects of children with special needs the 17 articles that have been reviewed through the inclusion and exclusion stages show that there are 10 articles that describe the success of behavior modification techniques in rapisa & kusumastuti, implementation of behavior modification techniques in… 191 overcoming maladaptive behavior in the social aspects of children with special needs, as evidenced by the table below: table 1. evidence of findings of behavior modification technique implementation in overcoming maladaptive behavior in the social aspects of children with special needs title (author, year) results of the implementation of behavior modification techniques in overcoming maladaptive behavior in the social aspects of children with special needs a. increasing assertive attitude through assertive training techniques for students with hearing impairment at slb negeri 1 bantul (faiz noormiyanto dan shinta purwaningrum, 2019) the factual condition of deaf assertiveness after participating in the assertive training process experienced a significant improvement b. the effectiveness of behavior modification in children with intellectual disability dan dbd (disruptive behavior disorder) (ellyana dwi farisandy, nurul hartini, 2019) intellectual disability children and dbd have begun to be able to follow orders and reduce shouting and hitting other people. however, there is no significant change in apologizing behavior when making a mistake by applying a combination of token economy and response cost techniques. c. the use of conditioned aversion techniques to minimize conduct disorder for the intellectual disability (khusnul khotimah, mohammad efendi dan asep sunandar, 2019) conditioned aversion technique is effective to minimize conduct disorder (speaking rudely or dirty) for intellectual disability d. effectiveness of differentiated reinforcement of incompatible behavior (dri) in reducing verbal aggression behavior in adolescents with moderate intellectual disability (lecya lalitya dan mayke s. tedjasaputra, 2019) the application of the differential reinforcement of incompatible behavior (dri) technique is effective in reducing verbal aggression behavior in children with moderate intellectual disability e. behavior modification to improve compliance in children with high functioning autism spectrum disorder (theresia michelle alessandra, sri hartati r-suradijono, 2020) the combination of social reinforcement and token economy techniques that can be exchanged for backup rewards is effective in increasing the level of compliance in children with high functioning autism spectrum disorder f. teacher's efforts in improving social emotional development of attention deficit hyperactivity disorder (adhd) children at paud inclusion yogyakarta (husnuzziadatul khairi, 2020) efforts to improve the socio-emotional development of attention deficit hyperactivity disorder (adhd) children at paud inclusion yogyakarta with exclusion, time out, and satiation techniques g. application of aversion techniques in modifying aggressive behaviour students with autism in elementary school (andhar dan usman, 2021) the application of aversion technique can reduce the aggressive behavior of autistic students h. positive reinforcement to reduce impulse symptoms like annoying friends in adhd children (grace latuheru dan tatik meiyutariningsih, 2021) positive reinforcement can reduce the behavior of a child with adhd that interferes with or pranks friends in class 192 journal of icsar; volume 6, number 2, july 2022, 189 195 i. preparation of the maladaptive behavior intervention program for mild intellectual disability children class xii at slb nurul iman dayeuh kolot, bandung regency (barnas e.k, fajar indra septiana dan nurlaeli dwiyanti, 2021) the token economy technique and aversion technique can effectively deal with the maladaptive behavior of mild intellectual disability children towards the opposite sex j. reducing maladaptive behavior of mentally retarded children through the provision of punishment and positive reinforcement (ida aprilliani, imam yuwono dan monry fraick nicky g. r. s, 2021) giving punishment and positive reinforcement can reduce the maladaptive behavior of mentally retarded children (children are unable to express verbally if they want other people's food) 2. implementation of behavior modification techniques in overcoming maladaptive behavior in the self-development aspect of children with special needs based on 17 articles that have gone through the inclusion and exclusion stages, there are 6 articles that show that behavior modification techniques can overcome maladaptive behavior in the self-development aspect of children with special needs, with evidence of the following findings: table 2. evidence of findings of behavior modification technique implementation in overcoming maladaptive behavior in aspects of child development with special needs title (author, year) results of the implementation of behavior modification techniques in overcoming maladaptive behavior in aspects of self development of children with special needs a. the effectiveness of forward chaining techniques on the ability to wear shirts in children with intellectual disabilities (jaslinder, rini hildayani, 2019) the application of the forward chaining technique along with prompt and positive reinforcement has proven to be effective in helping children with intellectual disabilities master the ability to wear shirts independently b. behavior modification improving the ability to wear t-shirts in children with moderate intellectual disabilities (nafisa alif amalia dan luh surini yulia savitri, 2019) backward chaining, prompting, and positive reinforcement techniques are effective in increasing the ability of children with intellectual disabilities to wear sleeveless shirts independently c. backward chaining method to improve self-development skills dressed for moderately intellectual disability children (adelin australiati saragih, 2020) the chaining technique with the backward chaining method is effective for improving the dressing skills of moderately intellectual disability children d. application of backward chaining to improve dressing skills for children with intellectual disabilities (maria jessica alexandra soebroto dan efriyani djuwita, 2021) the application of the backward chaining technique was found to be effective in improving dressing skills (wearing button-down shirts) in children with moderate intellectual disabilities. e. the effectiveness of the forward chaining technique in improving the skills of wearing button-down shirts in children with moderate intellectual disability (diah wahyuningsih, dan fenny hartiani, 2021) the forward chaining technique that involves prompting and positive reinforcement is effective in improving the skills of wearing button-down shirts in children with moderate intellectual disability. rapisa & kusumastuti, implementation of behavior modification techniques in… 193 f. improving self-development ability through shaping techniques for mild intellectual disability students (elsy dwiandriani, 2021) shaping technique can improve selfdevelopment ability optimally in ironing clothes for mild intellectual disability students 3. implementation of behavior modification techniques in overcoming maladaptive behavior in the academic aspects of children with special needs based on 17 articles that have gone through the inclusion and exclusion stages, there is 1 article which shows that behavior modification techniques can overcome maladaptive behavior in the academic aspects of children with special needs, with evidence of the following findings: table 3. evidence of findings of behavior modification technique implementation in overcoming maladaptive behavior in the academic aspects of children with special needs title (author, year) results of the implementation of behavior modification techniques in overcoming maladaptive behavior in the academic aspects of children with special needs a. the effectiveness of repeated oral reading techniques and implementation of behavior modification techniques in improving reading fluency in children with mild intellectual disability (farraas afiefah muhdiar dan eko handayani, 2019) the repeated oral readings technique combined with behavior modification techniques such as prompts, reinforcement, and positive practice is effective in improving reading skills in children with mild intellectual disability. conclussion most of the article findings show that behavior modification techniques are often used in combination in children with autism, adhd, intellectual disability and hearing impairment. this can be seen from the results of the synthesis of 17 articles as follows. 1. the result from 10 articles show that positive reinforcement techniques, token economy techniques, assertive techniques, punishment techniques, aversion techniques, exclusion techniques, time out, and satiation are effective for overcoming maladaptive behavior in social aspects of children with special needs. 2. the result from 6 articles show that shaping techniques, chaining techniques, prompt techniques, and positive reinforcement techniques are effective for overcoming maladaptive behavior in the aspects of self-development of children with special needs. 3. the result from 1 article show that prompt and reinforcement techniques are effective in overcoming maladaptive behavior in the academic aspects of children with special needs. acknowledgments this research was carried out well thanks to the assistance of various parties, for that the researchers would like to thank the special education study program, faculty of teacher training and education, lambung mangkurat university which has provided financial assistance to participate in the 12th international conference on special education in south east asia region (icsar) so that it can produce one of the outputs in the form of this scientific article. 194 journal of icsar; volume 6, number 2, july 2022, 189 195 references alessandra, t. m., & r-suradijono, s. h. 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(2019). meningkatkan konsentrasi anak attention deficit hyperactivity disorder (adhd) dengan pendekatan reinforcement melalui metode bermain bunchems. jurnal obsesi : jurnal pendidikan anak usia dini, 3(1), 207. https://doi.org/10.31004/obsesi.v3i1.177. puspasari, k. d. (2020). teknik modelling simbolik dan reinforcement positif untuk meningkatkan keterampilan sosial pada anak intellectual disability. procedia : studi kasus dan intervensi psikologi, 6(2). https://doi.org/10.22219/procedia.v6i2.12641. sandrawati, fri corina, martini jamaris, & asep supena. (2019). meningkatkan kemampuan konsentrasi anak adhd (attention deficit hyperactivity disorder) usia 5 6 tahun dengan menggunakan alat permainan edukatif (ape) dan berbasis modifikasi perilaku. visipena journal, 10(1), 27–38. https://doi.org/10.46244/visipena.v10i1.485. saragih, a. a. (2020). metode backward chaining untuk meningkatkan keterampilan bina diri berpakaian anak tunagrahita sedang. jurnal penelitian pendidikan, psikologi dan kesehatan (j-p3k), 1(2), 119–127. https://doi.org/10.51849/j-p3k.v1i2.29. soebroto, m. j. a., & djuwita, e. (2021). penerapan backward chaining untuk meningkatkan keterampilan berpakaian pada anak dengan disabilitas intelektual. jurnal ilmiah psikologi terapan, 9(1), 1. https://doi.org/10.22219/jipt.v9i1.11542. wahyuningsih, d., & hartiani, f. (2021). efektivitas teknik forward chaining dalam meningkatkan keterampilan mengenakan kemeja berkancing pada anak dengan intellectual disability taraf sedang. jurnal ilmiah psikologi terapan, 9(1), 64. https://doi.org/10.22219/jipt.v9i1.13547. 3 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 3-7 implementation of career transition programme in vocational skills for students with learning disabilities mohamad fitri tordin, mohd mokhtar tahar universiti kebangsaan malaysia, selangor, malaysia e-mail: p103096@siswa.ukm.edu.my abstract: the aim of this research is to investigate the implementation programme from three (3) objectives namely identifying the parents’ (family) level of cooperation and the level of cooperation given by employers (industry) also the relationship between the two parties. a quantitative method based on ecological theory and taxonomy for transition programming model. in ensuring validity, the questionnaire was reviewed by an expert who is a university lecturer and also well-versed in the special education field. in terms of reliability, all of the items have the cronbach alpha coefficient of (> 0.65). purposive sampling was used where 40 participants were included. descriptive statistics was used to identify the percentage (%) and frequency (f) of respondents’ and inferential statistics well as spearman correlation test were used to explain and test the hypothesis. the findings show that the mean scores for both the level of cooperation given by parents (family) and the level of cooperation given by employers (industry) are very high. however, there is no linear relationship (low level) between the cooperation given by parents (family) and employers (industry). in conclusion, this programme should be implemented in government and non-government school especially schools with special education integration programme with the cooperation from all parties. keywords: career transition programme, vocational skills, special education students introduction vocational education transformation programme is one of the agendas highlighted in the tenth malaysian plan (rmk-10). it aims to integrate technical education and vocational training into mainstream education. according to daros, nordin, & saud (2012), people with learning disabilities has the physical ability that can be trained through vocational education so that the ability can be used in certain jobs. vocational skill education is an alternative way to support the improvements in other fields for students with special needs. in the career transition programme, they are exposed to the reality of their lives after they finished their studies in school (kpm, 2012). besides that, the career transition programme is a combination of activities based on students’ individual needs, taking into account their interest and preference as well as the job market (polloway, patton & serna, 2001). according to madinah, yusof, & yasin, (2014), transition programme, according to the individuals with disabilities education act (idea), is defined as a service that is provided to help prepare students for career life, education after school or living independently. as a result, students can participate in social activities in the community, become law abiding citizen and fulfill their tasks in their respective careers (taylor, 2012). in light of all this, the number one issue that is being emphasized is the lack of support given by parents. according to abdullah, & yasin (2015), the majority of parents whose children are in the vocational education for students with special needs show little interest in joining the activities organized by the school. a number of initiatives have been carried out, however, without commitment, interest and cooperation of the family, it makes it difficult to implement the programme effectively. previous findings related to parents’ awareness show that they are not ready to get involved in the transition programme and only act as a passive observer to their children’s learning experience (ishak, alias, shah, & rahim, 2018). collaboration with industry is also an issue because there are still some of the employers who do not know that this programme can help students with special needs to adapt to the career life. they also think that students with special needs can only do simple tasks (rahim, alias, shah, & ishak, 2018). a study by azlan & alias (2016) also show that employers cannot accept trainees with disabilities into their workforce because they know very little about students with special needs and career transition programme. the malaysian education development plan (pppm) 2013-2025 has put an emphasis on the need to implement the career transition programme for students with special needs. 4 journal of icsar; volume 5 number 2, july 2021: 3-7 table 1. group statistic for parents’ (family cooperation) parents’ (family) cooperation n frequency 20 level of mean score very high mean 4.3995 standard deviation .23496 table 2. group statistic for employers’ (industry) cooperation employers’ (industry) cooperation n frequency 20 level of mean score very high mean 4.5170 standard deviation .24134 therefore, the cooperation between school administrators, teachers, parents, government and private agencies as well as the community is very important in ensuring the success of the career transition programme (abdullah & yasin, 2015; abdullah,yasin, deli, & abdullah, 2015). consequently, the rationale of carrying out this study is to investigate deeply the level of cooperation given by parents (family) and industry in implementing the career transition programme. this is because there are still a lot of people who do not understand their roles in making the program a success especially in terms of vocational skill. the finding is supported by theory and related models while giving a positive impact to the policymakers and practitioners. the items listed in the recommendation as well as the proposed future research can be used as a reference and guideline by the readers in order to improve the implementation of the programs. method this study deploys the quantitative method. a questionnaire adapted from team planning tools for improving transition education and services by kohler & field (2003) was used. the purposive sampling method was used. the research design is structured into three (3) phases namely phases 1 (construction of research instrument, research validity and reliability), phase 2 (data collection and analysis) and phase 3 (test-confirm correspondence analysis and research analysis). the instrument had gone through three (3) stages of instrument construction namely stage 1 (identifying main constructs), stage 2 (item development in each construct) and stage 3 (carrying out the research). the instrument had also gone through the validity and reliability processes. the questionnaire was reviewed by an expert who is a university lecturer with more than 10 years of teaching experience and also wellversed in the special education field. all of the items in the three (3) main section have the cronbach alpha coefficient of (>0.65) as well as have been referred to the percentage of experts in the acceptance of the items used in the study. this questionnaire has closed ended question, three (3) main parts and 36 items. the research population of this study consists of 45 people which includes the parents of students with special needs and representatives from industry. a total of 40 people became the respondents in accordance to the sample size determination table by krejcie and morgan (1970). data collection was done online by sending the google form link to the respondents and the data was analyzed by using the spss software version 25. in section a of the questionnaire, descriptive analysis was carried out in order to get the frequency (f), mean and percentage (%) for each of the demographic item which include the roles, profession, gender, age, total years of service as a teacher or employer (industry), highest education level, education background and whether or not they have attended a course in career transition program (yes/no). the spearman correlation test was used to investigate the relationship between two (2) dependent variables which are the level of cooperation given by parents (family) and the level of cooperation given by employers (industry). after that, the value of mean score by both dependent variables is examined based on the mean score interpretation (range and level of mean score) to identify the level whether it is very low, low, moderate, high or even very high (kassim & ahmad, 2009). findings and discussion finding(s) in table 1 shows, to what extent do parents (family) give their cooperation in the implementation of the career transition programme for students with learning disabilities ? in table 2 shows, to what extent do employers (industry) give their cooperation in the implementation of the career transition programme for students with learning disability? in table 3 shows, to what extent is the relationship between parents’ (family) cooperation and employers’ (industry) cooperation in the implementation of the career transition programme for students with learning disability? 5mohamad fitri tordin, mohd mokhtar tahar, implementation of career transition programme in... table 3. group statistic relationship between two (2) parties spearman (a) (b) (a) parents’ (family) cooperation correlation 1.000 0.389 sig. (2-tailed) 0.090 n 20 20 mean 4.41 4.44 std. deviation 0.20 0.34 (b) employers’ (industry) cooperation correlation 0.389 1.000 sig. (2-tailed) 0.090 n 20 20 mean 4.44 4.41 std. deviation 0.34 0.20 discussion(s) table 1. shows that the level of cooperation given by parents (family) in the implementation of the career transition programme for students with learning disability is very high (kassim & ahmad, 2009). according to nor and yasin (2019), there are six (6) items in the epstein model of parental involvement which are (learning at home: mean = 3,77, std dev = 0.543), (collaborating with community: mean = 3.71, std dev = 0.583) and (decision making: mean = 4.20, std dev = 0.788). parents’ (family) rights to make decisions and give their opinions and ideas have the highest mean score among the three (3) other models. besides that, parents’ cooperation is identified as an important element in improving students’ excellence in terms of social, emotional and physical aspects as well as academics and improving the skills required in the profession (abdullah, yasin, deli, & abdullah, 2015). table 2 shows that the level of cooperation given by employers (industry) in the implementation of the career transition programme for students with learning disability is very high (kassim & ahmad, 2009). a study by nassir & hasyim (2015) shows that students who went through the career transition training program at schools and received the certificates issued by their schools could get a job. with the certificates, the students are accepted into the workforce and acknowledged by the employers (industry). according to devileger & trach (1999), the support and collaboration given by employers (industry) to students and their family is an important factor in achieving the objective of the transition program. the community team transition program model is central in making the transition better for students (benz, lindstrom & halpern, 1995). table 3. shows the findings that there is no linear relationship between the level of cooperation given by parents (family) and level of cooperation given by employers (industry) [r(38) = 0.389, p > 0.05]. the weak linear relationship (r = 0.389) (salkind, 2007) between the two variables can be the result of coincidence or error. according to abdullah, yasin, deli, & abdullah (2015), the majority of parents involved in the vocational education of students with special needs show little interest in participating the activities organized by the school even though a lot of collaborative initiatives have been done. moreover, there are employers who do not know about how the career transition programme can actually help students with special needs to adapt to working life and only think that they can only carry out simple tasks (rahayu, 2019). azlan & alias (2016) states that employers cannot accept trainees with disabilities as their employees due to the fact that the employers have little knowledge on students with special needs and the career transition programme. conclusion the career transition programme should be implemented in government and non-government schools especially schools with special education integration program. the cooperation from all parties is very important in planning the implementation of the career transition program in order for it to be effective. this initiative is very much in line with the practices within the concept of universal design for learning (udl) and fulfils the need of students moving forward. all in all, the level of cooperation given by parents (family) and employers (industry) is very high and will indirectly strengthen the implementation of the career transition program from time to time. in addition, there is no linear relationship between the two. that being said, it does not mean that there is zero collaboration between parents and employers. it may have been due to factors such as the sample itself or low numbers of respondents. “together we shine the special one.” to obtain maximum results, parents (family) should be continuously become the individuals who give reassurance, advice, guidance and support to their children as well as to encourage them to explore vocational skills in school or in any other institutions and employers (industry) becoming a group that gives input, promotion, job advertisements, job posts and also to increase the collaboration with schools and the community. employers have the responsibility of offering suitable positions to students in accordance to their skills. ministry of education malaysia (moe) should formulate a guideline on the implementation of the career transition programme and ensure that it is improved from time to time in order to fulfils the needs of students. skill-based training programs should also be continued especially for special education teachers who will be teaching vocational skills in schools. initiative and collaboration among teachers in improving the teacher’s knowledge, attitude and skill as well as being 6 journal of icsar; volume 5 number 2, july 2021: 3-7 resourceful and creative in unlocking students’ talents and potential so that it can be used to compete in the job market in the future. in addition, using qualitative research in analyzing the factors or issues related to the career transition programme in greater depth and detail. then, applying research designs such as interviews and observations so that more information could be gained from the implementation of the career transition programme in vocational skills for students with learning disabilities. references abdullah, n. & mohd yasin, m. h. (2015). implementation of the inter-agency collaboration in vocational education of students with learning disabilities towards preparation of career experience. asian social science. 11(18), 183192. abdullah, n., mohd yasin, m. h., deli, a. a. a., & abdullah, n. a. (2015). vocational education as a career pathway for students with learning disabilities: issues and obstacles in the implementation. international journal of education and social science, 2(3), 98-104. devileger, p. & trach, j. (1999). meditation as a transition process: the impact on postschool employment outcomes. exceptional children. 65, 507-523. ishak, n., h., alias, a., shah, s., m., j., & rahim, n., r.,. (2018). ibu bapa dan program transisi kerjaya pelajar berkeperluan khas. international conference on special education in southeast asia region 8th series 2018. kassim, j., & ahmad, j. (2009). kualiti kepimpinan pengetua sekolah-sekolah menengah zon selatan, malaysia [leadership quality of principals of southern zone secondary schools, malaysia]. in seminar nasional pengurusan dan kepimpinan pendidikan ke-16 pada (pp. 21-24). kementerian pelajaran malaysia (kpm). (2012). laporan awal pelan pembangunan pendidikan malaysia 2013-2025 [preliminary report of the malaysia education development plan 20132025]. putrajaya, kuala lumpur. kohler, p. d. & field, s. (2003). transition-focused education: foundation for the future. the journal of special education, 37(3), 174 183. krejcie, r. v., & morgan, d. w. (1970). determining sample size for research activities. educational and psychological measurement, 30, 607-610. madinah, mohd yusof, m. & mohd yasin, m. h. (2014). pelaksanaan program transisi kerjaya pendidikan khas bermasalah pendengaran [implementation of the special education career transition program for the hearing impaired]. universiti kebangsaan malaysia: tesis phd. “tidak diterbitkan”. daros, m. nordin, m. s & saud, m. s. (2012). pelajar berkeperluan khas dan bermasalah pembelajaran dari sekolah ke kerjaya. journal of social science. 5(1), 42-46. azlan, n., m., & alias, a. (2016). persepsi majikan terhadap pelatih pendidikan khas dalam program transisi. international conference on learning innovation and quality education 1st series 2016. nassir, s., n., i., m., & hasyim, m., h., m. (2015). pelaksanaan program transisi bagi mempersiapkan murid berkeperluan pendidikan khas masalah pembelajaran (bpkmp) kealam kerjaya [implementation of a transition program to prepare students with special educational needs for learning disabilities (bpkmp) for a career]. proceeding of the 3rd global summit on education gse 2015, kuala lumpur, malaysia. 9-10 mac. 672-683. retrieved from http://worldconference. net. nor, n., m., & mohd yasin, m., h. (2019). tahap penglibatan ibu bapa dalam pelaksanaan program transisi kerjaya murid berkeperluan khas pembelajaran [the level of parental involvement in the implementation of career transition programs for students with special learning needs]. malaysian thesis online. polloway, e. a., patton, j. r. & serna, l. (2001). strategies for teaching learners with special needs. 7th ed. upper saddle rivr, n.j: merrill / prentice hall. rahayu, t. (2019). upaya guru dalam pembinaan sikap sosial pada siswa berkebutuhan khusus di slb negeri 01 kota bengkulu [teacher’s efforts in fostering social attitudes for students with special needs at slb negeri 01 bengkulu city] (doctoral dissertation, iain bengkulu). rahim, n., r., alias, a., shah, s., m., j., & nor ishak, n., h. (2018). penerimaan majikan terhadap pelaksanaan program transisi kerjaya murid berkeperluan khas masalah pembelajaran [employers’ acceptance of the implementation of career transition programs for students with special learning needs]. international conference on special education in southeast asia region 8th series 2018. 7mohamad fitri tordin, mohd mokhtar tahar, implementation of career transition programme in... salkind, n., j,. (2007). guidelines for interpreting strength of correlation from statistic for people who (think they) hate statistics: excel 2007 edition. taylor. (2012). an examination of secondary special education teachers’ self-reported efficacy and performance through the use of case study methodology (phd dissertation). retrieved from university auburn, alabama. benz, m. r., lindstrom, l. e., & halpern, a. s. (1995). mobilizing local communities to improve transition services. career development for exceptional individuals, 18(1), 21-32. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p258 258 improving the articulation ability of children with hearing impairment using role playing method wina try saptari*, budi susetyo, iding tarsidi universitas pendidikan indonesia, bandung, indonesia. *e-mail: winatrys@gmail.com abstract: children with hearing impairment have difficulty conveying what they want to express by speaking because of speech and language development barriers, so they can only express it through speech in a minimal voice. this study aims to determine the effect of using role playing to improve the articulation ability of children with hearing impairment, on the grounds that conversations with friends during role playing can improve their expressive language skills (articulation skills to communicate). research using role playing for children with hearing impairment to improve their articulation skills is successful because intensive oral communication exercises can make children train their lip muscles so that later they will get used to speaking/articulate when communicating with people who can hear. researchers recommend role playing can be used as an effort to improve the articulation ability of children with hearing impairment. keywords: role playing, articulation ability, children with hearing impairment. introduction speech and language development are closely related to auditory acuity, whereas children with hearing impairment do not experience the sound imitating phase after the palpation phase because they are not able to hear well and they only imitate visually. the function of speech and language in everyday life is to communicate with people around us. communication is one of the most important things in social life because it is a medium for delivering messages about things to be conveyed to others, as well as language which is part of communication. language includes all ways of communicating by symbolizing thoughts and feelings to convey meaning to others. while speaking is a form of language that uses expressions or words that are used to convey meaning (rusmini, 2020). communication that occurs in children with hearing impairment usually uses sign language, they need oral language to communicate with people who can hear, but because of speech and language barriers they become difficult. varekamp defines speech or speech as a possibility for humans to pronounce the sounds of language through the organs of articulation. speak or speech is a human act that is individual in nature. based on the definition of speech, it can be concluded that speaking is the activity of pronouncing sounds for language with the aim of communicating using articulation tools, meaning that in speaking a person must make a sound to be able to communicate with others, while children with hearing impairment have difficulty making sounds. therefore, the function of using lip movements or pronunciation in communicating is very important for children with hearing impairment because it is still part of oral communication, even without or with minimal voice. children with hearing impairment have different levels of hearing loss. common traits often seen in children with hearing loss include: poor pronunciation, better hearing in front of the people they are talking to, often confused or dreamy appearance, lethargy, sometimes aggressive, socially mentally retarded, often asking people to talk with other people, repeating phrases, if you speak often make certain sounds, often speak with your hands (mardhiati http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p258 saptari, susetyo, tarsidi, improving the articulation ability of children … 259 2018). the definition of articulation in this study is the movement of the speech muscles used to speak. the muscles of speech in this case are the lips, tongue, and velum. articulation skills are important for children with hearing impairment as a support for communication with people who can hear. articulation is the pronunciation of words or phrases with correct syllables and consonants. all children with hearing impairment have problems with pronunciation, but if not managed properly, they will misunderstand when communicating with other people (pratiwi, 2021) . communicating with people who can hear clearly is very important, because they are the majority group in every social environment. therefore, the articulation ability of children with hearing impairment must be trained from an early age, if possible parents of children with hearing impairment develop and optimize their speech skills so that later the child can develop more optimally in terms of speech and language. most children with hearing impairment actually have difficulty in developing their articulation because many schools use a total communication system or a mixture of oral and sign language. this makes children with hearing impairment not focus on learning communication with people who can hear and only communicate with other children with hearing impairment, so their environment is very limited. difficulties in developing articulation skills are also experienced by children with hearing impairment at slb-b in cimahi city, there are 7 children with hearing impairment who have difficulty developing their articulation skills to communicate with other people who can hear. this condition can be seen from the low motivation of children to communicate with people who can hear, and most of them only communicate with their peers and fellow children with hearing impairment. this shows the need for an effort to improve children's articulation skills. for this reason, it is necessary to have an optimal learning method to improve articulation skills so that children have good articulation skills. one of the efforts that can be used is through the application of learning methods to students. in order to make the effort to apply the learning method easily accepted by students, the method that can be used is role playing. according to zaini, et al (2008 p.98) that "role play is a planned learning activity designed for specific educational goals". this means that the role play can be used in learning to achieve a specific goal with good planning from the teacher and can attract more children's interest to take part in learning. learning to read, especially by applying role play, is a means to master subject matter through developing the imagination and judgment of students in teaching and learning activities, so that students can improve their skills and understanding in learning (solihati, 2021). role playing is a form of educational game that is used to explain feelings, attitudes, behaviors, and values, with the aim of respecting the feelings, opinions, and ways of thinking of others (maspuroh, 2019). role play method is a very effective method used to simulate real situations. in this method, a learning scenario is developed based on certain operational procedures or activities to be taught. the purpose of this learning method is to explain an event that involves a lot of people, and based on didactic considerations it is better to be dramatized than told, because it will be clearer and can be lived by children (wafa, 2019). this research is motivated by several previous studies that have been carried out by several people, one of which is the research conducted by pipin supartini (2011) with the thesis title "use of role playing methods in improving speaking ability of deaf students at slb bc aras, cimahi city" it can be concluded that the use of method role playing can improve articulation ability in deaf students. this is based on the results of the diagram analysis which shows that the average ability of deaf students when playing roles increases. the results of the research using role playing can provide one solution in improving the articulation/pronunciation abilities of children with hearing impairment. more specifically in this study will discuss the increase in articulation skills obtained by children. 260 journal of icsar; volume 6, number 2, july 2022, 258 264 method this research uses a quantitative approach or a research approach that uses statistical data (numbers) to reveal the process and results of the research. the design used in this study is a one group pretest posttest design, this design uses a pretest before being given treatment (intervention), so that the results of the treatment can be known more accurately because it can compare the results after being given treatment and with conditions before being given treatment. the research design of the one group pretest posttest design is described as equation 1). 1) description: o1 : pre-test x : treatment o2 : post-test the research sample is taken using a random sample. the most representative sample will allow the researcher to make generalizations against a population. the samples studied in this study were children with hearing impairment of class viii smplb at slb-b in cimahi city. the children who were sampled were students and students of class viii at slb-b in cimahi city, totaling 7 people. result and discussion results results data are in the form of pre-test and post-test which measure the articulation ability of children before and after treatment in the form of role playing as figure 1. figure 1. increasing pre-test and post-test children's articulation ability see the results of the scores the pre-test and post-test obtained by each child after being given treatment experienced an increase in score using role playing. the increase in the score obtained is 4 to 8 points, the pre-test at least 18 and a maximum of 23, while the post-test saptari, susetyo, tarsidi, improving the articulation ability of children … 261 score is at least 24 and the maximum score is 31 from a maximum score of 39, thus the increase obtained by each child after being given treatment is quite diversec(α= 5%, or 0.05; h0 : jcount = jtable; h1 : jcount > jtable). table 1. calculation of data analysis with wilcoxon test score mark no. sample pre-test posttest differe nce rank (+) (-) 1 an 22 26 4 1 1 0 2 j 18 24 6 4 4 0 3 mm 19 24 5 2.5 2.5 0 4 mfh 23 31 8 6.5 6.5 0 5 n 21 26 5 2.5 2.5 0 6 itr 20 27 7 5 5 0 7 sag 23 31 8 6.5 6.5 0 total j= 28 from the wilcoxon test calculation it can be seen that the entire data regarding the child's articulation ability has increased, and shows that all of them are positive differences based on the results of the pre-test and post-test. based on the calculation results of the wilcoxon test, the smallest number of rankings or jcount = 28 and jtable with a level of = 0.05 with a number of n = 7 then jtable = 2 is obtained. then jcount = 28 > jtable = 2, thus h0 rejected. this shows that the role-playing method has an influence in increasing the articulation ability of children with hearing impairment in class viii slb-b in cimahi city. in research, the role play method is very interesting for students because it allows researchers to conduct research more easily (zulhaidan, 2013). based on field findings, researchers want to try a learning method that is considered to be able to improve the articulation ability of children with hearing impairment as a tool for communication. this role playing is considered the right method to be tested on children who have difficulty speaking and only make speeches to communicate as a form of effort to improve their articulation skills when communicating with others. in the implementation of the pre-test researchers found that the child's initial articulation ability was at a moderate stage, which was about 53.46%, the data was obtained from an action test carried out for all viii graders as a benchmark for initial data which will later be compared whether or not there is an increase in ability, articulation of children after being given treatment. the action test that was carried out during the pre-test was reading a conversational dialogue where each child in class viii got their respective roles and the text of each conversation to play one of the characters in the conversation. researcher became the narrator as well as the evaluator, because the pre-test obtained from the results of the ability check list per instrument item conducted by the researcher based on observations of the child's articulation ability. the highest score was obtained by mfh and sag with a percentage of 58.97, while the lowest score was obtained by j with a percentage of 46.15%. discussions during the implementation of the treatment, namely by giving role playing in the learning setting in the class, the class viii children looked quite enthusiastic and paid attention when the researcher explained the process to be carried out in the implementation of role playing . role playing method has the privilege of being able to train students to handle real-life situations, intensively practice spoken language, and provide opportunities for students to develop communication skills (soemarmi 2017). after reading and starting to study the 262 journal of icsar; volume 6, number 2, july 2022, 258 264 script and the characters they will play in the implementation of role playing, they begin to memorize the dialogues and try to explore the characters that will be played later, although the preparation stage takes several days, but the enthusiasm of the class viii children can carry out role playing well. the holiday theme well and when the children's articulation skills are seen starting to be read and structured (speech according to the word to be spoken). the results of the post-test showed an increase in all children sampled in this study. the average score of the post-test was 69.23%, meaning that on average the children's articulation skills increased by about 13.76% from their initial ability which was obtained from the pre-test. from the data point of view, there was no significant increase after the treatment of children, but by providing experience during treatment, children are expected to be able to apply the conversations that are practiced when doing role playing. the main purpose of this research is to improve the articulation skills of children with hearing impairment in the realm of communication, so that by using this role playing children will learn to communicate using their oral language with correct pronunciation and confidence to communicate with people who can hear. theoretically, children's high speaking ability is taught through role playing because role playing method provides opportunities for children to be active in activities by cooperatively playing game characters, so that in role play activities children can act, act and talk while role-playing. role playing method can stimulate children's enthusiasm for activities, children have the opportunity to speak and express their ideas during role play, thereby increasing the child's vocabulary (rumilasari, 2016). based on paragraph described in sentences before, role playing with family theme can improve the articulation ability of children with hearing impairment, this is seen from several aspects of children in pronouncing letters, words, and sentences. when each child recited the letters that the researcher instructed to mention one by one, at first they had a little difficulty even though they were given directions in pronouncing some combined letters such as ny and ng. after the children were given treatment, their ability to pronounce the letters one by one became better, at least they became able to pronounce the letters ny and ng in the right way even though they hoped they could communicate using these aspects of the letters. overall, the children who were sampled in this study experienced an increase in articulation skills after being given treatment using role playing method. the increase that occurs can be seen from the pre-test and post-test that have been carried out. this research also has a positive impact on the social life of children with hearing impairment to establish more and more frequent communication with people who can hear so that in the future a harmonious communication relationship can be established. conclussion research carried out here shows that there is an increase in the articulation ability of children with hearing impairment by being given the treatment method learning role playing, this is also proven through hypothesis testing with the wilcoxon test calculation which states that h1 is accepted and states that there is an effect of using role 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(2007). kajian tinjauan kesediaan guru-guru sejarah menerapkan kemahiran pemikiran sejarah kepada para pelajar. jurnal pendidikan, 32, 119-137. retrieved from http://journalarticle.ukm.my/196/1/1.pdf http://journalarticle.ukm.my/196/1/1.pdf 32 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 token economy to improve concentration among students with learning disabilities in primary school noor azreena a aziza, mohd hanafi mohd yasinb asekolah kebangsaan keru, 73000 tampin, negeri sembilan, malaysia buniversiti kebangsaan malaysia, 43600 bangi, selangor, malaysia e-mail: azryna90@gmail.com abstract: this study aimed to increase student’s concentration on learning and facilitating process in the classroom. a student from the special education integration program. was selected as the respondent of this study. the token economy approach had been implemented in this study to solve respondent behavioural problem who was not paying attention when completing classroom task. this study employed a qualitative, a-b-a single subject design which a and b represented baseline and intervention phase respectively. observation was carried out in three different phase, namely baseline (2 weeks), intervention (2 weeks) and no intervention (2 weeks). total duration of this study was 6 weeks. during early observation, to be found that interruption from other classes had caused distraction to respondent in completing the task given. therefore, token economy was used to enhance students’ motivation in paying attention and completing the task correctly. token is given when respondent managed to answer questions correctly and neatly, and did not exhibit any disruptive behaviour within the stipulated period. then, token was redeemed for tangible reinforcement according to the total scores of token. the results indicate that respondent had succesfully paying attention during completion of task. keywords: token economy, concentration, disruptive behaviour, students with learning disability children diagnosed with developmental disability, autism, mental retarded or those who have intellectual disability often display negative behaviour in and out of school. these condition caused them to have difficulties in learning or problems meeting the expectations of schools (zlomke & zlomke, 2003). therefore, behavioural management of students with special needs is the utmost challenge for special needs’ teachers in guiding and educating the group. disruptive behaviours displayed by students will be more complex if the undesired behaviours are not being addressed during the early stage and in consistent. (noor & norhafizah, 2015). behaviour is an action or conduct of a student in responding to and exploring new things in his environment. (zalina, yasin & tahar, 2016). often, the behaviour can be measured and observed by other people in the surrounding. according to deshmukh (2016), behaviour is divided into two category, namely adaptive behavior dan maladaptive behavior. adaptive behavior refers to the degree or ability of an individual in meeting the standard and responsibility towards oneself and society. among the bahavioural aspects of adaptive behaviour are: language; activities of daily living; reading and writing; time and number concepts; domestic and social; and pre-vocational. an individual’s ability to conduct himself will be seen as influenced by the environment of his experience. in contrast, maladaptive behavior is not an ageappropriate behaviour, not accepted by society, harmful to oneself and interruptive in the process of learning. the examples of maladaptive behavior are aggressive and destructive behaviour, rampage, react negatively to others, self-harm, peculiar and repetitive. therefore, behaviour modification is seen as a method to teach a person new behaviour or change the existing behaviour through positive or negative reinforcement (kappel et al., 2012). there are various technique of behaviour modification that can be used to reduce the occurrence of undesired behaviour to an appropriate and acceptable behaviour. skinner believes that positive reinforcement is more effective than punishment during the process of changing and maintaining deisred behaviour (adibsereshki et al., 2015). it is evidenced in past studies that behaviour modification techniques like positive reinforcement, token economy and response cost are able to decrease the likelihood of children disruptive behaviour to happen in the classroom (baker & allen, 2011; carnett et al., 2014; didden et al., 1997; doll et al., 2013; filcheck et al., 2004; hirst et al., 2016; tarbox et al., 2006). many studies make an association of positive reinforcement with academic achievement and 33noor azreena a aziz, m hanafi mohd y, token economy to improve concentration among . . . . concentration in classroom. adibsereshki et al. (2015) has conducted a study to determine the relationship between classroom reinforcement with academic achievement of students with intellectual disabilities. 45 students in tehran were the respondents of this study. as a result, the group that received positive reinforcement shows higher achievement in science in comparison with the control group that received no reinforcement. one of the famous techniques used to provide positive reinforcement is token economy. doll, mclaughlin and baretto (2013) have defined token economy as an effective method in behaviour management, not only in school but also shows an effect in the environment of community, prison, army organisation and psychatric hospital. fiksdal (2015) says in his study that the use of token economy is more effective in reducing disruptive behaviour compared to the punishment. a token economy is an intervention that includes contingencies in which tokens or points are given following the emission of targeted behaviors (adibsereshki et al., 2015; carnett et al., 2014; fiksdal., 2015; hirst et al., 2016; robacker et al., 2016; zlomke & zlomke, 2003). contingency in this context refers to the plans designed to deal with things or events that are expected to occur in the future (kamus dewan edisi keempat). this situation clearly demonstrates that token economy is used to reduce negative behaviours or reinforce the positive behaviours expected to occur at a time or situation in the future. tokens can be redeemed for reinforcing objects or activities at a later point in time. the objects or activities have to be something of students’ favour and interest. adibsereshki et al. (2015) divides reinforcement into two categories, namely tangible and social reinforcement. tangible reinforcement is provided in the form of an object, while social reinforcement is given to students in the form of praise and activity when desired behaviour is exhibited. students with special needs are more suitable to be rewarded with physical token as it can be seen and interpreted easily. (doll, mclaughlin and baretto, 2013). carnett et al. (2014) had used a token economy for a student with autism to increase student’s concentration during reading activity. while, mclaughlin and malaby (1972) had used token economy to increase students’ intrinsic motivation on completion of task. concentration and intrinsic motivation in completing a task is known as on-task behaviour. a child should acquire the skills to work independently and follow teacher’s instructions and have an eye contact with the teacher during the activity. a positive improvement of on-task behaviour will enhance academic performance and reduce undesired behaviour as well as smoothen the current process of learning (clare et al., 2000). the purpose of this study is to examine the effects of token economy procedures in improving concentration of students with learning disabilities during independent completion of task as well as reducing disruptive classroom behaviours. however, this modification did not involve response cost system but object reinforcement was used. additionally, praise will be complimentary to the token. method this study used observation form for data collection on the frequency of participant’s behaviour throughout 6 weeks duration. the forms were filled up by pupils personal assistant (ppa) as teacher was always preoccupied with teaching responsibilities. therefore, a detail explanation was given to ppa by the teacher prior to the investigation. the 30 minutes allocated for the observation were timed using a stopwatch. the respondent in this study was an 11-year-old male student who attended a primary school. he was diagnosed by doctor to have an intellectual disability when he was 8 years-old. negative behaviours like negligent and do not pay attention as well as disturbing friends when completing independent task were exhibited during malay language learning session. previously, the student was good in reading, writing and spelling, but frequently make mistake and being negligent on task completion since end of last year. the main cause of the problem was the participant did not receive full attention from the teacher when completing the task. the teacher had to give attention to other students who are weak in language skills in the same class. besides, students’ attention was affected due to the absence of partition wall between the two classes. this study was carried out in a classroom environment of special education integration program in keru primary school. 4 students with learning disabilities including the respondent will follow malay language classes for two times a week. the time allocated is one hour. therefore, the total duration for malay language is 2 hours per week. besides, respondent is the only student in his class that follows year 5 kssr curriculum and the rest of the students are still following year 4 kssr curriculum. therefore, the respondent has to be assigned with independent task while teacher is giving attention to other students. the research design employed in this study was an a-b-a single subject design. the duration of this research is six weeks. the first two weeks were allocated for baseline (a), two weeks for intervention (b) and the last two weeks were allocated for procedures without intervention (a). 34 journal of icsar; volume 2, number 1, january 2018: 32-36 table 1. tangible reward & total of redeemed token item total of redeemed token item total of redeemed token mini fan 30 30 30 30 25 20 20 15 15 chocolate mechanical pencil triangular pencil glue (big) glue (small) balloon eraser ruler 10 10 10 9 6 5 3 3 2 cereals (koko krunch) cereals (honey star) cereals (cornflakes) coin box colour pencil pen note book + mini pen wafer rolls pencil data was collected in 5 observations of two times per week during the last 30 minutes of each class. this specific duration is chosen as student will start to complete the task independently after going through the teaching and facilitating process. this study starts with a face-to-face discussion between teacher and respondent. further explanation on the token has been given. respondent clearly understand about the desired behaviour that is, paying attention to independently complete the task correctly and neatly. ten token of coloured stickers will be given if student succesfully exhibited target behaviour that is to pay attention in completing the task given. there is no token will be given away if student conducts disruptive behaviour like disturbing friends and contemplating. the token is pasted on token economy chart, so that respondent could check their self-performance independently. in improving the effectivenes of token economy application, respondents has been shown a basket of various tangible reinforcement. table 1 shows respondent has arranged the tangible reinforcement in order according to the selection of interest. the number of token for redeemed will be determined by other teachers. each reinforcement is arranged and labeled according to priority and will be placed in the classroom to reinforce respondent in establishing target behaviours. baseline (a) at this stage, there is no token economy implemented on the respondent. teacher controls respondent behaviour as usual. any disruptive behaviours (disturbing friends, contemplating) will be given warning by the teacher. additionally, teacher has to give full attention to the respondent individually when he is completing the task given. baseline data is collected using the observation form for 2 weeks, on every monday and thursday during malay language period. the time taken will be the last 30 minutes of malay language period and after 30 minutes of learning on the beginning. there is no positive reinforcement (praise) will be given during this baseline stage. token economy/ intervention (b) token economy in the form of small round sticker will be used over two weeks. the sticker will be given to the respondent at the end of the class session. respondent is responsible to stick the sticker that was obtained from the reward chart board. the list of rewards and the amount of token were pasted in front of the class. respondent is given a chance to get a maximum of 10 token in 30 minutes for every malay language period (monday, thursday). token will be given if the respondent exhibits attention on the completion of task given. five tokens are allocated for the target behaviour that is paying attention, while another 5 tokens will be given if the respondent able to independently complete the task correctly and neatly. token will not be taken back (response cost) if respondent does not able to complete the task and disturbing friends as well as contemplating. respondents will be given reminder and warning that no token will be given in certain condition. baseline/ no intervention (a) on the fifth and sixth week (final stage), no intervention (token economy) was implemented to respondent. respondent behaviours were observed similar to baseline procedure (a) for two weeks in the early stage of this study. finding and discussin findings graph 1 displays the frequency of respondent exhibiting disruptive behaviours on daily basis (monday, thursday) during baseline phase. the highest frequency of disruptive behaviours was recorded on the first week, that is 18 times of occurrence with 16 mistakes were made on the task given. respondent was still in negligence and did not pay attention in the class as well as completing the task perfunctorily. 35noor azreena a aziz, m hanafi mohd y, token economy to improve concentration among . . . . graph 1. the frequency analysis results on respondent behaviours that exist. this is due to the students that come from range of background, personality, intellectual, physical, social and socio-emotions (mok, 2009). in addition, special needs students need more encouragement and attention than tipical students, so that they will pay more attention in the classroom and complete the tasks given (zecker, 2006). token economy has played an important role in behaviour modification particularly in education field. the method of giving reward to individuals for maintaining, eliminating or improving positive behaviours has been accepted and practiced by many parties other than school. it is a secondary needs like appreciation of life in psychological context towards bringing about happy and positive emotions in conducting activity (suppiah, ramlah, & abdul, 2008). conclussion and suggestion conclussion token economy has played an important role in behaviour modification particularly in education field. the method of giving reward to individuals for maintaining, eliminating or improving positive behaviours has been accepted and practiced by many parties other than school. the modification technique chosen is not a matter, but the right implementation steps and methods have to be complied. this compliance will assure the effectiveness of procedure as well as assisting children with special needs to control selfbehaviour. the most important thing is to not give up as on the third and fourth week, respondent started to exhibit changes in behaviour and able to complete the tasks independently. the implementation of token economy was applied on the respondent. errors in tasks show a decline to 3 on the fourth week. on the other hand, disruptive behaviours had succesfully decline to 1 times. this clearly demonstrates that the application of token economy had successfully established target behaviours in 2 weeks duration. nevertheless, the total frequency of errors and disruptive behaviors increase again on the fifth and sixth weeks. the absence of token economy intervention had caused a decline in respondent’s motivation. respondent made 5 errors in the assignment and 4 times of disruptive behaviours. the total frequencies increased in the sixth week that is 8 errors in the assignment and 6 times of disruptive behavior. this increment portrays the importance of continuous intervention until respondent can really be self-reliant in completing the task and disruptive behavior is eliminated. discussion the results of this study replicate previous research on the effectiveness of token economies in enhancing students’ concentration during completion of tasks. tangible reinforcement of interest has attracted respondent to cooperate in helping himself to behave. in addition, social reinforcement also was given to the student as an appreciation to the task completed. behavioural problem will continue to happen regardless of teachers’ leadership styles or any discipline 36 journal of icsar; volume 2, number 1, january 2018: 32-36 each and every child has individual needs and various methods have to be conducted in order to achieve the mission. one method that works for an individual is not necessorily worked on others. suggestion to ensure students’ concentration during complementation of task, it is needed attention and reinforncement from teacher. it is also needed the various methods to be conducted in order to get more effective result. references adibsereshki, n., abkenar, s. j., ashoori, m., & mirzamani, m. (2015) the effectiveness of using reinforcements in the classroom on the academic achievement student with intelectual disabilities. journal of intellectual disabilities, 19(1), 83-93. carnett, a., raulstun, t., lang, r., tostanoski, a., lee, a., sigafoos, j. & machalick, w. (2014) effects of a perseverative interest-based token economy on challenging and on-task behavior in a child with autism. journal of behavioral education, 23(1), 368-377. clare, s. k., jenson, w. r., kehle, t. j. & bray, m. a. (2000) self-modeling as a treatment for increasing on-task behavior. psychology in te schools, 37(6), 517-522. deshmukh, d. v. (2016) strategies used to modify the hehaviors of children with intellectual disability. indian journal of health and wellbeing, 7(7), 753-756. didden, r., de moor, j., & bruyns, w. (1997). effectiveness of dro tokens in decreasing disruptive behavior in the classroom with five multiply handicapped children. behavioral interventions, 12(2), 65-75. doll, c., mclaughlin, t.f., & bareetto, a. (2013) the token economy: a recent review and evaluation. international journal of basic and applied science, 2(1), 131-149. filcheck, h., mcneil, c., greco, l., & bernard, r. (2004). using a whole-class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior. psychology in the schools, 41(3), 351-361. fiksdal, b. l., (2015) a comparison of the effectiveness of a token economy system, a response cost condition, and a combination condition in reducing problem behaviors and increasing student academic engagement and performance in two first grade classrooms. theses, dissertations, and other capstone projects. paper 343. hirst, e. s. j., dozier, c. l., & payne, s. w., (2016) efficacy of and preference for reinforcement and response cost in token economies. journal of applied behavior analysis, 49(2), 329-345. kappel, b., dufresne, d. & mayer, m. (2012) from behavior management to positive behavioral support. laporan. department of health and human services, administration on developmental disabilities. mclaughlin, t. f. & malaby, j. e. (1972) intrinsic reinforcers in a classroom token economy. journal of applied behavior analysis, 5(1), 263-270. mok, s. s. (2009) masalah disiplin dan tingkah laku bermasalah bilik darjah. dlm. mok soon sang (pnyt). siri pengajian profesional: pengurusan bilik darjah dan tingkah laku, hlm. 244-259. puchong: penerbitan multimedia sdn. bhd. noor, a. a., & norhafizah, a. h. (2015) tahap pengetahuan guru pendidikan khas apabila mengurus tingkah laku murid bermasalah pembelajaran. asia pacific journal of educators and education, 30(1), 73-88. robacker, c. m., rivera, c. j., warren, s. h., (2016) a token economy made easy through class dojo. intervention in school and clinic, 1-5. suppiah, n., ramlah, j., & abdul, a. a. s., (2008) motivasi dalam pengajaran dan pembelajaran. dlm. suppiah nachiappan, ramlah jantan & abdul aziz abdul shukor (pnyt). siri pendidikan guru. psikologi pendidikan, 242-243. shah alam: oxford fajar sdn. bhd. tarbox, r., ghezzi, p., & wilson, g. (2006). the effects of token reinforcement on attending in a young child with autism. behavioral interventions, 21(3), 155-164. zalina, k., yasin, m. h. m., & tahar, m. m. (2016) penggunaan peneguhan positif: pujian dan token ekonomi untuk modifikasi tingkah laku murid pendidikan khas ‘slowlearner’.https://www.researchgate.net/ publication/311105655_penggunaan_peneguhan_ positif_pujian_dan_token_ekonomi_untuk_ modifikasi_tingkahlaku_murid_pendidikan_ khas_’slow_learner {8 april 2017}. zecker, s. 2006. underachievement and learning disabilities in children who are gifted. (online) (http://www.ldaor.org/newsletterfall2005.html/) accessed 4 april 2017. zlomke, k., & zlomke, l. (2003). token economy plus self-monitoring to reduce disruptive classroom behaviors. behavior analyst today, 4(2), 177-182. 95 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 2 july 2018 the effectiveness of augmentative and alternative communication application implementation in improving student with autism verbal communication nurul aina nazri, aliza alias universiti kebangsaan malaysia, malaysia email: a.nazri1990@gmail.com abstract: augmentative and alternative communication is widely used in the educational context as a learning aid for improving verbal communication among students. the aims of this research are to study the effectiveness of augmentative and alternative communication implementation in improving students with autism verbal communication. this research was conducted at one of the primary school in machang, kelantan. 2 students with autism participate in this study as a respondent and divided into treatment group and controlled group. pre and post-tests were conducted to collect and analyze data. finding in this research shows there was a significant difference between the pre and post-test score in the treatment group when augmentative and alternative communication application was implemented in the intervention. keywords: augmentative and alternative communication; verbal communication; students with autism introduction autism is a complex neuro disorder that leads to a situation where an individual experiences difficulty in social skills, repetitive behaviors, verbal and nonverbal communication problems and has unique traits and distinctions from other individuals (american psychiatric association, 2013). in 2016, the centers for disease control and prevention released a report stating that the individual ratio of autism increased by 2 times that of 1 in every 68 births in the united states compared to 1 in every 125 births in 2014. autism children’s symptoms can be detected as early as 2 to 3 years old. in certain cases, autism children’s can be identified as early as 18 months of age. in general, autism children do not have the desire to make a request or share their experiences with others. according to pickles, risi, & lord (2004), 20-50% of autism children failed to develop speech directly. therefore, effective early intervention is vital for autism children to promote the development of verbal communication, self-management and social skills, in turn, to assist in their recovery process. thus, the use of augmentative and alternative communication applications is always recommended to meet their communication needs. augmentative and alternative communication (aac) is an umbrella term that represents all forms of communication used to express opinions, needs, desires, and ideas. augmentative and alternative communication is also one of the forms of communication that includes medical and social models because augmentative and alternative communication offers contextual support for individual linguistic deficits. (lord et al., 2004; robertson, 2009). verbal communication is a very important communication medium in everyday life. through verbal communication, individuals can express their feelings, give their views and express ideas. however, autism children face difficulties in communicating verbally and understanding the communication itself. this is because the ability to communicate with autistic children is varied from one to another. some may communicate fluently and some may not able to communicate at all. one of the features of autism is the interruption of verbal communication and social interaction that leads to repetitive behavior and distinctive interests (haynes, pindzola, & emerick, 2008). at least 30% of children with autism have minimal verbal communication skills (norrelgen et al., 2015; anderson et al., 2007). in oral verbalization, autism children only use certain words, short and steady without the proper accompaniment of full sentences and correct grammar. (zhang, 2016). verbal communication and literacy are an important topic discussed in early childhood education (makin et al., 2007; scarborough et al., 2009). children need to master various skills in verbal communication such as vocabulary and correct grammar (pragmatic) usage. the flexibility of children in using verbal language in different contexts is key to them being fluent in everyday communication, kress (2012). through communication, children can think, share opinions, gain new knowledge and understand the environment more easily (halliday, 1975; halliday & hasan, 1989). communication and social disabilities are the two main features of autism children (hill & frith, 2003; rapin & dunn, 2003; landa, 2007; saracho, 2014). 96 journal of icsar; volume 2, number 2, july 2018: 95-99 the inability to communicate among the autism children in question is speech delays, no response when their names are called, and the orientation of the weak sound and stops chatting at a younger age than typical children (lord et al., 1996; tager-flusberg & kasari, 2013; whitehouse & bishop, 2008). in this regard, autism children have problems with verbal communication and thus affect the teaching and facilitating sessions held at the school. augmentative and alternative communication systems do not use only communication methods but include all communication methods that do not rely on verbal and written language. augmentative and alternative communication systems are widely used in pictures, drawings, and signals as symbols. it can be produced using stationery like pencils and paper or through technology such as computers, tablets, and mp3 devices. through this medium, children are more likely to show others what they want to say. according to light & drager (2007), at least 14-20% of autism children communicate using the augmentative and alternative communication system. based on the latest study by thiemannbourque et al. (2016) that examine the effectiveness of peer intervention using the picture exchange communication system (pecs) which is one of the low-tech augmentative and alternative communication systems of spontaneous communication and autism children engagement. through pecs, autism children are trained to engage in some active social skills. their findings suggest that there is a change in the therapeutic level of communication and the involvement of autism children in social interactions. at school, teachers from the special education integration programme have used various teaching strategies and approaches to address verbal communication problems of autistic children but are ineffective. among them is through collaborative learning, simulation, and discussion. learning aids are also used to attract children with autism to encourage them to communicate with other children but the results remain the same. in this sequence, researchers have made scientific readings on how to overcome the problem of verbal communication of autistic children. based on the autism speaks website, which is an advocate and scientific organization dedicated to individuals with autism, at least 648 applications have been listed for the convenience of individuals with autism. augmentative and alternative communication applications are generally used to help students to understand a learning context more easily. augmentative and alternative communication applications can be accessed through gadgets such as tablets, smartphones, and even computers. lately, children are more likely to use gadgets such as smartphones and tablets to access some knowledge. these low-cost gadgets are established with their mobility, accessibility, portable and internet access making this gadgets ultimate technology choices to use in the classroom (neely et al., 2013; o’malley et al., 2013; stockall & dennis, 2004). specialized children who take part in special integration education programs also benefit from the implementation of augmentative and alternative communication applications in the classroom. children with autism, especially the one with verbal communication difficulty also gain advantages with the implementation of augmentative and alternative communication applications in the classroom (neely et al., 2013). the purpose of this study was to evaluate the effectiveness of augmentative and alternative communication application in improving autistic student verbal communication. the objectives of the study are: (1) to evaluate the effectiveness of augmentative and alternative communication applications in enhancing autism student verbal communication before and after intervention session; (2) to identify the level of increased verbal communication through the use of augmentative and alternative communication applications between treatment groups and control groups. method the research design used in this study is the action research design. data were collected using quantitative method through pre and post-test. this study was conducted at one of the primary school in machang district of kelantan. theory of mind (tom) by james mark baldwin (1861-1934) was used in this study since it is closely related to children with autism. theory of mind can be used to refer to autism individuals who do not understand the individual needs around them and are also unique to individuals with autism (saracho, 2014). two autism students from this primary school were selected as a research sample through a purposive sampling. both samples are 11 years old and only able to communicate verbally at minimum levels. according to piaw (2014), one of the features of good instruments is to be-be appropriate to the respondent by having a systematic format and arrangement. in this study, the instrument used was pre and post-test. the study samples were first divided into two groups namely treatment groups and control groups. both treatment and control groups undergo pre-test to measure existing verbal communication levels before the intervention session is conducted. intervention session for this study conducted for 10 weeks. the intervention session conducted on both groups is twice a week, on sundays and thursdays. each intervention session lasts for 20 minutes and runs on life management subject. 97nurul aina n, aliza alias, the effectiveness of augmentative and alternative communication . . . . table 1. comparison of verbal communication achievement levels in pre-test and post-test groups respondent pre-test score post-test score t r e a t m e n t group r1 30 55 control group r2 25 30 table 2. comparison of percentage of achievement between treatment group and control group. groups respondent pretest scores posttest scores differences in pre test and post-test scores percentage (%) increase in pretest and post-test scores t r e a t m e n t group r1 30 55 25 45 control group r2 25 30 5 17 action research model was used in this research. in the baseline session, respondents were given pre test to evaluate their basic communication.then, during the intervention session the respondents from the treatment group will be given a tablet and taught verbal communication using augmentative and alternative communication applications. respondents from the control group will be taught verbal communication using regular teaching. this intervention session were run for 10 weeks. in the 11th week right after the intervention ended, respondents from both groups were given post-test to find out the difference between verbal communication levels of the two groups. in order to obtain the validity of the content, the researcher referred the test item to two superior special education teachers who have vast experiences in the special education field for 20 years. the data were recorded through pre and post-test scores that conducted on both treatment and control groups. the data were then analyzed using descriptive analysis to measure the percentage improvement of the test scores before and after the intervention using the augmentative and alternative communication application and the regular learning. data is illustrated in the form of tables to make it easier to understand and interpret by readers. finding and discussion findings to evaluate the effectiveness of augmentative and alternative communication applications in enhancing oral verbal communication before and after the intervention session this section discusses the effectiveness of using augmentative and alternative communication applications in enhancing verbal communication of autism students before and after the intervention session. table 1 shows the comparison of verbal communication scores through pre and post test. based on table 1, the findings showed pre-test score of treatment group (score = 30) while control group (score = 25). for post-test the treatment group (score = 55) and the control group (score = 25). based on pre and post-test scores, the treatment group showed an elevation in verbal communication compared to the control group. this elevation demonstrates the use of augmentative and alternative communication applications to improve verbal communication among autism students as opposed to the use of regular teaching. therefore, it can be concluded that the use of augmentative and alternative communication applications in learning can improve verbal communication of autism students. the results of this study are consistent with the findings (king et al., 2017 and ganz et al., 2015) who also stated the use of augmentative and alternative communication applications to enhance verbal communication of autism pupils. based on table 2 above, the difference in pre and post-test scores in the 45% treatment group was higher than the control group of 17%. respondents 1 showed a high score elevation after using the augmentative and alternative communication application in teaching and facilitating sessions after undergoing post-test. respondents 2 of the control group using the usual teaching methods also showed a lower elevation of 17%. the high percentage of this treatment group shows the use of augmentative and alternative communication applications is very effective and fun so respondents can improve their own verbal communication. discussion autism children are very special children with disabilities. this is because they have unique features that are not exist among typical children. therefore, they need different approaches, strategies and methods of learning compared with their peers. based on the study, the use of augmentative and alternative communication applications was seen to enhance autistic children’s verbal communication. the elevation 98 journal of icsar; volume 2, number 2, july 2018: 95-99 is a positive development for autism children especially in malaysia. to strengthen the findings of this study, it is necessary to conduct similar research with larger samples this research only investigate the effectiveness of implementation of verbal communication in improving student with autism verbal communication. future research should also examine the effectiveness of augmentative and alternative communication application to verbal communication skills. references american psychiatric association. (2013). diagnostic and statistical manual of mental disorders (5th ed.). arlington, va: american psychiatric publishing. anderson, d. k., lord, c., risi, s., dilavore, p. s., shulman, c., thurm, a., & pickles, a. (2007). patterns of growth in verbal abilities among children with autism spectrum disorder. journal of consulting and clinical psychology, 75(4), 594604. ganz, j. b., hong, e. r., goodwyn, f., kite, e., & gilliland, w. (2015). impact of pecs tablet computer app on receptive identification of pictures given a verbal stimulus. developmental neurorehabilitation, 18(2), 82-87. halliday, m. a., & hasan, r. (1989). language context, and text: aspects of language in a social semiotic perspective. deakin, vic.: deakin university press. halliday, m. (1975). explorations in the function of the language. london: edward haynes, w. o., pindzola, r. h., & emerick, l. l. (2008). diagnosis and evaluation in speech pathology. boston: pearson/allyn and bacon. hill, e. l., & frith, u. (2003). understanding autism: insights from mind and brain. philosophical transactions of the royal society of london b: biological sciences, 358(1430), 281-289. king, a. m., brady, k. w., & voreis, g. (2017). “it’s blessing and a curse”: perspectives on tablet use in children with autism spectrum disorder. autism & developmental language impairments, 2, 1-12. kress, g. (2012). perspectives on making meaning: the differential principles and means of adults and children. the sage handbook of early childhood literacy, 55, 329-342. landa, r. (2007). early communication development and intervention for children with autism. mental retardation and developmental disabilities research reviews, 13(1), 16-25. of verbal communication will help these autism children get place among their peers and they can also express their feelings and wants without using sign language or other body language. increased scores in post-test on treatment groups and control groups show that augmentative and alternative communication applications have had a great impact on improving verbal communication of autism children. due to the efficient use of augmentative and alternative communication applications in enhancing verbal communication of autism pupils, researchers suggested that the ministry of education could supply technology equipment such as tablets or smartphones for special integration education classes. this is to make it easier for teachers to use augmentative and alternative communication applications in pdpc in the classroom. pupils will also be more excited and enjoyable to learn because of their interesting and interactive teaching materials. in addition, researchers also suggested that teachers continue to access the internet so that they will always have the latest information and information regarding the latest augmentative and alternative communication applications and can help the students learn autism. this study uses the sample small-sized studies. further research should continue by using larger sample sizes and wider populations. findings from this study will be handy for teachers, parents and citizens to use the augmentative and alternative communication application to help increase verbal communication not only for autistic children but also for typical children who may have problems in verbal communication. in general, this research only investigate the effectiveness of implementation of verbal communication in improving student with autism verbal communication. (schlosser & wendt, 2008). therefore, further research is needed with a focus on the examine the effectiveness of augmentative and alternative communication application to verbal communication skills explicitly. conclusion the implementation of augmentative and alternative communication applications can certainly help in improving the verbal communication of autism students. through the use of this application, students are more comfortable to cooperate and engage in learning activities with teachers. additionally, the use of augmentative and alternative communication applications is also seen to help autism students to master verbal communication in total. therefore, they will gain confidence to communicate using simple words as well as short sentences to express something. indirectly, they will be able to improve their social skills in the communities and individuals around. this 99nurul aina n, aliza alias, the effectiveness of augmentative and alternative communication . . . . light, j., & drager, k. (2007). augmentative and alternative communication technologies for young children with complex communication needs: state of the science and future research directions. augmentative and alternative communication, 23(3), 204-216. lord, c., pickles, a., dilavore, p. c., & shulman, c. (1996). longitudinal studies of young children referred for possible autism. in biannual meetings of the international society for research in child and adolescent psychopathology. makin, l., jones-diaz, c., & mclachlan, c. (eds.). (2007). literacies in childhood: changing views, challenging practice. elsevier australia. neely, l., rispoli, m., camargo, s., davis, h., & boles, m. (2013). the effect of instructional use of an ipad® on challenging behavior and academic engagement for two students with autism. research in autism spectrum disorders, 7(4), 509-516. norrelgen, f., fernell, e., eriksson, m., hedvall, å., persson, c., sjölin, m., & kjellmer, l. (2015). children with autism spectrum disorders who do not develop phrase speech in the preschool years. autism, 19(8), 934-943. o’malley, p., lewis, m. e. b., & donehower, c. (2013). using tablet computers as instructional tools to increase task completion by students with autism. american educational research association, 1-27. piaw, c. y. (2014). relationship between thinking styles and ability to pay attention of malaysian male and female student teachers. procedia-social and behavioral sciences, 116, 4839-4843. pickles, a., risi, s., & lord, c. (2004). trajectory of language development in autistic spectrum disorders. in developmental language disorders (pp. 18-41). psychology press. rapin, i., & dunn, m. (2003). update on the language disorders of individuals on the autistic spectrum. brain and development, 25(3), 166-172. robertson, s. m. (2009). neurodiversity, quality of life, and autistic adults: shifting research and professional focuses onto real-life challenges. disability studies quarterly, 30(1). saracho, o. n. (2014). theory of mind: understanding young children’s pretense and mental states. early child development and care, 184(8), 1281-1294. scarborough, h. s., neuman, s., & dickinson, d. (2009). connecting early language and literacy to later reading (dis) abilities: evidence, theory, and practice. approaching difficulties in literacy development: assessment, pedagogy and programmes, 23-38. schlosser, r. w., & wendt, o. (2008). effects of augmentative and alternative communication intervention on speech production in children with autism: a systematic review. american journal of speech-language pathology, 17(3), 212-230. stockall, n., & dennis, l. r. (2014). using pivotal response training and technology to engage preschoolers with autism in conversations. intervention in school and clinic, 49(4), 195-202. tager-flusberg, h., & kasari, c. (2013). minimally verbal school-aged children with autism spectrum disorder: the neglected end of the spectrum. autism research, 6(6), 468-478. thiemann-bourque, k., brady, n., mcguff, s., stump, k., & naylor, a. (2016). picture exchange communication system and pals: a peer-mediated augmentative and alternative communication intervention for minimally verbal preschoolers with autism. journal of speech, language, and hearing research, 59(5), 1133-1145. whitehouse, a. j., & bishop, d. v. (2008). cerebral dominance for language function in adults with specific language impairment or autism. brain, 131(12), 3193-3200. zhang, y. (2016). zhang_yu_2016_mdes_incd_a culturally inclusive aac app for children with autism in china. a culturally inclusive aac app for children with autism in china. 28 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 number 2 july 2020: 28 33 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 universitas negeri malang, malang, indonesia e-mail: sayyidafia28@gmail.com 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. keyword: phonetic method; speech ability; mentally disabled student introduction in the 1945 constitution of the republic of indonesia article 31 paragraph (1) states that “every citizen has the right to education” (government of indonesia, 2002). the need for education is the right of all people, including children with special needs (abk). somantri (2012) states that mental retardation is a term for children who have below average intelligence levels. warren and yoder suggest that in general language development for mentally retarded children is the same as normal children, but usually the development is late, slow in progress, and will eventually stop at a lower level of language development (mangunsong, 1998). the reality shows that compared to normal children speaking problems are more experienced by retarded children (kemis & rosnawati, 2013). based on a preliminary study in slb tunas bangsa blitar city, researchers found the problem of speech disorders in a mentally retarded student who had difficulty when pronouncing the sounds of several vowels or consonants. the researcher conducted a speech assessment on the child by asking the child to say all the sounds of the alphabet. for the pronunciation of the vowel sounds the child has not been able to pronounce it well. whereas in the pronunciation of consonant sounds there are a number of pronunciations of letter sounds that are not in accordance with the correct and proper articulation such as letters / h / pronounced / a /, letters / k / pronounced / ta /, letters / m / pronounced / en /, and letters / r / pronounced / el /. in the initial speech ability assessment, students are also asked to say a few words in which there are vowels or consonants which are placed at the beginning, middle, and end of a word. words given to the subject, for example for the letter / m / the researcher asks the subject to pronounce the word car which is spoken by the subject, the guava word is pronounced ja-bu, and the word pool is pronounced ko-lan. for letters / b / subjects are asked to say the word shirt is pronounced a-ju, the word mother is pronounced mother, the word hijab is pronounced hijab. for letters / r / children are asked to say the word wheel pronounced lo-da, the blue word is pronounced i-yu, and the word room is pronounced kamal. for letters / a / children are asked to say the word apple pronounced apple, the word string is pronounced string, the word eye is pronounced a-ta, and so on. mistakes of speech that are often experienced by mentally retarded students, namely when saying the sound of a word, students often eliminate the sound of letters in a word (omissi) and also replace the sound of one letter with the sound of other letters in a word (substitution). based on information obtained from the class teacher, it is true that the student has difficulty or disruption in speaking, which causes the pronunciation to be incorrect and unclear when heard. someone who experiences articulation disorders usually also have trouble speaking sounds (efendi, 2013). the class teacher also explained that the school had never given a specific speech training to deal with speech problems or disorders experienced by retarded students. 29sayyidatul luthfiyah fadhil ramadhani, mohammad efendi, sulthoni, use the phonetic methods.... graph 1 baseline-1 (a1) condition measurement data for the mental ability of the students’ speech graph 2 data on implementation of baseline-1 (a1) speech ability of students with developmental disabilities there is an expert research that aims to find the relationship between the level of language skills of a person with the level of intelligence possessed. the results of this study prove that the level of intelligence with language maturity and speaking have a positive relationship (efendi, 2009). this positive relationship occurs because of a reciprocal relationship, language becomes limited due to limited intelligence, and vice versa (efendi, 2017). in general, mentally retarded children experience impaired sound quality, articulation, and rhythm and speech development is also late (somantri, 2012). because many mentally retarded children experience speech articulation disorders, therefore for the speech development program it needs to be given articulation training. articulation exercises are correct words. one of the methods contained in speech articulation exercises is the phonetic method. phonetic method is a method that teaches letter sounds and then associates each letter sounds with meaningful words and images (suwarsi, 2014). in the practice of implementing phonetic methods children are required to pay attention to the position and motion of their speech organs, so that children can pronounce sounds correctly (kamilaturahmi, hasan, & kasiyati 2013). based on the above background, the purpose of this study was to determine the effect of the use of phonetic methods on the ability to speak vowel sounds and consonants (h, k, m, r) grade 1 mentally retarded students. methods this study uses a research design with a single subject (ssr) to find out how much influence a treatment that is given repeatedly to subjects. rosnow and rosenthal say that what is taken as a research sample in a single subject research is focused on individual data (sunanto, takeuchi, & nakata 2005). the design used in this study is the a-b-a design, in this design there is a baseliine-1 (a1) phase, which is the phase before being given treatment, the intervention phase (b), and the baseliine-2 (a2) phase, which is the phase after no more treatment is given. the single subject in this study was a retarded grade 1 student at slb tunas bangsa blitar city. subjects in this study experienced problems in speech development such as having difficulty pronouncing the sounds of some vowels or consonants. data collection was carried out by researchers using oral tests. students are asked to pronounce the sounds of vowels and consonants (h, k, m, r) placed at the beginning, middle, and end of words in the baseliine-1 (a1) and baseliine-2 (a2) phases and use the phonetic method in the phases intervention (b). then, the data obtained were analyzed using graphical visual analysis techniques using data analysis in and between conditions based on the components obtained in each condition. finding and discussion finding the data collected in the form of data on the ability to speak vowels and consonants (h, k, m, r) with the correct articulation. data collection was carried out in 16 sessions, namely 5 sessions in the baseline-1 (a1) phase, 6 sessions in the intervention phase (b), and 5 sessions in the baseliine-2 (a2) phase. calculation of the score of each indicator is done by means of the score obtained by the subject divided by the maximum score multiplied by 100%. the following is an overview of research data, baseline-1 (a1) conditions.the data obtained in the baseline-1 condition is by observing the initial pronunciation of the child in pronouncing vowels and consonants (h, k, m, r) that are at the beginning, middle, and end of words before the intervention is given. the results are shown in figure 1. intervention conditions (b). this phase is carried out as many as 6 session sessions. the intervention given to the subject is in the form of phonetic methods. measurement data obtained are shown in figure 2. 30 journal of icsar; volume 4, number 2, july 2020: 28 33 graph 3 data on implementation of baseline-2 (a2) speech ability of students with developmental disabilities baseline-2 (a2) conditions. baseline-2 conditions are the condition of the subject after treatment or intervention has been given. the baseline-2 was conducted in 5 meeting sessions. measurement data obtained can be seen in figure 3. data analysis in condition. based on the results of data analysis in the conditions in table 1 has been summarized as follows: first, the length of the conditions in each condition consists of several sessions that are determined in number to show stability. second, the estimated trend towards the results of the acquisition of data analysis in the baseline-1, intervention, and baseline-2 conditions has increased and changed so that it shows a positive effect. third, the stability trend in all conditions is stable. fourth, trace data on all conditions tend to increase and have a positive influence on target behavior. fifth, the level of stability and range contained in baseline-1 (a1) obtained stable results with a range of 57% -62.5%, intervention conditions (b) obtained stable results with a range of 75% -82%, and baseline-2 conditions ( a2) stable results also obtained in the range 83% -85%. sixth, the level of change found in the baseliine-1 (a1) condition is 4% and positive, in the intervention condition (b) the results are 6.5% and positive, and the results obtained in baseline-2 ( a2) 1% is also positive. data analysis of conditions based on the results of data analysis between conditions in table 2 has been summarized as follows: first, the number of variables between conditions is 1 variable, namely the ability to speak. second, the change in direction and effect between conditions indicates an upward direction and has a positive effect on the target behavior. third, changes in stability tendencies between conditions show data from stable to stable. fourth, the change in level between baseline-1 (a1) phases is 62.5% and the first data point in the intervention phase (b) is 75% with a difference of 12.5%. from the intervention phase (b) to the baseline-2 (a2) phase it increased to 75% obtained in the intervention phase and the first data point in the baseliine-2 (a2) phase was 84% with a difference of 9%. fifth, the results of calculating the percentage overlap between the intervention phase (b) and baseline-1 (a1) is 0%. the smaller the overlapping percentage results, the greater the effect of a treatment on the target behavior. discussion intellectual abilities possessed by mentally disabled children are below the average child in general. so the reality shows that more mental retardation children who experience problems in speaking than children in general (kemis & rosnawati, 2013). children with intellectual disabilities in general experience barriers to problems in sound quality, articulation, and rhythm and the development of speech becomes late (somantri, 2012). therefore, mentally retarded children also need a speech training program with an appropriate method to deal with the speech problems experienced. one method of speaking articulation exercises that can help children with intellectual disabilities improve the ability to speak the sound of letters and words is to use the phonetic method. in the implementation of phonetic methods, children are required to pay attention to the position and motion of their speech organs so that they can pronounce sounds correctly (elly, 2013). this research was conducted during 16 meeting sessions conducted in three conditions viz 5 sessions in the baseliine-1 (a1) phase, 6 sessions in the intervention phase (b), and 5 sessions in the baseline-2 (a2) phase. in the basseline-1 (a1) condition, the meeting is held from the first session to the fifth session. the ability of children in pronunciation of vowels and consonants (h, k, m, r) has increased and decreased, but showed stable results in the third to fifth session, namely 62.5%. so researchers stopped observing in the fifth session. the score obtained by the subject for vowel pronunciation was 72% and for the pronunciation of consonantal letters (h, k, m, r) obtained a score of 53%. in the intervention condition (b) the child’s ability to speak has increased or increased. although the scores obtained on the pronunciation of consonantal letters (h, k, m, r) are lower than the pronunciation of vowels. however, the scores obtained in this intervention condition have shown many improvements from the baseline-1 condition before the intervention was given. this intervention condition was carried out as many as 6 sessions, in each session the subject’s speaking ability tended to increase little by little. in the sixth session the subjects scored 75% and the results showed improvement from the last session baseline-1 conditions. the ability to speak the subject improved and showed stability in the seventh to ninth session which was 79%. then it increased again in the next session which was 82% in the tenth session and decreased slightly in the eleventh session to 81.5%. 31sayyidatul luthfiyah fadhil ramadhani, mohammad efendi, sulthoni, use the phonetic methods.... table 1. summary of analysis results no. condition a1 b a2 1 length conditions 5 6 5 2 estimation of direction trends (+) (+) (=) 3 tendency to stability stable 80% stable 83,3% stable 80% 4 data trace (+) (+) (=) 5 level of stability and range stabil/(57%62,5%) stabil/(75%-82%) stabil/(83%-85%) 6 level change (62,5%-58,5%)/ ((+4)) (81,5%75%)/((+6,5)) (84%-83%)/((+1)) table 2 results of analysis between the speech ability of students speech conditions no. condition comparison b/a1 a2/b 1. number of variables 1 1 2. change in direction and effect (+) (+) (=) (+) 3. changes in stability trends stable to stable stable to stable 4. level change (75%-62,5%)/((+12,5%)) (84%-75%)/((+9%)) 5. percentage overlap 0% one of the supporting factors in providing interventions in this study is the presence of a picture card or flashcard media. with this media, it makes children become more interested in participating in this speech development program. based on the facts in the field shows that most children prefer stories or learning that are accompanied by pictures. it is assumed that the image has a concrete nature, where the information to be conveyed seems more realistic, so that it is considered sufficient to facilitate students in understanding something or information. since mentally retarded children find it difficult to understand something abstract, to make it easier to understand something a mentally retarded child needs to be assisted with images that attract his attention. in addition, based on the facts in the field, the pictures motivate the child to learn, especially the colored pictures, this is because children with intellectual disabilities are easily bored with an activity. photos or images function as media in conveying messages through an image related to the visual senses (afiffah & soendari, 2017). the message to be conveyed is realized in the form of visual communication symbols. in the baseline-2 (a2) phase, there are five sessions or meetings. the ability to pronounce vowels and consonants (h, k, m, r) has increased a lot even though intervention is no longer given. in the eleventh session subjects received 83% results and this showed an improvement from the last session on the intervention condition (b). in the twelfth session until the fifteenth session the stable results were 85% which was obtained from the vowel sound score of 88% and the consonant letter score (h, k, m, r) by 82%. and decreased slightly in the last session or the sixteenth session to 82%. the treatment given to the ability to speak vowel sounds and consonants (h, k, m, r) retarded students in grade 1 is to use the phonetic method. it is proven that before the treatment is given using the phonetic method, the ability of the subject still tends to be low. however, when given treatment using the phonetic method the subject’s ability to speak in vowels and consonants (h, k, m, r) has increased. furthermore, after no intervention was given, it was seen that the subject’s 32 journal of icsar; volume 4, number 2, july 2020: 28 33 ability continued to show improvement and stability. this proves that the phonetic method influences the ability to speak vowel and consonant sounds (h, k, m, r) retarded students in grade 1. based on the results of data analysis shows that after being given an intervention using the phonetic method in grade 1 mentally retarded students at slb tunas bangsa blitar city, it turns out the ability to speak vowels and consonants (h, k, m, r) shows increased results. subjects were given repeated training, with a length of conditions in the baseliine-1 (a1) phase of 5 sessions, an intervention phase (b) of 6 sessions, and a baseline-2 phase of 5 sessions. this can be proven by summarizing the results of data analysis in conditions and between conditions with careful and careful calculation of the data obtained in the field, and has also been proven by increasing the ability to speak through the line graphs that have been presented. conclusions based on the results and discussion of the above research, it can be concluded that the use of phonetic methods affects the ability to speak vowel and consonant sounds (h, k, m, r) grade 1 mentally retarded students at slb tunas bangsa blitar city. class teachers, are expected to provide articulation learning exercises to their students, especially mentally retarded students who generally also experience interference or speaking problems. learning speaking exercises using phonetic methods can be applied, because it can help students practice their speaking skills in accordance with the correct articulation. students of the department of special education are expected to be able to learn deeper about the various characteristics possessed by children with special needs, so that later they can provide interventions and services that are appropriate to the needs of children. researchers furthermore, it is expected to develop similar research with different and wider scope. references afiffah, n., & soendari, t. meningkatkan kemampuan berbicara pada anak tunagrahita sedang melalui media gambar di slb b-c yplab kota bandung [improving speaking ability in children with medium mental requirements through picture media at slb b-c yplab bandung city]. jurnal jassi_anakku, 18(1), 47-54. efendi, m. (2009). cet.3. pengantar psikopedagogik anak berkelainan [introduction to psychopedagogy of children with disabilities]. jakarta: pt.bumi aksara. efendi, m. (2013). problema bicara dan komunikasi anak berkebutuhan khusus: speech therapy [speech and communication problems for children with special needs: speech therapy]. malang: universitas negeri malang. efendi, m. (2017). psikopedagogik anak berkebutuhan khusus [psychopedagogics of children with special needs]. malang: universitas negeri malang. elly, s, n. (2013). meningkatkan kemampuan membaca kata melalui metode fonetis bagi anak tunagrahita sedang [improving the ability to read words through the phonetic method for children with moderate mental retardation]. jurnal ilmiah pendidikan khusus: e-juphekhu, 1(2). 161-175. kamilaturahmi, l., & yarmis hasan, k. (2013). efektifitas penggunaan metode fonetik untuk meningkatkan kemampuan pengucapan konsonan/r/pada anak tunarungu sedang kelas i di slb center payakumbuh [the effectiveness of using phonetic methods to improve consonant/r/ pronunciation ability in class i deaf children at slb center payakumbuh]. jurnal penelitian pendidikan khusus, 2(3), 487-500. kemis., & rosnawati, a. (2013). pendidikan anak berkebutuhan khusus tunagrahita [education for children with special needs for mental disorders]. jakarta timur: pt.luxima metro media. mangunsong. (1998). psikologi dan pendidikan anak luar biasa [exceptional child psychology and education]. depok: lembaga pengembangan sarana pengukuran dan pendidikan psikologi. pt. bumi aksara. pemerintah indonesia. (2002). undang-undang dasar negara republik indonesia tahun 1945 perubahan ke iv pasal 31 ayat 1 tentang hak dan kewajiban warga negara. jakarta: sekretariat negara. [indonesian government. (2002). the 1945 constitution of the republic of indonesia fourth amendment article 31 paragraph 1 concerning the rights and obligations of citizens. jakarta: state secretariat] somantri, s. (2012). cet.4. psikologi anak luar biasa [special child psycholog]. bandung: refika aditama. 33sayyidatul luthfiyah fadhil ramadhani, mohammad efendi, sulthoni, use the phonetic methods.... sunanto, j., takeuchi, k., & nakata, h. (2005). pengantar penelitian dengan subyek tunggal [introduction to single subject research]. tsukuba: criced university of tsukuba. suwarsi. (2014). efektivitas metode fonetik dalam meningkatkan kemampuan membaca permulaan pada anak usia dini [the effectiveness of phonetic methods in improving beginning reading ability in early childhood]. surakarta: universitas muhammadiyah surakarta. retrieved from http://eprints.ums.ac.id/31551/9/naskah_ publikasi_fonetik.pdf pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p44 44 analysis of the influence of culture, policy, and practice index on the quality of inclusive school education in south kalimantan amka*, mirnawati, eviani damastuti department of special education, universitas lambung mangkurat, banjarmasin, indonesia. *corresponding author e-mail: amka.plb@ulm.ac.id abstract: this study aims to measure the effect of the index of policy, culture, and teaching practice on the quality of inclusive education in south kalimantan. this study uses a quantitative approach with a survey method. the population in this study were special education teachers, classroom teachers, staff, principals, and parents providing inclusive education in south kalimantan. the sampling technique used non-probability sampling with incidental sampling using the slovin formula. primary data was obtained by using a closed questionnaire. the data were analyzed using the structural equation modeling analysis tool from the amos statistical software package through two techniques, namely confirmatory factor analysis and regression weight. the results showed that the index of developing inclusive practices had a significant effect on the quality of inclusive education. while the index of creating an inclusive culture and producing inclusive policies has no significant effect on the quality of inclusive education. keywords: cultural index; policy; teaching practice; inclusive education introduction countries around the world advocate that every child has the opportunity to go to public schools, but in reality, many children, especially children with disabilities, are denied this opportunity (unicef). this is especially the case in developing countries. for example, in 2005 it was estimated that less than 10% of children with disabilities had access to any form of education in southeast asian countries. this situation can be attributed to various reasons, such as the involvement of several ministries and non-government stakeholders in supporting persons with disabilities/disabled, limited efforts made to collect data, and cultural sensitivity regarding the level of recognition of the presence of persons with disabilities/disabled. despite this, countries in southeast asia continue to advance by developing inclusive education programs or schools. in indonesia, inclusive education is officially defined as an educational service system that includes children with special needs (abk) studying together with their peers in regular schools closest to their place of residence (junaidi et al., 2022). in particular, one of the education policies issued by the government through the ministry of national education of the republic of indonesia, in ministerial regulation no. 70 (2009) is inclusive education. inclusive education is education for students who have disabilities and have the potential for intelligence or special talents, through inclusive education, children with special needs are educated together with other (normal) children to optimize their potential (novianti, et al., 2022). to realize the democratization of education in indonesia, it needs to be aligned with the unesco 'education for all' program, this needs to be supported by formal institutions so that education can run well it is necessary to involve the community. the special education paradigm in indonesia has developed with changes in segregation towards a more inclusive direction (suhendri & kawai, 2022). this has been emphasized by the declaration on education http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p44 mailto:amka.plb@ulm.ac.id amka, mirnawati, & damastuti, analysis of the influence of culture... 45 for all, which states that as far as possible all children should learn together regardless of the difficulties or differences they may have. supported by the world conference and special needs education: access and equality, june 1994 in salamanca, spain which states that all nations must include education for children with special needs into their educational policies as the basis for implementing inclusive education for children with special needs. inclusive education is very relevant to our country's philosophy, namely bhineka tunggal ika. departing from diversity, the education system in indonesia must allow for interaction between diverse students. in this way, there will be mutual honing and nurturing in everyday life. so even though the characteristics of students in one class or one school vary, they still learn together. so far, children with special needs (abk) have not received proportional and professional services and attention from public schools, they are only served in special schools. therefore, not all children with special needs can be accommodated in public schools. for this reason, breakthroughs are needed in implementing inclusive education, including through inclusive schools. in the implementation of inclusive education programs, there are still many problems. authoritarian leadership practices are still being implemented, school principals are still dominant in decision-making, parents and students are not involved in the decision-making process. there are still many schools that do not want to accept children who experience diversity to be educated in public schools, teaching methods are not inclusive, meaning that students must adapt to teaching methods, not teaching methods that must adapt to students circumstances (kartini & aprilia, 2022). there are still those who think that children with limited abilities cannot get an education in public schools. the government's attention to inclusive education still needs to be supported by policy instruments that support the implementation of systematic inclusion at all levels of education. the basis for formulating policies as agreed by the world conference on special needs education in salamanca, spain, 7-10 june 1994, among others, is that integrated education and community-based rehabilitation are approaches that complement and support services for persons with special needs. both are based on the principles of inclusion, integration, and participation. to implement these principles, an effort is needed to synergize their implementation. therefore, the government is expected to minimize the various obstacles that occur. not only socio-cultural barriers but also other obstacles, for example, the government's commitment to funding inclusive education and the commitment of the entire education community to carry out the transformation of leadership models by the principles of inclusive leadership, as ryan (2006) said that the leadership principles inclusiveness is emancipation and participatory. this principle is important to do to support "education for all" which has become an international commitment. apart from the principles of emancipation and participation, kugelmass (2004: 18-19) in his research results shows the importance of the collaborative process as an effort to distribute leadership to participate in decision making on the implementation of inclusive education. even armstrong (2006: 71-78) calls leadership change in inclusive education a change in moral and spiritual leadership. based on the description above, the research focus that will be determined is related to "analysis of the influence of the cultural index, policy and practice on the quality of education in inclusive schools". method the analysis in this study uses descriptive quantitative (sugiyono 2017:8) where the facts/truth are in the object of research. data collection was carried out using a series of research instruments in the form of questionnaires or primary data which were distributed to special education teachers, classroom teachers, staff, principals and parents online using google forms. in addition, secondary data in the form of literature and previous research are also used. 46 journal of icsar; volume 7 , number 1, january 2023, 44 50 analysis of quantitative research data was carried out to answer the research hypothesis, namely the influence of the cultural, policy, and practice index on the quality of education in inclusive schools. the numerical data that has been collected is analyzed using statistical analysis which will result in absolute acceptance of the hypothesis or rejecting the hypothesis. to find out the number of respondents, it is necessary to identify the population. the population in this study were special educator teachers, class teachers, staff, and principals who were in south kalimantan. by using the slovin method, the number of samples that will be used in this study is 100 people. by using the above formula, the total population used in this study is 19,080, so the number of samples is: the instrument used in this study was a questionnaire. the questions in the questionnaire were designed based on the research objective to see the influence of the cultural, policy, and practice index on the quality of education in inclusive schools. where to measure the level of relationship of each of these variables will be translated into several indicators. the answers to these questionnaire questions use a closed questionnaire with a likert scale. this study uses primary data sources and secondary data. primary data using an instrument in the form of a closed questionnaire with a likert scale which is distributed to special educator teachers, class teachers, staff, and principals online using google forms. the questions in the questionnaire were designed to answer the research objectives by assessing the influence of the cultural, policy, and practice index on the quality of education in inclusive schools. while the secondary data in this study used literature and previous research. this study uses the structural equation modeling (sem) analysis tool from the amos statistical software package in modeling and testing hypotheses. the reason for using sem in this study is because it can simultaneously test a series of relatively complex relationships between constructs. the analysis was carried out using two kinds of techniques, namely: 1) confirmatory factor analysis on sem which was used to confirm the most dominant factors in a group of variables; 2) regression weight on sem which is used to examine how much the variables of culture, policy, practice influence each other. amka, mirnawati, & damastuti, analysis of the influence of culture... 47 figure 1. sem analysis structure finding and discussion finding(s) data description description of respondent data based on gender, it is found that respondents of sex are more dominant than respondents of the male sex. the percentage of female respondents is 79%, while the percentage of male respondents is 21%. respondents' criteria based on the respondent's involvement with schools showed that there were more respondents with the classroom teacher than special education teachers, parents, principals, and school staff. the following is a pie chart to describe the respondent's position data. figure 2. percentage of respondents' positions validity and reliability test cfa validity test testing the validity and reliability in this study using the cfa (confirmatory factor analysis) test or construct validity with the amos software. the research indicator will be said to be valid if the critical ratio (cr) value obtained is greater than 1.96 and the significance is less than 0.05. the results of the cfa test show that the critical ratio (cr) value obtained for each indicator has a value greater than 1.96. thus, it can be concluded that all indicators based on the cfa validity test are valid. 11% 24% 25% 37% 3% position (engagement with school) principals classroom teacher special education teacher inclusive culture inclusive policy teaching practice inclusive policy 48 journal of icsar; volume 7 , number 1, january 2023, 44 50 convergent validity test convergent validity aims to determine the validity of each relationship between the indicator and its latent construct or variable. in this study, a loading factor limit of 0.5 will be used. the model used shows that all loading factors have values above 0.50 so the constructs for all variables have not been eliminated from the model. it can be concluded that the construct has met the convergent validity criteria. discriminant validity test (discriminant validity) discriminant validity is carried out to ensure that each concept of each latent model is different from other variables. the results of the cross-loading estimation above show the loading value of each indicator item on the construct of the cross-loading value. with that, it can be concluded that all constructs or latent variables already have better discriminant validity than indicators in other blocks. ave test (average variance extracted) a reliability test is used to test whether the research instrument can demonstrate its ability to measure without error and the results are always consistent (remains the same), even though they are used by other people or elsewhere to measure the same thing. the reliability test in this study was carried out by looking at the value of construct reliability in sem. a research instrument is declared reliable if the limit value of the acceptable level of reliability is constructed reliability > 0.7. while the reliability of 0.6 0.7 is still acceptable (ghozali, 2012). based on the results obtained from testing the reliability of the research instrument, the reliability coefficient value constructs reliability > 0.7, it can be stated that the research instrument is reliable. hypothesis test testing the research hypothesis is done by seeing whether the path coefficients in the model are significantly related. the criterion for the significance of the path coefficient is if p is less than = 0.05. table 2. hypothesis test results hypothesis variable p value information 1 inclusive culture 0.350 no significant effect 2 policy inklusive 0.949 no significant effect 3 practice inclusive 0.000 significant effect discussion(s) the results of testing the variable creating an inclusive culture are not significant to the variable quality of inclusive education with p values 0.350 > 0.05 and thus, hypothesis 1 in this study is rejected. inclusive culture is a set of values and behaviors that must be reflected in realizing good inclusive practices (pless & maak, 2004). it is known that the results of data collection using questionnaires obtained that 8.6% expressed doubt and 1.0% did not agree that there are regular meetings between the school and parents to discuss problems that occur during the learning process. this shows that the meetings held by the school and parents are still not intense enough to discuss the various problems faced by the students. a total of 5.2% were undecided, 0.5% disagreed and 0.5% strongly disagreed with the statement that all students (regular students and students with special needs) helped each other. there needs to be a policy from the school to provide space for all students to work together with each other. this policy can be amka, mirnawati, & damastuti, analysis of the influence of culture... 49 implemented by increasing group work programs among students. in the setting of inclusive education, the most important thing is the existence of a process related to the identification and removal of barriers to learning, regarding attendance, participation, and achievement of all students, both students who do not have barriers and those who are not. students who have an obstacle and are free from an education system that is at risk of marginalization, exclusion, or underachievement in a group of students who have a physical, economic or intellectual barrier. (ainscow, 2004). for the above objectives, inclusive education requires a school reform by providing the fulfillment of education for all students to be better, by focusing on a structure, policy, school regulations, and culture contained in the fruit of the system made by policymakers in the implementation school inclusion. the results of the variable test resulted in inclusive policy being insignificant to the variable quality of inclusive education with p values of 0.949 > 0.05 and thus, hypothesis 2 in this study was rejected. the inclusive policy that public schools may not refuse children with special needs who apply to public schools requires general teachers to also have competence in dealing with children with special needs (winter, 2006). it is known that 3.3% disagree with the statement that school buildings are accessible (accessible to children with special needs). this shows that there are still some facilities that cannot be properly accessed by children with special needs. improvements or good policies are needed from the school so that all existing facilities can be accessed by every student. as many as 1.4% of respondents stated that they did not agree that inclusive schools coordinate with related professionals, organizations, or institutions (psychologists, doctors, or therapists). the collaboration between schools and professional staff still needs to be improved. this collaboration is certainly needed to develop the potential possessed by students properly. the results of the variable test of developing inclusive practices are significant on the quality variable of inclusive education with p values 0.000 <0.05 and thus, hypothesis 3 in this study is accepted. inclusive practice (eg, planning, co-teaching, differentiation, backward design). there should be specific courses to address the needs of diverse learners, planning, collaboration, and strategy design. changes in the way training present the responsibility of all teachers to teach all students can influence teachers' perceptions of self-efficacy and competence in teaching students with special needs (drawdy et al., 2014; uthami & sunardi, 2022). as many as 97.6% of respondents agree that class rules are made based on mutual respect. furthermore, 96.7% agree that learning activities encourage the participation of all students, both regular students, and students with special needs. a total of 94.8% agree that learning activities are planned and involve students with special needs through identification and assessment. these results indicate that the system implemented to increase mutual respect among students and the efforts to involve all students in every activity is very good. conclusion the system implemented to increase mutual respect among students and the efforts to involve all students in every activity is very good. the school must have a policy in place to allow all students to collaborate with one another. this policy can be put into practice through expanding student group work initiatives. the most crucial factor in an inclusive educational environment is the existence of a procedure for identifying and removing learning obstacles. this applies to attendance, involvement, and academic achievement of all students, including those who do not have learning obstacles. the risk of marginalization, exclusion, or underperformance among a group of students who have a physical, economic, or intellectual barrier. kids who have an obstacle and are free from an educational institution. general teachers must be skilled in working with students with special needs in order to comply with the inclusive policy that states that public schools may not turn away children who apply with special needs. inclusive approach 50 journal of icsar; volume 7 , number 1, january 2023, 44 50 (eg, planning, co-teaching, differentiation, backward design). to address the demands of varied learners, planning, teamwork, and strategy creation, there ought to be specialized courses. teachers' perspectives of their own efficacy and ability in teaching students with special needs may change as a result of changes in how training emphasizes that all instructors have a duty to educate all special needs students. acknowledgments we express our deepest gratitude to the south kalimantan inclusive education communication forum (fkpi) which has been very helpful in the data collection process carried out by researchers. references ainscow, m. (2004). developing inclusive education systems: what are the levers for change?. manchaster: the university of manchaster. amirin, t. (2011). populasi dan sampel penelitian 4: ukuran sampel rumus slovin, erlangga, jakarta anwar, s. (2011). metode penelitian bisnis, salemba empat, jakarta drawdy, k., deng, m., & howerter, c. (2014). assessing teacher competencies for inclusive settings: comparative pre-service teacher preparation programs. international perspectives on inclusive education. https://doi.org/10.1108/s1479-363620140000003028 ghozali, i. (2012). aplikasi analisis multivariate dengan program ibm spss. yogyakarta: universitas diponegoro junaidi, a. r., dewantoro, a., shanti, p., & rahmita, g. (2022). inclusive education in higher education: baseline study at universitas negeri malang. journal of icsar, 6(2), 196–204. http://dx.doi.org/10.17977/um005v6i22022p196 kartini, a., & aprilia, i. d. (2022). challenges and opportunities for regular teachers in the implementation of assessments for students with special needs in inclusive education provider school. journal of education for sustainability and diversity, 1(1), 29–38. https://doi.org/10.57142/jesd.v1i1.4 malhotra, n. k. (2009). riset pemasaran. edisi ke empat jilid i. jakarta: indeks. novianti, r., rizal, a. f., hutasuhut, f. h., nadiyah, . s. ., santoso, y. b., & widia, a. (2022). perceptions and attitudes of elementary school class teachers as facilitators of inclusive education for children with special needs. inclusive education, 1(1), 72–84. pless, n. m., & maak, t. (2004). building an inclusive diversity culture: principles, processes and practice. in journal of business ethics. https://doi.org/10.1007/s10551-004-9465-8 sugiyono. (2017). metode penelitian kuantitatif, kualitatif, dan r&d. bandung : alfabeta, cv sugiyono. (2013). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta suhendri, s., & kawai, n. (2022). the traditional way of professional development in inclusive education : still effective or not ? journal of icsar, 6(2), 129–133. http://journal2.um.ac.id/index.php/icsar/article/view/28715/0 uthami, n., & sunardi, s. (2022). occupational stress on special education teachers at inclusive school x, south tangerang. proceeding of international conference on special education in south east asia region, 1(1), 35–42. winter, e. c. (2006). preparing new teachers for inclusive schools and classrooms. support for learning. https://doi.org/10.1111/j.1467-9604.2006.00409.x 35 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 number 1, january 2020: 35-39 special education systems in five countries: indonesia, norway, malaysia, netherlands, thailand dewi kurniati, herry widyastono universitas sebelas maret, surakarta, indonesia email: dewikurniati1442@gmail.com abstract this article discusses a comparison of special education in five countries. two countries are on the continent of europe, and three other countries are on asia’s continent. this article describes the forms of special education that exist in each country. the five countries have different systems of special education policies. the similarity found from each country is that all countries have implemented an inclusive education system. keywords: special education; indonesia; norway; malaysia; netherlands; thailand introduction special education has a very broad scope, there are no restrictions such as educating students with severe disabilities, gifted and mainstreaming education for children with mild disabilities. to overcome all this diversity, special education is responsible for everything including problems and issues related to special education. there are many issues and practices about the scope of special education covering all levels of disability, it is still widely discussed in special education. discussions in special education are not only in the aspect of student disability, but there are still many discussions related to the paradigm or view of placing children with special needs in special education services. with this paradigm, sometimes the understanding and services provided by parents, educators, schools and the government are less than optimal. basically, the purpose of special education is not only in the aspect of academic education, but covers all aspects of life, such as economic, occupational, social, and others. education services should not differentiate between regular students and students with special needs, students need to be given the freedom to discover and develop their potential. so that they can live their daily lives and contribute to society. this article will discuss views regarding programs and placements for students with special needs in several countries in asia and europe. special education system in indonesia there are many types of special education services in indonesia, including: segregation school. according to the plb directorate in sulthon (2015) said that segregation education is education that is carried out separately both in terms of curriculum, implementation and teaching staff, segregation education in practice takes the form of special schools and extraordinary elementary schools and integrated schools. special schools are schools that specifically provide educational services for one particular type of disability, such as slb-a for blind children, slb-b specifically for deaf children and so on. medium extraordinary elementary schools (sdlb) are schools established by the government in the context of completing compulsory education for children aged 7-12 years located in each district to deal with several disabilities. so sdlb can handle blind, deaf, mentally retarded, physically handicapped and mentally retarded children in one school. integrated schools are public schools that accept children with disabilities with the same curriculum as normal children, such as blind children attending public high schools. lestari (2010) explains the forms of schools in the segregated education system consisting of extraordinary schools, extraordinary elementary schools, class away/visiting classes, boarding schools, hospital schools. some of these schools have played a role in serving students with special needs in indonesia. dwidjosumarto (1996) revealed that the integrated education system is an education system that provides opportunities for extraordinary children to study together with ordinary (normal) children in public schools. while sa. bratanata (1974) gives the term integrated education, namely education for children with disabilities who are received together with normal children, and held in ordinary schools. this form of education has been widely enjoyed, especially by blind children who are able and able to compete with normal children”. furthermore, abdurrahman (1996) suggests that “integration education must meet at least 4 (four) criteria, namely: 1) integrating extraordinary students 36 journal of icsar; volume 4 number 1, january 2020: 35-39 (with disabilities and those who have advantages) with normal students in a learning environment, includes a commitment from location integration to full integration; 2) integrate and optimize potential development that includes cognitive, affective, psychomotor and interactive; 3) integrating human nature as social beings into a form of learning strategy; 4) integrate what students are learning today with tasks that must be carried out in the future. many schools that have special classes have special programs to encourage interaction between students with and without special educational needs. for example, in some schools, children spend the morning in special classes and in the afternoon in regular classes. teachers and assistants from special classes usually support placement in special classes. opportunities for the interaction, based on the principle of normalization. it is far from possible if the child is integrated into a regular school. the types of integration schools in indonesia are as follows: physical location integration (special class). in the physical location integration school model, children with special needs receive special services in special classes/schools with a plb curriculum, the location of the building is in the same area as a public school which will then naturally provide contact between abk and normal children. integration in social aspect (ordinary class with special guidance). children with special needs are involved in certain activities such as playing, sports, singing, eating, recreation, etc. but the curriculum used is partly using the slb curriculum, some using the general school curriculum. functional integration or full integration (ordinary class). children with special needs and normal children lead to joint activities in all activities or teaching and learning processes, but in certain cases children with special needs receive guidance if they have difficulties related to their disability.. inclusive school. according to sulthon (2015) states that inclusive education is an educational service system that requires that all children with disabilities can be served in nearby schools, in regular classes with their peers. meanwhile, sulthon (2013) stated that inclusive schools are schools that accommodate all students in the same class. this school provides an educational program that is appropriate, challenging, but according to abilities and needs. every student gets the help and support provided by the teachers so that the children succeed. so that it can be interpreted that inclusive schools are regular schools that coordinate and integrate regular students and students with special needs in the same program. inclusion occurs in all social environments of children, in families, in peer groups, in schools, and in other social institutions. inclusion does include children with special needs. however, broadly inclusive also means involving all students without exception, such as: 1) children who use a language different from the language of instruction used in the classroom. 2) children who are at risk of dropping out of school due to illness, hunger or not doing well. 3) children who come from different religious groups or castes. 4) children infected with hiv or aids, and 5) children who are of school age but not in school. (lestari, 2010) types of inclusive education according to sulthon (2015); regular class (full inclusion), regular class with clusters, regular class with pull out, regular class with clusters and pull outs, special class with multiple integrations, and full special class. norwegian special education system in norway there is only one form of educational service for children with special needs, namely the form of inclusive services. children with special needs attend regular schools in each municipality. every service needed by students will be fulfilled by the various parties concerned. the level of schools and the forms of services that exist in education in norway are as follows: elementary and middle school level. in special needs education, students are entitled to a specially adapted school. this additional adjustment is borne by the government. education with special needs may involve schemes related to development and work methods, modification of the curriculum, teachers with special qualifications, or organizational adaptation. students who are eligible for special education have an individualized education program (iep) which is developed according to the results and advice provided by the psychological-educational service (ppt). the iep may include educational mapping, content (target achievement and learning objectives), methods (assignments, learning aids/materials, and assessments) and organization (learning environment and staff). the plan is evaluated once a year in the annual report. the iep should only be valid for no more than 3 years, and should be replaced when it is 3 years old. according to the education act, special needs education should be provided in classrooms or core groups to the extent possible and appropriate. special needs education can be given in core classes/groups, in separate groups, or alone. students receiving special needs education may also affiliate with groups other than their class, or they may receive instruction in other alternative learning environments. in the 2018-2019 school year, 7.8% (49,755) of all students in primary and junior secondary schools had administrative decisions on special education. of these 37dewi kurniati, herry widyastono, special education systems in five countries... students: 43% received special education especially those integrated in regular classrooms. 13% received special education individually. 36% received special education in groups of 2-5 children. 8% get special education in groups of more than 6. high schcool level. in norway, high school (grades 11-13) is a vocational school. vocational training is an integral part of the existing upper secondary education system in norway. students can access special needs provision in regular courses, in alternative or adapted courses at school, or in on-thejob training. in addition to special privileges for certain study programs, special attention is given to abk with severe disabilities, abk who have the right to education using sign language are also fulfilled, and abk can be given extra time to complete their studies. students who are given extra time, have the right to extend two years of senior secondary education and training when this is necessary to achieve their respective academic or vocational goals. students who receive special needs education in senior high school are divided into two groups when receiving a diploma. one group consists of students aiming for a full qualification and a regular diploma. another group receives special needs education with the aim of obtaining a lower level qualification or a planned basic qualification. the education act refers to basic qualifications as any form of education or training that does not lead to full university or college admission certification or full vocational qualifications. basic qualifications are documented in the form of training certificates and can be planned or unplanned. a basic qualification is a qualification at a lower level than a full vocational qualification or university and college admissions certification. the prospective student or trainee receives training based around that subject, or part of the subject, which he or she can master. some students make significant changes from the curriculum in all or most of the subjects, while for others it is a case of minor deviations from the regular curriculum. special education system in malaysia malaysia uses a centralized education system and the ministry of education (ministry of education) is responsible for the development and management of formal education for every child including individuals with special needs (in malaysian it is referred to as individuals with special needs or less effort). in the education act (1996) the concept of disability (disabled) is dealing with students who have vision, hearing and learning problems. children with special needs who are also students of special education in malaysia can get education based on four types of education programs provided by the ministry, namely: typical school / special school. every typical school or special school in malaysia only focuses on one type of obstacle/problem, namely vision problems (atn), hearing problems (atr) and learning problems. integration special education program. the integrated education program (ppki) is a special education program for children with special needs who study in separate classes from regular children in the same school. specialized education program integration with inclusive approach. the typical integration education program with an inclusive approach is a program intended for children with special needs who are in a typical integration education program who can be transferred to regular classes at the school. inclusive education program. educational program intended for children with special needs who do not have cognitive problems or have mild cognitive problems. inclusive education programs can also be intended for children with special needs, not students with special education. there are two types of inclusion programs that can be provided, namely: 1) full inclusion. in the full inclusion program, children with special needs participate in all learning in regular classes based on the national curriculum without modification and/or the national curriculum that has been adapted to children with special needs. 2) partial inclusion. in the partial inclusion program, children with special needs only study together with regular children in certain subjects according to their abilities, potential and talents. inclusive education programs in malaysia are still limited and only available in a few schools. in addition to the placement of children with special needs that have been described, there are 4 types of children with special needs who attend regular schools or participate in integrated programs, namely children with disabilities, autism, adhd, dyslexia and children who have 3m problems (reading, writing and counting). the special education system in the netherlands since 1998 the netherlands has placed children with special needs in several classes. the placement was after the law on expertise centers came into effect in 1998 and came into force or had a real impact in 2003. there are differences in the meaning of special education and special basic education. special basic education is for children who do not develop optimally in primary education. it concerns a lighter problem than the problems students have to face in special education. in the netherlands, there is a continuous improvement between separate education (special 38 journal of icsar; volume 4 number 1, january 2020: 35-39 schools) and full inclusive schools. there are many public schools with students with special educational needs in regular classes and public schools with special classes for children with special needs in schools. some public schools specialize in certain target groups. education for children with special needs includes various forms, namely : special education (speciaal onderwijs). special education schools are for students with physical, sensory or mental disabilities and for students with psychological or behavioral problems. for these students there are schools which are divided into four groups: 1) cluster 1: schools for blind students or blind students (blind students); 2) cluster 2: schools for deaf students, deaf students, students with severe speech difficulties, and students with communication problems; 3) cluster 3: schools for students with physical and/or intellectual disabilities, students with learning difficulties and students with long-term disabilities, students with epilepsy and students with various disabilities that are very difficult to learn; 4) cluster 4: schools for students with serious behavioral problems and/or psychiatric problems. special basic education (speciaal basisonderwijs). schools for special basic education (sbo) are not included in special education, but under regular education. the special skills center act (wec) applies to schools for special education. the basic education act applies to schools for special primary education. special primary schools are reserved for students with learning, behavioral and/or parenting problems and therefore cannot be managed within a regular primary school. the students go to special elementary schools. practical education for students who have not earned a diploma at vmbo, or with extra length assistance, there is practical training. this special form of education prepares students for a place in the labor market. inclusion inclusive education in the netherlands is called “appropriate education”. this is the name for a new way of teaching children who need extra support and in an organized manner. due to the appropriate education, more children are able to follow, although with additional support, but still in regular education. the existence of a new law on “appropriate education”. the aim of the new law is to ensure that all children, including children who need extra support in the classroom, have a suitable place of education. the essence of education remains the same: to challenge every child to get the best out of themselves. the starting point for proper education: if, the child can attend a regular school, otherwise, he goes to special education. special education system in thailand there are 2 types of schools for children with special needs in thailand, namely: integration schools for children with mild disabilities and special schools (slb) for children with severe and multiple disabilities. the number of students with special needs in regular schools in thailand increased substantially from around 60,000 in 2012 to around 25,000 in 2015. of the 427 bangkok metropolitan schools, 310 are regular schools and 127 integration schools. it is the policy of the bangkok metropolitan administration that the school accommodates all children in the area. however, in practice, 310 regular schools may refer students with disabilities to one of the closest integrated schools if the schools find themselves not equipped to accommodate students with disabilities, particularly students with significant disabilities (vibulpatanavong, 2017). most of the regular public schools in thailand that accept children with special needs are called ‘integration’ schools. school integrations vary in how they accommodate students with special needs. in most integration schools, students with special needs attend one of the following programs: 1) full-time dedicated classrooms. 2) regular classrooms for part of the day and special classrooms for part of the day. 3) full-time regular classroom. (sukbunpant, 2016) special education teachers (gpk) have the responsibility to prepare students with special needs for regular classrooms and to work closely with regular teachers in guiding students with special needs into regular classrooms. however, some students with special needs in regular schools in thailand attend fulltime dedicated classrooms throughout the school and only participate with regular students in extra-curricular activities and sports (vibulpatanavong, 2017). sometimes in practice students with special needs in regular classrooms in thailand may “only represent physical inclusion and may not represent an appropriate education for these students”. in addition, “adaptations and modifications for students with special needs in regular classrooms are not common in thailand”, hence regular teacher training on curriculum and adaptation of teaching to increase the involvement of all students in regular classrooms (vibulpatanavong, 2017). while it appears that thailand has made great progress in providing access to education in regular schools for students with special needs, it is time for the country to move forward to focus on the quality of education that children with disabilities receive in regular schools. the ministry of education by the bureau of special education administrator has carried out the 39dewi kurniati, herry widyastono, special education systems in five countries... lestari, yuni. (2010). pendidikan segregatif, integratif dan inklusif [segregative, integrative and inclusive education]. retrivied from http:// lukman coroners.blogspot.com/2010/04/disusunoleh-nouval-neni-kurnianingsih.html. norwegian directorate of health rehabilitation and rare disorders department. (2013). children and young people with disabilities – what rights does the family have? retrivied from https:// helsenorge.no/sitecollection documents/ children%20and%20young%20people%20 with%20disabilities%20-%20what%20rights%20 does%20the%20family%20have.pdf. norwegian ministry of education and research. (2007). education – from kindergarten to adult education. retrivied from https://www.udir.no/ global assets/upload/brosjyrer/5/education_in_ norway.pdf. sawangsri, s. 2005. job preparing for students with intellectual disabilities and autism in special education in thailand. final report of the 25th asia-pacific international seminar on special education. retrivied from http://www.nise.go.jp/ kenshuka/josa/kankobutsu/pub_d/d-240.pdf sukbunpant, sasipin. (2016). the comparison of special education between thailand and the united states: inclusion and support for children with autism spectrum disorder. retrivied from https://www.researchgate.net/ publication/271329022_the_comparison_of_ special_education_between_thailand_and_ the_united_states_inclusion_and_support_for_ children_with_autism_spectrum_disorder sulthon, s. (2015). mengenal pendidikan multikultural bagi anak berkebutuhan khusus dengan model inklusi dalam pendidikan islam. addin, 7(1). the dutch inspectorate of education. (2014). the state of education in the netherlands. retrivied from https://english.onderwijsinspectie.nl/binaries/ onderwijsinspectie_eng/documents/annualreports/2014/09/11/the-state-of-education-in-thenetherlands -2012-2013/the-state-of-education-inthe-netherlands-2012-2013.pdf vibulpatanavong, kanokporn. (2017). inclusive education in thailand, department of curriculum and instruction srinakharinwirot university bangkok. retrivied from https://download. atlantis-press.com/article/25889734.pdf responsibility for the education of children with special needs and disadvantaged students. there are 43 special schools in thailand, 19 schools are schools for students with intellectual disabilities, 20 schools are for deaf students, 2 schools are for students with physical visual impairment and 2 schools are for students with visual impairments. the numbers of children with special needs in special schools, the total is 12,992 students, out of 6,449 students are declared intellectually impaired. in addition, 63 provincial centers and 13 regional centers on special education also provide services for children with special needs, including information on children with special needs, education and rehabilitation. all special schools and education centers cooperate in maintaining information in each province. since the availability of special education services for children with special needs, the curriculum in all schools must be adapted to the abilities of children with special needs (sawangsri, 2005). conclusion special education is a right for all citizens with disabilities. the system of special education services in various countries is carried out in various ways considering the different conditions and local politics. attention to special education in the 5 countries studied already illustrates an equal and equitable education system. the difference in the system of providing special education is due to the different names of educational institutions and the system of school administration. however, the essence of the implementation of special education remains the same, namely providing equal opportunities to all students, including students with disabilities. references abdurrahman, mulyono. (1996). pendidikan bagi anak berkesulitan belajar [education for children with learning difficulties]. jakarta : dirjen dikti. akta pendidikan malaysia [malaysian education act]. retrivied from https://www.scribd.com/ document/318136988/akta-pendidikan-1996 dwidjosumarto. (1996). psikologi abk [psychology of children with special needs]. jakarta : depdikbud. 63 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 63-69 inclusive education course for guidance and counselling students pradnyandari aulia rahma, tryastuti irawati belliny manullang, sunardi, aas saomah universitas pendidikan indonesia, bandung, indonesia email: nardilembang@upi.edu abstract: guidance and counseling program is a component of the school education program that requires close relationships with students as well as the ability to serve students well regardless of their background or condition. in the guidance and counselling department at universitas pendidikan indonesia, an inclusive education course is given to all students for one semester. therefore, this study aimed to determine the effectiveness of inclusive education given in one semester for guidance and counseling students. this study used a survey method through google form, distributed to students who have studied inclusive education courses at the guidance and counseling department. the result showed that getting an inclusive education course had a positive impact on the student, 91% stated that the method was adequate and duration was sufficient. in addition, students learned more about the importance of inclusive education, which gave them a new perspective about students with special needs that would help them complement knowledge in their field after graduation. students knew the challenges and opportunities they would experience after graduation. however, the lecture should be improved as the lecture was monotonous and focused more on textbooks and powerpoint presentations. besides, the lecturer had not been able to integrate the course with guidance and counseling. further research with more comprehensive discussion and more respondents to provide more accurate and comprehensive results should be conducted in the future. this study was conducted online so that researchers could not identify respondents’ reactions when filling in the survey, so this can be considered. keywords: guidance and counseling; higher education; inclusive education course. introduction inclusive education is a system of equity and the recognition of non-discriminatory education in which children with and without special needs receive the same education (permata & rusyidi, 2015). it is consistent with article 5 (1) of the law of the republic of indonesia no. 20 of 2003, which states that every citizen has the same right to a high-quality education. therefore, it is hoped that the existence of inclusive education will result in no more educational discrimination. education must be able to accommodate children of all conditions and backgrounds. in addition, (sunardi & sunaryo, 2016) stated that inclusive education is a strategy to encourage effective universal education because it can create schools that are responsive to various actual needs of children and society. thus, inclusive education ensures access and quality and is essential for the long viability of the educational process, including in indonesia. indonesia is a multicultural country with numerous ethnic groups, religions, cultures, and languages. this condition puts the government in a challenging position of organizing an education system that can accommodate the existing diversity and children with special needs. however, the indonesian education system has not been able to accommodate this diversity. instead, it is characterized by the emergence of institutional segmentation based on religious, ethnic, and even physical and mental abilities. the emergence of this segmentation hinders students’ ability to learn to respect the reality of diversity in society (permata & rusyidi, 2015). one of the government’s efforts to address the issue is through inclusive education. in practice, however, the implementation of inclusive education has not been significantly maximized. challenges in the implementation including the difficulties that teachers encounter in formulating a flexible curriculum, determining learning objectives, and choosing the proper method. in addition, inadequate facilities and media also become obstacles in implementing inclusive education (poernomo, 2016). various factors influence the implementation of inclusive education in indonesia. one of them is the cooperation of various parties such as the government, parents, and the entire school community (umami, 2016). besides, teachers are an important element in the implementation because teachers are the key to the learning process (khayati et al., 2020). the teacher’s role is related to the competencies they have. an inclusive teacher has pedagogical, psychological, and social competencies and masters the essential competencies needed to educate students with various conditions and backgrounds. 64 journal of icsar; volume 5 number 2, july 2021: 63-69 figure 1. result of learning method to enable teachers to gain those competencies, preparation in pre-service teacher education is essential. therefore, learning a course on inclusive education enables pre-service teachers to get essential knowledge and disposition to enable them to teach effectively and efficiently in the inclusive classroom (cabahug, 2017) the implementation of inclusive education courses has been conducted in two universities in indonesia. firstly, in stain pamekasan, two departments have given inclusive education courses to their students (maghfiroh, 2018). secondly, in universitas pendidikan indonesia, all departments under the faculty of education have given inclusive education courses as part of the curriculum. inclusive education courses are given in one semester, including 16 meetings, including two midterm and final exams. each meeting lasts for 100 minutes. implementing inclusive education courses is very important for pre-service teachers to help get various kinds of competencies to carry out the educational process and know students more regardless of the conditions and background. guidance and counseling, which is part of an integrated education system and service in indonesia, must support inclusive education. a guidance and counseling teacher must maintain close relationships with students and provide the best possible service regardless of the student’s circumstances or background. therefore, a guidance and counseling teacher must also have inclusive education competencies. the competencies can be obtained through inclusive education courses at universities. therefore, it is important to conduct this research to scrutinize and determine the effectiveness of inclusive education courses given in universitas pendidikan indonesia, specifically towards students from the guidance and counseling department. due to the covid-19 pandemic, the lecture process for inclusive education courses has been carried out online since march 2020, and face-to-face classes were held for about a month before the pandemic. method this study used a quantitative method through a survey distributed via google form consisting of 22 questions addressed to sophomore and third-year guidance and counseling students who have taken inclusive education courses at universitas pendidikan indonesia. due to the covid-19 pandemic, the survey was conducted virtually. researchers experienced difficulties in collecting data because respondents did not respond to the survey promptly. the researchers finally worked with several contact persons to help collect the necessary data. as a result, 92 respondents filled out the survey. the researchers planned to collect data for 14 days. however, data from 92 respondents was collected after five weeks. the researchers found respondents who filled out the survey twice 5% of the total respondents). it could be identified through the general data provided by the respondent (name and email address). researchers also found respondents who answered questions inconsistently, so that researchers had to confirm the answers to the respondents to get direct answer validation from respondents. findings and discussions findings this study aimed to determine the effectiveness of inclusive education courses held in one semester towards guidance and counseling students who have taken inclusive education courses at universitas pendidikan indonesia. the respondents were sophomore and third-year students. the results showed that 42% of respondents were sophomore year students, and 58% were third-year students. in the survey questions regarding the learning methods applied to the inclusive education courses, 85% of respondents stated that the learning methods applied in the inclusive education courses were appropriate (figure 1). this opinion was concluded from respondents’ answers that the inclusive education they participated in during the lecture process could be understood. the method was appropriate with the circumstances and conditions of the students (accessibility). respondents who stated the learning method was appropriate felt that the lecturer was very communicative and two-way communication. moreover, the lecture used various methods such as discussions, practice, quizzes, and games not to cause boredom. as for the practice, it allowed students to observe the implementation of inclusive education in the field. therefore, it could be implemented before the covid-19 pandemic. therefore, based on these experiences, respondents stated that they could understand inclusive education well. 65pradnyandari aulia r, tryastuti irawati b m, sunardi, aas saomah, inclusive education course . . . figure 2. the result of the learning duration figure 3. result of the opportunities that could be utilized as a counseling teacher figure 4. knowledge on what to do as a guidance and counseling teacher figure 5. knowledge on what guidance and counseling teacher should not do meanwhile, 15% of respondents (figure 1) stated that the learning method applied in the inclusive education course was insufficient because the learning was carried out through whatsapp groups only or via zoom/google meet due to the covid-19 pandemic, which was sometimes constrained by the network, caused it less effective. furthermore, lecturers only used powerpoint and focused on textbooks, making learning rigid and monotonous. the inclusive education course at the guidance and counseling department at universitas pendidikan indonesia was given 100 minutes per meeting (two credits). based on the survey, most respondents (77%) stated that the time allotted was sufficient, although it only covered the basic principles of inclusive education (figure 2). however, while 23% of respondents stated that the duration was insufficient, the inclusive education course was complex and challenging to understand. moreover, due to time constraints, the course was delivered too quickly, making it more difficult for students to comprehend. the study results on the impact of inclusive education courses showed that all respondents (100%) stated that learning inclusive education courses had positively impacted all respondents, particularly in terms of increasing knowledge about children with special needs, the diversity of students, their needs, how to provide services following student needs, insight into inclusive schools, and broader views and perspectives on inclusive education and guidance counseling. furthermore, the survey results show that all respondents (100%) were aware of the challenges that would be encountered as a counseling teacher as a result of participating in the inclusive course, such as dealing with various students, including children with special needs, making students feel at ease, educating and collaborating with parents, and creating learning programs that can cover all students. after attending an introductory course for inclusive education, 96% of respondents (figure 3) stated that they were aware of opportunities that could be utilized as a counseling teacher, namely adapting to the environment, getting opportunities to become teachers in special schools/inclusive schools, helping develop children with special needs, helping to prevent negative stigma for children with special needs, being able to open foundations, providing services for all students (guidance for all) and collaborating with special education teachers to design suitable curriculum. meanwhile, 4% of respondents stated that they were unaware of the opportunities available as guidance and counseling teachers. the learning materials were considered too broad about inclusive education and were not explicitly integrated into guidance and counseling programs. according to the survey results, 98% of respondents knew what to do as a guidance and counseling teacher after attending an inclusive education course, such as the ability to encourage students, provide appropriate services, accept differences and facilitate the students as needed, be non-judgmental, and tolerant (figure 4) meanwhile, 2% of respondents said they did not know what guidance and counseling teachers would do after attending inclusive education lectures because they did not understand the role of guidance and counseling teachers in inclusive schools and the lecture materials taught did not present examples of its implementation in guidance and counseling services. 66 journal of icsar; volume 5 number 2, july 2021: 63-69 figure 6. the importance of inclusive education figure 7. the impact of inclusive education course then, it was found that 95% of respondents stated that after taking an inclusive education course, students knew what a guidance and counseling teacher should not do, such as discriminating and comparing the condition of one student to another, being judgmental and racist, acting and providing services based on personal feelings, assuming that all students’ conditions are the same, and not being able to keep student secrets well. while the other 5% of respondents (figure 5) stated that they did not know what guidance and counseling teachers should not do because there was no specific material in the inclusive education course that discussed guidance and counseling, and respondents do not see guidance and counseling scholars who joined the field of inclusive education when doing practice. based on the study on the importance of inclusive education courses, 60% of respondents answered that inclusive education courses were vital. it is because there were principles of “guidance for all” in guidance and counseling, which means guidance and counseling are given to all students. furthermore, the inclusive education courses could help respondents apply the principles because this course provides knowledge to understand children from various backgrounds and conditions. so, when the respondents become guidance and counseling teachers in the future, they could provide services for all children regardless of their condition and background. however, the other 40% of the respondents (figure 6) did not answer the question. after taking the inclusive education course, 91% of respondents (figure 7) stated that they had built a new perspective of the guidance and counseling teacher better to understand the principles of “guidance for all.” while the other 9% of respondents stated that taking an inclusive education course did not impact because they felt they had studied similar material as inclusive education in other courses. also, the inclusive education course did not provide a deep understanding of inclusive education in guidance and counseling, so it is less applicable. discussion this study aimed to scrutinize and determine the effectiveness of inclusive education courses. the results showed that the method used in the inclusive education course was relevant because the majority of respondents (84%) stated that the inclusive education lecture process could be understood. furthermore, the method was relevant to the circumstances and conditions of the students (accessibility). it is in line with the research conducted by maghfiroh (2018) that the methods used in inclusive education lectures must be diverse and communicative such as combining lecture, discussion, brainstorming, observation, and assignment methods. in addition, the lecture method with two-way communication has a positive impact on forming a pleasant atmosphere. indirectly this can foster enthusiasm or motivation for student learning (mutawakkil & nuraedah, 2019). however, 16% of respondents stated that the learning methods applied to inclusive education courses were not adequate because learning was carried out through whatsapp groups only, so it was less effective. in addition, lecturers only relied on powerpoint and focused more on textbooks. it can be concluded that the learning carried out was monotonous so that it did not attract students’ attention and caused boredom. in addition, learning using the approaches mentioned above did not provide a psychological bond between lecturer and students, causing reluctance and rigidity in the learning process. when students are happy, they have a comfortable environment for discussion, dialogue, and exchanging ideas and opinions, which can positively impact them because it allows them to feel secure and closer to their teachers (al-shara, 2015). inclusive education courses have been subject to criticism for an overemphasis on knowledge acquisition instead of equipping prospective teachers with practical skills for teaching a diverse range of students. therefore, the implementation of inclusive course learning must balance theory and practice to apply it optimally. the use of diverse and exciting methods such as discussion, observation, quizzes, essay writing, and case studies is crucial in providing lecture variations to develop students’ viewpoints and critical thinking on the courses being studied. furthermore, the study also found that students often experienced obstacles in accessing the lecture in online learning. therefore, the anticipation of 67pradnyandari aulia r, tryastuti irawati b m, sunardi, aas saomah, inclusive education course . . . accessibility barriers in the online lecture process is necessary to attend lectures effectively. thus, constructing online and offline-based e-learning applications where students can access materials online and offline, distributing internet quota for students every month as has been done by the indonesian government lately (engko & usmany, 2020), and varying the use of online media such as whatsapp groups to communicate, google classroom to collect assignments, and zoom or google meet (argaheni, 2020). in addition, it can be done as a strategy to anticipate a pandemic or unexpected events in the future that require lectures to be conducted online. besides, respondents stated that it was better to balance theory and practice so that the knowledge and competencies obtained were more comprehensive. as for the learning duration, the respondents stated that it was adequate. however, the material presented was too fast, causing difficulties to comprehend. inclusive education is a broad topic that requires a significant amount of time to comprehend fully. inclusive is all about humans and their needs. moreover, it is a very complex concept that cannot be learned in a short time (pratiwi, 2015). therefore, extending the course into two semesters should be put into consideration by universities. furthermore, the media used by the lecture helps respondents to understand inclusive education courses. however, based on the result, the lecture was still quite monotonous because only lecturers focused more on the powerpoints and textbooks. if lecturers keep doing this teaching style, it will cause boredom. learning media that is not varied and monotonous like the conventional style is one of the factors causing student boredom (mutawakkil & nuraedah, 2019). therefore, to overcome the phenomenon of student learning saturation, lecturers are required to use more varied learning media, not only limited to powerpoints and textbooks. as in (ted nunan, 2010), in the lecture process, it is possible to update lecture methods, including the media used through connell’s challenge, namely rethinking teaching methods, the organization of knowledge, and educational assessment new points of view. by making these updates, it can help overcome student’s boredom in the lecture process. furthermore, most respondents stated that they knew the challenges that guidance and future counseling teachers would deal with, which are diverse students, eliminating differences in students, and creating learning programs that could cover all students. in an inclusive implementation program, teachers will gain more ability to find students and prospective students, including children with special needs. in addition, (istiqomah 2020) stated that by studying inclusive education, students and the communities they serve are more productive economically and culturally because inclusive education helps develop the talents of all people. students strongly support the public interest because inclusive education aims to support the public interest and consider social interests. it can be reached by studying inclusive education, and it is not only having a good impact on students themselves but also the surrounding community. however, 9% of respondents stated that taking an inclusive education course did not affect them because it had been studied in other courses. therefore, it is essential to evaluate and develop the curricula by involving lecturers, students, administrators, and leaders in all the departments under education. furthermore, this study also found that respondents (96%) already knew about the opportunities they could take advantage of as guidance and counseling teachers in inclusive education after graduation. however, as many as 4% said they did not know about these opportunities because it does not provide inclusive education guidance and counseling. from this condition, the researcher considers that learning and giving inclusive education courses to students outside the special education department must be adapted to the fields. lecturers must encourage students to connect studies and give real examples following the scientific field adapted to the philosophy of inclusive education. angelides, stylianou, and gibbs (2006) stated that initial education affected future practices and played an essential role in enabling the teacher to succeed in inclusive education through their role and practices. moreover, the respondents considered that inclusive education courses are essential to comprehend and positively influence, such as understanding because of the increased understanding of children with special needs, understanding that each student is unique, being more open and appreciate differences, and adding insight about inclusive schools. furthermore, this study also found that students also learned about opportunities, challenges, things to do, and things to avoid as a counseling teacher by taking introductory inclusive education courses. therefore, in line with (maghfiroh 2018), offering inclusive courses has a very positive impact on students because students will gain additional knowledge, experience, and a growing sense of humanism. based on this finding, it is essential to introduce inclusive education to all the pre-service teachers at the university to enable prospective teachers to understand the concepts and theories, experience, and observe the implementation, which eventually helps in better implementation of inclusive education and to reduce the barriers in the future. in addition, (maghfiroh 2018) also mentions that offering inclusive education courses has an academic and non-academic impact. academically, students can understand and adapt to children, especially children with special needs, to provide appropriate services and 68 journal of icsar; volume 5 number 2, july 2021: 63-69 learn. in non-academic, it will help change the paradigm of children with special needs in the community. it will undoubtedly be better if the inclusive education courses provided have an interconnection with student majors because it will produce graduates’ adaptability under their respective fields of expertise. therefore, it can be concluded that the learning of inclusive education courses in the guidance and counseling department must connect inclusive education with the guidance and counseling field to be more adaptable and ready to apply it in the field. although offering an inclusive education course has a good and positive impact on students who take it, there are also weaknesses in this inclusive education course. the implementation has not been effectively conducted yet because it is carried out in one semester only, so the lessons provided are not detailed and are still too general. thus, causing a lack of interconnection with the field of majors. it will cause students to feel confused about implementing this inclusive education course according to their major, especially when they are working. based on this, it can be understood that inclusive education courses should be held with additional discussions that provide interconnection with the student program. it means understanding that students have different conditions. consequently, students require different services according to their conditions. guidance and counseling teachers have to be creative and innovative in providing services. counselors are required to provide fresh nuances through the creative process and mastering various counseling techniques to support the achievement of counseling goals (nugroho, 2019). this study discusses the extent to which the effectiveness of the inclusive education courses applied in one semester; however, this research is still limited to the guidance and counseling department of the faculty of education in universitas pendidikan indonesia, specifically to sophomore and third-year students who have taken inclusive education courses. this research is expected to contribute to the implementation of inclusive education courses at a broader level. furthermore, this research was conducted online so that researchers ignored the condition of the respondents directly in the field. therefore, these conditions can be taken into consideration when reading the results of this study. conclusion guidance and counseling are part of a school education program that requires close relationships with students and serves students well regardless of their background or condition. therefore, a future guidance and counseling teacher must understand inclusive education to support the teacher in giving quality education to the students. this study indicates that the learning of inclusive courses given in the guidance and counseling department of the faculty of education in universitas pendidikan indonesia needs development. although most students could understand inclusive education and get a positive impact, however, the methods and media used were not following the needs of students. in addition, there was no interconnection of inclusive education courses with other courses at the guidance and counseling. as a result, students have difficulty understanding inclusive education in the guidance and counseling field. for the implementation of inclusive education courses to be more effective, improvements must be made to these things that have been mentioned. in addition, other inclusive education research suggestions must be held with more comprehensive discussion and more respondents to provide more accurate and comprehensive results. references al-shara, i. (2015). learning and teaching between enjoyment and boredom as realized by the students: a survey from the educational field. european scientific journal, 11(19), 146-168. angelides, p., stylianou, t., & gibbs, p. (2006). preparing teachers for inclusive education in cyprus. teaching and teacher education, 22(4), 513-522. argaheni, n. b. (2020). sistematik review: dampak perkuliahan daring saat pandemi covid-19 terhadap mahasiswa indonesia. placentum: jurnal ilmiah kesehatan dan aplikasinya, 8(2), 99-108. cabahug, r. g., & aranas, t. j. v. (2017). pre-service preparation of elementary school teachers for inclusive education in northern mindanao, philippines. jpair multidisciplinary research journal, 27(1), 128-147. engko, c., & usmany, p. (2020). dampak pandemi covid-19 terhadap proses pembelajaran online. jurnal akuntansi, 6(1), 23-38. permata, i., & rusyidi, b. (2015). pelaksanaan sekolah inklusi di indonesia. prosiding ks: riset dan pkm, 2(2), 226-227. istiqomah, h. (2020). survei tentang penerapan mata kuliah pendidikan inklusi pada semua program studi di fkip unversitas lambung mangkurat. jpi (jurnal pendidikan inklusi), 4(1), 22-36. maghfiroh, m. (2018). pendidikan inklusi dan perguruan tinggi:urgensi penerapan matakuliah pendidikan inklusi pada semua program studi jurusan tarbiyah stain pamekasan. tadris, 13(1), 65-77. 69pradnyandari aulia r, tryastuti irawati b m, sunardi, aas saomah, inclusive education course . . . mutawakkil, m., & nuraedah, n. (2019). gaya komunikasi dosen dalam pembelajaran mahasiswa. communicatus: jurnal ilmu komunikasi, 3(2), 135-152. nugroho, a. r. (2019). konsep creative counselling untuk mengatasi irrational belief. jurnal selaras, 2(1), 57-66. khayati, n. a., muna, f., oktaviani, e. d., & hidayatullah, a. f. (2020). peranan guru dalam pendidikan inklusif untuk pencapaian program tujuan pembangunan berkelanjutan (sdg’s). jurnal komunikasi pendidikan, 4(1), 55-61. poernomo, b. (2016). the implementation of inclusive education in indonesia: current problems and challenges. american international journal of social science, 5(3), 144-150. pratiwi, j. c. (2016). sekolah inklusi untuk anak berkebutuhan khusus: tanggapan terhadap tantangan kedepannya. prosiding ilmu pendidikan, 1(2), 237-242. sunardi, s., & sunaryo, s. (2016). manajemen pendidikan inklusif (konsep, kebijakan, dan implementasinya). jassi anakku, 10(2), 184-200. nunan, t., george, r., & mccausland, h. (2000). inclusive education in universities: why it is important and how it might be achieved. international journal of inclusive education, 4(1), 63-88. umami, f. n. (2016). permasalahan dalam pengelolaan pendidikan inklusif di sekolah dasar negeri piyaman iii kecamatan wonosari kabupaten gunungkidul. hanata widya, 5(4). 21 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 21-27 the drill method filming in improving mental retardation students self-care skills visca rinanda putri, ahsan romadlon junaidi, dimas arif dewantoro universitas negeri malang, malang, indonesia e-mail: viscarinandaputri@gmail.com abstract: intellectual limitations are among the reasons children have difficulty building one of them on tooth-scrubbing. it has been marked by an oddity problem in the lightweight t children, including the children with mild intellectual disability that will be researched. if not treated, the problem can lead to other oral infections. management requires a proper method of help with the enjoyable media the drill method of visiting videos. the study uses the design of the a-b-a single-subject research (ssr) method. research shows a rise in mean levels of 66.6% on baseline, 1, to 83% on intervention conditions, but two goes down to 79.5% on the baseline. however, the tendency of stability to baseline’s condition is 100%, which means the data it finds is stable despite declining. capitalization between baseline’s condition, 1 to intervention state is 0%. so the conclusion from the research is that an intervention of a drilling method with a video successfully affects the ability to brush a child’s teeth. keywords: drill method with video; brushing teeth ability, children with mild intellectual disability introduction the need for education is the right of everyone, including children with special needs (abk), including mental retardation children. article 31, paragraph 1 of the 1945 constitution states that every indonesian citizen has the right to education. in the context of personal development and intelligence level, according to their interests and talents. in fact, this statement is confirmed by law no.20 of 2003 chapter iv, paragraph 2 concerning the national education system, which states that citizens with physical, emotional, mental, intellectual, and/or social disabilities are entitled to special education. therefore, education is necessary for every society, including those with special needs. mental retardation is one of the children with special needs who need education. according to raharja (2006), mental retardation is a child who experiences obstacles and mental development below average. they experience difficulties in academic, communication, and social tasks. therefore they need special education services. in society, mental retardation is often referred to as weak mind, mental retardation, or stupid. impairment also includes various levels, from mild, moderate, and severe. moreover, they are different from one another, so the handling needs are different. one of the common problems experienced by mental retardation children is problems in academic assignments, problems taking care of themselves, problems taking care of themselves, problems with selfhelp, communication problems, and social problems, and problems with life skills in the community so that it requires special educational services that are following their abilities. in this study, observations were made for one month to find these problems, which are likely to occur in mild mentally retarded children in grade ix special junior high school idayu 2 pakis. in the class, a 21-year-old male with the initials al was found with mild mental retardation who still had problems taking care of themselves, especially in brushing their teeth, marked by bad breath in these students. seeing the problems that exist in children with mild mental retardation, educational services play an important role and must be adjusted to the characteristics and needs of the child. although educational services provided to mental retardation children are academic services and non-academic services, non-academic services in question are special self-development programs commonly known as selfdevelopment. astati (2003), self-development is an effort to develop the individual as an individual and as a social being through education in the family, school, and community. thus, independence and involvement in daily life are adequate. self-development through education in school refers to an individual activity but impacts human relationships (zembylas, 2003). the problem is that is happening now is that the need for self-care training is not aligned with school conditions, so that the selfcare activity program in self-development lessons has not been appropriately implemented. sometimes selfcultivation lessons are considered not very important at school, because when at school the teacher always sees the child in a tidy condition, so the teacher thinks the child has been able to take care of himself. 22 journal of icsar; volume 5 number 2, july 2021: 21-27 table 1. measurement results of baseline-1 (a1) conditions for the ability to brush teeth in children with mental retardation baseline a1 maximum score score obtained % 1st session 45 27 60 2nd session 45 30 66,6 3rd session 45 30 66,6 4th session 45 32 71,1 5th session 45 31 68,8 seeing the reality in the field makes researchers interested in making self-development a problem that must be handled. therefore, researchers chose the drill method as a teaching method deemed appropriate and suitable for this study. the teaching method is needed in this study because it will make it easier for children to understand the objectives of teaching and learning activities. according to sudjana (2011), the drill method is an activity of doing the same thing repeatedly in earnest to strengthen an association or perfect a skill so that it becomes permanent. method this study uses an experimental research method with a pre-experimental type of quantitative research approach. the design used is single subject research, namely research conducted to determine how much influence a treatment given to one subject (horner et al., 2005). this study uses data collection techniques because the object under study is cause and effect (causal), so that in this study, there are independent variables and dependent variables. the independent variable in this study is intervention using the video drill method. the dependent variable in single-subject research is known as target behavior. in this study, the target behavior was to brush teeth independently in the correct manner for children with mild mental retardation. the design used in this study is the a-b-a design. design a-b-a consists of three stages of conditions, namely the baseline condition-1 (a1), the intervention condition (b), and the baseline condition-2 (a2). this a-b-a design shows a causal relationship between the independent variables and the dependent variable. in this study, the researcher chose class ix students of special junior high school idayu 2 pakis to be studied. in this class, the researchers chose a 21-yearold male with the initials al. the student has problems taking care of himself in brushing his teeth, which is indicated by bad breath in the student. the instruments used in this study were observation sheets, assessment sheets, and documentation. this observation sheet contains what aspects the researcher will observe. filling in the observation sheet can be done by filling in a description of the behavior that appears in the observation result column. observation sheets are used to record all behaviors that appear in the intervention phase. thus, it helps see changes in behavior that occur when given the intervention. the assessment sheet used in this study aims to collect data to know the initial abilities and abilities after being given intervention. the data obtained from recording abilities on the assessment sheet are then collected in percentage sizes. the type of percentage measure is a unit of measurement on the dependent variable used by researchers to measure behavior in the academic and social fields. documentation in this study is used to obtain data about the subject, such as self-identity, birth history, and children’s self-development abilities. the way of an analysis carried out in this research is analysis in conditions and analysis between conditions. analysis in a condition has several components, including the length of the condition, the estimation of the directional trend, the trend of stability, the data trail, the level of stability, and the range and level of change. at the same time, the components of the analysis between conditions were the number of variables that were changed, changes in trend direction and their effects, changes instability, changes in levels, and overlap data. findings & discussion findings baseline-1 (a1) condition data measurements in baseline-1 (a1) conditions were carried out for five meeting sessions from 15 june 2020 to 19 june 2020. measurements were carried out at the subject’s house, starting from 08.30 am to completion. in this condition, measurements are made employing observation and recording task analysis. the ability measured in this condition is the initial ability to brush the child’s teeth before being given intervention in the form of a video drill method. following are the results of data collection carried out in baseline-1 (a1) conditions, show in table 1. based on the measurement table in the baseline-1 (a1) condition, the ability to brush children’s teeth can be seen from the acquisition of scores. in the first session, the child got a score of 60%, while at the second and third sessions, the child got a score of 66.6%, at the first session. 23visca rinanda putri, ahsan romadlon junaidi, dimas arif dewantoro, the drill method filming . . . table 2. measurement results of the intervention (b) conditions for the ability to brush teeth in children with mental retardation intervention (b) maximum score score obtained % 1st session 45 37 82,2 2nd session 45 35 77,7 3rd session 45 38 84,4 4th session 45 39 86,6 5th session 45 39 86,6 figure 1. results of the implementation of baseline-1 (a1) conditions for the ability to brush teeth in children with mental retardation figure 2. results of implementation of intervention conditions (b) ability to brush teeth of children with mental retardation the four children still experienced progress in the value to 71.1%. in the fifth session or the last session at baseline-1 conditions, the children experienced a setback from the previous session, namely by obtaining a value of 68.8%. the acquisition value at baseline-1 (a1) can be illustrated in the following figure 1. thefigure 1 shows the results of implementing the baseline-1 (a1) conditions, depicted with a blue line. the child’s highest score was found in the 4th session, namely 71.1%, and the lowest score obtained was 60% in the 1st session. there was a decrease in the score from session four to session five in this phase, from 71.1% to 68.8%. this decrease was because the child did not close the toothpaste cap when it was finished. then it can be seen that in the 2nd and third sessions, the children’s values did not change, namely 66.6%. intervention condition data (b) interventions are given for approximately 40 to 50 minutes/session with the following activities: children are given intervention in a video drill method that teaches how to brush teeth gradually to do it independently with the correct implementation procedures. each stage that the child successfully carries out will be rewarded with praise, favorite food, and stationery / other valuable items. meanwhile, the less-than-perfect stages in implementing the video drill method will be repeated until the child can achieve the predetermined target behavior. following are the results of data collection carried out in the condition of intervention (b):, show in table 2. based on the measurement table in the intervention condition (b), the ability to brush children’s teeth can be seen from the acquisition of values. for example, in the first session, the child got a value of 82.2%, while in the second session, the child experienced a decline in value to 77.7%. then, three children again progressed the score to 84.4%, at the 4th and fifth session, the children still progressed to 86.6%. therefore, the value of the intervention condition (b) can be illustrated in the graph as figure the figure 2 shows the intervention conditions (b) implementation, depicted with a green line. the highest score obtained by children was in the last session / fifth session, namely 86.6%, and the lowest score obtained was 77.7% in the second session. there was a decrease in the score from session one to session two in this phase, from 82.2% to 77.7%. this decrease was due to the child applying toothpaste with excessive size, messy/untidy, and brushing their teeth. in addition, chew the child doing it with excessive pressure, causing the gums to bleed. then it can be seen that in the third and fourth sessions, the values obtained by the children did not change at all, namely 84.4%. baseline-2 condition data (a2) this baseline-2 (a2) condition is a repeat of the baseline-1 (a1) condition because this measurement was carried out without any intervention. the intervention in the form of a video drill method in this condition has been stopped. this was done to determine whether children with mild mental retardation could still remember the steps to brush their teeth that had been taught (at the time of the intervention) or not to see whether there was a functional relationship between the independent variables dependent variable. following are the results of data collection carried out in baseline-2 conditions (a2) show in table 3. 24 journal of icsar; volume 5 number 2, july 2021: 21-27 table 3. measurement results of baseline-2 (a2) conditions for the ability to brush teeth in children with mental retardation baseline (a2) maximum score score obtained % sesi 1 45 38 84,4% sesi 2 45 36 80% sesi 3 45 35 77,7% sesi 4 45 35 77,7% sesi 5 45 35 77,7% table 4. visual analysis in conditions condition baseline1 (a1) intervention (b) b a s e l i n e 2 (a2) condition length 5 5 5 estimation of directional tendency improve (+) improve (+) decrease (-) stability trends stable (80%) stable (100%) stable (100%) trace data improve (+) improve (+) decrease (-) stability level and range stable (60% 71,1%) stable (77,7% 86,6%) s t a b l e (77,7% 84,4%) change level 60% 68,8% (+8,8) 82,2% 86,6% (+4,4) 84,4% 77,7% (-6,7) figure 3. results of the implementation of baseline-2 (a2) conditions for the ability to brush teeth in children with mental retardation table 5. visual analysis between conditions condition comparison b/a1 a2/b number of variables changed 1 1 changes in trend direction and their effects (+) (+) stability change stable to stable stable to stable level change 82,2% 68,8% (+13,4) 84,4% 86,6% (-2,2) overlap percentage 0% based on the measurement table 3 in the baseline-2 (a2) condition, the ability to brush children’s teeth can be seen from the acquisition of values. in the first session, the child obtained a reasonably high value, namely 84.4%, in the second session, the child experienced a setback, so the value obtained to 80%, at the third, fourth, and fifth sessions, the children still experienced a setback in the value obtained, namely being 77.7%. therefore, the acquisition value at baseline-2 (a2) can be illustrated in the graph as figure 3. the figure 3 shows the results of implementing the baseline-2 (a2) conditions, depicted with a red line. the highest score obtained by the children was in the 1st session of 84.4%, and the lowest score obtained was 77.7%, namely the third, fourth, and fifth sessions. the score decreased from session one to session three in this phase, from 84.4% to 77.7%. then it can be seen from the scores obtained in the third, fourth and fifth sessions that have experienced a setback in value from previous sessions. however, despite experiencing a setback, the value obtained did not change at all. therefore, to determine whether the data obtained is stable or unstable, this will be proven at data analysis. the stability trend will show the stability of the data/validity of the data that has been obtained. the following is the data analysis carried out in this study, namely. analysis of conditions the components of the analysis in conditions include: (a) the length of the condition, (b) the estimation of the directional trend, (c) the trend of stability, (d) the data trail, (e) the level of stability and range, (f) the level change. the following is a table of the results of visual analysis in the conditions that have been carried out in this study, show in table 4. 25visca rinanda putri, ahsan romadlon junaidi, dimas arif dewantoro, the drill method filming . . . the table 4 shows the results of the visual analysis in this condition. the following is a summary obtained from the results of the visual analysis in the following conditions: the length of the conditions carried out at baseline-1 (a1) is five sessions, in the intervention condition (b) is five sessions as well, and carried out at baseline-2 conditions (a2) is five sessions. they estimated the direction of the trend carried out in baseline-1 (a1) conditions because the child’s abilities increase without him knowing it. as a result, the scores obtained by the children also increase. then the stimulation of the directional tendency in the intervention condition (b) also increased, this shows that the provision of intervention in the form of a video drill method that is carried out continuously can improve the ability to brush the teeth of children with mild mental retardation independently with the correct implementation procedures. finally, while estimating the directional trend in the baseline-2 (a2) condition, the results decrease. however, the decline is still considered stable because of the stability trend or the stability tendency of 100%. the calculation of the stability trend shows that at baseline-1 (a1), conditions obtained a result of 80%, which means that the data is stable. however, in the intervention condition (b), it increases to 100%. likewise, baseline-2 (a2) also obtained results of 100%, which means that the data is also stable. the trend of the data trail at baseline-1 (a1) conditions is increasing because the scores obtained by the subjects also increase. then the trend of the data trail in the intervention condition (b) is increasing from the previous condition. therefore, it shows that the provision of intervention in the form of a video drill method is proven to improve the ability to independently brush children’s teeth with mild mental retardation with the correct implementation procedures. meanwhile, the trend of the data trail in the baseline-2 (a2) condition is decreasing. however, even though it is decreasing, it is still categorized as a stable condition due to the stability trend or the stability tendency of 100%. therefore, it shows the effect of giving intervention. data at baseline-1 (a1) conditions increased steadily with a range of 60% 71.1%. data on the intervention condition (b) also increased steadily in the range of 77.7% 86.6%, and data on baseline-1 (a1) conditions increased steadily with a range of 77.7% 84.4%. at baseline-1 (a1), conditions show a (+) sign, which means there has been an increase. likewise, the intervention condition (b) shows a (+) sign, which means there has also been an increase. however, the baseline-1 (a1) condition shows a (-) sign, which means that there has been a decline, but the decline is still considered stable because of the stability trend or the stability trend of 100%. inter-condition analysis the components of the data analysis between conditions include: (a) the number of variables that are changed, (b) changes in the trend of direction and their effects, (c) changes in the trend of stability, (d) changes in levels, (e) the percentage of overlap. the following is a table of the results of visual analysis in the conditions that have been carried out in this study, show in table 5. the table 5 the results of the visual analysis between conditions. the following is a summary obtained from the results of the visual analysis between conditions, namely: the number of variables changed in this study is the baseline condition-1 (a1) to the intervention condition (b). the change in the direction between baseline-1 (a1) conditions to intervention (b) is increasing. it means that the increase occurred before and after treatment or intervention (b) in the form of a video drill method. meanwhile, the trend between intervention conditions (b) and baseline-2 (a2) increases to decreasing. however, even though the decline is still included in a stable state. it means that the provision of intervention in the form of the video drill method has succeeded in affecting the ability to brush the teeth of children with mild mental retardation. the change in stability between baseline-1 (a1) conditions to intervention conditions (b) is stable to stable. furthermore, changes in the stability trend between intervention conditions (b) to baseline-2 (a2) also got the same results, namely stable to stable. the ability to brush children’s teeth with mild mental retardation from baseline-1 (a1) to the intervention condition (b) increased by 13.4%. meanwhile, the ability to brush teeth of children with mild mental retardation in the intervention condition (b) to baseline-2 (a2) decreased by 2.2%. the overlap percentage in data analysis shows 0%, which means that there is no overlapping data in this study. it shows that the provision of intervention (b) in the form of a video drill method can influence the target behavior to be achieved, namely the ability to brush teeth independently with the correct implementation procedures. discussion the ability to brush the teeth of children with mild mental retardation before being given intervention the calculation of the score on the initial ability before giving the intervention can be seen in baseline-1 (a1) conditions. the ability to brush their teeth is still relatively low, seen from the calculation of the score at baseline-1 (a1) with the details of the mean level of 66.6%. then the estimation of the directional trend in this study tends to increase, the trend of the data trail has also increased, and the level of change has changed by 8.8%. 26 journal of icsar; volume 5 number 2, july 2021: 21-27 figure 4. students with mild mental retardation see video media brushing their teeth figure 5. students with mild mental retardation practice brushing their teeth the increase that occurred at baseline-1 (a1) was utterly unaffected by any intervention. in baseline-1 (a1) conditions, children were only given orders to brush their teeth independently. at the beginning of the activity, the children experienced many small mistakes because they were not focused and complained a lot. then in the next session, the child was calmer, so there was an increase of 8.8%, which is a manifestation of the child’s enthusiasm to brush their teeth independently with the correct implementation procedures. ability to brush teeth of children with mild mental retardation after being given intervention during self-development learning using the video-media drill method, the ability to brush the teeth of mildly mental retardation children got increased results. it is evidenced by the results of the value in the intervention condition (b). at each intervention session carried out, the child succeeded in increasing their abilities. in the first session, the child managed to get 82.2%, but there was a slight decrease in inability in the second session, namely the score that was successfully obtained was only 77.7%. the decrease in the value obtained by the children in this second session was due to the child applying an excessive and messy/untidy size of toothpaste. during brushing the chewing teeth, the child did it with excessive pressure, which caused the gums to bleed. the above activities can occur because the child is not focused on his bad mood to decrease. however, when the child’s mood improved, the children experienced an increase in value again in the third session, 84.4%. in the fourth session, the children experienced stability. the value obtained was the same as the previous session, namely 84.4%. then in the fifth/last session, the child again increased value to 86.6%. so that the mean level in the intervention condition is 83%, the estimation of the direction in the intervention condition tends to increase, the traces of the data obtained also increase, and the level of change that also occurs changes by + 4.4%. the effect of the drilling method with video media to form the ability to brush teeth in children with mild disabilities this research was conducted to determine the effect of the video-media drill method on brushing children’s teeth with mild mental disabilities independently with the correct implementation procedures. whether or not the effect of the drill method using video media can be seen from assessing the ability to brush teeth that have been carried out in baseline-1 (a1) and intervention conditions (b). the level of stability and range in baseline-1 (a1) conditions ranged from 60% to 71.1%. meanwhile, the intervention condition (b) level of stability and range (b) experienced a significant increase, ranging from 77.7% to 86.6%. then the mean level, the estimated direction, and level of change from baseline-1 (a1) to the intervention condition (b) also increased. for example, the mean level at baseline-1 (a1) is 66.6%. however, after the intervention (b), the mean level increased to 83%. thus, the estimation of the trend in the direction of baseline-1 (a1) and the condition of intervention (b) both increased equally. however, the intervention condition (b) increase was more significant than the baseline-1 condition (a1). furthermore, the level change in this study was calculated based on the difference between the first session data in the intervention condition (b) and the last session data at baseline-1 conditions (a1). the result was + 13.4%. therefore, it shows a significant increase in ability, from before the intervention and 27visca rinanda putri, ahsan romadlon junaidi, dimas arif dewantoro, the drill method filming . . . during the intervention condition. then the calculation of the percentage overlap or overlapping data in this study is 0%. conclusion based on results and discussion, using methods in conjunction with appropriate learning media, one of which is the video-media drill method, applied through a fun individual approach, affects because it can help develop the ability to brush teeth. mental retardation children. the result of the calculation of the overlap percentage is 0%, which means that the data shows that there is no data from the intervention condition (b), which overlaps with the data in the baseline-1 (a1) condition. based on these calculations, it can be concluded that the intervention has given (video drill method) has succeeded in influencing the target behavior to be achieved. the next researcher is expected to carry out basic research on self-development to identify the needs of children with mild mental retardation.parents are expected to cooperate with related parties to familiarize their children with caring for themselves independently without assisting, especially in brushing their teeth. teachers are expected to be able to develop children’s self-development skills with various creative media. references astati. (2003) program khusus bina diri: bisakah aku mandiri. malang: depdiknas. horner, r. h., carr, e. g., halle, j., mcgee, g., odom, s., & wolery, m. (2005). the use of single-subject research to identify evidence-based practice in special education. exceptional children, 71(2), 165-179. rahardja, d. (2006). pengantar pendidikan luar biasa. universitas tsukuba: criced. sudjana, n. (2011). dasar-dasar proses belajar mengajar. bandung: sinar baru algensindo. zembylas, m. (2003). caring for teacher emotion: reflections on teacher self-development. studies in philosophy and education, 22(2), 103-125. 39 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 39-45 kamubisakul application to facilitate students with hearing impairments to follow the lecture process utomo, dewi ratih rapisa, eviani damastuti, hayatun thaibah universitas lambung mangkurat, banjarmasin, indonesia e-mail: utomo.plb@ulm.ac.id abstract: there are 20 students with special needs at lambung mangkurat university, 9 of which are students with hearing impairments. the obstacles experienced by students with hearing impairments during the lecture process are mainly communication problems, especially receptive language (the ability to understand the interlocutor). not all lecturers understand the needs and characteristics of students with hearing impairments and sign language skills. however, students with special needs are required to follow and succeed in meeting the learning targets set by the lecturer. therefore we need assistive technology (assistive) that can help students with special needs. in this case, students with hearing impairments make it easier for them to learn and achieve the expected targets. this research aims to develop assistive technology for students with hearing impairments to attend the lecture process. this study used a descriptive method with a qualitative approach, and the type of research used in this study was the research and development (rnd) type. this study selected research subjects using the purposive sampling technique to select nine students with hearing impairments at lambung mangkurat university. the stages in this research begin with: (1) literature study; (2) needs analysis; (3) assessment; (4) fgd or application design; (5) making the kamubisakul application; (6) trial of kamubisakul application; (7) dissemination of the kamubisakull application; and (8) evaluation. assistive technology development carried out by the research team resulted in an application called kamubisakul. based on research, this application is helpful for students with hearing impairments in interpreting essential terms used in lectures. these terms relate to information about the course enrollment flow, ukt (tuition fee) payment, lectures, names of college’s rooms. this application is helpful for students with hearing impairments in interpreting essential terms used in lectures. these terms relate to information about the course enrollment flow, ukt payment, lectures, names of rooms in lectures. this application is helpful for students with hearing impairments in interpreting essential terms used in lectures. these terms relate to information about the course enrollment flow, ukt payment, lectures, names of rooms in lecturers. keywords: students with hearing impairment; assistive technology; kamubisakul application introduction language is an important means of conveying or receiving information in everyday life. language has various forms that are not only limited to verbal language. language is a tool used by fellow humans in interacting through the exchange of linguistic symbols, both verbal and nonverbal (haraha, 2018). effendi (in muhamad, 2018: 259) states that daily experiences show that the variety of spoken language is more than writing. the spoken variety differs from the written style because someone in a conversation utters a speech with specific stresses, tones, rhythms, pauses, or songs to clarify the meaning and intent of the speech. unlike the case with someone with hearing impairments. hearing impairment in a person causes problems in language development, both receptive language (understanding spoken language) and expressive language (expressing orally and in speech). barriers to language and speaking skills, both receptively and expressively, result in individuals with hearing impairments having difficulty communicating with their audience, which generally uses verbal language as a medium of communication. in language acquisition, individuals with hearing impairments are not taught about meaningful words but learn to connect experiences and language symbols obtained through what they see. after that, individuals with hearing impairments will begin to understand the relationship between language symbols and objects or events that occur, and receptive language is formed. this condition raises special needs that should be given services to facilitate the communication of someone with hearing impairments, which is a student with special needs in tertiary education. one of the efforts to provide accessible services for students with hearing impairments is to develop assistive technology. based on its function, assistive technology can be used to 1) access other tools, 2) improve communication, 3) improve academic performance, and 4) improve independent life skills (sugiarmin, 2010). one form of accessible services that can be provided to develop student understanding or even 40 journal of icsar; volume 5, number 2 july 2021: 39-45 prospective students with hearing impairments in participating in academic and non-academic activities in tertiary institutions is by providing infrastructure in the form of applications to make it easier for them to obtain the same educational rights as listening students. the application contains information about packaged lectures in sign language and videos to give an impression and meaning to the vocabulary for candidates or students with hearing impairments. based on the data obtained, as many as 20 students with special needs study at lambung mangkurat university. the nine are students with hearing impairments. the main obstacle experienced by students with hearing impairments during the lecture process is communication problems, namely receptive language (the ability to understand the interlocutor). not all lecturers understand the needs and characteristics of students with hearing impairments and sign language skills. however, students with special needs are required to follow and succeed in meeting the learning targets set by the lecturer. therefore, it is necessary to have assistive technology (assistive) to help students with special needs with hearing impairments. thus, it is easier for them to follow the learning and achieve the expected targets. based on the results of the initial assessment carried out through observation and interviews, it is known that there are difficulties experienced in following the lecture process. the difference in patterns, methods, and media of communication is one factor that hinders the teaching and learning process. in addition, the lack of adequate language skills modalities possessed by most students with hearing impairments also becomes an obstacle in attending lectures. the existence of a need as described above shows that students with hearing impairments need accessibility in order to make it easier for them to attend lectures as well as develop receptive and expressive language through the use of sign language, with hearing/text, expression/mimic barriers and so on other than just oral / speaking. sign language prioritizes manual communication, body language, and speechless lips to communicate combined with orientation hand forms and hand gestures, arms, bodies, and facial expressions to express a thought (setyawan, tolle, & kharisma, 2018 ). based on the explanation above, there is a solution that can overcome the problems that occur, namely by developing an application based on indonesian sign language (bisindo) by presenting various menus related to student activities in higher education, both for old and new students such as college registration procedures, the obligation to pay ukt (tuition fee), pre-requisites for lectures by making a lecture contract, and participating in lecture activities by identifying lecturers, courses taken, compulsory exams are called the kamubisakul (lecture sign language dictionary) application which aims to make it easier students with hearing impairments participate in learning in higher education and create accessible learning for students with hearing impairments. method this study uses a descriptive method with a qualitative approach. the type of research used in this study is research and development (rnd), which aims to produce practical applications for students with hearing impairments. according to sugiyono (in syadidul & supriadi, 2019), r & r research is a research method used to produce a product and, after that, tests its effectiveness. the selection of research subjects used the purposive sampling technique, which is how to take subjects based on the criteria of the research team (hr, 2019). the subjects in this study were nine students with hearing impairments studying in the special education study program, faculty of teacher training and education. the data collection techniques used in this study were observation, interviews, and documentation. in addition, this study uses data analysis techniques according to milles and huberman (in anggito & setiawan, 2018), namely: data reduction, namely sorting out data that is considered necessary, aims to focus on essential things, making it easier for researchers to understand data. display data is a presentation of some information obtained in order to conclude. data verification is reviewing the data that has been collected in order to conclude to get research results. the data validation test in this study was conducted by experts who are competent in their fields, namely the gerkatin community and jbi (sign language interpreters). there are six steps in the research process, including (1) identifying research problems, (2) studying the literature, (3) specifying research objectives, (4) collecting data, (5) analyzing and interpreting data, and (6) reporting and evaluating research (creswell, 2012). based on this, this research has a research framework that is used in the process of completing this research to produce a solution which can be described in the figure 1. based on the research framework, a discussion of each stage of the research carried out can be described, namely: 41utomo, dewi ratih rapisa, eviani damastuti, hayatun thaibah, kamubisakul application to facilitate students . . . figure 1. research framework table 1. terms in college registration no. sign vocabulary (term in college registration) 1. independent path registration 2. independent path examination 3. independent path selection results 4. re-register on the independent line table 2. terms in ukt payments no. sign vocabulary (term in ukt payment) 1. ukt (single tuition fee) 2. krs (study plan card) 3. study plan consul 4. krs filling 5. approve krs table 3. terms in lectures no. sign vocabulary (term in lecture) 1. number of courses 2. list of attendees 3. uts 4. uas 5. course value 6. remedial 7. class schedule 8. observation 9. identification 10. assessment 11. ppl 12. proposal 13. journal 14. essay 15. trial 16. judicium 17. graduation study of literature at this stage, the researcher tries to find theoretical foundations that can be used to find solutions to the problems experienced. these theoretical foundations were obtained from various scientific journals and internet media to complement the need for knowledge, concepts, and theories. needs analysis, the needs analysis refers to the actual conditions experienced by students with hearing impairments related to the special needs that services must provide during lectures. assessment, the assessment is carried out using the sign language ability instrument for lectures to collect data about students’ language skills with hearing impairments through observation and interviews. forum group discussion , forum group discussion was conducted to formulate a draft application that will be used by inviting students with hearing impairments, deaf friends from gerkatin, the deaf community, and local jbi. making the kamubisakul application, the kamubisakul application was developed with content formulated in the group discussion forum. trial the kamubisakul application, the trial was conducted in order to determine the effectiveness of using kamubisakul for students with hearing impairments. dissemination of the kamubisakul application, the dissemination of the kamubisaku application consists of two stages. first, it is carried out by inviting volunteers, students with hearing impairments, deaf friends from gerkatin, and prospective new students with hearing impairments. evaluation, the evaluation is carried out to assess the appropriateness of using the kamubisakul application for students with hearing impairments in lectures. finding and discussion finding barriers to language skills experienced by students with hearing impairments give rise to special needs, namely the need to identify how much vocabulary they have and receptive language skills to develop language and speech skills through various special services and exceptional facilities according to their needs. based on the needs analysis, an assessment was carried out using sign language skills through observation and interviews. the following is the sign vocabulary used in assessing students with hearing impairments to interpret terms in lectures. 42 journal of icsar; volume 5, number 2 july 2021: 39-45 table 4. terms in lecture room names no. sign vocabulary (term in lecture) 1. floor i 2. plb laboratory 3. plb lecturer room 4. floor ii 5. ra room. kartini 6. fuad hasan room 7. kh room. a. dahlan 8. floor iii 9. ki hajar dewantara hall 10. library table 5. terms on the names of lecturers no. sign vocabulary (term in lecture) 1. mr. utomo 2. mrs. ratih 3. mother evi 4. ms. hayatun 5. mr. imam 6. mr. amka 7. mr. andi 8. mother goddess 9. mrs. jaleha 10. mrs. mirna assessment related to the ability of sign language terms was carried out on nine students with hearing impairments. the assessment results carried out on students with hearing impairments showed that most of them still did not know the cues of the various terms used in the lectures mentioned above. so far, they are still using the spelling system using sign alphabets to indicate several terms in lectures. the research team initiated a focus group discussion to determine the content displayed on the kamubisakul application. as a result, focus group discussions were held on october 24, 2020, and october 25, 2020, by inviting students with hearing impairments, deaf friends from gerkatin, the deaf community, and the local jbi. the focus group discussion resulted in an agreement regarding the content of the kamubisakul application, which contained: lecture list menu the lecture list menu signal is that the left palm is raised upwards facing the cover’s face, while the right palm facing the cover is hit into the left hand from the tip of the finger towards the fold of the elbow for four strokes. then the index and middle fingers form a v while the thumb is positioned in the middle of the two fingers. this movement is directed towards the signal and is attached to the forehead then moved forward. the lecture list menu consists of submenus which include cues: independent path registration; independent path examination; independent path selection results; reregister on the independent line; ukt payment menu. the fingers of the left hand that is supine, pointing forward in front of the chest, are bent twice. then the right hand is facing forward with the middle finger, ring finger, and pinkie bent while the thumb and forefinger form a u. then, the right hand is facedown facing forward in front of the chest with the thumb, middle finger, ring finger, and little finger bent. while the index finger that is slanted and points downward is attached to the index finger of the right hand that is pointing up to form the letter k. then the index finger of the right hand that is pointing up with the forehead is attached to the index finger of the left hand that is pointed in front of the chest in the form of the letter t. a submenu that includes cues from: single tuition fee (ukt); study plan card (krs); study design consultation; krs filling; approve krs; lecture menu the index and middle fingers form a v while the thumb is positioned in the middle of the two fingers. this movement is directed towards the signal and is attached to the forehead then moved forward. the lecture menu consists of submenus which include cues from: number of courses; list of attendees; middle test; final test; course value; remedial; class schedule; observation; identification; assessment; ppl; proposal; journal; essay; trial; judicium; graduation; papers; report; presentation; duty; research; lecturer name menu the left hand is placed at the side of the body with the fingers open facing to the right. then the thumb and index finger of the hand form a u letter, while the other three fingers are bent and placed on the palm and moved forward towards the finger. the lecturer name menu consists of submenus which include cues from: dr. utomo, m.pd; dewi ratih rapisa, m.pd; eviani damastuti, m.pd; hayatun thaibah, m.psi, psychology; dr. imam yuwono, m.pd; dr. amka, m.si; siti jaleha, m.pd; agus pratomo andi widodo, m.pd; mirnawati, m.pd; dewi ekasari kusumastuti, m.pd; lecture room menu. the right and left hands are placed in front of the chest and attached in a prone position, but the thumb, ring finger, and little finger are bent. therefore, the right hand is moved to the right, and the left hand is moved towards the left simultaneously. then the index and middle fingers form a v while the thumb is positioned in the middle of the two fingers. this movement is directed towards the signal and is attached to the forehead then moved forward. the lecture room menu consists of submenus which include cues from: plb laboratory; plb lecturer room; ra room. kartini; fuad hasan room; kh room. ahmad dahlan; ki hajar dewantara hall; library. 43utomo, dewi ratih rapisa, eviani damastuti, hayatun thaibah, kamubisakul application to facilitate students . . . figure 3. kamubisakul application trial activities figure 4. dissemination activities for the kamubisakul application after formulating the content that will fill in the application, the research team began to develop the kamubisakul application with it experts who also have special education backgrounds. the following is a display of the lecture sign language dictionary (kamubisakul) application that has been designed for students with hearing impairments, namely: based on the appearance of the menu above, when the user clicks on one of the menus, it will display the words “play,” which contains a signal from the selected menu. at the bottom, there is the menu’s name, and if it is selected, a sub-menu will appear. when the user clicks on the submenu, a video signal will appear from the selected sub-menu, and at the bottom of the signal, there is a brief explanation of the sub-menu. after developing the kamubisakul application, to determine the effectiveness of using the application for students with hearing impairments, the team conducted a trial application on november 21, 2020. based on trials conducted, the feedback from students with hearing impairments was positive. the advantages of this application that students with hearing impairments can feel are a column containing vocabulary descriptions that can make it easier for them to understand the meaning of terms in lectures. the kamubisakul application also provides photos/images to maximize the visualization of students with hearing impairments. for example, photos available in this application are photos of lecturers and lecture rooms. however, students with hearing impairments experience a little confusion when they first try to use the kamubisakul application. it is happening because there are no tutorials or instructions for using the application. in addition, many menus have to be clicked, so it requires several steps before returning to the initial view. this application has a different appearance, namely that no colors and photos of lecturers and rooms appear if installed on the android os version 8.1. then this application is not yet available for ios users. the home feature in this application is not yet available, and on the sentence floor 1,2,3, there is still no sign video. in the first trial of the kamubisakul application, there were some errors in the technical application. then, for the second trial held on november 22, 2020, an error entered a video signal like in the ahmad dahlan lecture room. according to students with hearing impairments, several gesture movements were incorrect, namely the name sign mr. dr. imam yuwono, m.pd, exam word sign, space word sign, and research word sign. in the word assessment, there is an error in writing asismen. there is no abbreviation of these abbreviations for uts (middle test) and (final test). for the third trial, which was held on november 23, 2020, the application can be appropriately installed on all android os, errors in the system and content in the application have been fixed. the next stage after implementing the application trial is the dissemination activity. in the first phase of the dissemination activity, held on november 28, 2020, the team invited volunteers, students with hearing impairments, and deaf friends from gerkatin. their responses, especially deaf friends from gerkatin, are very interested in the kamubisakul application. even though some do not understand some terms in lectures, there is a vocabulary description column that can help them understand the meaning or meaning of each of these terms. for volunteers and students with hearing impairments, the kamubisakul application is beneficial because they no longer need to spell/spell alphabet signs for terms that previously had no signs, such as ukt, uts (middle test), uas (final test). then the kamubisakul application is beneficial for new students who have hearing impairments because they will easily understand various lecture terms through this application. unlike the first stage of dissemination, the second stage of the dissemination activity was held on november 29, 2020, and the team invited students with hearing impairments who wanted to continue their education at lambung mangkurat university college. although in the stage 2 dissemination activity, the target is different from the first stage, it is intended that students with 44 journal of icsar; volume 5, number 2 july 2021: 39-45 hearing impairments when entering college, both when they want to register for college to sit in lectures, can already know the terms that are usually used in lectures. therefore, this kamubisakul application is helpful for students with hearing impairments and very useful for hearing people who will communicate with those with hearing impairments. the final stage in developing the kamubisakul application is an evaluation activity. based on the evaluation results, the kamubisakul application development follows the assistive technology development procedure for mbk with hearing impairment. because this technology development process begins with conducting a special needs assessment related to the terms used by students during the lecture process. based on the assessment results, mbk with hearing impairments need aids to improve their language skills or recovery terms that can support their ability to follow the lecture process. sign language regarding terms in the lecture process was agreed upon through an fgd with students with hearing impairments, deaf friends from gerkatin, the deaf community, and the local jbi. creating the kamubisakul application content involves deaf and hard of hearing students, volunteers, the deaf community, and the local jbi, especially in making sign language videos according to the agreement of the fgd results and making applications in collaboration with it experts with special education backgrounds, so that the kamubisakul application can be produced into a functional and valuable application for students with hearing impairments. discussion as one of the inclusion universities that has accepted students with special needs, in this case, students with hearing impairments, the tertiary institution should provide innovation or technological convenience for the continuity of lectures for students with special needs. hearing impairment is a condition in which a person experiences difficulty or cannot hear at all due to limited or malfunctioning hearing aids. a person with hearing impairment has a high risk of hearing experience problems, including phonology, morphology, and syntax (sundstrom & samuelsson, 2018). it is also related to a person with hearing impairment with a different experience from someone who can hear. it has the consequence that they are at risk of experiencing difficulties interpreting the information they receive verbally in a different way. this condition also results in someone with hearing impairments having difficulty interpreting the learning material provided by lecturers in lectures because they must require comprehensive language skills (meinzenderr, wiley, r. mcauley, & grether, 2017). ma hersh and ma johnson (in budhi, yuli, ratnawulan, dede, & luqmanul, 2019) communication carried out in everyday life is often done through sound signals in the form of lectures in class. even though someone with a hearing impairment may not be able to use sound signals to communicate effectively, students with hearing impairments emphasize their visual abilities in understanding the material given in the lecture. one of the services provided is by utilizing assistive technology development. based on its function, assistive technology can be used to 1) access other tools, 2) improve communication, 3) improve academic performance, and 4) improve independent life skills (sugiarmin, 2010). some of the assistive technology functions have been represented by the application developed by the researcher, namely kamubisakul. based on the research conducted, it can be seen that this application helps students with hearing impairments to communicate and understand the meanings of terms in lectures. the development of vocabulary that students understand with hearing impairments will more or less affect academic performance during lectures. in addition, easy access to this application allows students with hearing impairments to understand the meaning of important terms used in lectures independently. conclusion based on the research conducted, it can be concluded that the development of the kamubisakul application can help students or prospective students with hearing impairments in interpreting essential terms used in lectures. for example, these terms are related to information about the course registration flow, ukt payment, lectures, lecturers’ names, and the names of lecture rooms. references anggito, a., & setiawan, j. (2018). metodologi penelitian kualitatif. jawa barat: cv jejak. budhi, y. s., yuli, e. a., ratnawulan, t., dede, n. k., & luqmanul, l. h. (2019). development assistive technology for students with hearing impairments. journal of physics: conference series, 1-6. creswell, j. w. (2012). fourth edition education: research planning, conducting and evaluating quantitative and qualitative research. boston: library of congress cataloging-in-publication data. 45utomo, dewi ratih rapisa, eviani damastuti, hayatun thaibah, kamubisakul application to facilitate students . . . haraha, r. a. (2018, september 14). hakikat bahasa . hr, s. (2019). statistik & metodologi penelitian dengan impelementasi pembelajaran android. jawa timur: cv. karya bakti makmur (kbm). meinzen-derr, j., wiley, s., r. mcauley, l. s., & grether, s. (2017). technology-assisted language intervention for children who are deaf or hard of hearing; a pilot study of augmentative and alternative communication for enhancing language development. disabil, rehab, assist, technol, 808-815. muhamad, i. (2018). pengaruh media sosial (facebook) terhadap pola kebiasaan mahasiswa fakultas ilmu budaya universitas khairun. jurnal penelitian humano, 256-277. sundström, s., löfkvist, u., lyxell, b., & samuelsson, c. (2018). phonological and grammatical production in children with developmental language disorder and children with hearing impairment. child language teaching and therapy, 34(3), 289-302. setyawan, d. i., tolle, h., & kharisma, a. p. (2018). perancangan aplikasi communication board berbasis android tablet sebagai media pembelajaran dan komunikasi bagi anak tuna rungu . jurnal pengembangan teknologi informasi dan ilmu komputer , 2933-2943. sugiarmin, m. (2010). pengembangan teknologi asistif bagi anak berkebutuhan khusus dalam seting pendidikan inklusif. 1-24. bandung, jawa barat, bandung. syadidul, m. i., & supriadi. (2019). strategi pembelajaran efektif bagi anak berkebutuhan khusus berbasis mobile learning. jurnal lensa pendas, 88-97. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p37 37 literature review: orientation and mobility assistive technology for students with visual impairment ida alfa nerri1,*,endang purbaningrum1, asri wijiastuti1, sri joeda andajani1, md abu bakor siddik2 1 department of special education, universitas negeri surabaya, surabaya, indonesia 2 freelance researcher, japan *corresponding author e-mail: idaalfanerri@gmail.com abstract: the development of increasingly sophisticated technology is accompanied by the discovery of new assistive devices that should be accessible to all people, including the blind in order to maintain or improve functions so as to improve welfare. this study uses a literature review method with descriptive analysis by analyzing 20 articles. the purpose of this research is to examine more related to assistive technology for the blind in navigating indoors and outdoors including buildings and the accessibility of public services. the literature search was carried out through an electronic search for publications from eric, researchgate, spingerlink, sage, science direct, google scholar and ieee xplore. the results of the study describe the use of various assistive technologies for the visually impaired related to navigation in spaces or buildings and even the wider environment as well as public services that are commonly accessed by the public. furthermore, it is related to the existence of a brief description of the assistive technology developed and the benefits of the results of the development for users. keywords: assistive technology, mobility orientation, blind introduction the development of human life in this era cannot be separated from one word, namely "technology". technology is a means or system that can provide convenience and comfort for all humans. technological developments cover various fields in human life so as to produce various technologies so that they can be used as tools to achieve human goals in order to participate in education, work, and family and community life. several kinds of technology are often used today, such as computers, laptops, smartphones, and other electronic machines. furthermore, assistive technology or assistive technology refers to assistive products and related systems and services developed for people to maintain or improve functioning so as to improve well-being. among the people who generally need assistive technology are the elderly, the disabled and people living with chronic conditions. further for persons with disabilities, assistive technology includes any item, equipment or product that is used to enhance and maintain functional abilities. assistive technologies including low vision devices, hearing aids, and augmentative and alternative communication systems, walking frames, wheelchairs and prosthetic limbs, further for persons with disabilities, assistive technology includes any item, equipment or product that is used to enhance and maintain functional abilities. assistive technologies including low vision devices, hearing aids, and augmentative and alternative communication systems, walking frames, wheelchairs and prosthetic limbs, further for persons with disabilities, assistive technology includes any item, equipment or product that is used to enhance and maintain functional abilities. assistive technologies including low vision devices, hearing aids, and augmentative and alternative communication systems, walking frames, wheelchairs and prosthetic limbs (tangcharoensathien v, http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p37 mailto:idaalfanerri@gmail.com 38 journal of icsar; volume 7 , number 1, january 2023, 37 43 witthayapipopsakul w, viriyathorn s, 2018). without assistive technology, persons with disabilities and the elderly and others in need are often discriminated against, isolated, and confined to poverty, and the burden of morbidity and disability increases (who, 2018) . based on statistical data submitted by the who, it shows that there are about 253 million people with visual impairments, as well as 36 million total blindness, and 217 million have average to severe visual impairments (who, 2017). the various backgrounds of the blind persons seem to be to responsible. some people have congenital blindness, which has existed in them since birth. then, the others occurred when they were still teenagers or even adults. these events were triggered by a variety of circumstances, including illness, accidents, reading habits, and blindness, which is an underlying cause (jendriadi, et al., 2018). vision is a very important system for humans to understand the outside world because 85% of information can be obtained through the sense of sight (suharmini, 2009), where this is very influential on cognitive and affects the progress of spatial perception (gori, m, et al, 2016). a visual impairment is an abnormality in the vision that makes it necessary to employ other senses to comprehend an item (pahlawaty & aprilia, 2022). in addition, the impact of vision loss may be implied by limitations in independent mobility (lamoureux et al., 2004). orientation and mobility abilities is the ability of individuals to move from one place to the destination safely (yosfan azwadi, 2004; rahayu & sunardi, 2018). furthermore, in order to get to their destination safely they need tools. fulfillment of assistive devices for persons with disabilities in indonesia in accordance with law no. 16 of 2008 chapter 3 article 5 has rights including the right to accessibility, public services, and to live independently and be involved in the community. the number of blind people is increasing, assistive technology / assistive devices have become a big demand over the last few years (dakopoulus, d and ng bourbakis, 2009). orientation and mobility aids are currently common and often used such as guide dogs, watchdogs / companions, and canes, of which canes are the most popular and frequently used tools for blind people (batman, 2018). likewise in indonesia, sticks are the main choice used to assist orientation and mobility, according to mukarami in milati (2019), sticks have functions including: (1) can reduce the assistance of alert people, (2) as a tool used to detect direct obstacles such as detecting stairs and determining a place/location, (3) for protection for the blind, so that skills in using a cane can make the blind person able to move from one place to the destination independently, fluently, and more easily understand the environment. however, the use of sticks also has drawbacks, namely the information provided regarding the position of obstacles or obstacles is still very limited. based on the findings from various disciplines, various devices have been developed that help to complete activities in daily life. not only that, many assistive technology findings have been developed for the blind to access public services such as terminals, subways, shopping areas and others. this is in accordance with the regulation of the minister of public works number: 30 / prt / m / 2006 related to the technical guidelines for facilities and accessibility in buildings and the environment which contains the provision of facilities and accessibility related to infrastructure in buildings and their environment. based on the existing regulations, it can be interpreted that although the orientation and mobility abilities of the blind are good, they still need instructions in the form of clues or instructions in the form of visual, auditory, kinesthetic, tactile stimuli, aroma, temperature, which serve to facilitate the user (raharja, 2010). therefore, based on the background that has been raised regarding assistive devices for the blind in orientation and mobility, after studying and analyzing in depth this article aims to examine more related to assistive technology for the blind in navigating indoors and outdoors including buildings. and accessibility of public services sourced from relevant articles between 2011 and 2022. nerry, et al, literature review: orientation and mobility… 39 method a literature review research design that examines and critically examines existing knowledge, ideas, or findings in academically oriented literature, and formulates theoretical and methodological contributions covering certain topics (cooper, 2010). according to creswell (2008) literature review is an activity to summarize articles in journals and/or proceedings, books, and other documents that are relevant to the chosen topic. literature review includes research results published from 2011 to 2021. the process in writing literature review articles according to ramdhani, amin & ramdhani. (2014) revealed that there are four stages in making a literature review, namely (1) choosing a topic or theme to be reviewed, (2) finding and selecting suitable/relevant articles according to the topic of discussion, (3) carry out analysis and synthesis of literature and (4) organize review writing. so from this theory, in writing this article in the first stage, namely searching for journals in the database through electronic search for eric publications, resnearch gate, spinger link, sage, science direct, google, google scholar. the search uses the keywords blind, assistive technology, orientation and mobility in english and indonesian. the search results are 35 articles that can be accessed in full text in pdf and msword formats. the second stage selects articles according to specific criteria according to the criteria, namely (1) types of assistive technology for orientation and mobility inside and outside the environment, (2) assistive technology to access existing public facilities such as public transportation and shopping centers.stage 3 synthesis of the 20 selected articles were grouped into three categories, namely (1) assistive technology for the blind to orient and navigate indoors, (2) assistive technology for the blind to navigate outdoors or buildings, (3) assistive technology for blind people to access public services (public transportation and shopping centers). the next stage is descriptive analysis by doingregular parsing of the data that has been obtained, then given an understanding and explanation so that it can be understood. data collection contains criteria according to the quality of the articles and their relevance to topics related to assistive technology for orientation and mobility for the blind. so from the discovery of the articleas many as 27 articles were used as references for writing articles as many as 20 articles and 7 articles were not used. result and discussion result(s) table 1. finding of literature review writer brief description function participants abreu, david., et al. (2020) the smartphone app is used in conjunction with a white stick that has two senders connected to the smartphone via bluetooth road detection 25 blind people sánchez, jaime. (2012) development of video game audio and haptic interfaces that allow the stimulation of orientation and mobility skills in the visually impaired through the use of a virtual environment virtual navigation to real navigation 10 blind students besden, cheryl. (2019) tactile map with bus guide book and use of piaf (pictures in a flash) tactile drawings navigation and tactile 2 blind students sánchez, jaime and claudio oyarzún. (2011) development of handheld applications that allow users to plan trips and provide contextual information during trips with voice output. direction and distance identification, position marking 4 blind people long, shelby k., et al. (2016) portable maps can be accessed by users anywhere and provide feedback through hearing and touch. outdoor navigation and object detection 6 blind people maidenbaum, shachar, et al. (2014) implement a simple algorithm for blindness using a virtual wand, modeled on the electronic travel aid "eyecane" virtual navigation (indoor) 23 (20 myopic and 3 congenital blind) 40 journal of icsar; volume 7 , number 1, january 2023, 37 43 karen, duarte, et al. (2014) smartphone support systems and applications to help the visually impaired in shopping centers public building navigation (shopping mall) n/a (prototype) lópez, diego, et al. (2011) blindshopping is a mobile based on rfid and qr codes to help the visually impaired shop at supermarkets public building navigation (shopping mall) n/a (prototype) yi , chucai, et al. (2013) object discovery prototype system with camerabased networking and match-based recognition navigation and object identification n/a (prototype) jubril, abimbola m. and segun j samuel. (2021) a multisensor fusion detection system that combines three techniques, namely: laser light source, camera and ultrasonic sensor. obstacle detection and warning system 20 blind volunteers liimatainen, jukka, et al. (2012) blind user-centered application through the use of sensor technology navigation outside the neighborhood 11 blind students milati, nur, et al. (2019) the tool consists of four parts in the form of an ultrasonic sensor, a microcontroller (arduino), a stick, and earphones and a battery as a supplier of electrical energy. navigation and prevent rain noise 6 blind students branig, meinhardt and christin engel. (2019) smartcane is a combination of an ordinary stick with a robot ball navigation scenario n/a (prototype) constantinos, p., et al. (2015) maps via multimodal applications using the power of haptic feedback devices place orientation and navigation 11 blind adults koukourikos, p. & papadopoulos, k. (2015) maps with multimodal application and studied with low cost haptic device, novint falcon space form concept orientation 10 blind adults apprey, m., w., et al. (2022) blind navigation system using arduino and 1sheeld navigation and communication in the neighborhood 5 volunteers (blindfolded) velázquez, r., et al. (2018) a new navigation system that combines gps and tactile-foot stimulation to represent information navigation and tactile stimulation of the feet 20 students paiva, s., et al. (2021) navigation application system that uses the dijkstra algorithm in its implementation navigation routes, taxi points, parking lots and city landmarks 6 students chaudary, b., et al. (2017) a tele-guidance navigation system for vips assisted by verbal instructions of remote caregivers receiving video from cameras brought by vips. navigation in the neighborhood 19 visually impaired fiannaca, a., et al. (2014) headlock is designed for optical head mounted displays, such as google glass. navigation in the neighborhood 8 blind people discussion(s) assistive technology for orientation and navigation in the room the development of video games with audio and haptic interfaces with stimulation of orientation and mobility skills in visually impaired persons through the use of virtual environments in school-age blind students shows that playing and practicing with ahm improves the development of o&m skills in blind learners (sánchez & oyarzún, 2011). development of object discovery prototype system with camera-based network and matchbased recognition using surf and sift point of interest detectors and descriptors (yi et al., 2013). development of the eyecane assistive device for navigating down corridors, virtualeyecane identical stimuli to those rendered from eyecane in the real world has the potential to increase the efficiency of navigation through new virtual-learned real-world environments (maidenbaum et all., 2013). the development of an audio-tactile map will support the development of a cognitive route which in the trial results significantly better performance on nerry, et al, literature review: orientation and mobility… 41 spatial tasks (koukourikos & papadopoulos, 2015). development of three-dimensional (3d) tactile maps for orientation and mobility (o&m) training provided to visually impaired persons improves comprehension, memory, and walking along unfamiliar routes in comparison to the effect of verbal explanation alone (papadopoulos et al., 2015).the development of headlock is designed for optical head mounted displays, such as google glass where the qualitative results show the design of wearable assistive devices for visually impaired users (fiannaca et al., 2014). assistive technology for navigating outdoors/buildings the development of ebat technology with detection and avoidance of obstacles located in the path to be traversed demonstrated a significant reduction in the number of accidental contacts in the travel path and resulted in clear benefits by reducing participants' insecurities,(abreu et al., 2020). a portable, anywhere-accessible map application to mark obstacles in the outdoor environment such as fallen trees, mud, possible wildlife, and holes (long et al., 2016). the development of an electronic multisensory tool that detects holes or obstacles combined with ultrasonic sensing, so that the presence of obstacles can be distinguished from holes, where the test results are users can receive and use the device properly (jubril & samuel, 2021). the development of an application prototype implemented for the nokia 5800 touch screen phone with the symbian series 60 operating system provides an effective approach to introduce students to pathfinding in the school environment (liimatainen et al., 2012). the development of the instiblind tool to reduce rain noise which consists of four parts in the form of ultrasonic sensors, microcontrollers (arduino), sticks, and earphones and batteries as suppliers of electrical energy, the category is very useful for the visually impaired (milati, 2019). the development of smartcane by installing a robotic ball at the end of the stick and how to calibrate and control it automatically which the results of prototype trials can help the visually impaired navigate (branig &engel, 2019). the development of the blind navigation system using arduino and 1sheeld is a system that aims to improve the blind people's access to the environment, especially in ghana where the trial results obtained from the final test ensure the safety and speed of mobility (aprey et al., 2022). the development of a new wearable navigation system for blind walkers by combining a global positioning system (gps) for the user's outdoor localization and tactile-foot stimulation and experimental results show users are able to recognize with high accuracy the tactile feedback given to their feet (velázquez etal., 2018). development of a prototype mobile application jointly developed with the city hall of viana do castelo, a city in northern portugal, targeting people with permanent or temporary limited mobility and intending to show them information about taxi points, parking lots and reference points in the city (paiva, 2020). development of a tele-guidance navigation system for vips assisted by verbal instructions of remote caregivers receiving video from cameras brought by vip (chaudary et al., 2017). assistive technology foraccessing public services the ability to access public services is something that the visually impaired can also do independently without relying on an alert companion. through the development of tactile maps and braille bus guidebooks where flexible lesson plans for teaching bus travel will add to the experience for students that will be more likely to apply the o&m skills they learn at home or at school with the goals already achieved (besden, 2019). another development that is still related to public transportation access is the audiotransantiago application to adjust and move on a trip that is carried out using the bus public transportation system in santiago de chile where the test results of participants show a high level of skill in using the buttons on a pocket pc and audio is received well by users (sánchez & oyarzún, 2011).the development of other 42 journal of icsar; volume 7 , number 1, january 2023, 37 43 assistive technology in the form of access to other public services that can be taken is shopping centers. the environment setting is equipped with an adequate rfid sensor with a bluetooth connection to the user's smartphone, the system can find the user and send instructions pointing to the desired destination. important features that users can access about a store, service or available space(duarte et al., 2014). almost the same as other application developments that do not use bluetooth channels, but this blindshopping application uses a mobile-based qr code (lópez-de-ipiña et al., 2011). conclussion based on the results of the research review analysis above, it can be concluded that many technologies have been developed following the times. the development of assistive technology for the visually impaired is proven to provide benefits for users, including assisting in daily activities such as orientation indoors, as a guide to navigate indoors and outdoors, to access public facilities such as shopping centers and public transportation. so from these results found 6 articles on the development of assistive technology products that are useful for the blind to orient and navigate indoors, 10 articles on the development of assistive technology products that are useful for the blind to navigate outdoors or buildings, 4 development of assistive technology products for the blind to access public services (transportation and shopping centers). seeing the development of increasingly sophisticated science and technology, it is very possible for innovations to develop in assistive technology th at can help the blind to be oriented and move in the environment independently and safely. references abreu, d., codina, b., toledo, j., & suárez, a. 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(2013). finding objects for assisting blind people. network modeling analysis in health informatics and bioinformatics, 2(2), 71–79. https://doi.org/10.1007/s13721013-0026-x journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 instruction to authors journal of icsar, is the right place for publishing papers in science education, especially in the field of special need education. research manuscript in the field of special need education will be accepted for review. guiding principles an acceptable manuscript will meet the following general criteria: it reports a worthwhile contribution to science. the methodology used is explained with sufficient detail so that other capable scientists could repeat the experiments. conclusions are supported by data, manuscripts is concise, well written, and understandable. manuscript format manuscripts should be uploaded to the system of the journal "journal of icsar" and set in a standard format, title, author, address and email, abstract, keywords, introduction, materials and methods, results and discussion, conclusion, acknowledgement and references. typed on a4 size plain paper, in columns, 1 spacing, font times new roman 10 pt and should be given a line number. margins on all four sides of 2 cm. manuscript title the title should be short and informative article. it should be written clearly and concisely and describes the contents of the study. written in bold type, font times new roman 12 pt. authors the author should be written in 10 point font size, centered alignment, and without an academic degree. and email is written afterwards. abstract abstracts must be integrated and consists of an introduction and objectives, methods, results, conclusions and suggestions. however, the abstract should be written as one paragraph with no header this. for this reason, references should be avoided. also, non-standard or unusual abbreviations should be avoided, but it is essential they must be defined at their first mention in the abstract itself. the abstract should be written using 150 to 250 words that do not contain references and are accompanied keywords. keywords the keywords should avoid public, plural and some concepts. review these keywords will be used for indexing purposes. keywords can not be more than 5 words or phrases in alphabetical order. introduction introduction is written after the abstract and keywords. this section presents the literature review which contain at least three ideas: 1. background or rational research. 2. issues and insights plan problem solving, 3. formulation of research objectives (and expectations about the benefits of research results) methods the methods includes lines of inquiry, sampling method, analytical methods along with literature sources, modification of the analysis if there is to be explained in detail, which used experimental design, and data analysis. results and discussion result and discussion must be written in the same part. they should be presented continuously start from the main result to the supporting results and equipped with a discussion. unit of measurement used should follow the prevailing international system. all figures and tables are placed separately at the end of manuscript pages and should be active and editable by editor. journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 conclusion conclusion should be explained clearly. suggestion placed after conclusion contains a recommendation on the research done or an input that can be used directly by consumer. references all references mentioned in the references should be written using the american psychological association (apa) style and arranged from a to z. the article has 10 new references or more and 80% of the journal. most references are the main ones (last five years). template file could be downloaded in the website: http://bit.ly/template_journal_of_icsar 77 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 77-83 development of functional academic assessment instruments for students with intellectual disabilities transition program een ratnengsih, riksma nurahmi rinalti akhlan, astri nursifa, lulu fikriyah shalihat, fauzia putri awalya universitas pendidikan indonesia, bandung, indonesia e-mail: ratnengsih_een@upi.edu abstract: the phase transition from formal education to living in society for students with intellectual disabilities still leaves many problems. at the high school level, academic learning should support the skills given to students with intellectual disabilities during the transition period. assessment is an important part that a teacher must carry out before preparing a lesson plan. a qualified assessment instrument will help teachers in the process of finding student learning needs. this study aims to develop a functional academic assessment instrument that is valid and practical to support data collection for learning purposes. the development model used is the addie model with the analyze, design, develop, implement, evaluate stages. the results showed that the assessment instruments in the functional academic field consisted of the aspects of reading, writing, and arithmetic accompanied by guidelines for their use. the results of expert validation and product practicality tests carried out on the developed instruments are categorized as very valid, practical, and effective. therefore, the instrument can be used as a guide in assessing learning needs in transition programs for students with intellectual disabilities. keywords: assessment, functional academic, intellectual disability introduction organizing education for students with intellectual disabilities is basically to make them independent. education formally passed from pre-school, elementary school, junior high to high school levels is given the flexibility to be taken in which service settings, whether segregation, integration, or inclusion (waldron & mcleskey, 2010; weiss, markowetz, & kiel, 2018). historically, educational services in special schools (segregation) have a long experience in providing educational services for children with special needs, including children with intellectual disabilities. the implementation of educational services in a segregated setting was marked by establishing the first special school in 1902 for children with visual impairments, followed by a school for students with intellectual disabilities in 1927, better known as mental retardation (rahardja, 2016). management of education services in special schools is carried out at all levels, from special elementary schools, special junior high schools to special high schools level. some schools even organize education starting from pre-school, namely special kindergarten to post-school programs. if we look at the management of each level of education in special schools, then the special high school level is a stage that contributes quite a lot in determining their future after graduation. the transition from the phase they went through at school to the community’s life after they graduated was a big enough challenge. therefore, the curriculum designed for children with intellectual disabilities emphasizes the magnitude of skill competence compared to academics. the policy for the composition of the curriculum structure in more detail is contained in the regulation of the directorgeneral of primary and secondary education number: 10/d/kr/2017 date: april 4, 2017, concerning curriculum structure, core competencies-basic competencies, and guidelines for the implementation of the 2013 curriculum for special education. the implementation of the transition program in some literature is carried out after the child has graduated from high school, which is packaged in a program within a specific period. students in postschool education carry out this program to prepare them for real-life society. therefore, preparation or handling has to be carried out as early as possible (in the context of time) implies that the preparation of the transition program should be carried out since the child is studying in high school because there is a continuous relationship between the transition program and the learning program at this level (oertle & bragg, 2014). schools must provide and design transition programs for children with intellectual disabilities thoughtfully. the implementation of the transition program, in fact, requires many parties to be involved. transition programs demand coordinated planning, collaboration, and decision-making among school staff, families, and community institutional networks (flexer, baer, luft, & simmons, 2012). cooperation with the family, in this case, the parents, is needed to determine the field to be chosen, and the continuity of learning carried out at school can be done at home. 78 journal of icsar; volume 5 number 2, july 2021: 77-83 figure 1. research stage other parties that are no less important are the industrial and business worlds with large, medium, and even small-scale home industries. the involvement of industry and business is for the benefit of the internship program as part of learning, long-term projections after they graduate, namely how job opportunities may be accessible to children with intellectual disabilities (sarimanah, 2020). teachers have an essential part in the educational services provided in schools, including in the development of transition programs starting from the time the child is still in high school (park, 2008). teachers need to develop learning tools starting from assessment, planning, implementation, reflection to evaluation. the first step taken by a teacher before preparing a lesson plan is to carry out an assessment process. it is an important part that must be done by a teacher where children with intellectual disabilities must go through the assessment process so that an overview of their abilities, barriers, and learning needs will be obtained (tang, 2010). if the assessment process is not carried out, the learning that is conducted does not have a basis for achieving the expected learning objectives. often failures in learning in transition programs are caused by the absence of data on the results of the assessments that have been carried out. therefore, assessment has a significant and strategic role in determining the success of the transition program learning (carter, brock, & trainor, 2014). the assessment implemented to determine learning needs is usually known as an assessment for learning. this assessment is a process of collecting information comprehensively related to what the child has mastered and what the child has not mastered to produce learning needs that can be used to make learning decisions. based on the results of a preliminary study conducted at special school sp and ss, namely schools for children with disabilities in bandung city, it is known that the two schools have transition programs in the form of developing vocational skills with several skill areas. the implementation of this vacation program is held separately from the learning program in the academic field. so that what is achieved by children in the academic field does not contribute functionally to the vocational skills learned by students. children need to master functional and specific academic skills in implementing one of the transition programs, namely vocational skills. therefore, the assessment process implemented by the teacher includes two scopes, namely the scope of the functional academic and vocational skills areas, which include reading, writing, and arithmetic. the implementation of assessment activities carried out by teachers in this transition program experienced obstacles because there were no tools or instruments that teachers could use as a guide to carry out the process of collecting data about children. based on these phenomena, a study that aims to develop a valid and practical functional academic assessment instrument to support data collection for learning purposes is important to be carried out and presented in this paper. method the method used in this study is the research and development (r&d) method. according to borg and gall, educational r&d is the process used to develop and validate educational products (borg and gall, 2007). this research aims to develop a set of functional academic instruments for students with intellectual disabilities for the transition program. therefore, the approach used is the addie (analysis, design, develop, implementation, and evaluation) approach. the stages in which the addie model is commonly used in designing the learning system developed by dick and carey (1996). in achieving the objectives of this study, which is to develop a functional academic assessment instrument, this model is still quite relevant to use. the stages carried out in this study are visualized in figure 1. the implementation of this research and development goes through several stages. the stage begins with analysis conducting a preliminary study to find teacher needs related to the content of assessment tools and literature studies. a preliminary study was conducted on two special school teachers who teach 79een ratnengsih, riksma nurahmi r a, astri f, lulu fs, fauzia putri a, development of functional . . . at the special high school level in 2 special schools in bandung. data were collected using interview techniques and documentation studies. at the design stage, it is done by making a draft of a functional academic assessment instrument that refers to field needs data. the next stage of development is carried out by conducting a validation process from the draft instrument design prepared. validation was carried out by three people consisting of child experts with intellectual disabilities, assessment experts, and practitioners (teachers). the results of the validation process are revised on the draft assessment instrument. finally, the implementation phase is implemented through a trial of functional academic instruments that have gone through a revision process. the trial of the use of the assessment instrument was carried out on five teachers. the results of the implementation carried out the evaluation process, evaluation data collection techniques using questionnaires. processing of data from validation and trial results using descriptive statistics. finding and discussion finding the results of this study refer to the stages carried out with a specific purpose. the following are the results of research and discussion of each stage of the study: analysis the initial stages of this study resulted in the need for functional academic assessment instruments. preliminary data explore the form of transition programs at the research site, namely special school sp and special school ss. the results of extracting data from the two schools illustrate a transition program carried out in schools. the two data sources state that the transition program in their school provides vocational, self-development, and academic programs. the percentage of 70% of the skills portion is interpreted as providing vocational programs, and the rest is academics and self-development. however, from the two sources explored, one data source, namely teacher f at one school, stated that the provision of vocational skills to male and female students was given many choices of vocational skills, namely catering, straightforward fashion, and hand craft, although in its implementation due to distance learning conditions there are adjustments. meanwhile, other data sources, the teacher named s at special school sp, stated that the vocational skills program was handed over to the respective class teachers. teacher s takes vocational skills by analyzing product opportunities that are needed and have a high selling value. teacher s only took one field, namely the manufacture of masks. the teacher explained that this product was needed publicly, especially during the pandemic. the manufacturing process, packaging, and marketing were possible for children with intellectual disabilities, especially those in the mild category. vocational skills area which teacher f works also carry out vocational skills learning to make masks, only not until the children produce them in large quantities and are widely marketed. the selection of vocational skills is basically according to government regulation no.22 no 2006 that the determination of competency standards and basic competencies is submitted to the respective educational units (“peraturan menteri pendidikan nasional nomor 22 tahun 2006 tentang standar isi untuk satuan pendidikan dasar dan menengah,” 2006). schools have complete responsibility for designing vocational programs that are suitable for children with intellectual disabilities to open up opportunities for various programs to take place in each school (mufiddah, efendi, & sulthoni, 2019). some of the most common vocational skills for disabilities that schools generally implement are craft skills, culinary arts, fashion, agriculture, services, sports, computers, art, and photography (ratnengsih, 2017). regarding the implementation of assessments for students with intellectual disabilities for transition programs, especially those related to vocational skills and the academic field, teacher sr and teacher f often observe the abilities and barriers of students who indirectly assume that it is an assessment process. however, teacher s specifically stated that the assessment process was not carried out using written guidelines and reporting. assessment instruments used explicitly for functional vocational and academic programs do not yet exist, and the s teacher considers it important and needed, especially for reference documentation. meanwhile, teacher f stated that the instruments used were limited to those with guidance from the directorate for certain vocational skill areas. however, teacher f stated that the directorate’s guide did not include functional academics directly related to the field of vocational skills taught to children. for example, in the same field of vocational skills, namely the skill of making masks, there are no instruments used in the assessment process. assessments and learning carried out on students with disabilities at the special high school level in the vocational and academic fields are often separate. the focus of the academic field refers to specific themes that have been set in the curriculum so that academic content in the areas of reading, writing, and counting will also follow the existing themes. this condition can allow children to experience obstacles in the field of skills because they do not master specific academic fields for the benefit of vocational skills. 80 journal of icsar; volume 5 number 2, july 2021: 77-83 table 1. score percentage interpretation percentage criteria 80,1%-100% 60,1%-80% 40,1%-60% 20,1%-40% 00,0%-20% very high high moderate low very low table 2 result of validation no. assessment aspect average percentage criteria 1. 2. 3. aspect of readability construction item suitability with indicators 73,33% 86, 67% 93,33% high very high very high in general, the functional academic field is the one that is used more in everyday life. the limitations of the assessment instrument guide have equal opportunities for limited objectives and learning materials in the functional academic field. because basically, the assessment process departs from aspects that must be learned or mastered by students. teachers need the development of functional academic teaching materials because the sources of available academic books are limited. teaching materials must be arranged according to students’ abilities, arranged from easy to complex, and applied in everyday life (normawat, ishart, mumpurniarti, & maslahah, 2021). this condition causes teachers to tend to have difficulty in the assessment process because there is no assessment instrument as a guide. based on the analysis stages, it is known that: (a) academic learning becomes a separate part from the field of vocational skills, so this causes what is learned in the academic field does not support the needs in the vocational field, (b) teachers need instruments that can be used as a guide that can be revealing available academic data that supports the vocational field, (c) the field of vocational skills in making masks is equally studied by students with intellectual disabilities in both special schools, so they have a priority need to make functional academic instruments. design referring to the needs explored in the previous stage, functional academic instruments were compiled, which refer to a more specific field of vocational skills, namely making masks. the structure of the functional academic assessment instrument design as the initial draft consists of: the identity of the book. this section contains the title of the functional academic assessment instrument and the name of the author foreword. the contents of this section contain acknowledgments, benefits, and the preparation process, and a statement of openness to suggestions and criticisms of the instruments that have been prepared. table of contents. each section in this document is listed along with the page number where it begins introduction. this section contains the background on the preparation of functional academic instruments and their relation to the field of vocational skills, purpose. this section contains a statement to be achieved from the purpose of preparing this assessment instrument. target. contains the parties who need to be addressed related to the preparation of the instrument and its guidelines the procedure of usage. contains the steps used in using or applying this instrument. scope. this section contains the limitations of aspects related to and revealed in the assessment, including vocational skills (making masks), reading, mathematics, and writing. data collection techniques. it contains how assessors reveal data on each aspect that they want to explore. instrument grid. this section contains a matrix format that contains the primary framework used for the preparation of items. instrument items. items to reveal data based on predetermined indicators include vocational skills (making the masks), reading, mathematics, and writing. assessment criteria. analysis and assessment results, the functional academic instrument drafts are compiled in soft files and hard files intended for special school teachers at the high school level. development, the technical development stage is carried out by validating the initial draft of the assessment instrument that has been designed. validation is done by assessing the aspects of readability, construction, and suitability of items with indicators. the results of the validation were also carried out based on expert input which was presented descriptively. the results of the validation were processed using descriptive statistics referring to the criteria according to arikunto (1997) in table 1. the results of the validation carried out by experts and practitioners on the aspects of readability, construction, and item suitability with the following indicators show in table 2. 81een ratnengsih, riksma nurahmi r a, astri f, lulu fs, fauzia putri a, development of functional . . . table 3. interpretation of readability percentage score percentage criteria 80,1%-100% 60,1%-80% 40,1%-60% 20,1%-40% 00,0%-20% very high high moderate low very low table 4. interpreted percentage score of ease-ofuse aspect percentage criteria 80,1%-100% 60,1%-80% 40,1%-60% 20,1%-40% 00,0%-20% very easy easy enough difficult very difficult table 5 result of trial no. assessment aspect average percentage criteria 1. 2. aspect of readability the ease of use 96% 80% very high easy some of the inputs given by the validator are that the cover design should be designed attractively, some of the writing has typos, the writing of the scope can be designed like a concept map. based on the results of the input from the validation process, the draft instrument design was improved in several aspects, including (a) changing the cover design to be more attractive with a combination of colors and image illustrations, (b) correcting typing errors, (c) making a concept map visualization. implementation the functional academic assessment instrument that has been revised is then tested on the teacher. the purpose of this trial is to find out how much the functioning of this assessment instrument can assist teachers in exploring the abilities, barriers, and needs of students in the functional academic field in the aspect of vocational skills in making the masks. the implementation process was carried out on five people. the teacher is given an assessment instrument that has included one part and a guide for its use. the teacher learns and practices the assessment process using the instrument. the granting of time waivers is carried out in order to be able to adjust the implementation to their schedule for learning. implementation of assessment activities to find learning needs for students with intellectual disabilities for teachers with special education backgrounds should have competencies that have been learned and mastered. however, the practice often encounters various obstacles so that the assessment process is not carried out. many factors cause assessments not to be carried out (for example, focus on formative assessment, incomplete information obtained between knowledge and practice regarding assessment, and limited support in conducting assessments). it is not surprising that the assessment process to explore student learning needs is not surprising considered difficult for students. teachers to be understood and integrated in the practice of learning in the classroom. so that, the views and practices of the assessment process appear as a formality in the sense of just carrying out without taking advantage of the results. however, there is also a condition of enthusiastic assessment practice because it is for the sake of learning in their class so that the utilization of the results of the assessment carried out becomes an important part for them (deluca, chapman-chin, & klinger, 2019; tang, 2010) evaluation this stage is an integral part of the previous stage, namely implementation. the functional academic assessment instruments that have been tested are evaluated to determine the level of readability and the level of ease of use of the device. the results of this evaluation are used as a reference for improvements to the instruments tested to be used as the final draft. evaluation data were collected using a questionnaire using a rating scale of 1-5. the questionnaire is also equipped with an open description column to provide descriptive suggestions or input. the results of the evaluation data collection were processed using descriptive statistics referring to the criteria according to arikunto (1997) by modifying the criteria according to the importance of the aspects assessed in table 3 for the level of readability, table 4 for the level of ease of use of the device. the results of the trial at the implementation stage were carried out to measure the level of instrument readability and the level of ease of use as follows in table 5. the results of the trial show that the readability of the content of the functional academic assessment instrument is 96%, meaning that it is in the very high 82 journal of icsar; volume 5 number 2, july 2021: 77-83 category. at the same time, the level of ease of use is 80%, which is in the easy category. in addition, the teacher also provides several inputs, including: (a) it is deemed necessary to have an example of the display of the analysis report on the results of the assessment, (b) the teacher also asks to design several vocational skill areas to know their functional academic aspects, (c) the teacher asks to design a list of functional academic aspects based on their fields of reading, writing, and arithmetic. some inputs from the results of the implementation evaluation were used as material to revise the functional academic assessment instrument, namely by adding an example of an analysis report on the assessment results. while, other inputs are used as recommendations for further research. based on the results of the trial evaluation, it was obtained data that the existence of a guide for conducting assessments was very important so that teachers had an overview of what aspects should be disclosed and how to conduct the analysis. the teacher’s need for guidance, including instruments for conducting assessments following the choice of a more varied choice of skill areas, can be captured from the input given based on evaluating the implementation results. assessment activities for students with disabilities during the transition period are required in vocational/ choice skills, including academics. the objectives include (a) placement and eligibility: to determine requirements in the educational and work environment, determine students’ proficiency level, and match student preferences and abilities with the appropriate program choice. (b) planning: identify abilities, interests, capabilities, strengths, needs, potential, behaviors, and preferences, try out different tasks or activities and to determine how preferences match abilities for program choices, develop comprehensive descriptions of transition assessment data to help students, their families, and team members identify concrete ways to assist students in achieving their goals. (c) instruction and intervention: to apply techniques or strategies that will help students explore performance requirements in transitional environments and recommend adaptive techniques and/or accommodation strategies that will lead to improved performance in transitional environments (flexer et al., 2012). the data extraction regarding functional academic learning needs that support vocational skills in specific fields accurately will help teachers direct the students to certain vocational fields that have not been taught and have the opportunity to be mastered by children for projecting jobs after graduation, or vice versa when the learning process in specific vocational fields has been carried out, the teacher it will be much easier to target functional academic aspects that have not been mastered by children so that they can be used as the main program or simultaneously when given vocational skills learning. in addition, the results of functional academic assessments that are carried out open up opportunities for the development of substitute or supporting devices in the form of technology or assistive technology to make it easier for children to apply academic abilities in the field of vocational skills. the fulfillment of the functional academic learning needs of children with intellectual disabilities opens up opportunities to improve the quality of life of children so that children can live independently in society. conclusion functional academic assessments are basically carried out to determine what has been mastered and what has not been mastered so that learning needs arise that support the mastery of skills needed by children with disabilities during the transition period, one of which is vocational skills. problems that arise in the field related to the functional academic assessment process are academic learning becomes a separate part from the field of vocational skills, the content studied in the academic field does not support the needs in the vocational field, teachers need instruments that can be used as guides that can reveal helpful academic data that support the vocational field, including the skills to make masks. preparation of functional academic assessment instruments for students with intellectual disabilities containing items to reveal reading, math, and writing skills supports vocational skills (making the masks). the instrument is packaged in a manual that explains how to use it, including an example of an analysis report on the results of the assessment. this assessment manual has gone through validation and testing, which shows the results have a very high level of readability and are easy to use. the development of functional academic instruments that support vocational skills in other fields is an important part of future research. references arikunto, s. (1997). penilaian program pendidikan edisi iii. jakarta: bina aksara borg, w.r., & gall, .m.d. (2007). educational research: an introduction (8th edition). new work: longman inc. dick, w., carey, l. & carey, j.o. (1996). the systematic design of instruction. florida carter, e. w., brock, m. e., & trainor, a. a. (2014). transition assessment and planning for youth with severe intellectual and developmental disabilities. journal of special education, 47(4), 245–255. 83een ratnengsih, riksma nurahmi r a, astri f, lulu fs, fauzia putri a, development of functional . . . deluca, c., chapman-chin, a., & klinger, d. a. (2019). toward a teacher professional learning continuum in assessment for learning. educational assessment, 24(4), 267–285. flexer, r., baer, r., luft, p., & simmons, t. (2012). transition planning for secondary students with disabilities (4th edition). faculty-authored books. retrieved from http://digitalcommons. kent.edu/facultybooks/17 mufiddah, r. k., efendi, m., & sulthoni. (2019). program vokasional siswa tunagrahita di smalb malang (studi multi situs di sekolah menengah atas luar biasa malang). jurnal ortopedagogia, 5(november), 74–80. normawat, y. i., ishart, i., mumpurniarti, m., & maslahah, s. (2021). development of functional academic guidebook based on experiential learning for teacher specialized in teaching children with intellectual disability. international journal of educational research review, 63–74. oertle, k. m., & bragg, d. d. (2014). transitioning students with disabilities: community college policies and practices. journal of disability policy studies, 25(1), 59–67. park, y. (2008). transition services for high school students with disabilities : perspectives of special education teachers, 18(3), 95–111. peraturan menteri pendidikan nasional nomor 22 tahun 2006 tentang standar isi untuk satuan pendidikan dasar dan menengah. (2006), (april), 1–9. rahardja, d. (2016). pendidikan luar biasa dalam perspektif. jassi anakku, 9, 76–88. ratnengsih, e. (2017). implementasi program vokasional bagi anak tunagrahita. jassi anakku volume 18 nomor 1, juni, 18, 87–92. sarimanah, s. i. w. et all. (2020). manajemen pembelajaran program vokasional bagi anak tunagrahita di slb. nusantara education, 3(april), 71–80. tang, s. y. f. (2010). teachers’ professional knowledge construction in assessment for learning. teachers and teaching: theory and practice, 16(6), 665– 678. waldron, n. l., & mcleskey, j. (2010). inclusive school placements and surplus/deficit in performance for students with intellectual disabilities : is there a connection ? û, 1, 29–42. weiss, s., markowetz, r., & kiel, e. (2018). how to teach students with moderate and severe intellectual disabilities in inclusive and special education settings: teachers’ perspectives on skills, knowledge, and attitudes. european educational research journal, 17(6), 837–856. 142 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 the implementation of inclusive education in indonesia for children with special needs: expectation and reality mohammad efendi universitas negeri malang, indonesia email: efendi.plb@gmail.com abstract: government efforts to legitimize the implementation of inclusive education for children with special needs in regular schools ranging from primary education to secondary education, the more opportunities to expand opportunities for children with special needs in order to obtain quality education services. however, good policy is not balanced with the readiness of the recommended schools to provide adequate learning facilities and resource support. as a result, there is an indication that the special needs of children’s education in inclusive schools have not received appropriate educational services based on their needs. keyword: inclusive education, children with special needs introduction the development of science and technology impacting innovative works in various fields of life. it did not correlate with the decline of children with special needs population. otherwise, the advancement of civilization expected to suppress the incidences of births with physical and/or mental barriers may not be able to withstand the “boom” incidents of children with special needs, especially in cases of autism. the presence of special needs children around us automatically requires special education services to suit their needs. the urgency of children with special needs requires special education services so that they can develop their maximum potential, “... who deviates from the average or normal child in mental, physical, or social characteristics educational services in order to develop to his maximum capacity” (efendi, 2010). a similar opinion is expressed by schulz et al. (1995), which is “…those who require special education and related services if they are to realize their full human potential” (hallahan & kaufman, 1991). developing the potential and capacity of children with special needs to the maximum is not easy. for that, adequate supporting resources are needed, including specific learning facilities, special learning professional and non-academic treatment, students’ friendly environment, operational costs, and others. cumulatively, if calculated the need for the cost of education of children with special needs is relatively expensive, while the output resulting from the process in quantity is not significant and unbalanced by the amount of cost spent. based on these assumptions, the policymakers who do not have a good commitment rarely give priority scale to the development of children with special needs potential, because the productivity contribution from the students with special needs is not as good as normal child productivity. whatever the circumstances, the presence of children with special needs in the community needs to get the same rights to obtain quality education like any other normal child. because education is the only effort needed by children with special needs to be able to help themselves and adapt to the environment (efendi, 2017). therefore, the more children with special needs who receive accurate educational services, it will be more and more populations of children with special needs who are skilled in adapting and being able to help himself. in turn, this condition directly affects the reduction of maintenance costs for them throughout life. another important effect, namely the increasing number of children with special needs who are educated and skilled, indirectly also increase self-esteem and dignity as a nation (efendi, 2006). the existence of children with special needs in small groups or large groups community still has a negative stigma. just by looking at certain temporary physical and behavioral conditions, they spontaneously assign certain labels to the individuals identified in the category. this exact spontaneous perception is very dangerous, because if we misinterpret the condition and characteristic of a person perceived to have a disability we have committed “killing” of the potential that should be grown. according to academic norms, to include those identified in certain abnormal categories requires complete and accurate information, especially from families, professionals/experts, or the children themselves because the physical and mental indicators 143mohammad efendi, the implementation of inclusive education in indonesia for . . . . identified as “visible abnormalities” are instantly a verdict for labeling someone in a special needs category. yet to arrive at these conclusions, accurate information is still needed that is explored through the assessment. sometimes, clinically or empirically someone identified appears to be experiencing certain obstacles, but the disorder is not significant and does not require special education services, so he is not included in the category of children with special needs. related to the educational services of children with special needs in indonesia, in its development is available in two education models, namely segregation, and integration. segregation education in indonesia is known as sekolah luar biasa with units of its units, among others: tklb (preschool for special needs child), sdlb (primary school for special needs child), smplb (secondary school for special needs child), and smalb (senior high school for special needs child). while the form of integrated education, among others: integrated education (mixed with normal children and use the general school curriculum) and inclusive education (mixing with normal children using the curriculum according to the needs of learners with special needs). the implementation of this integration and inclusive model alone provides access to a wider range of services to students with special needs (slavin, 2011). the provisions governing that children with special needs are entitled to receive education together with normal children, other than through the ratification of consensus in international meetings, among others: the salamanca statement on inclusive education in 1994, the dakar commitment on education for all 2000, also through national regulation , among others: 1945 constitution (amendment) article 31 paragraph 1 and 2; law no. 23/2002 on child protection, law no. 20/2003 on national education system. while the regulations under it that support the right to education services for children with special needs, among others: government regulation no. 19/2005 on national education standards explaining that special education units consist of sdlb (primary schools), smplb (secondary schools) and smalb (senior secondary schools); regulation of the minister of national education no. 70/2009 on inclusive education for learners who have abnormalities and have special intelligence and / or talent potential; notification letter from the director general of primary and secondary education, ministry of national education no. 380/c.c6/mn/2003 dated january 20, 2003, on the implementation of inclusive education in each district/ municipality of at least 4 (four) schools comprising of primary, junior high schools, senior secondary and vocational schools (efendi, 2014). many regulations support the implementation of inclusive education models in indonesia, indicating that the indonesian government’s attention to improving the quality of human resources with special needs require being followed up consistently by policymakers for its implementation process. in this regard, there are some questions that inclusive education providers need to ponder, such as is the integration of children with special needs into regular classes in improving their performance? are regular student responses positive enough? is the learning model applied in the inclusive classroom effective enough?, is the learning media used is in accordance with the class character? is the design of learning that is prepared in accordance with the target group?, do regular teachers have the readiness to face children with special needs? is the competence of teachers is adequate for inclusion class?, do supporting facilities need to be improved by schools? and so on. method the purpose of this study is to describe qualitatively the empirical facts between the expectations and reality of the implementation of inclusive education in indonesia for children with special needs. therefore, this research uses literature research design and utilize primary sources and secondary sources to obtain research data. in other words, this library research limits its activities on collecting data through library collection materials (manuals and internet), without the need for field research. in its implementation, the series of research activities of this library relates to the method of collecting data library, reading and recording and processing materials research results. there are several reasons for the use of this literature research, among others: (1) the issues that become the topic of this research in preliminary research is a new phenomenon that is developing and gets quick response from the community, (2) availability of documentation on implementation of inclusive education for children with special needs from policy makers from various levels to answer research problem, (3) empirical information or data that has been collected by others, in the form of reports of research results, official reports, books stored in the library can be used to answer the problem of this research. findings and discussion findings based on the fact that the growth of special needs children from year to year continues to increase significantly, impact on the provision of education services. among those categorized as children with special needs, some are served together with other students of a similar or common type in regular 144 journal of icsar; volume 2, number 2, july 2018: 142-147 schools. even among them may also need a specific service, because identifiable experience differences in characteristics are very significant. in this regard, educational services to students with special needs are: (1) designed in a regular education format, (2) specially designed for special education because it meets the criteria of a disabled or disability law (choate, 2004). in the first case, failures in learning in a group of students with attention deficits, failures of reading (dyslexia), are unable to follow rhythms or general learning models, sociocultural or economic pressures, and so on. whereas in the second case, formal failure according to their diagnosis is categorized as persons with disabilities, so special educators are required. distribution of children with special needs, in fact, does not focus on a particular area, an obstacle that can make it difficult for policy makers to accommodate their educational services. in the united states, it is estimated that only about 0.5% of children with disabilities attend special schools, others are in regular schools (ashman & elkins, 1998), and the estimated population of learners in special schools is less than 3% of children with disabilities (authority, 1985). this means that 97% of children with other special needs receive educational services that are not reachable through special schools. the prevalence of children in indonesia according to the badan pusat statistik (bps) according to the national socioeconomic survey in 2009, the total number of persons with disabilities in indonesia is 2,126,998 persons, with details: 338,796.85 (15.93%) blind, 223,737.78 (10.52 %) deaf, 151,427.09 (7.12%) speech disorder, 73,586.76 (3.46%) deaf and speech disorder, 717,798.94 (33.75) obstacles of physical function and motion , 290,944.19 (13.68%) intellectual disability, 149,512.99 (7,03%) multiple handicapped, and 181,202.08 (8,52%) psychiatric disorders (kemdikbud, 2013). based on the records compiled by usaid, in 2011 the composition of schools that serve the education of children with special needs in indonesia include 1858 special schools, 1654 regular primary schools, and 320 regular secondary schools. more than 73.100 people are served in special school, more than 29.700 people are served in inclusive schools (primary & junior high school). the world health organization (2008) report is known that 20% of children with special needs age 6-11 years and 19% of children with special needs age 12-17 have a chance to learn (baine, 2013). the low participation of learners with special needs to get an education in accordance with their needs need to have the right solution. referring to data from the “international consultative forum on education for all” (2000) in this world there are 113 million children of primary school age who are not in school. 90% of these are in lowto middle-income countries, and more than 80 million such children live in african countries. even if some are able to school, some of them drop out (drop out of school) when the education process has not been completed. the right solution to expand access to education for children with special needs is the placement of children with special needs level light, moderate, and full weight in the general class (staub & peck, 1995). an education service system that requires all children with disabilities or special needs children to be served in nearby schools in regular classes with their peers to optimize their potential through inclusive education (o’neil, 1995). this effort is based on the reason that in the community the presence of normal children and children with special needs is not separated as a community. recognising the essence, the model of inclusive education as an option to expand access to education services for children with special needs, in recent years many provincial and district governments in indonesia have legitimated the implementation of inclusive education programs in their respective regions. the urgency of inclusive education programs in indonesia is stronger when provincial, district or municipal governments initiate inclusive education movements for children with special needs, reinforced by governorship rules, regent regulations and mayoral regulations. examples of provincial level areas that legitimize inclusive education are governor regulation of dki no. 116/2007, governor regulation of east java no. 6/2011, governor regulation of aceh no. 92/2012, governor regulation of diy no. 21/2013 and other provinces follow suit. likewise, at the regency or municipal level, among others are: regency regulation of banyuwangi district no. 68/2012, regency regulation of tuban district no. 51/2012, regency regulation of gresik district no. 42/2013, regency regulation of jombang district no. 39/2014, regency regulation of bojonegoro district no. 39/2014, city government regulation of malang no. 425/0555/35.73.307/ 2009, and other regents/mayors followed suit. the high level of government regulation support, does it directly affect the implementation of the inclusive education model in indonesia? here are some empirical facts that have been elaborated from the results of studies at several inclusive education providers in several cities in indonesia. discussion the results of the tarmansyah (2009) study that took the case in west sumatra showed that the constraints of inclusive implementation lie in the difficulties of bureaucracy, curriculum management, teacher competence, learning materials and cooperation with parents and communities. these conditions generally stem from the lack of understanding of the 145mohammad efendi, the implementation of inclusive education in indonesia for . . . . community, the limited ability of school personnel who have the competence to modify, limited resources in schools, and the importance of training to school principals, teachers, and school personnel before implementation (yusuf & yeager, 2011). in many instances, particularly based on geographical considerations of the territory of indonesia, that the implementation of inclusive education programs as a solution of access expansion for learners with special needs is the right choice to increase the participation rate of children with special needs in the context of compulsory education (efendi, 2010). nevertheless, top-down implementation recommendations still seem to need to be evaluated for their effectiveness. at least preliminary results indicate that the readiness of the instruments and the absolute support resources are taken into account before program implementation, including regulatory regulation. the results of the study on the readiness of elementary schools recommended by the city government of malang to provide inclusive education concluded: (1) some identified research schools are incapable of continuing the inclusive program due to the lack of resources; (2) the performance of special education teachers secondary in schools has learning experience (only through seminars, workshops, short courses) and not special education graduates, (3) school readiness in providing the necessary facilities and infrastructure to optimize the potential development of students with special needs has not been met. (4) environmental support has not fully appreciated the inclusive education program for students with special needs (efendi, 2011). to achieve good results in the implementation of inclusive education, it is worth considering the following principles: (1) educational goals directed to all children (knowledge, skills and values); (2) curriculum flexibility that allows responding to diversification and providing opportunities to achieve (3) assessment based on individual progress, (4) taught material knowledge and skills must be relevant to the child (unesco, 1994) the basic principle of inclusive education is to the extent possible that all children should learn together regardless of the difficulties or differences that exist in themselves (slavin, 2011). “inclusive education means that ... schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. this should include disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalized areas or groups”. (the salamanca statement and framework for action on special needs education). at the national level, the policy on the implementation of inclusive education in indonesia is supported by the notification letter of the directorate general of primary and secondary education no. 380/c.c6/mn/2003 on the implementation of inclusive education in each regency/municipal at least 4 (four) schools, consisting of elementary schools, junior high schools, senior secondary schools, and vocational schools. recommendations of bukittinggi (2005) reinforces that inclusive and child-friendly education with special needs should be viewed as an approach and a way to ensure that all children receive the quality education and care in their community of residence. related to it, the government of indonesia and the house of representatives of the republic of indonesia have ratified the convention on the rights of persons with disabilities on 18 october 2011 (baine, 2013). managerial implications to be anticipated when schools are set up to be inclusive institutions: maintaining warm classroom communication and respecting diversity, implementing curriculum heterogeneity, teacher preparation of interactive teaching, consultation and inter-team collaboration, parent/family involvement in program planning (efendi, 2014). the study of achievement motivation in special education teachers teaching in inclusive schools is only a small percentage of teachers who have high achievement motivation in the category. some indicators that contribute to achievement motivation on the performance of special education teachers in inclusive schools include: age, employment, income or salary, employment status and suitability of preteaching educational background of special education teachers contribute significantly to achievement motivation (efendi, 2015). in addition to formal legality, the implementation of inclusive education programs for children with special needs in regular schools is community cohesiveness to receive and responsive to the individual needs of students with special needs. therefore, the learning profile in the inclusion school should reflect: (1) the application of a multi-level and multimodality curriculum, in which case the master has the responsibility of creating a classroom atmosphere that accommodates all children in full by emphasizing the atmosphere and social behavior that respects differences regarding capabilities, physical, socio-economic, ethnic, religious, and so forth; (2) application of learning model which refers to cooperative learning approach which involves inter-student cooperation, mutual teaching and learning, and actively participate and take responsibility for their own education and education of their friends. all children are in one class not to compete but to learn and teach with each other; (3) cooperation between teachers and other professions (counselors, psychologists, doctors/paramedics, speech therapists, etc.) to collaborate and consult various ways 146 journal of icsar; volume 2, number 2, july 2018: 142-147 of measuring and evaluating children’s knowledge and skills; (4) involvement of individual education program (iep) and home study assistance as a form of active participation of parents in the education of their children (sunardi, 2002). as it is known that the implementation of the inclusive education model varies widely, from the most extreme of fully integrated children in regular schools to the placement of special classes in regular schools. most of the regular schools that are home base inclusive programs, initially all the components of the school deliberately designed to provide educational services for normal learners, so for that curriculum, educators, infrastructure facilities are not prepared for learners with special needs. therefore, when implementing inclusive education, there needs to be a gradual adjustment or procurement (kemdikbud, 2013). in order to establish an inclusive education model (full, partial or special class) at regular schools, there are several indicators that can be taken into consideration: (1) the number of children with disabilities to be served, (2) the type of abnormality of each child, (3) gradation of abnormality children with special needs, (4) availability and readiness of education personnel, and (5) available facilities. through the mapping of these 5 indicators, it is recommended the development of an accurate pattern of inclusive education modeling based on the needs and characteristics of learners. vaughn et al. (2000) recommends placement of children with special needs in inclusion schools can be done with various models, as follows: (1) children with learning disabilities with normal children throughout the day in regular classes using the same curriculum (full inclusion), (2) children with disabilities learn with normal children in regular classes in special groups (regular classes with clusters), (3) children with learning disabilities with normal children in regular classes but in certain times drawn from regular classes to the source room to study with special mentors (regular classes with pull outs), (4) disabled children learn with normal children in regular classes in special groups, and in certain times drawn from regular classes to the source room to study with special tutors (regular classes with clusters and pull out), (5) children with learning disabilities in special classes in regular schools, but in certain areas can learn together normal in regular classes (special classes with different integration), and (6) children with disabilities in special classroom learning at regular schools (full special classes). based on the description it can be concluded that inclusive education does not require all disabled children to be in regular classes at all times with all subjects (full inclusion), as some children with disabilities may be in a special class or therapy room due to a severe gradation of the disorder. even for children with disabilities that are gradations of severe abnormalities, it may be more time to be in a special classroom at a regular school (inclusion location). then, for the graduation of the disorder is very heavy, and not possible in regular schools, can be channeled to special schools (slb) or special place (hospital). thus, the model of inclusive education between schools with one another does not necessarily be the same, so different time frames in the same school the model of inclusive education may vary, depending on the actual conditions occurring at the time. resulting of monitoring conducted by the directorate of special education and special services, there are several obstacles identified in the implementation of inclusive education programs, such as professional organizations have not played an active role, lack of school understanding of inclusive education, teachers and policymakers in the regions are still varied and limited, human resources in inclusive schools are mostly difficulties in curriculum modification and academic assessments, there is still controversy over the public opinion about appropriate education for children with special needs, limited facilities and infrastructure (wardi, 2013). regardless of the inclusive education model developed by regular or normal schools, it is certain that the implementation of inclusive education provides individual consequences for curriculum and teaching materials for students, educators, and other education, the provision of learning support facilities and infrastructure, school management, financing allocation, and the creation of an environment schools, communities, and families that are conducive. because, when in a class there are changes in student input, that is not only to accommodate normal children but also children with special needs, it requires adjustment (modification) curriculum and teaching materials, teacher participation, facilities, funds, management (class management) environment, and teaching and learning activities. “... the curriculum can facilitate the development of more inclusive settings when it leaves the room for the center of learning or the individual teacher to make the adaptations so that it makes better sense in the local context and for the individual learner”. conclusion the growth of the population of special needs children every year there is a tendency to increase, while available special educational institutions are limited. implementing an inclusive education model can expand the access of children with special needs for education services. in its implementation, the model of inclusive education has been supported by stakeholders, but the reality of its implementation is still constrained, especially limited resources and the school’s environmental responses have not been fully 147mohammad efendi, the implementation of inclusive education in indonesia for . . . . responsive. the special needs of children’s education in inclusive schools have not received appropriate educational services based on their needs. it is worth things in implementation inclusive education: educational goals directed to all children (knowledge, skills, and values); the curriculum flexibility that allows responding to diversification and providing opportunities to achieve; the assessment based on individual progress; and the taught material knowledge and skills must be relevant to the child. references ashman, a., & elkin, j. (1998). educating with special needs. australian: prentice hall australia ltd. authority, i. l. e., & fish, j. (1985). educational opportunities for all?: report of the committee reviewing provision to meet special educational needs, chaired by john fish, formerly hmi and staff inspector for special education. ilea. baine, d. (2013). anak penyandang disabilitas di negara berkembang (terjemahan) edmonton: alberta university choate, j. s. (2004). pengajaran inklusif yang sukses (translate). boston: the allyn & bacon efendi, m. (2006). pengantar psikopedagogik anak berkelainan. jakarta: bumi aksara. efendi, m. (2010). implementasi pendidikan inklusif sebagai alternatif pendidikan anak berkebutuhan khusus. prosiding seminar nasional pendidikan luar biasa. efendi, m. (2011). studi evaluatif kesiapan sd di kota malang untuk menyelenggarakan pendidikan inklusif bagi anak berkebutuhan khusus. malang: lembaga penelitian universitas negeri malang. efendi, m. (2014). perspektif pendidikan inklusif. malang: fakultas ilmu pendidikan universitas negeri malang. efendi, m. (2015) contribution of external and internal factors toward achievement motivation of the special education teachers performance in inclusive education. prosiding seminar interenasional special education for south asia region-5 surabaya. efendi, m. (2017). laporan penelitian kebijakan studi evaluasi implementasi kurikulum pendidikan khusus 2013 di sekolah luar biasa. kerjsama direktorat pembinaan plpk dikdas kemendikbd. tidak diterbitkan. hallahan, d. p., & kauffman, j. m. (1991). exceptional children: introduction to special education.5th edition. mexico: prentice hall inc. kemdikbud. (2013). pedoman penyelenggaraan program dikjas adaptif bagi pdbk di sekolah inklusif. jakarta: direktorat pembinaan pklk dikdas kemdikbud. o’neil, j. (1995). can inclusion work? a conversation with jim kauffman and mara sapon-shevin. educational leadership, 52(4), 7-11. schulz, j. b., & carpenter, c. d. (1995). mainstreaming exceptional students: a guide for classroom teachers. allyn and bacon. slavin, r. e. (2011). psikologi pendidikan teori dan praktik. jakarta: indeks. staub, d., & peck, c. a. (1995). what are the outcomes for nondisabled students?. educational leadership, 52(4), 36-40. sunardi. (2002). kecenderungan dalam pendidikan luar biasa. jakarta: depdikbud tarmansyah (2009). pelaksanaan pendidikan inklusif di sd alai padang utara. pedagogi, 9(1). unesco. (1994). the salamanca statement and framework for action on special needs education: adopted by the world conference on special needs education; access and quality. salamanca, spain, 7-10 june 1994. unesco. vaughn, s., bos, c., & schumm, j. (2000). teaching exceptional, diverse, and at risk students in the general educational classroom. boston: allyn bacon. wardi, h. (2013). strategi umum pembudayaan pendidikan inklusif di indonesia. jakarta: dir. pembinaan pklk kemdikbud yusuf, m., & yeager, j. l. (2011). the implementation of inclusive education for students with special needs in indonesia. excellence in higher education, 2(1), 1-10. 7 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 number 2 july 2020: 7 13 the level of implementation of co-teaching and its differences among teachers teaching in inclusive classrooms mohd arifudin ateh, mohd mokhtar tahar universiti kebangsaan malaysia, selangor, malaysia e-mail: arif.ateh@yahoo.com.my 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 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. keywords: co-teaching; special education; inclusive education programme; teaching approach. introduction the inclusive education programme (iep) is a program that provides special education needs (sen) students opportunities to learn in mainstream classroom with typical students. the idea of implementing iep is very consistent with the increased awareness of the access rights of education for children with disabilities (unesco, 2009). this situation can be seen clearly in the international special education conventions that often discuss inclusive themes such as the salamanca statement and framework for action on special needs education (unesco 1994), biwako millenium framework oshi japan 2002, convention on the rights of persons with disabilities (unesco, 2009) and incheon strategy. malaysia is also no exception to the basic determination of education policies through the ministry of education (moe) malaysia which confirms the implementation of iep such as the special education regulations 2013, the malaysia education blueprint 2013-2025 (moe 2013). however, implementation of iep is not simply put sen students in the inclusive classroom. ainscow (2007) states that iep requires collaboration and cooperation from various parties such as the schools administrative and stakeholders to ensure effective implementation. this includes ensuring that the teaching approach is appropriate and meets sen students’ requirements. thus, a co-teaching approach is seen to compensate the requirements for sen and typical students in inclusive classrooms. according to friend (2008b), murawski (2008) and scruggs et al. (2007) iep should be resolved by implementation of co-teaching approach (cta) and this approach also provides more consistent benefits to the sen students (rytivaara, 2012). co-teaching approach concept, the co-teaching approach (cta) is frequently debated approach in education and has been practice in several countries where this approach started in the mainstream (friend et al, 2014). the concept of team teaching in the mainstream began around the 1950s and 1960s as a precursor to the sustainability of cta implementation (reid & lieenemann, 2006). the idea of combining two teachers in a teaching session was a learning style at the time and reached a high level and was one of the most successful educational method (vinzi & amato, 2010). cta is a continuous collaboration between two or more educators with the primary goal of organizing, teaching, and assessing the same group of students 8 journal of icsar; volume 4 number 2, july 2020: 7 -13 (gately & gately, 2001). mastropieri and scruggs (2006) argue that in the common co-teaching practice, a mainstream education teacher (met) paired with a special education teacher (set) in a typical and sen student classroom. the effectiveness of this approach is based on teamwork from several teachers who have expertise in different fields (gerlach, 2017). problem statements, although the concept of cta has long been introduced, the effort to integrate the concept of cooperation and co-teaching are still relatively new globally as these concepts are not widely discussed in the education sector (ghazzoul 2018). for example, the cta is seen as still requiring more experimentation to achieve the objectives of inclusive in order to adapt in the indian context (bharti 2016). delkamiller & leader-janssen (2014) also found that the implementation of cta did not reach an effective level even though sets are said to be aware that planning and communication are the most important aspects of co-teaching. this is consistent with the findings of dieker and murawski (2003); welch (2000) which explains that communication and planning in a cta has not been implemented effectively. the practice of cta in malaysia is still relatively new and this teaching approach has yet to be implemented extensively (hussin 2017). the review of gaik et al. (2015) proves that the teachers are less likely to apply a various approaches, strategies, methods and techniques in teaching and learning process to meet the diversity needs of individual in the classroom. hussin (2017) stated that there was no cta execution due to the constraints such as expertise of set and met in assisting the diversity of sens in the classroom. the limited collaboration between met and set is also a barrier to meet the needs of sen students in inclusive classroom in the malaysian context (khairuddin, dally & fogget, 2016). noorafiza and rosadah (2017) also show the level of collaboration between met and set is at a moderate level and needs improvement. this gives the impression that the teachers have not mastered the cta component properly and this will make it difficult for effective implementation of cta. the study of khairuddin, dally & fogget (2016) also claims that inclusiveness is rare and if there is, there are few or almost no direct cooperation between sets and mets. there are special education novice teachers who feel less knowledgeable about the content being taught in inclusive classes (shin, lee, & mckenna, 2015). this is one of the reasons that a study found that set as assistive teacher in the inclusive classroom was not existed throughout the teaching and learning process (zuki & rahman, 2016) while the iep guidelines outlined that schools with set should play the role of co-teachers (moe, 2013). teaching issues in the inclusive classroom describe that the teachers involved have yet to grasp and understand the concept of co-teaching. sharing the same goals and philosophy and having responsibility to all students in the inclusive classroom will make the values of co-teaching to be understood and dominated by the teachers (shin, lee, & mckenna, 2015) (kilanowski-press, foote, & rinaldo, 2010) stated that cta is the most effective inclusive model but least widely practiced although it is seen to support sens in the mainstream education environment (friend et al. 2010) and to enhance student access right of education (solis et al., 2012). therefore, there is a need for teachers to master and understand the components of the cta to teach effectively and to solve problems or issues that often arise in the implementation of inclusive classes. the main obstacle to implementing any educational program is the teacher factor and it is a critical challenge in the success of iep in malaysia (cheong, 2017). theory of constructivism, social constructivist theory underlies this study. the role of teachers in forming interactions and proximal developmental zones pioneered by vygotsky (1978) implicates the teaching practice. vygotsky (1978) states that the implementation of social constructivist teaching will help teachers to understand each student’s needs. this is related to the concept of cta which the teacher’s role will contribute to the learning development of sen students (friend, 2008b). components of co-teaching approach,this concept of cta is a combination of teaching expertise in inclusive classrooms that will create a better learning environment for sen students and typical students. components of co-teaching are needed in implementing cta, as proposed by friend (2008a); (2008b) which are: (i) a philosophical basis, (ii) individual prerequisites, (iii) the professional relationship, (iv) classroom dynamics, (v) external supports. the combination of these aspects will create a more meaningful teaching approach in the inclusive classroom. research objectives, the studies to review the implementation level of the cta components need to be carried out so that improvements can be made based on the malaysian education setting. therefore, the objectives of this study are: (i) identify the implementation level of co-teaching approach components in inclusive classroom. (ii) identify the difference of implementation level of the co-teaching approach components based on the categories of teachers who teaching in inclusive classroom. 9 mohd arifudin ateh, mohd mokhtar tahar, the level of implementation of co-teaching and... table 1. interpretation mean score mean score interpretation 1.01 hingga 2.00 low 2.01 hingga 3.00 moderately low 3.01 hingga 4.00 moderately high 4.01 hingga 5.00 high source: nunnally & berstein (1994) table 2. respondent’s demography profile mainstream education teacher special education teacher gender (f) (%) (f) (%) male 7 17.5 6 15 female 13 32.5 14 35 total 20 50 20 50 table 3. score mean of implementation level of cta components dimension mean s.d. interpretation philosophical 3.99 0.51 moderately high invidivual prerequisites 3.65 0.48 moderately high profesional relationship 3.87 0.51 moderately high classroom dynamics 3.99 0.48 moderately high external support 3.99 0.52 moderately high implementation level of cta components 3.90 0.42 moderately high method research design, this quantitative study using survey instruments to obtain data on the implementation level of cta components in inclusive classroom. survey study is a procedure in which a sample or entire population is surveyed to reveal the attitude, opinion, behaviour, or characteristics of the population performed by the researcher (creswell 1994). population and sample, in this study, the population are mets and sets who teaching in the inclusive classroom of primary schools in a district in selangor, malaysia. sampling involved 20 sets and 20 mets. all samples were randomly selected. simple random sampling is a sample selection process where individual from a population have the same opportunity or probability to be chosen and each subject is independent (creswell 2012). the selected samples have a same feature, which is teaching in the inclusive class. research instrument, the instrument adapted from hussin (2017) which is divided into two sections. each section has a separate guide, part a consists of the personal information that respondents must fill out. part b requires respondents to answer 20 items divided into 5 main dimensions namely philosophy, personal nature, professional nature, dynamic classroom and external support. the reliability of the questionnaire shows how well the scores obtained for each item are consistent or stable when tested multiple times (bin darusalam & hussin, 2016). the reliability of the items was tested through the reliability analysis statistic, cronbach’s alpha value = 0.906. according to george et, al (2003); nunnally and bernstein (1994) cronbach's alpha value of 0.6 is sufficient to be used for research purposes. the instrument used has been through the validity of the content by three experts who determine the suitability of items against the construct. this is in accordance with the number of suggested expert panels enough between three to ten people (lynn, 1986). overall, the expert panel confirms that the items in the research instrument are capable of measuring the aspects to be measured. analysis of data, items were analysed using fivepoint likert scale rating, 1 indicating strongly disagree, 2 indicating disagreement, 3 indicating disagreement, 4 indicating agreeing and 5 indicating strongly agree on the items being measured. descriptive analysis involving mean scores and standard deviations was used to identify levels of implementation of cta components after considering nunnally and bernstein (1994) who recommended that the levelling of a study dimension using likert scale be easily indexed by involving mean scores and standard deviations as shown in table 1. inference analysis also used t-test of independent samples. according to pallant (2007), the test is used to compare two mean when there are two groups or two independent data sets. findings and discussions the data obtained were data on demographic factors and data on the level of cta among mets and sets who involved teaching in the inclusive classroom. respondent’s profile. table 2 shows the demographics of the respondents involved in the study. the study involved a balance of 20 mets and 20 sets in the petaling perdana area of selangor teaching in an inclusive classroom. the data showed that both categories of teachers were dominated by female teachers with a total of 27 (67.5%) compared to 13 male teachers (32.5%). 10 journal of icsar; volume 4 number 2, july 2020: 7 -13 and is believed to be increasing, the individual prerequisutes components and professional relationship components, which have lower mean than other components, are urging some things to be considered. these components emphasize the personal and professional qualities that teachers need to have in implementing cta. based on the needs of these elements, teachers should strengthen their ability and willingness to implement the cta while maintaining the professional relationship in order to conduct an inclusive classroom. teachers should show individual prerequisites that do not conflict with their professional views on the implementation of cta (friend, 2008b). according to murawski (2012) the traits that teachers need to have in cta are to fully understand the ethics of teaching and to respect each other’s roles. difference of implementation level of the co-teaching approach components based on the categories of teachers. a comparison of mean scores between mets and sets was performed using t-test analysis. in more detail, table 4 shows the mean scores for the implementation of cta components based on the category of teachers who teach in the inclusive classroom. the above mean score analysis showed that the mean score for sets (mean = 3.93, sd = 0.434) while for mets (mean = 3.87, sd = 0.425). analysis of the data that has been shown to indicate that t (38) = -0.387, p = 0.701 (p> 0.05) was not significant for the implementation of the cta component between mets and sets. this significance level was greater than 0.05 (p = 0.05). therefore, difference in the level of implementation of the cta component based on the category of teachers teaching in the inclusive classroom is not significant. effective implementation of cta requires a balanced engagement of mets and sets. mastropieri et.al. (2005) stated that met is considered an expert in the subject matter and set is an expert in pedagogy and teaching for sen students. the collaboration of these two categories of teachers will have a positive impact on the teaching and learning process in the table 4. mean scores for the implementation of cta components based on the category of teachers who teach in the inclusive classroom levene’s test t-test for equality of means f sig. t df p mean differences std. error differnece 95% confidence interval lower upper implementation level of cta components .041 .840 -.387 38 .701 -.053 .136 -.327 .222 at significant level 0.05 implementation level of cta components. the implementation level of the five cta components are detailed by interpreting the following mean score table: table 3 shows that the implementation level for cta components among teachers as a whole is moderately high (mean = 3.90, sd = 0.42). philosophy components (mean = 3.99, sd = 0.51), dynamic classes (mean = 3.99, sd = 0.48) and external support components (mean = 3.99, sd = 0.52 are seen as important in the implementation of cta components where all three constructs have highest mean followed by the components of professional relationship (mean = 3.87, sd = 0.51), and the individual prerequisites (mean = 3.65, sd = 0.48). in general, the results of this quantitative analysis explain the implementation of cta in inclusive classes. the respondents indicated an increasing understanding of the cta components. this finding describes the gradually implementation of cta and become as alternative in teaching approach for inclusive classrooms in malaysia. implementation of the cta is also seen as the basis for the continuation of the zero reject policy implemented by the moe in early 2019. this is also in line with the recommendations in the teacher professional development training module (inclusive education) that emphasize cta to be used in the teaching and learning process in the iep. sets and subject teachers are encouraged to collaborate for appropriate teaching and learning process based on the capabilities of the students in the inclusive classroom (special education division, 2018). this positive development is consistent with the findings of hussin and hamdan (2016) which suggest that teachers are ready for cta on the instructional factors that require inclusive education. teachers readiness includes a sense of shared responsibility, commitment, and willingness to take on additional tasks. it also showed a positive correlation between the readiness and the components of cta, which also proves that teachers are prepared to implement cta in inclusive classes. although the overall level of implementation of cta components is at a moderately high level 11 mohd arifudin ateh, mohd mokhtar tahar, the level of implementation of co-teaching and... inclusive classroom, especially on sen students. the situation revealed in the inference test that there was no difference between the categories of teachers toward the implementation of cta in the inclusive classroom. this finding is consistent with the study by malian & mcrae (2010); gebhardt et al. (2015). every teacher plays an important role in cta where without the active participation from sets and mets, efforts to place sen students in the mainstream will face many challenges (ainscow, 2007). co-teaching that meets the components outlined will meet the requirements of the sen students in obtaining educational rights as well as assist students in improving academic performance. active teacher engagement can be demonstrated as a result of training and professional development. most studies agree that teachers will show positive emotions if they are successful and have sufficient skills. implication of study. the entire of this study consistent with vygotsky’s social constructivist theory. the role of teachers in developing interactions in inclusive classroom can improve student achievement and social engagement. in addition, the emphasis on the concept of zone proximal development can also be enhanced as changes made by teachers in forming aspects of learning from students’ classmates can influence them in social life. the teacher’s role as facilitator is strongly emphasized in the implementation of cta. however, combining two teachers in one class requires patience as each teacher has a different personality, teaching style and attractiveness. teachers also need to know to balance their role in the classroom so that an element of parity exists between the two teachers. effective co-teaching will positively impact student academic achievement and meet the needs of students in educational access. professional development training is crucial in ensuring that the teachers involved can reinforce their understanding of the cta component and understand what role they should play. lack of proper training and professional development will cause teachers less confident in their teaching effectiveness in connection with lack the knowledge and skills needed (dillon & gallagher, 2019). conclusion this study reviews the level of implementation of cta components and its implementation difference based on the categories of teachers in malaysia. the implementation level of the cta component as a whole shows a moderately high level and there is no difference between sets and mets in the implementation. this affirm that the balance of support and teacher involvement is crucial in determining the level of success of the cta. professional training and development need to be enhanced from time to time in order to strengthen teachers’ knowledge and skills in implementing cta. in addition, exposure and training related to cta for teachers will further expand the practice of cta in malaysia. however, the findings of this study are very limited because it only focuses on one factor related to teachers other than the three technical elements of the study, namely sampling design, data type and location of study. further studies can use qualitative design in order to explore deeper into the implementation of cta components. nonetheless, this study was able to be part of the preliminary study that will be a continuation for better learning outcomes in inclusive classroom settings in malaysia. references ainscow, m. 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(2000). descriptive analysis of team teaching in two elementary classrooms: a formative experimental approach. remedial and special education, 21(6), 366-376. 46 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 46-53 the effect of interactive web-based learning (lwl) model on learning outcomes students with visual impairment and students with hearing impairment at universitas islam nusantara teti ratnawulan, prinanda gustarina ridwan, yoga budi santoso, eka yuli astuti, emay mastiani, indiah wisjnu sulistyorini, argiasri mustika, panji romadhona. universitas islam nusantara, bandung, indonesia email: teti.ratnawulans@gmail.com abstract: learning allows all students to be able to access education, including students with special needs. in the current pandemic, all learning activities are converted into online. however, students with special needs, especially blind and deaf students, have difficulty adapting and accessing learning using e-learning. it causes difficulties in understanding the contents of the material, and applications used cannot fully accommodate the needs of blind and deaf children. it has an impact on decreasing learning outcomes. the method used in this study uses a research and development (r&d) approach with an exploratory mixed-method research design. the subjects of this study were blind students (7 people) and deaf students (3 people) special education department in uninus. the results showed that the interactive web-based learning (iwl) learning model had a good effect on the learning outcomes of blind and deaf students, especially in the physiology analysis subject for children with special needs and the growth and development of children with special needs. with the interactive web-based learning (iwl) learning model, it is hoped that blind and deaf students can explore more in online-based learning. keyword: web-based learning, learning model, students with special needs introduction education is the right of all individuals, including children with special needs. it is written in law number 20 of 2003 concerning the national education system that “every citizen (without exception) has the right to obtain quality education (article 5 paragraph 1)” (national education system law, 2017). it is the basis for all education units to provide excellent service to special needs students in academic and non-academic terms, one of which is higher education. the learning process at the higher education level refers to the four pillars of education, namely 1) learning to know, 2) learning to do, 3) learning to live together, 4) learning to be. with the four pillars of education, it is expected that students can learn comprehensively and produce quality graduates and effective learning. moreover, students have experience learning to compete in the era of the industrial revolution 4.0 as it is today. universities, both public and private, are obliged to accept students regardless of their conditions. it is stated in permenristek dikti number 46 of 2017 concerning special education and special services in higher education, which means that universities must be ready and able to accommodate good education and infrastructure accessibility for the needs and comfort of students. (national education system law, 2017). therefore, the fulfillment of the right to education must pay attention to four important indicators 1) availability indicators, 2) accessibility, both infrastructure, distance, and/or technology including access, economy, and education costs that must be affordable by all, 3) acceptance of the substance, curriculum, and teaching methods must be accepted by everyone, and 4) adaptability (adaptability) of active education management so that it can adapt to the needs of the various cultures and traditions of society. (saputri, 2019). in the special education study program, nusantara islamic university, there are students with disabilities with various obstacles such as visual impairment (blind) and hearing impairment (deaf). they study together with students in general in the same class. various obstacles faced by students with disabilities such as difficulties in understanding a series of lecture materials, difficulties in accessing learning materials. they can only listen to lecture material by listening to lecturers lecturing or assisted by their classmates, using powerpoint media. that too must be read so that their scores are below standard. besides that, students with hearing impairment still have difficulty in the mastering lecture material. the pandemic in 2020 appears to impact the learning mechanism; namely, all education systems change from face-to-face to online (online), and lecturers and students must adapt to current conditions. it has a significant impact on students with disabilities. 47teti ratnawulan, prinanda g r, yoga budi s, eka yuli a, emay m, the effect of interactive web-based . . . they have not been able to adapt to the online lecture mechanism. the obstacle faced is that students are not ready to accept face-to-face learning. the material provided is not explicit and detailed. the assignments are collected according to a predetermined deadline, making students stress because in one-day lectures with many assignments. in addition, some students do not have android cellphones, have difficulties because there are no mentors or peer tutors in the learning process, wasteful quotas, cellphone memory becomes complete, and many others. in the subject of analysis of the physiology of children with special needs and the growth and development of children with special needs, students have difficulty understanding the material presented. it can be seen from the results of the post-test, which was conducted three times. this course is not familiar because the material contains pictures and foreign terms that must be understood in detail. these results show that students with visual impairments and hearing impairments are still confused in understanding the terms in these courses to have difficulty understanding the material. there are several applications that blind students use for online learning in the learning process, including jaws, eye window, braille notes, and note taking students have difficulty understanding the concept of the material presented. it can be seen from the results of the post-test, which was carried out three times. this course is not familiar because the material contains pictures and foreign terms that must be understood in detail. these results show that students with visual impairments and hearing impairments are still confused in understanding the terms in these courses to have difficulty understanding the material. there are several applications that blind students use for online learning in the learning process, including jaws, eye window, braille notes, and note taking students have difficulty understanding the concept of the material presented. it can be seen from the results of the post-test, which was carried out three times. this course is not familiar because the material contains pictures and foreign terms that must be understood in detail. these results show that students with visual impairments and hearing impairments are still confused in understanding the terms in these courses to have difficulty understanding the material. there are several applications that blind students use for online learning in the learning process, including jaws, eye window, braille notes, and note taking. these results show that students with visual impairments and hearing impairments are still confused in understanding the terms in these courses to have difficulty understanding the material. there are several applications used by blind students for online learning in the learning process, including jaws, eye window, braille notes, and note taking. these results show that students with visual impairments and hearing impairments are still confused in understanding the terms in these courses to have difficulty understanding the material. there are several applications that blind students use for online learning in the learning process, including jaws, eye window, braille notes, and note taking (perera-rodríguez, & moriña díez, 2019). for deaf students, all online learning applications can be used. it is just that some online learning platforms have a menu that is less supportive of accessibility, such as difficulties in taking lessons because the video that is displayed has no text, only displays images, there is less explanation in the material, and learning outcomes require the actions of downloading and uploading documents that are not easy to do independently and video conferencing platforms are also tricky for deaf students to follow. based on the above problems, a learning innovation is needed so that students with disabilities can be served to learn needs and the obstacles to learning online can be appropriately resolved, so the researcher wants to research under the title the effect of interactive webbased learning (iwl) models on learning outcomes in students with special needs in the special needs education study program, fkip uninus bandung. method the method used in this study uses a research and development (r&d) approach with an exploratory mixed-method research design. mixed method research design is a procedure for collecting, analyzing, and “mixing” quantitative and qualitative research methods in one study to understand a research problem. (cresswell, 2010). thus, the mixed method uses two approaches, namely quantitative and qualitative, so that this method provides a comprehensive understanding in solving research problems. independent variable the independent variable in this study is the interactive web-based learning (iwl) model. according to (kadir, 2008) application programs are ready-made programs or programs designed to function for other users or applications. application is also defined as using or applying a concept that is the subject of discussion or as a computer program designed to help humans carry out specific tasks. the interactive web-based learning (iwl) learning model is an application in a website that can accommodate individual learning needs through online learning. the iwl learning model is designed based on an analysis of the learning needs of blind and deaf students with website media, making it easier to carry out learning activities. the content of the iwl model is a software as a learning medium that is needed containing menu materials, learning videos, 48 journal of icsar; volume 5, number 2, july 2021: 46-53 discussions, assignments that can be accessed easily by blind and deaf students. interactive web-based learning is an online learning model using a website page as a learning medium that can present learning materials from lecturers in the form of pages that can be read directly by students with special needs with visual impairments through a screen reader that has been installed on visually impaired students’ cellphones and equipped with a learning video feature accompanied by subtitles so that it has accessibility for deaf students. this website is also equipped with discussion features and a collection of assignments and exam results equipped with voice notes. all students, including blind and deaf students, can be directly involved in learning through this website, from lectures to the active assessment process. bound variables the dependent variable in this study is the learning outcomes of blind and deaf students. learning outcomes are displayed in the subject of analysis of students with special needs (sen) physiology and the growth and development of sen. according to winataputra (2007), learning outcomes are evidence of the success that has been achieved by students, where each learning activity can lead to an unprecedented change. in this case, learning includes process skills, activeness, motivation, and learning achievement. according to (sudjana, 2012) learning outcomes are abilities that students have after receiving a learning experience. next, warsito ((depdiknas, 2006) argues that the results of learning activities are characterized by a relatively permanent positive change in behavior in the person learning. concerning that opinion, then (wahidmurni 2013) explains that someone can be said to have succeeded in learning if he can show changes in himself. changes in these changes include the ability to think, skill, or attitude towards an object. changes in behavior resulting from learning are often referred to as learning outcomes. arikunto (arikunto, 2002) states that a person’s learning outcomes can be in the form of knowledge, skills, and attitudes. a person who has learned will experience changes in himself in knowledge, skills, and attitudes. the learning outcomes referred to are the ability to think of blind and deaf students in capturing material in the physiology analysis course of the sen and the course of growth and development of the sen. in addition, understanding can be measured by seeing how the student’s ability to answer questions, explain lecture materials again and during the teaching and learning process (pre-test and post-test). research subject the subjects of this study were blind students (7 people) and deaf students (3 people) in the special needs education program, uninus bandung. research instrument the instruments used in this study were observation and interview instruments (in stage 1). whereas stage 2 using a test assessment instrument. research procedure stage 1, at this stage, the research is qualitative, namely the presentation of data in the form of narrative results, descriptions obtained from the results of assessments, observation, interview, and documentation studies related to the objective conditions of blind and deaf students in learning the physiology analysis subject for children with special needs and the growth and development of children and data from students, lecturers about methods, media, lecture implementation of the physiology analysis course for sen and the growth and development of sen. researchers conducted a preliminary study to see the objective conditions of blind and deaf students in the physiology analysis course for children with special needs and the growth and development of children with special needs. first, the researcher conducts interviews and observations about the lecture process (material, methods, and applications used). then analyzed the results. stage 2, at this stage, the data is presented in the form of descriptive statistics. in this stage, students carry out lectures using the iwl model that has been created. the learning model is implemented by looking at the influence of students on learning outcomes in the physiology analysis course for children and the growth and development of students. furthermore, to determine the effect of the iwl learning model on the learning outcomes of blind and deaf students, the researchers conducted tests using an experimental method with a single-subject research (ssr) design. in addition, experimental research was conducted to determine how much influence a treatment/treatment is given to subjects repeatedly within a specific time. (sunanto, 2006). the design used in this research is ab which consists of two stages of conditions, baseline conditions (a) and intervention (b). a (baseline) is the initial condition of students in learning physiology analysis courses and the growth and development of students. this phase aims to determine how students understand the material presented using existing methods and media. then calculated using the percentage of results and entered into recording data. b (intervention) is a condition where the intervention is given to students using the iwl model to develop understanding in the learning process in the physiology analysis course and the growth and development of students. 49teti ratnawulan, prinanda g r, yoga budi s, eka yuli a, emay m, the effect of interactive web-based . . . table 1. the interview process and answers by blind and deaf students blind student deaf student how is the process of teaching and learning activities in the subject of physical analysis of sen and the growth & development of sen? • i can follow the learning process, but sometimes the material presented is difficult to detect by the screen reader on my cellphone. • it is easy to understand if a lecturer explains the rest; i have to look for material to understand the material, especially those related to terminology. • pjj makes it more difficult for me to follow the lessons because it needs adjustments to the application’s material and application. • i prefer learning activities with media that make it easier for visually impaired people to access learning materials. • there is much material to read during pjj, so i have difficulty understanding it because my cellphone capacity is limited. • the implementation of learning during pjj for blind people needs to be more friendly in the application used • the activities are good • i took these two courses, and i did not understand them because i had difficulty understanding the material. • from 8 materials, 2 or 3 materials that i can understand. what methods and media were used during the lecture? • the method used is the same as we face to face only. we cannot meet in person—the media used by powerpoint for the material. • face to face. the media is powerpoint. • the method is discussion, question, and answer. the material uses powerpoint. the media is powerpoint, video via youtube, etc. • lectures use face-to-face methods, lectures, discussions, and q& a. • the lectures are virtual media, sometimes with video powerpoint material. • same as usual, face to face virtually. • i was using powerpoint and learning videos. • the method is virtual face-to-face, and the application used sometimes does not have subtitles, so i am dizzy. • face to face. the media is using whatsapp and google meet. • face to face online method are the lecture materials easy to understand? • it is easy to understand if the lecturer clearly provides an explanation • difficulty in terms, especially those who speak english. • easy to understand because there is a powerpoint. • a little less because it is difficult to repeat lessons • the material presented is easy to understand when there are lecturers only. because i am lazy to note/record. • the material is easy to understand because the lecturer explains it easy to understand. • easy to understand • i do not understand it; sometimes, i like to ask lecturers or friends to repeat material that i do not understand. • the lecturer clearly explained (i can read his lips), but i was confused by the term from the medical (for the subject of physiological analysis). • i feel dizzy when no one translates the words, or the language has to be simpler, so i understand. what are the obstacles in learning the physiological analysis course for children and the growth & development of children during pjj? • there are so many pictures that it is difficult to imagine the parts. for example, the brain has many parts and sometimes makes confusion and complex understanding it. • difficult if it is related to medical understanding (physiological analysis of student with special needs) • in addition to the material related to the definition of network, constraints make a miscommunication. • the network that likes unstable • when giving the material, the lecturer had explained it slowly and clearly (the articulation), but i was still confused. so there must be additional tks in learning. what are applications used in distance learning? we use whatsapp, zoom, google meet, youtube, microsoft team, google classroom, etc. • using whatsapp, zoom, google meet, youtube, microsoft team, etc., google classroom. 50 journal of icsar; volume 5, number 2, july 2021: 46-53 how are the results of distance learning in the physiology analysis course of sen and the growth & development of sen? • physiology analysis and growth and development courses are easy to understand, but they still don’t 100% understand the material. in addition, the application users cannot accommodate me to download the material delivered. • i was only absent from attending lectures because it was difficult to access the application. • it is easy to understand when the lecturer explains, but when doing the assignment, it is rather tricky. • good, assignments submission uploaded to the application is like an error. • as a result, in my opinion, i could not understand the two materials of the course. i also like to be confused when i have to collect assignments carefully. • there is learning material that is difficult to understand (nervous system) because of many terms. • just understand. • my learning outcomes are not optimal • difficulty understanding the material • have to ask for help from friends or lecturers have to repeat the material presented. table 2. assessment instruments interactive webbased learning (iwl) learning model aspects measured using interactive web-based learning (iwl) learning model how is the process of teaching and learning activities in the physiology analysis course for children and their growth & development using the interactive web-based learning (iwl) learning model? are the lecture materials easy to understand using the interactive web-based learning (iwl) learning model? how is the interactive web-based learning (iwl) learning model design attractive and able to access it in a friendly and good manner? how is the menu displayed on the interactive web-based learning (iwl) learning application? is the interactive web-based learning (iwl) learning application easy to understand? how is the relationship between material and media in the interactive web-based learning (iwl) learning model? is the interactive web-based learning (iwl) learning model easy to access and understand? how are the learning outcomes for students in the physiology analysis course for children and their growth & development using the interactive web-based learning (iwl) learning model? finding & discussion finding the results showed that students’ learning outcomes in the physiology analysis course and the development of children development were still lacking. based on the results of the interview and observation, it was found that in the process of teaching and learning activities, blind students did not understand the terminology and had difficulty understanding the material because the screen reader application was unable to capture all the material displayed, difficulties in repeating the subject matter if the lecturer had finished lectures, the method used was lectures, discussion and using powerpoint media so that the learning outcomes of blind students are not optimal. furthermore, for deaf students, the difficulty of reading the lips of the lecturer makes it challenging to grasp the meaning of the lecture material. based on the data above, it can be concluded that the learning outcomes of blind and deaf students in the subject of physical and developmental analysis are still very limited in understanding the content of the material due to internal and external factors. from the above objective conditions, a learning model was compiled in the form of an application in the form of an online website that aims to make blind and deaf students access social learning and comprehend the content of the material comprehensively. the preparation of a learning model is based on the analysis of learning problems faced by students with visual impairments and hearing impairment, the suitability of the learning needs of blind and deaf students with applications, and appropriate software as the learning media. the preparation of this learning model consists of learning material from the lecturer in the form of pages that can be read directly by blind students through a screen reader that has been installed on a blind student’s cellphone and is equipped with a learning video feature accompanied by subtitles so that it has accessibility for deaf students as well as equipped with discussion features and assignment collection and examination results equipped with voice notes so that all students, including blind and deaf students, can be directly involved in learning through this website from the start of lectures to the active assessment process. this program results in a learning model interactive web-based learning (iwl), which can be accessed by blind and deaf students in learning in the physiology analysis course and the growth & development of children with special needs. 51teti ratnawulan, prinanda g r, yoga budi s, eka yuli a, emay m, the effect of interactive web-based . . . figure 1. stages of research figure 2. learning outcomes before using the iwl model figure 3. learning outcomes after using the iwl model figure 4. learning outcomes before using the iwl model figure 5. learning outcomes after using the iwl model the interactive web-based learning model was tested on blind and deaf students by giving tests using instruments adapted to the menu in the application. the data results of table 2 are presented in the following data obtained in figures 2, 3, 4, and 5. based on the data from the calculations that have been done in the form of the graph above, it can be concluded that students who are blind and deaf after being given learning using the learning model increase in the process of teaching and learning activities, understanding the lecture material so that the learning outcomes show an increase. so that the learning model interactive web-based learning affects the learning outcomes of students with special needs (blind and deaf) in special education study programs. discussion the purpose of this study is to see the effect of the model interactive web-based learning on the learning outcomes of students with special needs in the uninus special needs education study program, especially in the subject of analysis of the physiology of children with special needs and the growth & development of children with special needs. learning is an activity that involves acquiring knowledge, skills, and positive values through interaction with their environment. the learning process is a communication process, namely delivering messages from message sources through certain channels/media to message recipients. therefore, message, message source, channel/media, and message receiver are components of the communication process. the process that will be communicated is the content of teachings or education in the curriculum. the message’s source can be teachers, students, other people, or writers of books and media. (sudjana, 2012). 52 journal of icsar; volume 5, number 2, july 2021: 46-53 online learning or e-learning in current conditions allows students to carry out learning activities effectively. with online learning, the learning contents, interactions, or guidance can be conveyed to students according to the situation and conditions. (rosenberg, 2001): e-learning or online learning refers to the use of internet technology to deliver a series of solutions that can enhance knowledge and skills. the benefits of e-learning or online include 1) e-learning can be measured; e-learning is something speedy. e-learning helps us to keep up to date with the latest information, 2). e-learning has the capacity and consistency, 3). e-learning helps high memory, 4). e-learning saves time and money, 5). e-learning is very friendly to the environment, 6). e-learning is flexible. (science studies, 2019). e-learning provides a flexible and accessible learning system that allows each student to adapt to their conditions and needs. therefore, e-learning can be used for education for all e-learning can help accommodate students with disabilities and accommodate the needs of instructors and educational institutions, helping students in the early stages of learning, breaking down barriers, being used as a tool to increase different potential students based on knowledge, e-learning can also encourage the inclusiveness of a variety of sen (di iorio, feliziani, mirri, salomoni, & vitali, 2006). e-learning accompanied by proper training and instructors will comprehensively enhance the learning process. in addition, non-physical accessibility such as information, communication, and technology can be used or understood by persons with disabilities, such as printing in large fonts. individuals with low vision can access it, deaf-speech people, providing adaptive hearing aids in theaters. (syafi’ie, 2014). the objective conditions of students with special needs (blind and deaf) in the special needs education study program are still problematic in dealing with learning using the online system. visible obstacles are the need for adaptation in carrying out online / onlinebased learning activities, difficulties in operating applications in the field, understanding of material during online/online lectures are not optimal. it impacts students’ learning outcomes with special needs (blind and deaf) that are less than optimal, such as; a points scoring system that imposes a specific time limit. thus students with visual impairments will always have the potential to lag behind alert friends in getting points. not all forms of online learning will be easily accessible to blind students even though they have used tools or software support such as screen readers. assistive devices support persons with disabilities in carrying out activities or jobs that do not have data or are challenging due to their disabilities. (tarsidi, 2013). difficulty in terms of online exams that are time-limited or with the exact duration of processing time as alert students. whereas for deaf students it is difficult to understand the movements of the lecturers’ lips so that their understanding of the material becomes wrong or misperception, the unavailability of subtitles and/or language hints on the video used by the lecturer for teaching, a bad internet connection can provide deaf students experiencing delays in receiving information. learning modifications for deaf disabilities include: a) increasing visual teaching materials; b) not looking away from deaf disabilities because they get information from lip movements; c) students with hearing disabilities sit at the front; d) avoid too fast speech and complex sentences; e) demonstration method, modeling, or hands-on practice is recommended; f) deaf persons are allowed to explain their thoughts by using sign language and/or in writing; g) provide a sign language interpreter. (aulia, ummah, & samawi, 2020). based on these findings, a learning innovation is needed for students with special needs (visually impaired and deaf) in online lectures. with this innovation, it is hoped that it will affect students’ learning outcomes with special needs (blind and deaf). one of them is using a learning model, interactive web-based learning. this learning model supports the same access to learning for students with special needs (shevlin & kenny, 2004). therefore, support for students who are blind and deaf is very appropriate and necessary. furthermore, online learning content should make it easier for students with special needs to access it. dabbagh (in hasanah, 2020) stated that the characteristics of students in online or online learning activities are: 1. enthusiasm for learning, 2. literacy for technology, 3. ability to communicate interpersonally, 4. collaborating 5. skills for independent learning. conclusion the results showed that the interactive web-based learning (iwl) learning model had a good effect on the learning outcomes of blind and deaf students, especially in the physiology analysis subject for children with special needs and the growth and development of children with special needs. thus, with online learning using a model, interactive web-based learning will affect students’ learning outcomes with special needs so that the learning needs of students who are blind and deaf can be met. therefore, with the interactive webbased learning (iwl) learning model, it is hoped that blind and deaf students can explore more in onlinebased learning. 53teti ratnawulan, prinanda g r, yoga budi s, eka yuli a, emay m, the effect of interactive web-based . . . references arikunto, s. 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(2007). learning and learning theory (center for publishing (ed.)). open university. 105 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 2 july 2018 the effectiveness of brain gym and brain training intervention on working memory performance of student with learning disability bungawali abduh, mohd mokhtar tahar universiti kebangsaan malaysia, malaysia email: bungaduan@gmail.com abstract: learning disability is commonly associated with a weak working memory function of a student that impacts his or her performance in school. this study aims to identify the effective approaches that could enhance the working memory function of students with learning disability. this quasi-experimental study involved three group of five students that were allocated into control group, brain gym, and brain training intervention group. the brain gym intervention group performed brain gym ® superspace exercise on a daily basis for four weeks during the first school session. meanwhile, brain training intervention was carried out by another intervention groups on a daily basis for four weeks. they were allocated with 5-minutes brain training game for each person in a group during free time at school. data for the working memory function that were collected during preand post-test using three instruments: (1) digit span memory test; (2) spatial memory test; and (3) picture identification test. two nonparametric test was used to interpret the data: (1) spearman rank order correlation to determine the relationship of the three groups on the preand post-test and wilcoxon pair signed rank test to measure the difference between preand post-test scores for the control group, two intervention groups, and three working memory component. the findings of the study show a significant increment of the working memory function for both intervention groups. the finding also shows a significant increment for digit span memory and spatial memory skills among participants in the intervention group. this study provides alternative to parents, teachers and school administration to provide appropriate learning stimulus that could fulfill the needs of students in school and at home. keywords: working memory, students with learning disability, brain gym, brain training introduction what causes learning disabilities?. according to researches there are various factors that cause difficulties in learning including imperfect formation of ears and hearing senses that affect early learning as early as in the womb (wasserman et al., 2012), imbalance brain chemical caused by the imperfection of neurotransmitter function (healy, 2004), birth trauma and emotional trauma during developmental process which causes disability learning failure associated with sensory integration and executive functions of the brain (may-benson et al., 2009), allergies and nutritional aspects that influence the performance of children at school (phyllis, 2013). the significant relationship between sensory integration development and executive functions of the brain draws researchers’ attention when the developmental impairment of the brain function was proven to be able to be treated in the previous study with improving relations between neuron cells. the process that is known as neuroplasticity happens when the needs of the metabolic neuron could be increased with the increment of the intensity of the brain stimulus (leisman & melillo, 2015). therefore, this study was carried out to measure the appropriate and effective method that can be implemented by the teacher in the classroom to enhance the brain stimulation of students with learning disability. many recent studies were conducted to measure the steps in boosting the stimulation to the capacity of the most basic brain function that is working memory. for example, body movement (vicary et al., 2014; sousa, 2017) and games using software and devices that involve imagination and combination of ideas (durkin et al., 2013; cardoso-leite & bavelier, 2014; titz & karbach, 2014). however, these studies have limited the focus on a single method of brain stimulation without looking at the different perspective of other methods that could be appropriate for readers’ comparison and consideration, especially parents and those involved in teaching. hence, the researcher has put an emphasis on the working memory performance through the implementation of two types of cognitive intervention, brain gym®, and brain training. the outcome of the study will look at the effectiveness of the intervention towards working memory performance of the students involved as well as to determine the scores’ difference of working memory performance between different groups of students that received a different intervention. 106 journal of icsar; volume 2, number 2, july 2018: 105-111 figure 1. baddeley working memory model (2012) working memory is an early process of brain function that is crucial for the learning process. it provides temporary storage of information necessary for a more complex learning activity (baddeley, 2012). in 1974, baddeley & hitch proposed a model of working memory that becomes an alternative to various models of memory storage. the above diagram is the main component of baddeley’s working memory model that is led by executive functions, the most important component which plays a role in synthesizing received information. episodic buffer responsible for recalling information, integrating and manipulating materials depending on the executive process. the visual-spatial scratch pad stores nonverbal visual and spatial information like objects and numbers. the study found that the limits of visual-spatial memory capacity (between 4 to 7 items) are depending on the level of focus and the methods used (cowan, 2001; zimmer et al., 2010). on the other hand, the phonological loop is a part of that stores a limited number of speech sounds for a short period. some previous studies found that there is a significant relationship between working memory and iq level as working memory practices were found to improve individuals iq (norbert & ksenija, 2012; smith, 2015). in addition, the working memory also has a strong relationship with the intellectual capacity when it is used as intervention on a wide range of specific populations like children with adhd (chacko et al., 2014), down syndrome (costa et al., 2015), dyslexic students (de carvalho et al., 2014) and individuals with autism (kercood et al., 2014). according to the founder of brain gym®, dennison, the foundation of brain gym is the interdependence of movements, cognitive and learning process. some previous studies found that brain gym practices give a positive impact on students’ academic performance, motivation, balancing and focus level (sutoro, 2014; rehab, 2017 & gibbs, 2007). on the other hand, brain training refers to the participation in certain activities or programs that aims to improve cognitive ability resulted from the repetition of activities over a period of time. it involves the control function that requires focus, intelligent and the control of misleading stimulus including reasoning, working memory and inhibitory control (owen et al., 2010; howard-jone, 2014; ballesteros et al., 2015). brain gym® and brain training interventions are two different approaches that focus on students’ engagement in activity to impact the neuroplasticity process and brain executive function particularly working memory performance and productivity of life. both commercial approach interventions always draw researchers’ attention who questioned its effectiveness. the issues on brain gym revolved around the underlying theories that are said to be empirical when previous studies failed to show scientific evidence and a dispute in the outcome of findings analysis (hyatt, 2007; spaulding et al., 2010; ruhaak & cook, 2016). next, brain training intervention which is based on cognitive training through games like cogmed, lumosity and cognifit is questioned by previous researchers when their impact on neural functioning was not relevant to the achievement of lesson in class and real-life practices as alleged by the brain training company (simons et al., 2016 & mccabe et al., 2016). the relationship between brain training and academic achievement has also raised an issue as it does not involve the body movement that is already proven to improve executive function of the brain (horward-jones, 2014). the disagreement and issues on the effectiveness of brain gym and brain training draw researcher’s interest to conduct this study. this study aims to measure the effectiveness of brain gym and brain training intervention towards the working memory performance of students with learning disability in a primary school in bangi. therefore, the objectives of this study are: (i) to compare the working memory performance of two intervention groups and control group before and after the intervention program; (ii) to find out which component of working memory have improved after the intervention program. method this study employed a quasi-experimental design that involved 15 students with learning disability using purposive sampling method. the participants involved are only those who are classified to have learning disabilities based on registration form and special needs placement of children (0-18 years). a pre-test was carried out to all participants before they were segregated into 3 groups based on the matched-group design (elizabeth & rubin, 2007; creswell, 2013). the participants were sorted out in ranking based on the pretest scores earned. they pulled out alternately to join the three different group based on the score ranking. consequently, each group will have five members (control group; brain training intervention group; 107bungawali a, mohd mokhtar t, the effectiveness of brain gym and brain training . . . . brain gym® intervention group) that is equivalent in terms of cognitive abilities based on the mean score of each team. the population involved in the study is the accessible population (noraini, 2013) which consist of all 44 students from the integration program of a secondary school in bangi. the size of the sample is equivalent to 34% of the study population and each sample represents 3 students in the population. this value is calculated based on the mathematics formula adopted from barreiro & albandoz (2001). the consents from the school and parents were obtained before the study was conducted. the pilot study was conducted using the test-retest method to determine the reliability of the instrument. the participants involved in the intervention process were also given a briefing about the form of intervention, the aims and the duration of the study. this procedure is taken to ensure that every participant would be able to give full cooperation and commitment throughout the interventions that were held for 4 weeks. during the implementation of this study, the researcher had accomplished a course on brain gym® 107 and obtained a certificate of completion of the course. the pre-test and post-test were conducted in a controlled and natural setting of the classroom. the scores obtained for pre-test (before intervention) and posttest (after 4 weeks of intervention) were recorded in the same data form for each participant so that a clear score comparison can be made for each participant. the brain gym® intervention with six superspace movement ( brain button, space button, earth button, thinking cape, cross crawl and hook-ups) was carried out by one intervention group for 5 minutes during early school time on a daily basis. it started with drinking of plain water before conducting any physical movement. on the other hand, brain training intervention was carried out by the other intervention groups during free time for five minutes on a daily basis. brain training included 5 games that were downloaded using a mobile phone and a tablet from google play store. the brain training games were left vs. right, lumosity, cogmed, memory game and memory test. while the control group of this study did not receive any intervention stimulus. the best measurement of working memory performance involves a combination of different tests to produce a score with high reliability and validity (kane et al., 2005). as a result, three types of instruments in the form of cognitive computerized tasks on mobile devices were used to measure the working memory performance during preand post-test to allow assessments to be performed in the variety of environments (satler et al., 2015). digit span memory test and spatial memory test are two common tests that were used in cognitive and neuroscience studies. in this study, both tests had been freely accessed from the website www.memorylosstest.com. digit span memory test is similar to the wechsler intelligence test score for children (wisc-r) (wechsler, 1974). the difference between the two tests is the auditory stimulus used for wisc-r while the visual stimulus is used for digit span memory test which 5 random numbers will appear sequentially in the tablet screen before they disappear. the participants have to touch the numbers on the screen so that the same digits reappeared with the right sequence. on the other hand, spatial memory test was adopted from korsi blok (milner, 1971) that involved a sequenced movement of the items in the certain location on the screen. participants were asked to memorize the sequence of the items appeared in certain locations. each participant is given 10 attempts for both tests. the third instrument is picture identification test that is developed and adopted from the recognition memory for related pictures by pezdek (1978). in this test, the participants were shown 30 images that appear in a row every 3 times. after that, participants were asked to choose one of two pictures that appeared simultaneously by saying a or b for each of the 30 pairs of pictures presented. the researcher refers two experts to review and confirm each modified instrument. data analysis was carried out using ibm spss statistics 22 with p < 0.05 as the significant value. the data of the pilot study was tested using spearman rank-order correlation to determine the relationship of scores obtained before and after the intervention. the spearman rank-order correlation analysis on the scores of working memory performance before and after intervention illustrates a strong and positive relationship with the significant value (r =0.817, p =0.000). the analysis of wilcoxon matched-pairs signed rank test was used to see the scores’ difference of working memory performance before and after the intervention programs for all three group. a nonparametric test was selected for the analysis as the study involved only a small sample size for every study group. findings and discussion findings group scores of working memory performance before after intervention the comparison of post-test and pre-test performance scores was done separately to see if there is a significant difference between working memory performance for the control group and both intervention groups. 108 journal of icsar; volume 2, number 2, july 2018: 105-111 table 1. wilcoxon signed rank test analysis of working memory performance before and after intervention for three group. n mean rank z sig control pre t i v e rank 2ᵃ 3.00 -.405 .686 post + t i v e rank 3ᵇ 3.00 ties 0ͨ total 5 bt pre t i v e rank 0ᵃ .00 -2.023 .043 post + t i v e rank 5ᵇ 3.00 ties 0 ͨ total 5 bg pre t i v e rank 0ᵃ .00 -2.041 .041 post + t i v e rank 5ᵇ 3.00 ties 0 ͨ total 5 *bt (brain training), bg (brain gym) based on output analysis in table 1, there is no significant difference in control group working memory performance before and after intervention program (z = -.405, p = .686). brain training intervention based on table 1, there is a significant difference in the working memory performance before and after the brain training intervention program (z = -2.023, p = .043). all participants show improvement in their working memory scores after the completion of brain training intervention. these findings demonstrate brain training has successfully increased the working memory performance scores of the participants. the outcome of the analysis has proven that brain training intervention could improve students’ working memory performance. the findings of this research are associated with several factors that drive an efficient selection of focus to enhance working memory performance. an active adaptation on the establishment of attention and focus is required for the implementation of brain training intervention in a natural setting. however, the extrinsic motivation gained from the friends and teachers and intrinsic motivations that were portrayed in attention and interest encourage participants involved to achieve the targeted level in brain training games. lumosity and cogmed are two interesting games in brain training that could attract participants and increase their motivation to try out other interactive games that have been set and scheduled. the games were not only testing participants’ skills in focusing, but also enhancing their skills and ability to memorize, be flexible, solve the problem, listen and language. the stimulation gained by the participants from the brain training and other learning game increased positive emotion that influenced participants’ engagement in learning throughout school session (dewi & kurniawan, 2017). the findings of this study are supported by mawjee et al. (2014), nouchi et al. (2013), and holmes & gathercole (2014) which concluded that working memory training sessions could drive engagement, motivation, working memory, math skills and increased of participant expectation. brain gym® intervention based on table 1, there is a significant difference on the working memory performance before and after intervention program (z = -2.041, p = .041). all participants show improvement in their working memory scores after the completion of brain gym intervention. this findings demonstrate brain gym® superpace exercise that was conducted for 4 weeks has successfully increased the working memory performance scores of the participants. this outcome contradicted with the findings of watson & kelso (2014) that suggest a longer period for brain gym to be more effective. unlike the research conducted by watson & kelso (2014), brain gym® intervention that was conducted for four weeks during early school session took about 5 minutes for completion. the researcher has made some considerations on the maturity-bias influence (mitchell & jolley, 2012), motivation (toril et al., 2014) and cost (simon, 2016) to determine a suitable duration for brain gym® intervention. this was supported by metcalf et al. (2012), who suggests the intervention of physical activity to be conducted for 4 weeks of duration. the finding of this study is similar to some previous studies showing positive results for the intervention group after implementing the brain gym. for instance, the findings of a study by marpaung et al. (2017) on academic performance and rehab (2017) on balancing and manipulative skills. current and previous studies provide a different perspective on brain gym that makes it relevant for consideration of brain gym® in the school setting. among the brain gym activities include 26 types of gradual brain gym movement which encompasses three dimensions of fitness that are the focus, centering and laterality (koester, 2013). the implementation of a program that is interesting, easy and fulfills the needs of every student in a less-restrictive environment is very important in enhancing motor perception process of students with the learning disability (stephenson et al., 2007). this effort includes all physical activity, exercise movement, dance and brain gym® movement. 109bungawali a, mohd mokhtar t, the effectiveness of brain gym and brain training . . . . table 2. wilcoxon signed rank test analysis of working memory components. n mean rank z sig postdsmt -tive rank 0ᵃ .00 -2.264 .024 predsmt +tive rank 6ᵇ 3.50 ties 4ͨ total 10 postsmt -tive rank 0ᵃ .00 -2.214 .027 presmtl tive rank 6ᵇ 3.50 ties 4ͨ total 10 post-pit -tive rank 1ᵃ 3.50 -1.480 .139 pre-pit tive rank 5ᵇ 3.50 ties 4ͨ total 10 *dsmt(digit span memory test), smt (spatial memory test), pit( picture identification test) performance of working memory component after intervention program table 2 shows the performance comparisons of each working memory components before and after the intervention program for both intervention groups. the significant changes were recorded on dsmt (z = -2.2643, p = 0.024) and smt (z = -2.214, p = .027) skills of the participants. six participants show a higher score of dsmt and smt after intervention and 4 participants did not show any score changes. it shows that intervention provides positive changes to the working memory performance of dsmt and smt skills. there were no significant changes observed in the pit test (z =-1.480, p = 0.139) when intervention was implemented. the outcome of the analysis has proven that intervention programs could improve students’ working memory performance in the aspect of memorizing the spatial map location, numbers, and its position. in the digit span memory test that was implemented in this study, participants are required to memorize 5 digits that appear one by one in less than 5 seconds in duration. after that, participants are required to use their working memory capacity to type and obtain the 5 digits number on display screen. the intervention that took place in the study provides a positive implication towards the capacity limit of visual-spatial memory for students with learning disability. the participants involved in the intervention able to achieve the capacity limit of visual-spatial memory within the range between 4 and 7 items as stated in previous studies (zimmer et al., 2010; cowan, 2001). the improvement of visual-spatial skills in this study is similar to the findings of astle et al. (2015). in the study, 33 children involved in a spatial memory training. as a result, their working memory capacity associated with altered connectivity between the frontoparietal network and both parietal cortex and inferior temporal cortex is increased. in consequence, their focus level is also improving based on the fact that working memory is associated with the ability to concentrate selectively (kreitz et al., 2015). this study proves that the stimulation of brain training and consistent physical movement will improve the nature of plasticity and brain function. it allows the brain to adapt to environmental changes as well as enable the encoding of memories of episodes and places (constantinidis & klingberg, 2016). conclusion this study is a form of exploration on brain training interventions involving physical activity and computerized training to measure the working memory performance of students with learning disability. brain training and brain gym® intervention was successful in enhancing participants working memory performance. the two components of working memory also improved and it is proven when students’s ability to recall 5 numbers in correct order and visual spatial skill increased significantly. for future studies, a random selection of participants within a larger population can be made so that the findings can be generalized while providing equal opportunity to all members of the population to get involved in the study. the findings of past and current studies can be used as a guide for the teachers and researchers in applying the brain training and physical activity while teaching in the classroom. these efforts could enhance sensorial integration and brain executive function for a more meaningful and interesting learning experience. references astle d. e., barnes j. j., baker k., colclough g. l., & woolrich m. w. 2015. cognitive training enhances intrinsic brain connectivity in childhood. the journal of neuroscience, 35(16), 6277-6283. baddeley, a. 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(2010). visuo-spatialworking memory as a limited resource of cognitive processing. in resourceadaptive cognitive processes (pp. 13-34). springer, berlin, heidelberg. 43 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 parents’ engagement in mathematics learning among deaf child liong kon thai, mohd hanafi mohd yasin national university of malaysia, 43600 bangi, selangor, malaysia. e-mail: ktliong@yahoo.com abstract: mathematics across most of the school’s subjects. the cross-sectional survey of mix method sequential explanatory was held to aim in collecting parents’ engagement in mathematics learning among deaf child from eleven constructs namely mathematical media resources support, encouragement, involvement in child’s mathematical activity, learning of mathematics experience, reading mathematical materials with child, conducive learning environment, recognition and reward, affection, expectation of child’s mathematics achievement, child acceptance and sign language mastery through questionnaires and interview protocol. the respondents were 33 parents from two special education national schools deaf programs in malaysia. data have been analyzed through descriptive and theme analysis. the results showed that only three constructs were at the highest level of the mean, namely encouragement, affection and expectation of child’s mathematics achievement whereas others at moderate level. therefore, parents should take some actions to help child’s mathematics learning such as increase the frequency of encouragement, emphasize the importance of mathematics, provided opportunity to apply basic mathematical facts in daily activities, visual reading materials, apply information technology, acceptance of the deaf child and strengthen the mastery of sign language. subsequently, education ministry should pursue mathematics textbooks attached with sign language and produce mathematics exercise books in accordance with the format of examination moderation papers. keywords: parents’ engagement; mathematics learning; deaf child. mathematics across most subjects in school. thus, children need to master mathematics during primary school so that they can achieve good achievement and live independently in future. parents are the first person to interact with children either in academic or nonacademic areas. according to marschark and hauser (2012), the foundation of learning is built through communication, language and social interaction. communication using languages that can be understood by parents and children is a positive interaction that promotes mathematics learning. past studies have shown that parents play an important role in helping children in mathematics learning (faridah, 2015; braswell-burris, 2010; maimela & monyatsi, 2016). for example, parents who always give recognition, fully support, adequate supplies of learning tools and give guidance to children to complete homework, and well communication between parents and children. therefore, parents’ engagement is needed to support their child in better mathematics learning. past studies have found that the presence of deaf child in families can cause family members, especially parents, to have difficulty in accepting the fact with emotional disturbances (azleen, 2013; edwards & crocker, 2008). as a result, the parent's services to the child will be affected. additionally there is a language barrier to communicate with each other. the study of movallali and poorseyed (2015) found that parents with deaf child are more restrictive in child control, lack of enthusiasm to educate child and difficult to accept the presence of children as deaf individual. thus, this study was conducted to survey the extent of parents’ engagement in mathematics learning among deaf child with the research question as below. to what extent is the parents engagement in mathematics learning among deaf child from the aspects of mathematical media resources support, encouragement, involvement in child’s mathematical activity, child’s experience in mathematics learning, reading mathematical materials with child, conducive learning environment, recognition and reward, affection, expectation of child mathematics achievement, child acceptance and sign language mastery? method this is a cross-sectional survey with mix method sequential explanatory study. questionnaire and interview protocol were used to collect information on parents’ engagement in mathematics learning among deaf child of year 4, 5 and 6. a total of 33 parents, consisted 17(51.5%) mothers and 16(48.5%) fathers, from two special education national schools deaf program took part as respondents. all parents were non-hearing impaired. their’ socio economic status 44 journal of icsar; volume 2, number 1, january 2018: 43-51 was at low level 23(69.7%) parents, followed by 8(24.2%) parents at moderate and 2 (6.1%) parents at high. communication mode of sign language stated 12(36.4%) parents, followed by combination of sign language and speech 11(33.3%) parents, and speech 10(30.3%) parents. qualitative data were collected from two parents through interview protocol. the questionnaire was posted to the schools and returned it to researcher using the envelope provided. data have been analysed through descriptive and theme analysis. the questionnaire was consisted two parts. part a collected demographic information while part b consists of eleven constructs. the questionnaire has been reviewed its validity and reliability. face and content validity have been identified through five field and language experts, with cohen kappa’s value 0.850. according to landis and kosh (1977), the value of cohen kappa is at very good level. the reliability of the questionnaire is sought with cronbach’s alpha value 0.918. it showed that the questionnaire is an excellent instrument (hair, money, page & samouel, 2007). the five levels of likert scale were used in questionnaire, namely “1 for strongly disagree (sd)”, “2 for disagree (d)”, “3 for less agree (la)”, “4 for agree (a)” and “5 for strongly agree (sa)”. the level of interpretation for both item and construct used the interpretation of jamil (2002) in which the score of low level is 1.00 to 2.33, moderate 2.34 to 3.66 and high 3.67 to 5.00. finding and discussion mathematical media resources support table 1 showed that parents' involvement in providing mathematical media resources support to deaf child were at moderate level (mean=2.83, s.d=1.41). the three items were also at moderate level namely, buy stationery (mean=2.97, s.d=1.51), buy mathematics books (mean=2.88, s.d=1.43) and provide mathematics hand-on materials (mean=2.64, s.d=1.54). the percentages on scale of agree (a) and strongly agree (sa) for three items were at low level, as buy stationery (36.3%), buy mathematics book (30.3%), and provide mathematics hand-on materials (36.4%). percentage of buy mathematics book was the lowest (30.3%) compared to the other two items. the interview findings found that parents had bought basic fact book and flash card for their child other than mathematics book. however, they only bought mathematics book year 2 that were more focused on basic mathematical skills for their child who was in year 4, 5 or 6. additionally, parents have also provided hearing aids for child at age more than 2 years because they believed that hearing aid can assist the child in mathematics learning. the education system in malaysia has obliging deaf pupils to follow the same curriculum as typical pupils (ministry of education malaysia, 2010). deaf child needs to learn as typical pupils, only through sign language mediums. however, mathematics books bought by parents were not suit with their child of school year. there was because the mathematics books were difference in terms of mathematics curriculum, examination question format and difficulty level. thus, child faces difficulty to get used to answer mathematics questions according to their school year. the results of interview showed that parents were less likely to buy mathematics books which available in market because, existing books were less suitable for deaf child. for example, mathematics problem solving questions contain long sentences which differ if compared to mathematics examination paper. the child could not understand it. however, parents have taken positive steps to provide them hearing aids to help child in mathematics learning. therefore, mathematics book which included exercise book should be revised in matching with the format of mathematics moderated exam papers that have been implemented since 2002 (liong, 2012). encouragement refer to table 2 as below, parents have encouraged child to learn mathematics at a high level (mean=3.78, s.d=0.96). both items of moral support (mean=4.03, s.d=1.16) and encouragement (mean=3.82, s.d=1.10) showed mean at high level whereas item of motivational words (mean=3.48, s.d=1.22) at moderate level. percentages on the scale of agree (a) and strongly agree (sa) found that three items were at moderate level namely, parents give moral support (69.7%), motivational words (63.7%) and encouragement (63.6%). parents’ interview found that they had given words of encouragement to their child but not consistently. there was a parent who always encouraged child to learn mathematics, and the other rarely gave words of encouragement. although parents had encouraged child at high level as whole, but the practicing was inconsistent. according to faridah (2015), parents those who always give encouragement, fully support, and encouragement can help the child to achieve good academic achievement. therefore, parents should consistently encourage their child to learn mathematics. involvement in child’s mathematical activity refer to table 3 as above, parent involvement in child’s mathematical activity was at moderate level (mean=3.56, s.d=1.18) as overall. out of five items, three were at the moderate level while the other two were at high level. high level items were parents monitored homework (mean=3.67, s.d=1.29) and concern to child’s mathematical learning (mean=4.00, s.d=1.12). 45liong kon thai, m hanafi m yasin, parents’ engagement in mathematics learning among . . . . table 1. frequency and percentage of mathematical media resources support item level of agreement/percentage mean standard deviation the level of interpretationsd d la a sa stationery 8(24.2) 5(15.2) 8(24.2) 4(12.1) 8(24.2) 2.97 1.51 moderate mathematics book 7(21.2) 7(21.2) 9(27.3) 3(9.1) 7(21.2) 2.88 1.43 moderate provide mathematics handon materials 12(36.4) 5(15.2) 4(12.1) 7(21.2) 5(15.2) 2.64 1.54 moderate overall 2.83 1.41 moderate table 2. frequency and percentage of encouragement item level of agreement/percentage mean standard deviation the level of interpretationsd d la a sa motivational words 3(9.1) 5(15.2) 4(12.1) 15(45.5) 6(18.2) 3.48 1.22 moderate moral support 1(3.0) 3(9.1) 6(18.2) 7(21.2) 16(48.5) 4.03 1.16 high encouragement 1(3.0) 3(9.1) 8(24.2) 10(30.3) 11(33.3) 3.82 1.10 high overall 3.78 0.96 high table 3. frequency and percentage of involvement in child’s mathematical activity item level of agreement/percentage mean standard deviation the level of interpretationsd d la a sa discuss mathematics questions 7(21.2) 4(12.2) 7(21.2) 8(24.2) 7(21.2) 3.12 1.45 moderate monitor homework 3(9.1) 2(6.1) 10(30.3) 6(18.2) 2(36.4) 3.67 1.29 high emphasize the important of mathematics 4(12.1) 2(6.1) 11(33.3) 5(15.2) 11(33.3) 3.52 1.35 moderate concern to mathematical learning 1(3.0) 2(6.1) 8(24.2) 7(21.2) 15(45.5) 4.00 1.12 high accompany child doing homework 5(15.2) 3(9.1) 6(18.2) 8(24.2) 11(33.3) 3.52 1.44 moderate overall 3.56 1.18 moderate the three items at the moderate level were parents discussed mathematics questions (mean=3.12, s.d=1.45), emphasized the importance of mathematics (mean=3.52, s.d=1.35) and accompany child doing homework (mean=3.52, s.d=1.44). meanwhile, on the scale of agree (a) and strongly agree (sa), all items were at moderate percentages. there were parents discussed mathematics questions (45.4%), monitored homework (54.6%), emphasized the importance of mathematics (48.5%), concern to child’s mathematical learning (66.7%), accompany child doing homework (57.5%). the analysis of interview found that parents never stated the importance of mathematics to their child. however, it was found that family members, especially parents, have been directly involved in mathematics learning and taught them at home. they guided them to complete school task only. the results also found that the child’s motivation to complete the mathematics exercises given by their teacher was high and would ask if he did not know how to solve the problem solving questions. according to liong (2012), mathematics is not only be applied to daily’s activities, but it also help them to further their studies and as pre-requisites in career applications. however, the findings showed that most parents do not seen mathematics as an important subject. interview analysis found that deaf child has selfmotivated in mathematics learning, therefore parents need to play a role to discuss, express the importance of mathematics and engage in child mathematics learning. additional mathematical exercises corresponding to their school year should be given to the child in order to master mathematics skills. this is because of interaction between parent and child can achieve a positive impact in terms of emotional, social, and linguistic development, subsequently mathematics achievement (marschark & hauser, 2012). 46 journal of icsar; volume 2, number 1, january 2018: 43-51 child’s experience in mathematics learning table 4 showed parents provided child in mathematics learning experience at moderate level (mean=2.93, s.d=1.95). out of the five items, four were at moderate level and one was at low level. the four items were parents to give child opportunity to use basic facts in daily activities (mean=3.06, s.d=1.43), provided mathematics activities at home (mean=2.94, s.d=1.39), giving child opportunity to answer mathematics questions (mean=3.21, s.d=1.34) and provide guidance for applying mathematics skills (mean=3.36, s.d=1.32). item at low level was parents provided mathematics intervention program to their child (mean=2.09, s.d=1.40). percentages on scale of agree (a) and strongly agree (sa), all five items posted at low percentages, ranging from 15.1% to 48.5%. it showed that parents seldom gave opportunity to their child in applying basic fact in daily activities (39.4%), doing mathematics activities at home (33.4%), giving child the opportunity to answer mathematics questions (48.5%), provide guidance for applying mathematics skills (45.4%), and provided mathematics intervention program to their child (15.1%). the result of interview also found that parents did not fully provide the child’s mathematics learning experience, especially child’s opportunity of applying mathematics skills in daily activities such as shopping. the interview findings also found that the level of mastery in multiplication fact among deaf child was weak because he was not interested in learning multiplication fact and mathematics was not their favourite subject. however, the interview findings found that child could turns into interest in table 4. frequency and percentage of child’s experience in mathematics learning item level of agreement/percentage mean s t a n d a r d deviation the level of interpretationsd d la a sa opportunity to apply basic facts 7(21.2) 4(12.1) 9(27.3) 6(18.2) 7(21.2) 3.06 1.43 moderate provided mathematics activity 7(21.2) 5(15.2) 10(30.3) 5(15.2) 6(18.2) 2.94 1.39 moderate mathematics intervention program 17(51.5) 5(15.2) 6(18.2) 1(3.0) 4(12.1) 2.09 1.40 low try mathematics questions 5(15.2) 5(15.2) 7(21.2) 10(30.3) 6(18.2) 3.21 1.34 moderate mathematics skills application guidance 5(15.2) 1(3.0) 12(36.4) 7(21.2) 8(24.2) 3.36 1.32 moderate overall 2.93 1.95 moderate table 5. frequency and percentage of reading mathematical materials with child item level of agreement/percentage mean s t a n d a r d deviation the level of interpretationsd d la a sa textbook 6(18.2) 6(18.2) 10(30.3) 6(18.2) 5(15.2) 2.94 1.32 moderate additional materials 6(18.2) 6(18.2) 8(24.2) 7(21.2) 6(18.2) 3.03 1.38 moderate reference books 7(21.2) 6(18.2) 9(27.3) 6(18.2) 5(15.2) 2.88 1.36 moderate overall 2.95 1.27 moderate mathematics because of their mathematics teacher’s teaching approaches. according to braswell-burris (2010), early intervention is the support to pupil in achieving outstanding academic achievement when he is in higher schooling. lack of exposure to mathematics at early stage can delay their mastery of mathematics skills when they are in higher school years. when a child is always be given the opportunity to apply basic facts in daily activities, this will lead them aware of the importance of basic facts. the contextual learning can have a positive effect in which the child is easier to understand the lesson in fun situations. the child is able to master multiplication fact if parents participate to teach them consistently. external factor such as teacher, which gets through interview findings, can change the child’s interesting towards mathematics. hence, parents also can alter the child’s interesting in mathematics if they work together with their child’s mathematics teacher to learn how to teach mathematics skills effectively. reading mathematical materials with child based on table 5 as above, the findings showed that parents read mathematics materials with child at moderate level (mean=2.95, s.d=1.27). all three items were also at moderate level namely, reading textbook (mean=2.94, s.d=1.32), additional reading materials (mean=3.03, s.d=1.38) and reference books (mean=2.88, s.d=1.36). in terms of percentages, on the scale of agree (a) and strongly agree (sa), all items were found to have a low percentage of reading textbook (33.4%), additional reading materials (39.4%) and reference books (33.4%). 47liong kon thai, m hanafi m yasin, parents’ engagement in mathematics learning among . . . . table 6. frequency and percentage of conducive learning environment item level of agreement/percentage mean standard deviation the level of interpretationsd d la a sa comfortable environment 0(0.0) 0(0.0) 7(20.6) 18(52.9) 9(26.5) 3.36 1.48 moderate physical environment 0(0.0) 3(8.8) 9(26.5) 15(44.1) 7(20.6) 2.94 1.46 moderate virtual environment 0(0.0) 1(2.9) 15(44.1) 13(38.2) 5(14.7) 2.94 1.50 moderate overall 3.08 1.30 moderate table 7. frequency and percentage of recognition and reward item level of agreement/percentage mean standard deviation the level of interpretationsd d la a sa buy present 10(30.3) 5(15.2) 4(12.1) 5(15.2) 9(27.3) 2.94 1.64 moderate the words of praise 1(3.0) 2(6.1) 5(15.2) 12(36.4) 13(39.4) 4.03 1.05 high give reward 10(30.3) 3(9.1) 5(15.2) 9(27.3) 6(18.2) 2.94 1.54 moderate overall 3.30 1.21 moderate interview analysis found that parents spent time reading mathematics with child, but only in a short period of time. this was because the child did not like to read, bored and has short concentration. parents knew theirs’ visual observations were high, but they were weak in literacy skills. they could encode the word but didn’t understand the meaning. however, parents did not send their child to tuition class because no tuition center was suitable for them, such as teacher could not knew the sign language. parents agree that the weakness of literacy is due to the lack of reading, and the mastery of literacy is closely related to the mathematics achievement because mathematics learning requires understanding in malay language. that’s why parents were saying that their child’s mathematics achievement is weak. the interview result was supported by marschark and hauser (2012) in part of visual observation of deaf pupil was sharper than other senses. thus, parents need to provide interesting reading materials and visual manipulation in order to attract the child’s attention. in addition, parents can read and do more mathematics exercise with child because according to gagne (1985), the repetition method can reinforce that lesson for a longer period of time. parents spend much time reading with child has close relationship with academic achievement (jeynes 2011). therefore, it is appropriate for parents to practice reading with child to improve mathematics achievement. however, existing mathematics books in the market are still less likely to meet the needs of deaf pupil, such as sign language are not included and most of the questions contain long sentences. thus, the constraints have become a barrier to parents to help their children in mathematics learning effectively. conducive learning environment findings on table 6 showed that conducive learning environment was at moderate level (mean=3.08, s.d=1.30). similarly, all items in construct also stated at moderate level namely, parents provide a comfortable environment for child’s mathematics learning (mean=3.36, s.d=1.48), physical environment is easy access to mathematics learning (mean=2.94, s.d=1.46), virtual learning is easy access to mathematics learning (mean=2.94, s.d=1.50). the percentages of agree (a) and strongly agree (sa) for all three items are also at moderate level such as the comfortable environment (79.4%), the physical environment (64.7%) and virtual environment (52.9%). the interview findings found that parents didn’t provide mathematics conducive learning space at home such as additional mathematics reading materials, there was only a study table and a school mathematics textbook. internet facilities also were not available for child in mathematics learning. previous studies have shown significant relation between use of information technology such as surfing the web with academic achievement (karal, 2015; low, 2014). a variety of interesting mathematics information can be obtained through internet. according to marschark and hauser (2012), deaf child has high visual observation, therefore the use of web pages is appropriate in mathematics learning. additional reading materials can increase mathematics knowledge. drilling in mathematics exercises enable child to master mathematics skills. hence, conducive learning environment is necessary to assist child in mathematics learning. 48 journal of icsar; volume 2, number 1, january 2018: 43-51 table 8. frequency and percentage of affection item level of agreement/percentage mean standard deviation the level of interpretationsd d la a sa greeting 0(0.0) 1(3.0) 3(9.1) 13(39.4) 16(48.5) 4.33 0.78 high care of child’s whereabouts 0(0.0) 0(0.0) 3(9.1) 10(30.3) 20(60.6) 4.52 0.67 high balanced diet 0(0.0) 0(0.0) 6(18.2) 6(18.2) 21(63.3) 4.45 0.79 high health 0(0.0) 3(9.1) 0(0.0) 9(27.3) 21(63.3) 4.45 0.90 high overall 4.44 0.71 high table 9. frequency and percentage of expectation of child mathematics achievement item level of agreement/percentage mean standard deviation the level of interpretationsd d la a sa high assessment 2(6.1) 3(9.1) 4(12.1) 12(36.4) 12(36.4) 3.79 0.77 high high hoping 1(3.0) 3(9.1) 1(3.0) 10(30.3) 18(54.5) 3.62 0.74 moderate believe their child can obtain good result 0(0.0) 0(0.0) 4(12.1) 15(45.5) 14(42.4) 3.71 0.68 high overall 3.71 0.71 high 87.9%, parents’ care of child’s roundabouts 90.9%, parents prepared balancing diet to child 81.5% and parents always look after child in good health 90.6%. the interview found that parents gave fully affection to their child such as they were patient to treat them, teach, guide to control emotions, and be polite when talking to others. parents also were willing to hear child’s feelings. the above findings are supported by the study of nancy and safani (2015) that also found parents’ caring for child was at high level. close relationship between parents and child allow them for sharing their feelings and opinions as well as providing emotional comfort for child to be more willing to learn mathematics. parent’s neat caring enables child having a good health and an active mind. therefore, children are able to concentrate on theirs’ mathematics learning. through the tightly relationship, the child will always ask his parents when they face problems in mathematics learning. as a result, child will obtain better result in mathematics achievement. expectation of child mathematics achievement table 9 showed that parents gave their child’s mathematics achievement expectation at high level (mean=3.71, s.d=0.71). out of the three items, only item of giving high hope in mathematics achievement at moderate level (mean=3.62, s.d=0.74), while the other two items were at high level such as parents give high assessment in mathematics achievement (mean=3.79, s.d=0.77) and believe their child can obtain good result in mathematics achievement (mean=3.71, sd=0.68). recognition and reward refer to table 7 as above, the level of recognition and reward was at moderate level (mean=3.30, s.d=1.21). only item parent give the words of praised was at high level (mean=4.03, s.d=1.05). the other two items were at moderate level namely, parents buy present (mean=2.94, s.d=1.64) and give reward (mean=2.94, s.d=1.54). percentages on scale agrees (a) and strongly agree (sa), two items namely, buy present (42.5%) and reward (45.5%) at moderate level, whereas give words of praise at high level (75.8%). interview found that child has more enthusiasm to learn mathematics after receiving parents’ recognition and rewards, such as the words of praise and buy child’s favourite items if he scored good result in mathematics test. however, rewards by parents only done in rarely. the findings are supported by the study of faridah (2015) that parents those who always give recognition such as praise and reward can improve the child’s mathematics achievement. praise words encourage child to be more eager to learn mathematics. therefore, parents should give some rewards to their child if they achieved good in mathematics. affection findings on table 8 as above showed that parents affection for deaf child was at high level of mean (mean=4.44, s.d=0.71) and percentages. the four items stated at high mean from 4.33 to 4.52 with standard deviation of 0.67 to 0.90. the percentages of four item were at high level with percentages in between 81.5% to 90.9% namely, parents always give greeting to child 49liong kon thai, m hanafi m yasin, parents’ engagement in mathematics learning among . . . . table 10. frequency and percentage of child acceptance item level of agreement/percentage mean standard deviation the level of interpretationsd d la a sa accept the reality of having deaf child 0(0.0) 6(18.2) 9(27.3) 15(45.5) 3(9.1) 3.45 0.90 moderate no disappointed of having deaf child 0(0.0) 5(15.2) 16(48.5) 8(24.2) 4(12.1) 3.33 0.89 moderate no inferior of having deaf child 0(0.0) 8(24.2) 14(42.4) 7(21.2) 4(12.1) 3.21 0.96 moderate no ashamed of having deaf child 0(0.0) 12(36.4) 9 (27.3) 9(27.3) 3(9.1) 3.09 1.01 moderate overall 3.27 0.81 moderate table 11. frequency and percentage of sign language mastery item level of agreement/percentage mean standard deviation the level of interpretationsd d la a sa proficient in malay hand-coding 2(6.1) 13(39.4) 15(45.5) 2(6.1) 1(3.0) 2.61 0.83 moderate proficient in malaysia sign language 2(6.1) 12(36.4) 17(51.5) 2(6.1) 0(0.0) 2.58 0.71 moderate proficient in american sign language 6(18.2) 16(48.5) 9(27.3) 2(6.1) 0(0.0) 2.21 0.82 low overall 2.46 0.63 moderate efforts of parents in teaching mathematics are a great action to help their child to achieve good mathematics achievement. hence, the mathematics achievement of deaf child can be enhanced if parents be responsibility to keep on teaching them mathematics skills. child acceptance table 10 showed that the level of child acceptance by parents was at moderate level (mean=3.27, s.d=0.81). the four items were also at moderate level namely, parents can accept the reality of having deaf child (mean=3.45, s.d=0.90), parents don’t disappointed of having deaf child (mean=3.33, s.d=0.89), parents do not inferior of having deaf child (mean=3.21, s.d=0.96) and parents do not ashamed of having deaf child (mean=3.09, s.d=1.01). on the scale of agree (a) and strongly agree (sa), the percentages of parents can accept the reality of having deaf child at moderate level (54.6%), whereas parents do not disappointed of having deaf child (36.3%), parents do not inferior of having deaf child (33.3%) and parents don’t ashamed of having deaf child (36.4%). the interview founds that parents hard to accept the fact that having deaf child with sadness, shock and startled feeling during several early years. the period of time to accept the reality of having deaf child was from two to five years. the descriptive analysis found that most parents are less however, if viewed on the scale of agree (a) and strongly agree (sa), the percentages for the two items were at high percentage namely, giving high hope in mathematics achievement (84.8%) and believe their child can obtain good result in mathematics (87.9%). while item of parents give high assessment in mathematics achievement at moderate percentage (72.8%). the findings of the interview found that parents have done self-reflection on their teaching or explanation in child’s mathematics lesson. it was found that deaf child still lack confidence in solving mathematics questions. parents also found that the child had some personal problems such as forgetful, tired, short and weak memory in mathematics skills learning. however, parents still gave a high level of mathematics achievement expectation to their child because they believed that child can achieve better result in mathematics through drilling more exercises. the above findings are supported by the study of spencer and marschark (2010). according to spencer and marschark (2010), deaf child often face problems as unconfident when doing problem solving questions due to memory and concentration capacity are weak. however, the findings of this study showed that parents were still positive-minded to give a positive mathematics achievement expectation for their child. the continuous 50 journal of icsar; volume 2, number 1, january 2018: 43-51 likely to accept the fact that their child is a deaf child with feeling of disappointed, inferior and ashamed. the findings of this study are similar to the findings of previous studies (azleen, 2013; vinayak, dhanoa & vinayak, 2016). according to azleen (2013) study, the acceptance deaf child by family members especially parents, can assist the child’s academic progress. therefore, the negative feelings must be eliminated, in opposite to focus on their academic development in future. sign language mastery refer to table 11, overall, parents mastered sign language at moderate level (mean=2.46, s.d=0.63). out of three, an item parents proficient in american sign language was at low level (mean=2.21, sd=0.82), whereas the other two items were at moderate level namely, parents proficient in malay hand-coding (mean=2.61, sd=0.83) and parents proficient in malaysia sign language (mean=2.58, sd=0.71). on the scale of agree (a) and strongly agree (sa), the three items stated a very low level namely, parents’ proficiency in malay hand-coding (9.1%) and the other two had the same percentages namely, parents’ proficiency in american sign language and malaysia sign language (6.1%). the interview findings showed that parents’ mastery of malay hand-coding and malaysia sign language were at moderate level. however, parents were enthusiasm to learn sign language. unfortunately, they did not have the information regarding sign language learning courses. the school did not conduct sign language courses or workshops for parents. they stated that the effective mode of communication used at home was combination of sign language and speech. on their opinion, malay hand-coding language was seen to be more effective than malaysia sign language and american sign language. if parents are unskilled in sign language, the process of mathematics learning information transmission is difficult to deliver to deaf child effectively. according to jeynes (2011), the parents proficiency in sign language influences the effectiveness of communication which lead to academic achievement. when there is a barrier in communication, parents can not even express the concept and application of mathematics skills clearly. parents should urge the school to conduct sign language workshops for them. good collaboration between parents and school, especially mathematics teacher can help them to master the sign language of a particular mathematical term. without mastering sign language well, it is impossible for child to master the skills in mathematical learning. therefore, child’s mathematics achievement can be affected. conclusion and suggestion conclusion this study examined parents’ engagement from eleven constructs in mathematics learning through survey method using questionnaire and interview protocol. there are mathematical media resources support, encouragement, involvement in child’s mathematical activity, child’s experience in mathematics learning, reading mathematical materials with child, conducive learning environment, recognition and reward, affection, expectation of child’s mathematics achievement, child acceptance and sign language mastery. overall, there were only three constructs stated at high level namely encouragement, affection, expectation of child’s mathematics achievement whereas eight constructs at moderate level. suggestion based on the result study, it is suggested for parents to take some actions to help their child in mathematics learning namely, increase the encouraging frequency, state the importance of mathematics, provide the opportunity to apply basic facts in daily activities, visual manipulation of reading materials and buy books which are appropriate to child’s school year, using an interesting mathematics learning materials through website searching, acceptance of deaf child and strengthen their mastery of sign language. for education ministry to revise mathematics textbook attached with sign language and publish mathematics exercise books in accordance with the format of examination papers. mutual co-operation between parents, school and education ministry can help to improve the effectiveness of mathematics learning as well as increase mathematics achievement among deaf child. references azleen, m. b. (2013). persdektif anak berkerperluan khas terhadap penerimaan-penolakan ibu dan bapa. tesis sarjana pendidikan, fakulti pendidikan, universiti kebangsaan malaysia. braswell-burris, p. a. (2010). factors affecting the educational and personal success of deaf or hard of hearing individuals. tesis dr. fal, faculty of san diego state university. edwards, l., & crocker, s. (2008). psychological processes in deaf children with complex needs: an evidence-based practical guide london: jessica kingsley publishers. 51liong kon thai, m hanafi m yasin, parents’ engagement in mathematics learning among . . . . faridah, m. s. (2015). amalan kreativiti, gaya kognitif kreatif, pengaruh faktor persekitaran dan pencapaian pelajar pintar akademik. tesis dr. fal., fakulti pendidikan, universiti kebangsaan malaysia. gagne, r. m. (1985). the conditions of learning and theory of instruction. 4th edition. new york: holt, rinehart and winston, inc. hair, j., money, a., page, m., & samouel, p. (2007). research methods for business. england: john wiley & sons. jamil, a. (2002). pemupukan budaya penyelidikan di kalangan guru di sekolah: satu penilaian. tesis doktor falsafah, fakulti pendidikan, universiti kebangsaan malaysia. jeynes, w. h. (2011). parental involvement and academic success. new york: routledge. karal, h. (2015). the effects of a technology-aided learning environment on the improvement of a primary special education school. educational research and reviews, 2908-2918. landis, j., & kosh, g. g. (1977). the measurement of observer agreement for categorical data. biometrics, 33(1), 159-174. liong, k. t. (2012). kaedah pengajaran jemari ajaib (kpja) dalam pembelajaran sifir murid bermasalah pendengaran. tesis sarjana pendidikan, fakulti pendidikan, universiti kebangsaan malaysia. low, g. s. (2014). pembangunan perisian matematik bulatan i dan kesan penggunaannya terhadap murid bermasalah pendengaran. tesis sarjana pendidikan (pendidikan khas). fakulti pendidikan dan pembangunan manusia, universiti pendidikan sultan idris. maimela, m., & monyatsi, p. p. (2016). strategies for improving the academic performance of students in botswana primary schools. world journal of educational research, 3(1), 157-181. marschark, m., & hauser, p. c. (2012). how deaf children learn: what parents and teacher need to know. oxford university press. ministry of education malaysia. (2010). surat pekeliling /ikhtlsas bilangan ii tahun 2010 : pelaksanaan kurikulum standard sekolah low (kssr) tahap satu mulai 2011. kp(bpshsddk) 201/005/01/jld, 3(5). movallali, g., & poorseyed, s. r. (2015). attachment styles and perceived parenting styles: a comparison of hearing impaired adolescents and normal adolescents. journal social science human studies, 1(3), 7-12 nancy, a., & safani, b. (2016). tahap perkembangan emosi murid bermasalah pendengaran daripada aspek kawalan diri, kemahiran sosial dan motivasi. seminar antarabangsa pendidikan khas rantau asia tenggara siri ke-6 2016, 297-302. spencer, p. e., & marschark, m. (2010). evidencebased practice in educating deaf and hard of hearing students. oxford university press. vinayak, s., dhanoa, s. k., & vinayak, r. (2016). relationship of hopelessness, depression and quality of life in mothers of persons with disabilities. international journal of innovation and applied studies, 17(1): 306–311. 112 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 2 july 2018 the in-deep study problems organizers inclusive education of medium school in learning science in padang festiyed, mega iswari universitas negeri padang, indonesia e-mail: festiyed@fmipa.unp.ac.id abstract: this study aims to identify where the occurrence of bottlenecks in the science learning process of secondary school inclusive education providers for children with special needs (abk), through deep study. informants in this research are teachers who are involved in science learning in schools implementing inclusive education in padang city. data were collected by interview, observation and questionnaire method as the main method. assistive methods in the form of documentation. qualitative data analysis through 4 paths is data collection, data reduction, data display, draw a conclusion. the result of initial research of 102 schools sma / ma / smk in padang city there are problems of interaction of six components of education process (curriculum, educator, learner, facilities and infrastructure, technology and learning media, assessment system). from 102 schools and there are 4 schools conducting inclusive education with 56 students spread in smk negeri 4 as many as 18 people, smk negeri 6 as many as 27 people, smk negeri 7 as many as 8 people, smk negeri 8 as many as 3 people. based on the problem which related to teachers, students, schools, communities, and government experienced problems in the implementation of inclusive education because abk difficulty varies according to their needs. science learning for abk has not done well according to the needs, characteristics, and limits of ability possessed by children with special needs. the guidance model, not yet focused on non-adaptive behavior or deviant behavior before they conduct activities of individual learning activities program. keywords: deep study, learning science, children with special needs, inclusive education introduction education is a place for every individual in the learning process, to develop knowledge, skills and attitudes and all the potential that is in him. in the explanation of the law of ri, number 20 of 2003 on sisdiknas can be understood that every child is entitled to increase all the potential that exists in him through education. but not all children are born in normal and perfect condition. not a few of us encounter children born with less normal conditions, who have a disruption to their physical and mental development. children with special needs (abk) is another term to replace the word “extraordinary child” (alb) which indicates a special abnormality. children with special needs have different characteristics between one and the other. children with special needs are; children with visual impairment (blind), children with hearing and speech impairment, children with the impaired developmental ability (tunagrahita), children with physical or motor disturbances (tunadaksa), children with maladjustment behavior disorder, children with autism disorder (autism children), children with the hyperactive disorder (attention deficit disorder with hyperactive), children with learning disabilities (learning disability or specific learning disability). children with multiple development disorders (multihandicapped and developmentally disabled children). inclusive education puts children with special needs to learn together with normal children in one class in public schools. mikail (2012), the provision of education in which children who have abnormalities (mild, moderate, or severe) and normal children can learn together in public schools. inclusive education is a model of current educational for children with special needs who formally raised in the statement in salamanca june 1994 at the world conference to discuss about education for children berke heal & condition particular, which has a fundamental principle of education inclusive is for enabling all children with special needs should learn together regardless of the difficulties or differences that exist in them. the opinion of susan stainback & william stainback (1992) states that an inclusive school is a school that caters to all children with special needs students in the same class. a special needs child requires a pattern of its own according to their needs, which differ from one to another. in the preparation of learning programs for each field of study, class teachers should have personal data of each student. personal data that is related to the specific characteristics, abilities and 113 festiyed, mega i, indeep study problems organizers inclusive education of medium school . . . . weaknesses, competencies, and level of development. characteristics of specific children with special needs in general related to the level of functional development. specific characteristics include the level of motor sensory development, cognitive, language skills, selfskills, self-concept, social interaction ability, and creativity (tarnoto, 2016). to know clearly about the characteristics of each student, the teacher first performs a screening or assessment to know clearly about the competence of the students themselves concerned. the goal is that when programming the learning, have been thinking about: learning interventions are considered appropriate. assessment here is an activity to determine the ability and weakness of each learner in terms of cognitive development and social development, sensitive observation. these activities usually require special specialists on a standard or self-made basis by classroom teachers. teachers who inhabit are teachers who are able to organize teaching activities in the classroom through individual learning programs with the training ability and weakness of each individual student. where during the process of activities, classroom teachers are challenged to be able to provide specific interventions to overcome the form of behavioral abnormalities that arise, so that learning goes smoothly. the existence of different characteristics of each learner with special needs will require special skills of teachers. teachers are required to have the ability to connect by combining the abilities and talents of each child in several aspects (giangreco, 2013). these aspects include the ability to think, see, hear, speak, and socialized way. these things are directed at the success of the ultimate goal of learning, namely changes in behavior toward maturity. the ability of the teacher is a teacher’s aptitude in aligning its existence with the existing curriculum and then mixing it into an individual learning program. learning model of students with special needs prepared by teachers in school, shown so that learners are able to interact with the social environment. the specially arranged learning through self-learners excavation capabilities of the most dominant and based on the applicable curriculum. guidance models for learners with special needs should be focused on non-adaptive behaviors or deviant behavior before they engage in individual learning activities. such guidance can be applied in environmental conditioning that can achieve optimal development in the development of behaviors in accordance with the tasks, development tasks. psychosocial behavior problems that often arise are 1. fear as in the fear of animals, dark, and others. 2. aggressive behavior, which appears on the actions of children who tend to hurt other children. 3. silence, withdrawal and/or low self-esteem. or often also the term children with the autism culture. based on the description data required teachers and other parties associated with the learning process and education of children with special needs to see an interaction of six components of the educational process (curriculum, educators, learners, facilities and infrastructure, technology and learning media, assessment system ) , so a teacher will be able to develop an educational program n in accordance with the needs, characteristics, and limit the ability of children in need special. the existence of different characteristics of each learner with special needs will require special skills of teachers. teachers are required to have the ability to connect by combining the abilities and talents of each child in several aspects. these aspects include the ability to think, see, hear, speak, and socialized way. these things are directed at the success of the ultimate goal of learning, namely changes in behavior toward maturity. this study aims to identify where the occurrence of bottlenecks in the process of learning science in secondary schools of inclusive education providers for children with special needs (student needs special needs), through index study. learning science is very close to the surrounding natural phenomena so that science education must be packaged in the form of integration or integrated. this will train learners to get used to thinking holistically by looking at all the issues and not just thinking fragmented (festiyed, 2015). this holistic thinking is also one of the characters that every individual need in solving all problems in life. method learn and collect data comprehensively, new and actual from an interaction of six component of education process (curriculum, educator, learner, facility and infrastructure, technology and learning media, assessment system ) for secondary education, then do verification and validation of data for identify where bottlenecks occur in the learning process for inclusive education providers, through in deep study . data were collected by interview, observation and questionnaire method as the main method carrington & robinson (2004). assistive methods in the form of documentation. qualitative data analysis through 4 paths is data collection, data reduction, data display, draw a conclusion. for the academic year 2016/2017 from 102 high school / ma / smk schools in padang there are 4 schools conducting inclusive education with 56 students spread in smk negeri 4 as many as 18 people, smk negeri 6 as many as 27 people, smk negeri 7 as many as 8 people , smk negeri 8 for 3 people. as informants in this study are teachers who are involved in science learning for 56 people crew. 114 journal of icsar; volume 2, number 2, july 2018: 112-119 findings and discussion findings school problem analysis results based on previous research for the interaction of six components of the educational process (curriculum, educators, learners, facilities and infrastructure, technology and learning media, assessment system ) for secondary education, in padang. qualitatively problems encountered in the implementation of the curriculum in 2013 due to several factors as follows: 1. the difficulty of changing the mindset of teachers, 2.perubahan learning process from teacher centered to student centered, 3.rendahnya moral, spiritual, cultural reading and researching. 4. lack of mastery of it by teacher 5. weakness of administrative dominance, 6. teacher tendency that emphasizes more cognitive aspects. in fact, teachers should also provide the same portion of effective and psychomotor aspects. 7. there are still many teachers who do not want to become learners. in fact, 8. a teacher is required to continue to increase knowledge and expand his horizons, especially after the enactment of the 2013 curriculum. in essence, this 2013 curriculum requires teachers more creative and innovative in the process of teaching, as usual, new things will get rejected because it is comfortable with the learning process which has been done before, in addition, there are still many schools that not yet using the 2013 curriculum on the grounds still notable, especially schools located in the area. based on the qualitative review of previous research (festiyed, 2015) , of 102 schools sma / ma / smk in the data obtained teacher education level almost all schools have a minimum of a diploma qualified high school teacher (the game no.41, 2007), approximately 94% have a diploma s1, s2, and s3. only about 6% are not yet qualified or still have a d3 diploma. judging from the distribution of diplomas by type of school, it is assumed that ma and private smk schools do not have teachers with s2 and s3 degree, consequently will have difficulty developing. while the distribution of teacher certificates according to rural and urban locations is relatively close to the same. the suitability of the lessons learned by the teacher is about 74% in accordance with his last education and there are still 5% that are not in accordance with his last education. this shows the role of headmaster and education officials in appointment and placement does not take into account the needs of teachers with existing lessons. teacher empowerment has not been fully implemented by the local government (local government). for example, local governments have not conducted an evaluation of education, including teacher evaluation. this is often the case, so the application of k13 can be slowed down. the suitability of the lessons learned by the teacher is about 74% in accordance with his last education and there are still 5% that are not in accordance with his last education. this shows the role of headmaster and education officials in appointment and placement does not take into account the needs of teachers with existing lessons. teacher empowerment has not been fully implemented by local government (local government). for example, local governments have not conducted an evaluation of education, including teacher evaluation. this is often the case, so the application of k13 can be slowed down. implementation of k13 actually requires the creation of an educational climate that enables the growth of intellectual and scientific spirit for every teacher, starting from home, at school, or in society. in developing the intellectual spirit of the teacher one of them can be through participation in the seminar. in relation to seminars related to the research of ma, smk, and sma teachers about 12% each year have followed and 31% have not at all attended the seminar. teachers from rural areas followed more (16%) than urban areas (13%) and public schools (19%) than private (9%). further seminars related to the latest learning and education15% have followed and 12% have not followed. among those who attended high school teachers from rural areas followed more (9%) than urban areas (6%). private schools are more rural (11%) than private 5%. this shows that private schools are not yet optimum for improving their learning field. a good learning process should bring students into the real world (ctl). this research asks the question of how percent of teachers bring practicum students to labor and to the field. the findings of this study of approximately 19% of teachers have brought students to labor as much as 6 times for one semester, while 47% of teachers have not brought students to the laboratory for practicum. about 4% of teachers have taken students to the field for practicum more than 6 times for one semester, and only 55% have not brought students to the field. in table 21, approximately 47% of students from rural groups admitted to taking a computer practice more than 6 times for one semester, and only 64% of urban students admitted to taking a computer practice more than 6 times per semester. practical computer activity has been performed more than 6 times in a semester in public high school and vocational school about 20%, but for ma that comes from rural only 1 to 2 times only. so is the private rural ma school does not bring students practicum computers? the association of the teacher’s diploma with the seminar and activity activities to bring the students to the laboratory and fieldwork can be seen in figure 1. 115 festiyed, mega i, indeep study problems organizers inclusive education of medium school . . . . figure 1. graph of teacher’s diploma with seminar activity and laboratory activities figure 2. perceptions of teachers and students’ perceptions of their teachers this section contains the results of research findings obtained from research data and associated with the hypothesis. please check all the pictures in your journal, either on the screen, as well as the results of the print version. when checking the print version of the image, make sure that: (1) the colors have sufficient contrast, (2) the picture is quite clear, (3) all of the labels in the image can be read. pictures are numbered using arabic numerals. captions should be in regular font size 9 pt. captions in a row (for example, figure 2) is placed on the left (left), whereas multi-line captions must be aggregated left. a caption with the image numbers should be placed after related images. in harmony with that, the teacher failed to take the initiative to use alam takambang jadi guru, to bring children to the field, especially schools located in rural areas. field observations found that most high school, ma and smk schools have not been equipped with adequate laboratory facilities. from the above findings, it can be concluded that the attention of cadres and headmaster assume that the labor requirement is not critical compared to the achievement of the un and the number of students who graduated. additionally the lack of teacher initiative to utilize nature as an open laboratory. and not yet oriented to the quality of the learning process and to teach the student. there is an opinion saying that if the un is good then it means that children have learned well and teachers have been teaching well too. this view seems to be wrong because it simplifies a complex problem too much. should be in the development of education identified components of education that have not developed. if these weak components can be developed, then the development can occur significantly. then the curriculum needs to be integrated into a systematic and integrative so that no one part of the indicator is forgotten. in the form of tasks assigned by teachers mostly in the form of written responses, discussions and presentations of 75%, 89%, and 68% respectively for both public and private schools coming from rural or urban groups. this shows that the mastery of teaching instruction evaluation is still inadequate. learning tools have been used by teachers in the form of rp 96%, lks 70%, material summary 78%, 57% module, 73% textbook, 63% package book, but lds only 24% when compared to the task used, requires lds. this data reinforces the conclusion that teachers’ understanding of teaching tasks is still highly mechanistic. from the facts mentioned above, although the certificate of a teacher has met the requirements and the distribution of teachers between urban and rural is relatively proportional, but this study proves that mastery of evaluation and teaching methods is not adequate. this is probably because the teacher is so confident that he no longer need to develop his own potential. in the case when viewed from the students’ perception it is contradictory, as can be seen in figure 2. figure 2 shows self-character, self-integrity, openness to criticism, the teacher’s social role seen from teacher perception and student perception. from the graph, it is seen that for all components of the teacher tends to rate himself too high, while students judge otherwise. factors of the learning environment situation also play a role in learning such as lighting and noise of the school environment. when compared with the standard in our country about the artificial lighting for the class that is 200 300 lux. (artificial lighting standards in the building, 1978), and for noise on zona b (intensity 45-55 db, zone dedicated to housing, education, and recreation ). then the light intensity in the class and the library meets the standard, but the laboratory has not met. for the sound intensity in all rooms is above 55 db, so above the noise standard. 116 journal of icsar; volume 2, number 2, july 2018: 112-119 figure 3. percentage ten categories of problems related teachers 0 5 10 15 20 25 30 te ac he r gu id in g is m in im um la ck o f t ea ch er co m pe te nc e in ha nd lin g ab k m as te r d iff ic ul tie s in t ea ch in g an d le ar ni ng a ct iv iti es … la ck o f un de rs ta nd in g of te ac he rs a bo ut … in ap pr op ria te te ac he r ed uc at io n ba ck gr ou nd an in cr ea si ng ly he av y ad m in is tr at iv e … th e la ck o f p at ie nc e of te ac he rs in th e fa ce o f t he a bk ha vi ng tr ou bl e w ith pa re nt s 1 2 3 4 5 6 7 8 pe rs en ta se (% ) the problem of abk teachers perhaps this is also the difficulty of students who concentrate on learning that eventually will also reduce the learning achievement. speaking of learning achievement, when compared to the results of the assessment of learning process in school with the achievement of un (national examination), some of the students (51%) of sma, ma and smk for all types of schools get the value under kkm (minimum completion criteria) which students get for under average un (70). of the 9 test subjects, only 3 (about 33%) for sma and ma are above the kkm. so kkm schools for sma and ma failed to predict the un as an effective indicator of school success. for vocational school, there are 5 out of 9 test subjects that is about 56% below average, so there is a significant tendency that kkm schools in smk cannot predict the national exam score because of only one eye of the un test in smk coloring the respective study program. respectively, while the other test subject is the supporting test. with at least the eyes of the test in the un then the variant that can predict the un score becomes small. if found no significant relationship, it can not be explained scientifically. in general, kkm cannot be used as an indicator of the success of the un. this is contrary to the concept of the school success (scheerens, 2015). when viewed from the number of students in one class in high school mostly more than 33 people and in the private about 23 to 33 people. as for ma and smk, both public and private the number of students in a local ranged from 23 to 27 people. the results of observations in the field of favorite schools will have many students. this indicates not yet the maximum set by the head of the service. furthermore, it is seen that the indicators are: mastering the material , mastering the science of education, mastering the guiding way of the students, mastering the learning method of conducting an evaluation, learning planning, personality integrity, social competence, work ethic, school uniqueness, curriculum as a document, there are six indicators that the median is below average: mastering the material, mastering the science of education, mastering the way of guiding students, mastering the methods of learning, carry out an evaluation, learning planning. judging from the opinion (tyler, 2013), starting planning objectives, experiences, methods, and evaluation of learning have not been done, it means that all aspects of the behavioristic curriculum have not been met. a result of problem analysis of school of inclusive education provider in padang city based on teacher, student, school, community, and government problem is as follows: judging from the number of schools of inclusive education providers there are only four schools for the academic year 2016/2017 ie smkn 4,6,7, and 8 with total number 56 students spread in smk negeri 4 as many as 18 people, smk negeri 6 as many as 27 people, negeri 7 as many as 8 people, smk negeri 8 as many as 3 people . the model of inclusive education held at smk negeri padang is model inclusive moderate education. this moderate model is known as the mainstreaming model. the mainstreaming model of education is a model that combines education for children with special needs (special school) with regular education. specific needful learners are incorporated into regular classes only for some time. the philosophy remains inclusive education, but in practice, children with special needs are provided with various service alternatives according to their abilities and needs. children with special needs may move from one service to another, such as (1) full regular class form, children with special needs to learn with other children (normal) throughout the day in regular classes using the same curriculum. (2) form regular classes with clusters, children with special needs to learn with other children (normal) in regular classes in special groups. (3) form regular classes with pull outs, children with special needs to learn with other children (normal) in regular classes but in certain times drawn from regular classes to the source room to learn with a special tutor. (4) form regular classes with clusters and pull outs, children with special needs to learn with other children (normal) in regular classes in special groups, and in certain times drawn from regular classes to the source room to learn together with special tutors. (5) special classroom with multiple integrations, children with special needs to study in special classes in regular schools, but in certain areas can learn with other children (normal) in the regular classroom. (6) special full class form at regular school, children with special needs in special classroom learning at a regular school. thus, inclusive education as in the above model does not require that all children with special needs be in regular classes at all times with all subjects (full inclusion). this is because some children with special needs can be in a special class or therapy room with a gradation of a fairly severe disorder. even for children with special needs who have severe gradation disorders, it may be more time to be in a special class at a regular school (inclusion location). 117 festiyed, mega i, indeep study problems organizers inclusive education of medium school . . . . figure 5. percentage of five categories of problems related to abk students 0 5 10 15 20 25 30 35 40 abk with different problems and require different handling abk has difficulty following the subject matter the attitude of the abk who can not follow the rules so that interfere with … regular students' problems with abk the number of abks exceeding the quota in each class persentase (%) figure 4. percentage of six categories of problems related parent abk 0 5 10 15 20 25 30 35 40 45 pa re nt al c ar e ab ou t ab k ha nd lin g is le ss un de rs ta nd in g of pa re nt s ab ou t a bk is le ss pa re nt s fe el as ha m ed th at th ey w an t th ei r … to le ra nc e of re gu la r pa re nt s tu de nt s to ab k pa re nt s ar e ill ite ra te pa re nt s ar e im pa tie nt w ith a bk pa re nt in g si ng le pa re nt 1 2 3 4 5 6 7 pe rs en ta se ( % ) problem about abk's parent figure 6. percentage of three categories of problems related to school management 0 20 40 60 80 100 not ready school with inclusive school program both in terms of administration and human resources kbm process that has not run maximally the absence of a regular meeting program with parents held a school 1 2 3 persentase (%) then, for the level of the disorder is very heavy, and not possible in regular schools (regular school), can be channeled to special schools (slb) or special place (hospital). problems that arise between one another when further examined will be related to each other, both from the problems of teachers, students, schools, community, and government. first, according to the data in figure 3 regarding the problems of teachers, teachers complain that less competence in handling the crew. this is due to the lack of understanding of teachers about the crew and inclusion schools which then impact on the problems that arise next to the teacher difficulties in teaching and learning activities. this is also supported by the fact that there are some teachers who have inappropriate educational backgrounds and lack of teachers assistance classes, thus increasing the burden of the teacher’s workload both the administrative burden and the burden of teaching this also indirectly impact on how the teacher handles students in schools are not maximal and teachers are also faced with various abk problems that vary and require different handling and the number of abk that exceeds the quota in each class so that the impact on less smooth the process of kbm. the burden of teachers getting heavier when accepting the reality of the field that many of the parents of the crew is not concerned about the development of his child. based on figure 4, b many parents who then just let go completely on her child’s development at school. this can also be due to the parent’s understanding of the crew is still lacking. another problem that arises is the tolerance or understanding of the parents of regular students to the needs of the crew is still less because many of the people who still look down on crews and inclusion schools so that people do not provide support related to the implementation of inclusive schools. this could be due to a lack of community knowledge related to inclusive education and abk. figure 5, teachers are also faced with various abk problems that are different and require different handling while teachers have a heavy burden also for non-crew groups, thus impacting less smooth the process of kbm. this is also supported by the fact that there are some teachers who have inappropriate educational backgrounds and lack of teachers assistance classes, thus increasing the burden of the teacher’s workload both the administrative burden and the burden of teaching this also indirectly impact on how the teacher handles students in school is not maximal. guidance models for learners with special needs, not focused on non-adaptive behavior or deviant behavior before they conduct activities of individual learning activities program. based on figure 6, the burden of teachers and schools is increasingly heavy, where in general, schools themselves are not ready both in terms of administration and human resources in the implementation of education inclusion in the school, coupled with lack of support and cooperation from all parties, lack of infrastructure provided by the government related to the implementation of schools inclusion so that the implementation of inclusive schools cannot run optimally. 118 journal of icsar; volume 2, number 2, july 2018: 112-119 figure 7. percentage of three categories of problems related to the government figure 8. percentage of three categories of problems related to the community 0 20 40 60 80 100 ack of community knowledge related … negative views of society on crew … lack of facilities and infrastructure … lack of involvement from all parties … a social background that affects abk the predicate of inclusive schools … there has been no agreement on the … persentase (%) in figure 7 researchers see that the problem that arises actually because both schools, communities, and teachers have not fully understood and know how to handle the crew in particular. the results also show that schools and teachers also do not know how the implementation of inclusion schools in accordance with existing rules. this is because the government is perceived as less able to disseminate policies related to the implementation of inclusive schools or the inclusive school policy itself is unclear and the lack of training conducted by the government can improve teacher competence. the teacher considers that the attention and concern of the government towards the inclusion school is not good in terms of human resource welfare or related to human resource competence. figure 8 shows that many of the problems that arise concerning the implementation of inclusive schools in the case of teachers, students, parents, schools, communities, government, lack of facilities and infrastructure, and the lack of cooperation from various parties have an impact on the inclusion of existing schools. conclusion problems that arise between one another when further examined will be related to each other, both from the problems of teachers, students, schools, communities, and government. firstly, on teacher issues, teachers complain that there is less competence in handling abk. this is due to the lack of understanding of teachers about the crew and inclusion schools which then impact on the problems that arise next to the teacher difficulties in teaching and learning activities. secondly, the problem on tolerance or understanding parents of regular students to the needs of the crew is still less because of a lot of people who still despise abk and inclusive schools so that people are not giving support regarding the implementation of inclusive schools. this could be due to the lack of public knowledge related to inclusive education and abk. thirdly, the problems arising in respect of the implementation of inclusive schools in terms of teachers, students, parents, schools, communities, government, infrastructure is lacking, and the lack of cooperation from various parties that have an impact maximal implementation of inclusive schools that exist. fourthly, the problem related to the school community, such as teachers, classroom assistant teacher, parents, students, school administrative team, and the school community to maximize the performance of teachers. it is hoped that in the future other researchers and the government can focus on solving problems related to the teacher, such as increased understanding and competence of teachers because teachers are the spearhead in the implementation of education. a teacher is an important actor in the process of school reform. if the teacher understands and able to implement inclusive education in schools well, teachers can distribute knowledge to the public through either parent guardian or parent of the parent of the non-abk abk. governments have a responsibility for professional development / enhancement of teacher competence, although sometimes the system responsibilities were partly handed over to the organization of the school, because the school also has a role to make changes in the school, especially the principal, but not only focus on the teacher or employees and people involved in the implementation of the school but also the need to increase social awareness of society to the school inclusion. the school is actually also can develop the school improvement through teachers and the parties involved. schools also have a duty to increase public awareness with the support of various government its special parties. 119 festiyed, mega i, indeep study problems organizers inclusive education of medium school . . . . refference carrington, s., & robinson, r. (2004) a case study of inclusive school development: a journey of learning. the international journal of inclusive education, 8(2), 141-153. festiyed. (2015). integrate approach to scientific inquiry model assessment and authentic. giangreco, m. f. (2013). teacher assistant supports in inclusive schools: research, practices and alternatives. australasian journal of special education, 37(2), 93-106. mikail, b. (2012) school inclusion is not ready accommodating abk. http: // education. kompas. com. scheerens, j. (2015). school effectiveness research. in international encyclopedia of social and behavioral sciences, 2nd edition. elsevier. stainback, s. e., & stainback, w. e. (1992). curriculum considerations in inclusive classrooms: facilitating learning for all students. paul h. brookes publishing. tarnoto, n. (2016). problem-problems faced education provider school inclusion on the level sd. humanitas (journal of psychology indonesia), 13 (1), 50-61. tyler, r. w. (2013). basic principles of curriculum and instruction. in curriculum studies reader e2 (pp. 60-68). routledge. 19 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 using text with pictures in primary school to improve reading comprehension for hearing impaired students abdul rahim razalli, renate olga thomas, nordin mamat, noreha yusuf universiti pendidikan sultan idris, perak, malaysia e-mail: rahim.r@fpm.upsi.edu.my abstract: the objectives of the study are to determine whether using text with pictures is effective to improve reading comprehension for students with hearing impairment, to examine other strategies that can support the development or improvement of reading comprehension for students with hearing impairment and to determine the factors affecting reading comprehension for students with hearing impairment. a qualitative research design was chosen to answer three research questions. two sets of instruments (observational checklist and interview questionnaires) have been used to obtain information of reading comprehension and factors that influence it. six hearing impaired students and five teachers were selected as the respondents through purposive sampling technique. the findings show that text with pictures can help to improve reading comprehension for students with hearing impairment. the implications of this study show that text with pictures motivate students with hearing impairment to read and it have to be encouraged in primary school. a more comprehensive study should be undertaken for higher order thinking skills and the use of interactive models for reading comprehension lessons for students with hearing impairment.skills are across all subjects. keywords: reading comprehension, hearing impaired students, reading factors and reaching strategies hearing impaired (hi) students same as the hearing students, they must understand passages, stories and sentences from various school subjects. all students should be able to make a distinction of the important facts and ideas from words they are reading and recognizing words that are unimportant. at times this remains difficult for hearing impaired students for the reason that, they are reading words or sentences they cannot comprehend. reading is a dual progress whereby one part is the aptitude to decode print and know what one is reading and another part is reading comprehension and without it, one is not truly reading (bickham, 2015). among students, these skills are highly related but there are some populations of children who struggle with the skills necessary to either decode or comprehend. in other words, when most children learn to read, hey either develop the skills to both decode and comprehend or they do not. yet there are students who are capable decoders but still perform poorly on measures of reading comprehension because they are not making the necessary connections between words as they form sentences, paragraphs and entire texts. the inability to understand the meanings of words cause problems for comprehension. effectively teaching students to read and write well in english and mother tongue is an important responsibility in today’s primary schools. it can be said that a child who is accomplishing well on measures of reading comprehension is by default a satisfactory decoder, since without knowing the words it is difficult to comprehend the message on paper. reading comprehension is a serious skill that is needed for attainment in school and beyond, yet many students are reading below grade level. research has shown that poor reading ability has been associated with poor school performance in general, behavioral problems and poor mental health. this makes a strong case for the reading comprehension strategies for hearing impaired students. the term hearing impaired (hi) is one that is used frequently and it is regarded as a condition whereby a person is unable to hear. the language of a hearing impaired person is normally considered below that of a hearing person of the similar age as well as experiences. most of the hearing impaired students have reading difficulty (bickham, 2015). in order to improve reading comprehension for hearing impaired students, making words memorable by using visual aid which includes text with pictures, can be vital because it reduces the amount of practice required to get the words into students’ reading vocabulary. words must have connected meanings, making the connections explicit help students remember the words which will increase their vocabulary and reading skill. as we all know that the eyes of the hearing impaired people are their ears, because they cannot hear and they mostly depend on what they see since they are visual oriented people. in order for them to learn or improve their reading, visual aid such as text with pictures should be used, because words cannot be presented or used in isolation, they need to be used in a meaningful context (durkin, 20 journal of icsar; volume 2, number 1, january 2018: 19-27 2014). to allocate meaning to texts, readers depend on previously kept knowledge, the domain and specific knowledge about different text structure and types (kamhi & catts, 2012). basic literacy which includes reading has been always important to lives ofhearing impaired people. reading is a skill that help hearing impaired people to use auto teller machines, read fast food menus, surf the internet as well as read newspapers, use their hand phone to chat and able to read the captioned on tv when watching, furthermore, their living is reliant on literacy, mostly reading and writing, however, technology is quickening this dependency. currently, the ability to read is more vital than ever. it is necessary for succeeding in school, becoming an educated citizen with a bright future or career, and be able to experience an individual fulfilment. hearing impaired students face challenges in many areas that are serious for a prosperous reading comprehension. moreover, sometimes teachers emphasize reading skills slowly instead of boosting the development of strategic thinking and problem solving in connection with reading. as a result, students battle with reading because of a weak foundation of first language (sign language). as we all know that education begins from home, thus parents play a role in the education of their children. past research indicates that on average, hearing impaired students at the age of eighteen they are leaving high school but their reading level is said to have reached only a third grade to fourth grade reading level, and over 30 percent of them leave school functionally by the old standard (lederberg et al., 2013). this compares to a functional illiteracy rate of less than 1 percent among their hearing peers. children with hearing impairments have educational and perceptive insufficient or progressive delays due to language problems. some children suffer from discrimination and lack of social because of the communication difficulties. reading is getting the meaning or gist of a text. the reader moves from recognizing letters to comprehending a word, sentence or passage and holds this information in memory as he or she moves on to comprehending more print. reading comprehension is considered the heart of reading (durkin, 2014) the actual core as well as depth of reading. indeed, it is the fundamental purpose of reading. reading comprehension is known as the lively process of making meaning from the text, it includes retrieving prior knowledge, understanding vocabulary plus concepts, making inferences, and connecting key ideas. for a person to comprehend or understand what they read, they need to set objectives for reading, relate their knowledge and experiences to the text, read words and phrases fluently, use approaches and assistance to construct meaning during and after reading, familiarize approaches that match the text and their objectives, uphold task perseverance, know the author’s purpose, differentiate between truths and untruths, and come up with analytical conclusion. reading and writing is not something new in the field of deaf education. this has been happening since the time of laurent clerc and thomas gallaudet opened the first school for deaf children in the united states back in 1817, and instruction methods concerning to reading and writing have always been a main goal in teacher training programs. yet, an average of deaf children is leaving school with a reading level that hovers around the fourth-grade level (gallaudet research institute, 2016). hearing impaired students uses the same curriculum as the other hearing students; however their instructions are given in different ways such as by using sign language and visual aids. they learn what other students learn in school that’s why they can be found in integrated or in an inclusive school’s programme. hearing impaired students show different types of reading difficulties, such as word recognition, decoding, sentence-level processing, and text comprehension. written text and visual aid are some strategies that can be used for students to read. hearing impaired students struggle to acquire skills needed to become confident readers and comprehend what they read. moreover, they find it difficult to read and write mostly because of their lack of ability to phonetically break down a written word and comprehend it (bickham, 2015). this limits and delays their ability to develop vocabulary skills and effectively reduces literacy opportunities normally available to their hearing counterparts. as we all know that a picture is worth a thousand words, however, when it comes to reading comprehension, we would say a visual display helps readers understand, organize, and remember some of the written thousand words. stated that in order for children to prosper in both, reading skills and overall knowledge, their learning environment must be set up properly. a benefit could be by use of pictures and the written word throughout the classroom. equally important, spoken language’s knowledge and skills contribute to reading comprehension for students, unfortunately the development of reading in deaf children is usually delayed because of the difficulties they face in developing a spoken language skills and knowledge. for instance, wauters stated that the average marks of hearing impaired children for reading comprehension were outrageously low. children with hearing impairments at the age of 17–20 years are at the same reading level as first grade of primary education. that shows how hearing impaired children are struggling with reading comprehension and there is a need for improvement. lack of learning strategies for reading comprehension is one of the factors that causes hearing impaired students to find it difficult to understand what they are reading. another factor is the lack of acquiring sign language at an early age. 21abdul rahim r, renate olga t, nordin mamat, noreha yusuf, using text with pictures in primary . . . . agreeing to andrews & mason (2011) hearing impaired students have difficulties with lower-level skills which hinders the development of independent reading strategies. this reading problem needs to be reduced by using an effective strategy of reading comprehension. therefore, this research intends to improve the reading comprehension skills of hearing impaired students using text with pictures. hudson, lane, & pullen (2015) stated that, a student who is incompetent to decode words correctly will be incompetent to comprehend a text. without automaticity, a reader’s slow and choppy pace inhibits their comprehension of text. the way a reader with poor prosody groups and expresses words causes’ confusion. importantly, the main objective for reading is to construct meaning from the print. however, in primary school the text have to be accompanied by pictures, in order for the students to be able to make connection of the words and the pictures and understand whatever they are reading. reading comprehension is necessary in languages, for people to be able to make sense of what they are reading. national association of educational progress (national assessment us, 2014) stated that a student must be able to read and understand as well as to be able to synthesize, explain, and analyze what he/ she read in order to become a proficient reader. the ability to visualize, aids both understanding of what is being read and enables the reader to identify when she is struggling to understand what she reads. poor comprehension-monitoring has also been suggested as an area of deficit in hearing impaired students. in a study of reading habits among deaf and hearing college students, marschark et al. (2012) found that deaf college students were more likely to report greater hours spent reading but they recognized fewer book and magazine titles compared to hearing college students. while not the focus of their study, they speculated that deaf students may read at a slower pace, spend more time understanding what they’ve read, and have less awareness of mistakes in comprehension compared to their hearing peers. reading comprehension is said to be a continuing concern for students with hearing impairment (benedict, rivera, & antia, 2015) making the topic of reading comprehension extremely important. mentioned that there is only little progress in improving description comprehension for hearing impaired readers regardless of past research, proving a need for further research into this topic. deaf and hearing impaired students globally often struggle with reading, that also includes the hearing impaired students in malaysia. thus, there is a need for implementing effective reading strategies to improve reading for hearing impaired students. the aims of this study are to determine whether using text with pictures is effective to improve reading comprehension for students with hearing impairment, examine other strategies that can support the development or improvement of reading comprehension for students with hearing impairment an determine the factors affecting reading comprehension for students with hearing impairment. this research combine three theories such as learning theories, teaching model and billingual theory. learning theories provides directions in teaching and learning. it is usually used as a guide in education whereby positive and negative reinforcement are used appropriately to enhance learning among students. learning theories consists of many theories, however this study focused on clay’s theory of learning, social learning theory and schema theory. clay’s theory of learning to read is grounded on the knowledge that children create intellectual systems to comprehend the creation and linguistic. preparing the reader to meet the text is the focus of instruction in the whole language instructional model based on goodman’s work. social learning theory best fits this research because the vygostkian position is that much of cognitive competence is learned in interaction with others, in particular with skilled adults who pass on cognitive skills and concepts. teaching model is essential to improve and enhance learning, teachers teaching children with hearing impaired should read and make research on teaching model that can improve the reading comprehension for their children in primary schools. additionally, hearing impaired children struggle with various types of text and this cause difficulties for them to understand text. for instance, hearing impaired people are observed and they unable to make use of background knowledge to make meaning from the text when reading. they fail to understand that lack of background knowledge contributed to their incompetence to make meaning. the cultural impact on literacy acquisition also applies to students who are hearing impaired. in addition to this, if students who are hearing impaired are not exposed to language through sign language or other means during their early years, those student will struggle to catch up to their peers later on in their education. discussed students becoming more engaged and having the ability to acquire meaning when an assignment is connected to that student’s cultural identity. an example of connecting a student’s culture to an assignment for students who are hearing impaired would be to allow them to use technology to record themselves signing an essay or a story as an assessment. if we can only acknowledge the role cultural identity plays in a student’s life. earlier studies with a related topic of reading comprehension for hearing impaired students had a different focus compared to this study because their focus was more on different strategies used to improve reading comprehension, but this study focused on the use of text with pictures to enhance reading 22 journal of icsar; volume 2, number 1, january 2018: 19-27 understanding the phenomena that involved many specific methodological analysis such as interviews and direct observation which are used in this research study as research instruments. therefore, a qualitative method rather than a quantitative was favored for this research study because of the exploratory kind of research questions that were focused on. the researcher needed to study a group or population, identify variables that cannot be easily measured, or hear in silenced voices, the case study allowed the researcher to retain the holistic characteristics of real-life events in it natural setting (creswell, 2013). thus, a case study which is a design for qualitative research was used and the natural setting was an integrated school that comprise of mainstream classes and hearing impaired classes. this study has focused on five teachers teaching hearing impaired students and six year three students at an integrated school where hearing impaired students attend. the participants of five teachers and six students were purposively selected based on the this characteristics: teachers should be able to sign and have at least two years of teaching experiences, welleducated or qualified teacher, primary school teaching and teaches english. while, the students were selected based on some characteristics such as age range of seven to ten years, in third grade and should be hearing impaired finding and discussion findings finding from the observation showed that text with pictures can help to improve reading comprehension, this is supported by the results from the reading comprehension test, the test was taken after the students had read the text with pictures, as observed the results of the six students ranged between 8 to 10 out of 10 questions which were answered correctly, the text with pictures helped them to have a clear understanding of the text and enabled them to pass the comprehension test. during the observation students were excited to read the text with pictures and they were referring to pictures to get the sign and meaning for words that they did not know. furthermore, the data were collected from interviews corresponding with the observed results for the use of text with pictures. participant 1 indicates what pictures can do to students when reading “they can guess from the pictures what the story is about, even if they don’t understand all the words in the text. pictures helps them to comprehend well [t1p1m1s17d14’02].” equally important, participant 2 reasoned that “because from the pictures they can identify about the form of comprehension. maybe the picture is about in the classroom they can visualize the activities in the classroom for another text without the pictures they comprehension, identifying strategies to improve reading comprehension and identifying factors that hinders reading comprehension for hearing impaired students. on the other hand, bilingual theory have to be considered also in order to improve reading comprehension for students with hearing impaired. hearing impaired students have to be viewed from their cultural perspectives when using a bilingual model. viewing from a cultural perspective includes noticing that the spoken and signed languages are different and have to be valued equally, increasing pride and uniqueness in being hearing impaired, connecting students to deaf people or elders who can be good role models, and speaking of difficulties and struggles with cultural consciousness (evans, zimmer, & murray, 2014). to guide this study, i looked at language as a barrier that leads to poor reading comprehension. most hearing impaired students have parents who struggle to communicate with them from early age and this lead to lack of language acquisition at early age. children’s cognitive and social skills affect their language acquisition. in turn, as children develop more language, their cognitive and social skills are changed or modified. a delay in acquiring language leads to literacy difficulties. the acquisition of a language is a normal procedure that occurs naturally for children who can hear. language is essential in all school learning because it is used as a medium of instructions. it is also used for communication, and enables people to acquire perceptions and to improve their thinking skills. however, children with hearing impairment rarely acquire language at birth especially those with hearing parents, they only acquire language at school since their parents can not sign or do not know sign language. in short, language is a significant means of communication used by people to express their identity and draw conclusions about other people. it is also considered more attached to culture and tradition. people who speak the same language understand one another very well than with people who speak different language. on the whole, it is more difficult for students who are hearing impaired to obtain jobs after high school because of the language barrier and possible lack of literacy skills which include the reading comprehension. method for this study, a case study was used to acquire information and help to improve reading comprehension for hearing impaired students using text with pictures. the case study was the most flexible design for this study of all the research designs because it allowed the researcher to retain the holistic characteristics of real-life events in it natural setting. it assisted in 23abdul rahim r, renate olga t, nordin mamat, noreha yusuf, using text with pictures in primary . . . . cannot understand or connect what the story is about [t1p2m1s18d14’02].” however, “is better when text have pictures, is for students to understand. pictures are very important for hi students, it help them to know what they are reading. first and foremost, you have to extract the word, know what is the picture about, understand the picture and this will help to improve the reading comprehension of pupil [t2p3h1s2d03’04].” lastly, participant 4 said “mmh.... i think it will help to improve the reading and apart from improvement i think it will even improve the....their vocabulary the same time, because when they are reading they will have to look at the pictures and they can make....get the meaning of the pic...of the text in relation to the picture that is there [t3p4l1s8d07’04].” the analysis of the above information is that text with pictures are essential to hearing impaired students, and they can be used to improve reading comprehension. pictures make the text to become more attractive, help symbolize characters, events and objects described in the text. also, it displays a structured relations of the important idea in the text and it gives a clear explanation of difficult parts of the text. moreover, it helps them to be able to guess the meaning of the text from looking at the pictures. pictures act as an aid to understand new information and also catch the attention and interest of students. therefore, the use of text with pictures for students with hearing impairment in primary school can help the students to extract more information and make meaning of the text. apart from using text with pictures there are other strategies that can be used to improve the reading comprehension for hearing impaired students. nonetheless, various scholars have argued that only appropriate learning strategies can improve students’ reading comprehension. the findings from the observation indicates some strategies used during this study such as, a method of scaffolding, the use of dictionaries during reading, the extractions of new words first before reading the text, finger spelling, memorization, re-reading and signing while reading. all the same, the collected data from the interviews indicates that different teachers uses different strategies. participants 2 indicates that one of the strategy to improve reading is “flashcards with the sign language [t1p2m1s8d14’02].” however, participant 1 confirmed that “yes, visual aid. use many visual aids. now we have hand phone and we use them and show the pictures if we cannot find the real item [t1p1m1s11d14’02].” participant 3 added that “role-play or acting, sign exact english, use ict and visualization [t2p3h1s11d03’04].” participant 3 continued to explain that “sign exact english can improve reading comprehension because the words are accompanied by signs, each word with it sign for primary school [t2p3h1s11d03’04].” furthermore, participant 3 indicated that “by making use of icts, we now have hand phones with data from the government, so we use them in class to get pictures [t2p3h1s13d03’04].” also participant 4 expressed that “mmh, since they are visual students, visualizations is the key aspect in their learning. so every lesson every thing in the classroom should be visual and even our teaching aid must be visual they will mmh you know be able to develop visualization... to develop that in themselves, looking at things analyze and make meaning out of it [t3p4l1s19d07’04].” moreover, participant 5 explicit that “ummh, i think one of the things that can be used are daily news, when they tell daily news, you bring in pictures, so from the pictures they can create a story and through that story, they basically, they can start imagining and when they can imagine, they can better relate to the words because you already incorporating pictures in all these things, of role-play, i think role-play or stories as well because now you are giving them a script where there is a picture, here is a word and then they have to kind of memorize it, in order for them to be able to role-play, so role-play is also very important and deaf people are very good with story telling. [t4p5a1s12d15’04].” the above information presents the different strategies that participants stated as strategies that can be used to improve reading comprehension for students with hearing impairment such as the use of visual aids like flashcards and pictures, the use of role play, sign exact english, ict and visualization. the analysis of the above information is that, there are several strategies that participants of this study mentioned, however teaching and learning strategies or even instructional tools for teaching reading can differ from one teacher to another, therefore the participants emphasized on the use of visual aids as one of the most successful strategy for reading comprehension when teaching students with hearing impairments in primary school. during the time of collecting data the researcher observed several factors that influenced reading comprehension, such factors are; the complexity of text, it was observed that when the students are given a text that is not at their level they find it difficult to read it. in one of the observed class the students were given a text that was not at their level, the text was difficult for them and they could not read it because they did not know the vocabulary used in the text. another factor observed was the lack of decoding, meaning students could not translate some printed text into signs, lack of vocabulary and word cognition, while two students showed anxiety during reading comprehension and it hindered their comprehension, while as for one student lacked reading motivation and interest, lastly medical problems is another factor observed like sight, one of the students struggled to read because of her sight, the text needed to be enlarge for her to be able to read 24 journal of icsar; volume 2, number 1, january 2018: 19-27 it. however, the findings from interview correlates with the observation findings, the participants have commented further on this theme of factors affecting comprehension as follow; participant 1 stated that “the difficulties of how to understand the word because their vocabulary of sign language is little. he/she saw the word can spell but does not know the meaning, so we show them one by one with a picture or drawing what is that spelling mean [t1p1m1s1’14’02].” however, participant 2 added that “the difficulties of english [t1p2m1s2d14’02].” participant 1 continued to say that “the lack of sign language, yes! first, we have to teach them what the sign language for the word is o that only we can read the comprehension, if they don’t know the sign then they cannot do the reading of the comprehension [t1p1m1s3d14’02].” in addition, participant 3 stated that “lack of vocab and laziness [t2p3h1s16d03’04].” while participant 4 expressed that “mmmh there are so many factors i think, given the fact that they might have limited materials like i said in the society to read and their community is just the school and lack of textbooks can be one of the factors and may other lack of reading materials like local newspapers and journals and other....let say like magazines maybe and if they don’t have that access to go to the library it can affect the reading comprehension [t3p4l1s26d07’04].” participant 3 continued to emphasis on “lack of focus, lack of support from the parents [t2p3h1s17d03’04].” however, participant 4 proceed to explain that “mmh the knowledge of a teacher, i mean, it influences the reading comprehension because you have to know the language and you have to know what you are doing if a layman, if you put layman in the class definitely cannot teach the language, if you put me in grade 1, if i don’t know sign language i can’t even teach the kids the basics of sign language or reading for that matter, so teachers should posses, she must be competent, qualified and have the knowledge to teach language, in this case [t3p4l1s32d07’04].” finally, participant 5 said “first of all, i think they lack vocabulary, they do not have the vocabulary in a sense that they don’t know words. i don’t know how to put it, but they lack vocabulary, i think i should stick to that. there is no vocabulary, i think also, the..... through my own reading and research as well i come to the realization that they actually, the first language need to be developed, even my own experience, my mother tongue is important for me to be able to learn the second language, and second language is is ...ah... english is second language for the hearing impaired, but if the foundation of sign language is not fluently laid or if they lack vocabulary in sign language, they won’t be able to produce in english right? which is the language they use for reading [t4p5a1s18d15’04].” the above information reveals that the factors that affects reading comprehension for student with hearing impairment are lack of vocabulary, if the students do not have vocabulary they won’t be able to read or even understand what they are reading, late acquiring of a sign language is one factor that participants have reported about, lack of support from parents, the knowledge of parents, lack of relevant reading materials for hearing impaired students such as text with pictures and sign exact english text that can enhance reading comprehension in primary school, lack of role models, and lack of exposure to reading at an early age and the environment. the analysis of the information from the participant is that students with hearing impairment do face challenges from an early age, the main challenge be the late acquiring of sign language, lack of vocabulary and the lack of relevant reading materials for these reasons they do not perform well in reading and they find it difficult to comprehend what they are reading discussion according to the information shared by the participants of this study, text with pictures prompt students with hearing impairment to read. pictures makes the text to become more attractive, help symbolize characters, events and objects described in the text. also, it display a structured relations of the important idea in the text and it gives a clear explanation of difficult parts of the text. these findings are related with previous researchers for instance, found out that pictures provide hearing impaired students with a scaffold that can be used to enhance their access to reading comprehension also increase their motivation for reading. also, a study conducted by mich, pianta, and mana (2013) compared stories with pictures to stories without pictures and discovered that adding pictures to a story supports the reading comprehension of students who are deaf or hard of hearing. in their findings they state that “the simplified and illustrated stories, having a higher readability index, make the comprehension exercise easier and both children groups (deaf and hearing) got the best results” (mich et al., 2013). based on the findings, it can be concluded that adding pictures while teaching students who are hearing impaired can enhance reading comprehension. the findings of this study and of mich et al. (2013) support each other, in which adding pictures reinforce the reading comprehension of students. therefore, from the analysis text with pictures is important in the primary school for hearing impaired students. however, the pictures should be colorful, appropriate and relevant for the text. text with pictures is said to be good at motivating or inspiring to students, it makes the reading interesting and fun for primary school students. students become more excited and involved in reading 25abdul rahim r, renate olga t, nordin mamat, noreha yusuf, using text with pictures in primary . . . . texts with pictures. pictures are beneficial when connected to a text because they help students to make sense of the text (lederberg et al., 2013). to conclude, another way to integrate pictures is to introduce them during story time. trussell and easterbrooks (2013) add that use of picture cards during read aloud will enhance the vocabulary and boost comprehension. this study revealed that apart from using text with pictures, there are other strategies that can be used to successfully support the development or improvement of reading comprehension. based on the findings of this study, the following strategies are being used in the observed integrated school to motivate, enhance and develop reading comprehension for hearing impaired students; the use of dictionaries during reading and also using the signing exact english (see) textbooks help students to understand what they are reading and motivates them to read on their own because the see texts consist of a text and it exact sign, such text increase self efficacy and encourage students with hearing impairment to read and comprehend what they are reading, as for the see textbooks and dictionary used in malaysian schools for the hearing impaired students. another strategy is to extract words first before reading the text, the teacher do the extraction of all the vocabulary and the students look them up in the dictionary for meaning and they focus on their signs because students can not read what they can not sign. on the other hand, according to oakhill et al. (2009) reading strategies stipulate specific instructions to prosper comprehension skills, some other reading strategies are visualization, scaffolding, predicting, deducing, making use of flashcards, ict, sum-up and analyzing. in addition, vygotsky suggested that cognitive development depends on interactions between children and expert adults or parents who mediate the children’s learning experiences by helping them understand their world using the tools of their culture. an important tool, in this case, is language (vygotsky, 1978). a reading lesson is a conversation or dialogue. teachers or parents as expert readers provide scaffolding or modelling for the child in how to figure out the meaning of text. the child then tries to read, at first with the expert reader’s support. but then slowly the child takes over the reading task and reads independently (andrew et al., 2014). the schema theory is important during reading because readers bring their background knowledge which is used for understanding and expectations to a text (an, 2013). supporting the findings of this study, text with pictures increases the general knowledge of students. furthermore, students can become better thinkers when they are encourage to understand what they are reading which leads to critical thinking and reasoning as a higher order thinking skills, when the instruction is intended to enhance acquisition of knowledge. the findings shows some strategies that can be used to successfully support the development or improvement of reading comprehension for students with hearing impairment such as the use of visual aid (like flash cards, pictures), role play, use of see textbooks and story books, use of ict and visualizations. teaching approaches that increase the acquisition of knowledge comprise spread out preparation (observing material over time against studying), using a range of cases for students to identify where a concept is appropriate, and exercise at recovery (repetitively memorizing material over time) with educational response. furthermore, research showed that hearing impaired people raise up previous experience from the text for explanation and this is done through a visual-matching technique and not as a metacognitive strategy (lasasso, 1985). metacognitive relates to the concept of this study for improving reading comprehension, thus it can be used as a strategy or teaching model to improve reading comprehension for hearing impaired students. teaching in metacognitive strategies is helpful for students such as hearing impaired who lack background understanding as well as reading interpreting skills (brigham, at all, 2007). the drive of teaching metacognitive awareness is to invest students with understanding and regulate over thinking that expert readers use when reading (benedict, rivera & antia, 2015). the purpose of reading and the level of reading material plays a role in a student’s life. according to previous research, all learners are able to acquire the skill of how to use metacognitive strategies in order to make meaning from text (benedict et al., 2015) this research identified seven factors that are affecting reading comprehension. reading comprehension is defined as a complex process of distinguishing printed symbols and explaining the meaning of the symbols (dennis, 2008). thus, some of the factors affecting reading comprehension are text complexity, lack of vocabulary or decoding and lack of word recognition, environmental influences, lack of parents involvement, anxiety during reading comprehension, lack of motivation and interest, medical problems and lack of early sign language development. therefore, in this section, these factors are discussed. one of the observed factors that affect reading comprehension for hi was the text complexity. to support this, (andrew et al., 2014) stated that if the text is too difficult for students they won’t be able to understand it content and one must have a lot of vocabulary to be able to comprehend the unknown words through applying the opinions of context. the second factor from the findings was the environmental conditions, an unorganized environment affect the reading comprehension of students than those who read in a quiet and disciplined place. the third factor was the anxiety during reading comprehension. tests, 26 journal of icsar; volume 2, number 1, january 2018: 19-27 exam, class work, or homework add pressure on students’ comprehension than reading for pleasure. when a student is having reading anxiety it leads to not understanding instructions which leads to confusion and poor comprehension of the text. the fourth factor was lack of motivation and interest. according to an (2013), students’ motivation and interest are crucial in developing reading comprehension skill. when the reading materials are interesting for students they understand it easily and remember it clearly. english teachers must motivate students by giving them interesting reading materials. the fifth factor was lack of vocabulary, decoding or word recognition. students with no vocabulary won’t be able to comprehend what they are reading and those who have problems in decoding and recognizing words will be reading slowly and find it challenging to understand the meaning of a text. vocabulary can influence the reading comprehension skill because students utilize decoding skills to realize the meaning of new words. the sixth factor was the medical problems. according to an (2013) poor reading comprehension skill can be a medical difficulty that was not diagonized and addressed at an early age. such as; lack of diagnoses of add (attention deficit disorder), dyslexia, speech problems, and hearing impairments can hinder the reading comprehension of students. the last factor was lack of parent involvement and lack of early sign language development. learning a second language is said to be easier after mastering a first language. the lack of parent involvements in the education of their children affect the reading comprehension of students because they are not motivated from home, no one read for them because of a language barrier that may be between the deaf or hearing impaired students and the parents. therefore, lack of sl at early age leads to students to become poor in vocabulary and be unable to read or comprehend passages. the findings showed that in learning a second language, in this case english, students clearly benefit from their earlier acquisition of sl, but this is difficult for hi students since they only come to acquire language when they come to school, meaning they start school with no language and begins to learn sl as a first languagesimultaneously with english as a second language. conclusion and suggestion conclusion the of this study will be helpful to improve the reading comprehension of hearing impaired students. the first way of applying the knowledge will be the implementation of the researcher’s learning, experiences and the research findings to the professional practice upon the return of the researcher in her home country. secondly, students will feel excited and motivated to read text with pictures and have sign exact english (see) books. thirdly, teachers will be able to assist their students to improve their reading comprehension by using text with pictures or other effective teaching strategies for reading comprehension. fourthly, the findings points to reading resources that will be needed to be redesigned accordingly by adding pictures to text and modify into see. based on the findings, the learning strategies used for reading comprehension by hearing impaired include the text with pictures, use of visual aids, use of dictionary, signing while reading, the use of see books, finger spelling, re-reading and extracting new words from the text. suggestion based on the findings of this study, teachers are recommended to make use of text with pictures, there are other recommendations for english teachers teaching hi students. to develop their background knowledge by making use of visualization, making reading fun and interesting for students, teach text structures, and stimulate their reading ability. teachers need to extract new vocabulary first from the text and discuss their meanings and signs then they can ask the students to read and later carry-out a reading comprehension test, they must use relevant text and suitable for the level of their students and also motivate students to read by making reading interesting and also they should teach their students how to use reading comprehension strategies appropriately and effectively. english teachers need to encourage their students to determine the factors that influence them to understanding what they are reading. students have to be participating in the reading process by making use of different strategies to monitor their meaning. references an, s. 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(1978). interaction between learning and development. readings on the development of children, 23(3), 34-41. journal of icsar issn (print): 2548-8619 issn (online): 2548-8600 volume 1 number 1 january 2017 page 1-90 journal of icsar is journal of special education, publisher articles on the research and development in special education. editor-in chief mohammad efendi, universitas negeri malang, indonesia section editor sopingi, universitas negeri malang, indonesia editorial board saida ulfa, universitas negeri malang, indonesia arif fathoni, universitas negeri malang, indonesia mohd mokhtar tahar, universiti kebangsaan, malaysia mohd hanafi mohd yasin, universiti kebangsaan, malaysia yasmin binti hussain, seameosen, malaysia djadja rahardja, universitas pendidikan indonesia, bandung, indonesia fattah hanurawan, universitas negeri malang, indonesia burhanuddin, universitas negeri malang, indonesia gunarhadi, universitas sebelas maret surakarta, indonesia technical editor imam safi’i administrator mochamad eko bp editorial address department of special education, faculty of education, state university of malang, jl. semarang 5 malang, building e2. lt. 2, telp. 0342-551312 pswt 229 395. e-mail: icsar2017@um.ac.id, website : http://journal2.um.ac.id/index.php/icsar publication schedule journal of icsar, publish two times in a year (january and july) manuscript submission manuscript should be written in ms words format. figure, illustration and picture included in the manuscript file. send the manuscript directly to http://journal2.um.ac.id/index.php/icsar manuscript publishing feasible manuscript was determined by editorial board after obtaining recommendations from peer reviewer. manuscript revision is author responsibility and manuscripts that are not feasible will be returned to the author indexing by http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 mailto:icsar2017@um.ac.id http://journal/ http://journal/ journal of icsar issn (print): 2548-8619 issn (online): 2548-8600 volume 1 number 1 january 2017 page 1-90 teacher training to increase teacher’s competency in teaching autism child loi sook wei, mohd hanafi mohd yasin, mohd mokhtar tahar 1 – 5 the relationship between sense of community and agreeableness with prosocial behavior among member of young on top (yot) ariska tri devi, munawir yusuf, hardjono hardjono 6 – 12 understanding of special teachers in teaching children with special needs at inclusive schools djadja rahardja 13 – 17 developing an interactive multimedia of emergency stretcher subject in extracurricular activities of scouting for hearing impairment students on special education senior high school muhamad izhar safawi, sihkabuden 18 – 24 the effects of inclusive education on the self-concept of students with special education needs nurul aina zakaria, mohd mokhtar tahar 25 – 31 comparative study of regular teachers’ special education pedagogy competence level in elementary and senior high inclusive school tias martika, abdul salim 32 – 35 employing reading racetrack and flashcards to enhance sight words recognition among students with learning disability norhayati othman, mohd mokhtar tahar 36 – 41 the effect of the big book media usage to simple sentences’ reading ability for third grader with intellectual disability on elementary school for special needs putri karlis ramadhani, usep kustiawan 42 – 45 using picture exchange communication system to improve speech utterance among children with autism widuri jusoh, rosadah abd majid 46 – 49 flexible model on special education services in inclusive setting elementary school imas diana aprilia 50 – 54 effect of word processing applications to improving spelling for ability deaf children in elementry school rifnurrohma a q, mohammad efendi, henry praherdhiono 55 – 59 analysis of problems faced by special education teacher in teaching the multiple disabilities students azhar alias, norshidah mohamad salleh 60 – 67 the positive impact of collaborative learning for student with intellectual disability in inclusive school nadya muniroh, mita apriyanti, siti musayaroh, syari yuliana 68 – 71 increasing self regulated learning of students with special needs through the ilbawel model marlina 72 – 80 the effect of scramble game towards the ability of composing sentences for students with intellectual disability noverita surya dewi, agung kurniawan 81 – 84 reorientation of special education in improving self help of children with special need yasmin hussain, mazmi maarof 85 – 90 http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 89 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 89-94 word-formation process (morphology) through the maternal reflective method by teacher towards deaf students in grade v (descriptive study at sdlb santi rama) tiani ayuningthias zuhri, riana bagaskorowati, leliana lianty universitas negeri jakarta, jakarta, indonesia e-mail: tianiayuningthiasz@gmail.com abstract.:this research aims to gain in-depth information about the word-formation process (morphology) through the maternal reflective method in the fifth-grade deaf students at sdlb santi rama. this research uses a qualitative approach with a descriptive method. data analysis of this research uses miles and huberman model that has three steps, namely data reduction, data presentation, and data verification or data conclusions. the data collection techniques in this research are interviews, observations, and document review. the result shows that the word-formation process (morphology), especially affixed words, is divided into three: forming prefixes, forming suffixes, and the morphophonemic process. the word-formation process (morphology) begins with two kinds of conversation that are perdati (conversation from the heart to heart) and percamsi (conversation to transmit some information). at the same time, the mrm principle used in word formation (morphology) is the process of discovery learning. suggestions for this research are that teachers can maintain, improve, and apply the implementation of mrm to the word-formation process (morphology). keywords: the maternal reflective method; word-formation process (morphology); and deaf students introduction language is a system of sound symbols that is arbitrary, productive, dynamic, and diverse. language is a tool to communicate, convey feelings, expressions, and ideas. language is a systematic and systemic system. systematic means that language is not several elements collected irregularly but elements that have been arranged. meanwhile, systemic means that language is not a single system but consists of several subsystems: phonology, morphology, syntax, and semantics. language is obtained from observing and listening. learning a language is the single greatest challenge who are deaf or hard of hearing. unlike other children, children who are deaf acquire language mainly through their eyes (turnbull, turnbull, shank, & smith, 2004). if a person has hearing or vision impairment, he cannot obtain and express language optimally. the language ability of deaf students cannot develop according to their chronological age because they do not experience a language acquisition period like hearing students do. therefore, mastery of language must be developed optimally as early as possible. because the more developed the language, the more developed the ability to think. the more developed the ability to think, the more developed the ability to learn. deaf students have difficulties in interpreting words, choosing words, and understanding changes in word form. they lack understanding of using affixes in a sentence (breadmore, olson, & krott, 2012). for example, beli becomes membeli, dibeli, dibelikan, terbeli and so on is a change in word form because of the affixation process. each of these words has a different meaning and function. how to use them in a sentence is also different. in linguistic studies is called morphology. therefore, word formation or morphological understanding needs to be learned more deeply because it affects students’ literacy skills and language skills at the elementary, middle, and high levels (wilson-fowler & apel, 2015). it can also make them use understandable sentences and statements because if there was misunderstood on the meaning of sentences or statements, it could distract the ongoing communication. when there was a misunderstanding in communication, the main function of language was failed, namely as a communication tool. during the preliminary assessment in class v, the researcher found that deaf students could discover aspects of morphological linguistics through selfdiscovery or discovery learning which is the main feature in linguistic conversation. for example, deaf students in the class began to understand that there are words with affixes, differences in word meaning when words are affixed, various allomorphs in bound morphemes, why the prefix /me-/ if it meets a word whose initial letter /t/ turns into a phoneme /n/, and so on. it was obtained from the process of implementing 90 learning in the classroom using the maternal reflective method. etymologically, morphology comes from the word ‘morph,’ which means form, and ‘logy,’ which means science. thus, morphology means forms science or formation of words (chaer, 2008), and the function of changes in word forms both grammatical and semantic functions (tarigan, 1988). the morpheme is the smallest grammatical unit with meaning and has no other unit as its element (ramlan, 1987). a morpheme is a form of language which is partly not similar to any other form, both sound and meaning are singular forms (parera, 1994). the result of the word-formation process is word form and grammatical word meaning. the form is the physical word form that undergoes a morphological process; meanwhile, the grammatical word meaning is the content or meaning of the word form. for example, the physical form of the affixation process is an affixed word. the physical form of the reduplication process is repeated words, and so on. the morphophonemic process changes science in phonemes or sounds as a result of morphological processes, and this proves that there is a correlation between morphemes and phonemes. according to mufti salim, he concluded that deaf children are those who experience a lack or loss of hearing ability caused by damage or malfunction so that they experience obstacles in communicating (somantri, 2012). the degree, type determine deafness and time when a person experiences hearing loss. idea defines deafness as a condition in which a person experiences hearing loss severe enough to be unable to process linguistic information through his hearing despite using hearing aids and affecting his academic performance (kirk, 2009). language acquisition is a process that occurs in a child’s brain (chaer, 2009). language acquisition is a fantastic thing, especially acquiring the first language owned directly by children without special learning about the language (asih, 2016). a good language acquisition process for deaf children is to adopt a language acquisition process for hearing children by using a method that connects the auditory symbol with everyday language. this method will lead to better language skills by emphasizing the conversation process. the conversation is the trigger or axis of language development. the mastery of language in hearing children occurs naturally, namely in the family environment during the age of toddlers. at the age of four, they generally have entered the postlingual stage, namely recognizing and understanding language symbols. without realizing it, they have been able to apply the rules of the language used in their environment (haenudin, 2013). the child begins to speak before he is born through the intrauterine tract. the child has been exposed to human language when he was a fetus because language includes both comprehension and production. his mother’s words that he hears every day “enter” his brain and are “embedded” in the fetus (dardjowidjojo, 2005). van uden said that a conversation is a complete form of language. that means if we want to know a complete example of a language, we have to include or carry on a conversation because a series of separate sentences is not a complete language (uden, 1977). mrm is a language teaching method that focuses on the conversation, like a mother teaching her baby who has not yet spoken with conversation activities so that finally the child can speak. conversations emphasize topics experienced directly by the deaf child so that it is more understandable and easy to understand. the language also uses language that is as reasonable as possible for children, both expressively and receptively, and guides children gradually to find their grammar and form of language through reflection and the next stage of conversation that will provide a better language experience. mrm emphasizes conversation as the main feature of the method and emphasizes reading as the next stage of the method to develop their language and reading abilities. because the better language they have, the better reading ability they grasp, and this is what they need as the fact that most children who are deaf have significant deficits in academic achievement, especially in reading. for example, the average 15-yearold student, hearing impaired has a deficit of at least five years in reading (hallahan, kauffman, & pullen, 2014). therefore, based on the explanation above, it is essential to conduct the current study. this research aims to gain in-depth information about the wordformation process (morphology) through the maternal reflective method. method the aim of this research is to gain information about morphology process through maternal reflective method (mrm) that is focused on using prefixes (/ber/, /me-/, /pe-/, /di-/, /ke-/, /ter-/, and /se-/), using suffixes (-an, -kan, -nya, -i) and morphophonemic (/ber-/ + / ajar/, /pe-/ + /ajar/, /me-/ + /k/, /pe-/ + /t/, / me-/ + /t/, /me-/ + /s/, /me-/ + /p/ in class v sdlb santi rama. this research was conducted from january to may 2019. the approach in this study is a qualitative approach with a descriptive method. a descriptive research method is a method that emphasizes the explanation as it is in the research in the form of writing, speech, and behavior of the people being observed (rakhmat, 2009). 91tiani ayuningthias z, riana b, leliana lianty, word-formation process (morphology) through . . . data collection techniques in this study are participatory observation, interviews, and documentation studies. analysis of the data used in the analysis model of miles and huberman. qualitative data analysis is carried out interactively and continues until it is complete until the data is saturated. the stages of data analysis carried out in this study are data reduction, data presentation, and data verification or conclusion. the technique of checking the validity of the data used in this study is triangulation. triangulation is a technique of checking the validity of data that utilizes something other than the data for checking purposes or comparing the data. the goal is to find similarities in data with different techniques and carried out simultaneously. finding and discussion findings prefixation, according to the topic at that time, the teacher begins the process of word formation (morphology) with conversational activities with certain conversational material. the type of conversation carried out can be in the form of perdati, percatif, percamsi, or from category sheets. based on the explanation of the data previously mentioned, the process of morphology from prefixed morphemes consists of the process of forming prefixes /ber-/, /me-/, /pe-/, /di-/, /ke-/, /ter-/, and /se-/. indicators in the process of forming prefixes are the teacher asks students to determine which words are included in affixed words, the teacher asks students to determine which are included in the affixes with specific prefixes (according to the topic of discussion at that time), the teacher asks participants students to collect other affixed words that have a similar pattern. finally, the teacher asks students to describe the elements in these affixed words (prefixes, base words, and suffixes) both orally and in writing. based on the indicators, it can be concluded that the prefix formation process depends on the affixed words found and is always related to the suffixation process. thus, students learn about the formation of prefixes and the meaning of each prefix. for example, the prefix /ter-/, which has the most meaning and is unintentional, the prefix /pe-/, which has the meaning of the people and things that do it (based on the category sheet available before the research was conducted). suffixation, based on the explanation of the previously mentioned data, the suffixes’ process consists of forming suffixes /-an/, /-kan/, /-nya/, and /-i/. however, the formation /–nya/ does not come out or appear in learning activities because during learning, in texts, category sheets, or students’ thoughts, they do not get affixed words that have the ending. indicators in the process of forming suffixes are the teacher asking students to determine which words are included in affixed words, the teacher asks students to determine which are included in affixes with specific prefixes (according to the topic of discussion at that time), the teacher asks students to collect other affixed words that have a similar pattern, and the teacher asks students to describe the elements contained in these affixed words (prefixes, base words, and suffixes) both orally and in writing. the suffixation process depends on the prefixation process. because when the teacher asks students to determine which words include affixes, the teacher also asks students to describe the elements in the affixed words, namely prefixes and base words. students will also directly describe the types of suffixes contained in the affixed words. morphophonemic process, during the research process, the morphophonemic formations that appeared and were discussed were the formation of /ber/ + / ajar/, /me-/ + /t/, /me/ + /s/, and /me/ + /p/. that means the formation of morphophonemic that do not appear or during the research process if it refers to the research focus namely /pe/ + /ajar/, /me/ + /k/, and /pe/ + /t/. the teacher does not explain allomorph and morphophonemic terms, but the teacher teaches phoneme changes that occur when a prefix meets a base word starting with a specific letter. for now, students are more emphasized to use affixed words correctly first. indicators in the morphophonemic process are the teacher asks students to look for affixed words in the text, the teacher asks students to find and collect affixed words that have a similar pattern, the teacher asks students to describe the affixed words into prefixes, base words, and suffixes, the teacher asks students to identify phonemes changes that occur in affixed words, the teacher asks students to conclude. difficulties in morphology process, there are no significant difficulties experienced by teachers and students when learning about the word-formation process (morphology). morphology process through mrm, the process morphology is included in a series of reflection or linguistic conversations (percali), so the most central principle is the process of self-discovery or discovery learning following the mrm principle of linguistic conversation. even though the starting point of the conversation is in the form of a text or category sheet, the teacher still emphasizes the conversation and makes sure that what the students write is the result of the conversation, not just copying the text or category sheets. 92 journal of icsar; volume 5 number 2, july 2021: 89-94 the teacher trains and familiarizes students since they are still in the preparatory class to listen recognize written forms, and use affixed words in every conversation and use affixed words in every conversation. students’ ability in word formation is the result of their vocabulary ‘savings’ since they were in the preparatory class. the teacher introduces the concept of base words, prefixes, suffixes, and affixed words for the first time by comparing writing and practicing affixed words with one another in daily conversation. several other methods are also used in word formation (morphology), such as demonstration, experiment, case study, q&a methods. media that affect the morphology process are category sheets, effective use of colored markers and whiteboards, and word clues. however, the most influential media in the word-formation process is the category sheets. the material used in the word-formation process (morphology) can be adjusted to each theme’s basic competencies and indicators contained in the lesson plans. however, the delivery method can be conveyed through various types of conversations, and it can be through heart-to-heart conversations (perdati), receptive reading conversations (percatif/reading comprehension), transitional reading conversations (percamsi), and even come from category sheets. the topics used must have been discussed several times by students before they have experienced and mastered the topics. the teacher still does provocation in delivering the topics, but the intensity is not as much and as often as in the lower class (preparatory classgrade iii). time and place of morphology process, the process of morphology can be done anytime and anywhere. learning word formation is begun according to the ability of students but usually since grade iv above. parties who are involved morphology process, the process of morphology is a process that involves many parties, not only by classroom teachers and students but also by school members, other class teachers, fellow students, and parents. school residents and parents are involved in the morphology process by consistently using the affixed word to students and guiding students who are talking to them to use the appropriate affixes. at least notify directly when students are wrong in writing or saying affixed words so that students know where their mistakes are. discussion prefixation, based on the research results, the prefixation process is a word-formation process that produces affixed words with prefixes. this is in accordance with the theory according to chaer (2008) which explains that prefixes are divided into the process of forming prefixes /ber-/, /me-/, /pe-/, /di-/, /ke-/, /ter/, and /se-/. the result of the word-formation process is in the form of grammatical form and meaning. the form is the physical form of the word that undergoes a morphological process, and the grammatical meaning is the content or meaning of the word form. for example, the physical form of the affixation process is an affixed word. the physical form of the prefixation process is an affixed word with prefixes (chaer, 2008). the indicators that are used as steps in the prefixation process are that students can determine which words are included in the affixed word, can determine which are included in affixed words with specific prefixes (according to the topic of discussion at that time), can collect other affixed words that have a similar pattern, and describe the elements contained in these affixed words (prefixes, base words) both orally and in writing. suffixation, based on the research results, the suffixation process is a word-formation process that produces affixed words with suffixes. it is following the theory by abdul chaer (2008), which explains that the suffixation process is divided into the process of forming the suffixes /–an/, /-kan/, /-i/, /-nya/, /-lah/ (chaer, 2008). the result of the word-formation process is in the form of grammatical form and meaning. the form is the physical form of the word that undergoes a morphological process, and the grammatical meaning is the content or meaning of the word form. for example, the physical form of the affixation process is an affixed word. the physical form of the suffixation process is an affixed word that has the suffix. the indicators that are used as steps in the suffixation process are that students can determine which words are included in affixed words, can determine which are included in affixed words with certain suffixes (according to the topic of discussion at that time), can collect other affixed words that have similar patterns, and describe the elements contained in these affixed words (base words, suffixes) both orally and in writing. morphophonemic process, the process of morphophonemic formation is the process of word formation that undergoes phoneme or sound changes. based on the research results, the formation of morphophonemic occurs when the prefix /ber-/ meets the base word /ajar changes to /l/ and the prefix changes become /bel-/ so that the word becomes belajar, the prefix /me-/ meets the base word starting with the letter 93tiani ayuningthias z, riana b, leliana lianty, word-formation process (morphology) through . . . /t/ the result is the letter /t/ in the base word changes becomes the letter /n/ (for example: /me-/ + /tiup/ becomes meniup), the prefix /me-/ meets the base word starting with the letter /s/ the result is the letter /s/ in the base word changes to /ny/ (for example: /me-/ + / nyapu/ becomes menyapu), the prefix /me-/ meets the base word starting with the letter /p/ the result is the letter /p/ in the base word becomes /m/ (for example: / me-/ + /pinjam/ becomes meminjam). the theory of the word-formation process is grammatical form and meaning (chaer 2008). the form is the physical form of the word that undergoes a morphological process, and the grammatical meaning is the content or meaning of the word form (chaer, 2008). according to the theory by henry guntur tarigan morphophonemic occurs in allomorphs of prefix /me-/ and /pe-/ which turn into the phoneme /m/ if the base word following begins with the phoneme or the letters /b/, /f/, and /p/; occurs in allomorphs of prefix /me-/, and /pe-/ which turns into a phoneme /n/ if the base word following begins with the letter /t/; occurs in the allomorph of prefix /me-/ and /pe-/ which turns into the phoneme /ny/ if the base word following begins with the letter /s/; occurs in allomorphs of prefix /pe-/ which turns into a phoneme /ng/ if the base word following begins with /k/; and occurs in allomorphs of /ber-/, / ter-/, and /pe-/ which turn into phonemes /l/ if the base words following are /–ajar/ and /-anjur/ (tarigan, 1988). difficulties in morphology process, based on the study results, there were no significant difficulties experienced by both teachers and students while learning about the word-formation process (morphology). the difficulties that researchers found in students were only natural and common difficulties in every learning, namely difficulties caused by internal factors of each student. because the ability of students to learn, the ability to read the teacher’s speech, academic intelligence, and language development are also different. generally, the intelligence of deaf children is potentially the same as normal children. however, functionally, its development is influenced by the level of language skill, limited information, and children’s abstraction skill because the development of deaf children is strongly influenced by their language development (somantri, 2012). deaf children have difficulty expressing their language, especially those containing figurative words, have limited word structures, have difficulty understanding and interpreting abstract words, so they are only capable at the level of concrete words (bunawan & yuwati, 2000). morphology process through mrm, the process morphology is included in a series of activities of great reflection or linguistic conversation (percali), so the most prominent principle is the process of selfdiscovery or discovery learning according to the mrm principle for linguistic conversation. the mrm has principles or characteristics: 1) deaf children as early as possible, are urged to have conversations with parents, teachers, and the surrounding community who are close to the child. it is to make it easier for the child because the earlier the child is accustomed to speaking, the more accessible language acquisition will be; 2) the conversation must occur in one language. if the language used in the conversation is indonesian, it must be consistent and follow the applicable rules; 3) conversation using everyday social language, rhythmic, and easily understood by deaf children (tim guru slb b pangudi luhur jakarta, 2013). time and place of morphology process, the linguistic conversation is a long process that will be successful if the teacher pays attention to the following: the topic has repeatedly been used as a reflection exercise. therefore, the teacher must give time to grow gradually (bunawan & yuwati, 2000). based on the theory with these findings, the fourth-grade elementary school level has entered this stage because the perdati, percamsi, and their reflections have been carried out repeatedly. they have done perdati and percamsi since the preparatory class, and reflection has been done since the first grade. therefore, they already understand the concept of affixed words, the concept of prefixes, and suffixes. parties who are involved in morphology, based on the study results, the process of word formation (morphology) through mrm involves many parties through conversations, not only classroom teachers with students but also students with school residents, fellow students, and parents. it is also following one of the characteristics of learning using mrm that deaf children as early as possible are invited to have conversations by parents, teachers, and the surrounding community who are close to the child, this is to make it easier for children because the earlier the child is if the student gets used to speaking, language acquisition will be more numerous and more accessible (tim guru slb b pangudi luhur jakarta, 2013). conclusion word formation (morphology) is divided into three processes, namely the process of forming prefix, the process of forming suffix, and the process of forming a morphophonemic. word formation (morphology) begins with the habit of using affixed words that have been commonly done since the preparatory class in every activity of perdati, percamsi, reflection, and percatif. this habit is the key to the success of the word-formation process (morphology). 94 journal of icsar; volume 5 number 2, july 2021: 89-94 the indicators in the word-formation process (morphology) are: (a) determining affixed words, (b) determining affixed words with certain prefixes (according to the topic of discussion at the time), (c) collecting other affixed words that have a similar pattern, (d) describing the elements contained in these affixed words (prefixes, base words, and suffixes) both orally and in writing, (e) identifying changes that occur in affixed words, and (f) concluding. the mrm principle is used to emphasize conversations that students and the discovery learning have mastered. the most influential media in the wordformation process are category sheets, colored markers, and word clues. it is suggested that the teacher continuously improve the ability to build conversations in a class by being more creative in provoking students’ expressions, increasing knowledge about affixed words, morphemes, allomorphs, and other linguistic terms related to morphology. in addition to maintaining the ability to teach because it is pretty successful in making students understand word formation, if necessary, the resources and quality are increased again to produce good quality students. it is expected to socialize with parents and the surrounding environment in implementing mrm for word formation (morphology). teachers are also expected to provide socialization to other teachers about the importance of category sheets in learning to make it easier for teachers and students to review activities or find out what words or aspects have been learned which have been analyzed, and so on. references asih. 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(2015). influence of morphological awareness on college students’ literacy skills: a path analytic approach. journals sagepub, 47 (3) 405-432. 71 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 the economic burden of families with autism spectrum disorders (asd) children in malaysia sazlina kamaralzamana, hasnah toranb, suziyani mohamedc , nazmin abdullahd a faculty of health sciences, national university of malaysia, jalan raja muda aziz, 50300 kuala lumpur, malaysia. b,c,d faculty of education, national university of malaysia, 43600 bangi, selangor, malaysia. email: nazmin.a80@gmail.com abstract: the economic burden of families with autism spectrum disorders (asd) children that are far beyond the needs of typical children causes physical and mental stress for their parents. the study aims to examine the economic burden of parents with asd children in malaysia. calculation is made using a cost-loss approach due to asd that include direct, indirect and developmental costs. using convenient sampling method, a total of 245 parents have filled out questionnaires through online or hard copies. development costs represent the highest cost of rm20,989.33, followed by medical direct costs rm8,378.73, rm5,033.57 for non-medical direct costs and rm963.99 for indirect costs. the total cost of financing an asd child is rm35,365.62 a year. this is a huge and burdensome amount for parents. the findings of this study may assist responsible parties in the planning of effective service provision to suit the need of parents with asd children in malaysia. keywords: economic burden, autism spectrum disorders, parents, children. autism, or autism spectrum disorder (asd), refers to a range of conditions characterized by challenges with social skills, repetitive behaviours, speech and nonverbal communication, as well as by unique strengths and differences. now we know that there is not one asd but many types, caused by different combinations of genetic and environmental influences (autism speaks, 2012). the term “spectrum” reflects the wide variation in challenges and strengths possessed by each person with asd. autism’s most-obvious signs tend to appear between 2 and 3 years of age. in some cases, it can be diagnosed as early as 18 months. some developmental delays associated with asd can be identified and addressed even earlier. on march 27, 2014, the centres for disease control and prevention (cdc) released new data on the prevalence of autism in the united states. this surveillance study identified 1 in 68 children (1 in 42 boys and 1 in 189 girls) as having autism spectrum disorder (asd). it is estimated than one out of every 600 children in malaysia is born with autism. recent statistics show that some 47,000 of the people in this country are autistic. of the figure, it is estimated that four out of every 10,000 suffer from severe autism (neik et al., 2015). early intervention such using multidisciplinary educational and behavioural approaches (e.g., applied behaviour analysis, skill oriented training therapies for social and language development), prescribed medication for specific symptoms, such as anxiety, depression, attention deficit disorder, customized sessions (physical and speech), and hyperactivity, obsessive compulsive behaviour (mendoza, 2010). unfortunately, caregivers of asd children face numerous challenges and many studies reported increased psychological distress including depression (sivberg, 2002; weiss, 2002; yirmiya, 2005). autism speaks, the world’s leading autism science and advocacy organization, today announced preliminary results of new research that estimates autism costs society a staggering $126 billion per year (u.s.) – a number that has more than tripled since 2006. (autism speaks, 2012). based on the research by drs. knapp and mandell funded by autism speaks (2012), a compiled information from recent studies of autism costs from multiple sources to calculate the current cost of autism associated with the current cdc-reported prevalence that 1:110 children are diagnosed with an autism spectrum disorder (asd). the cost of autism continues to grow with the rise in prevalence. the research also found that non-medical costs account for the greatest proportion of expenses. while direct medical costs, such as outpatient care, home care, and pharmacy, contribute significantly to overall expenses, non-medical costs, including intervention services and special education, child day care, and especially residential placements and care for adults who age out of school and can no longer live at home with parents account for the largest proportion of autism costs. autism speaks president mark roithmayr stated 72 journal of icsar; volume 2, number 1, january 2018: 71-77 in his speech that, “the burden on families affected by autism is enormous”. he also mentioned that, “the extraordinary cost further exacerbates that burden. the time and effort involved in coordinating the care and treatment plan across a large number of providers has reduced the ability of many families to earn a living. too many families are still denied insurance coverage for essential treatments and services, and the economics add to overall emotional burden on families” (autism speaks, 2012). method this study is a cross-sectional quantitative study of observation type and convenient sampling techniques used in respondent selection based on inclusive and exclusive criteria. the inclusive criteria are; i) having a child diagnosed with asd; ii) families originating or residing in malaysia; iii) speak and write in malay; and iv) able to use internet or postal service. whereas the exclusive criteria are; i) family with more than one asd child or disabled family member; and ii) families with more than one child or family members suffering from chronic illness and requires long-term care. however, these criteria are excluded as it will make the amount of expenditure earned larger, while the purpose of the study is to calculate the economic burden incurred by each family to raise a child who has asd only. information regarding family expenditure is collected using parents’ financial statements form that had been adapted from out-of-pocket expenses. this form is divided into 5 parts which are; part i parents’ demographic information; part ii asd child demographic information; part iii and iv expenditure list; and part v parents and asd child productivity loss. items in part iii and iv consist of expenditure list for direct cost and developmental cost. direct cost consists of all expenditure related to medical treatment of illness (mahadeva, 2012). there are two categories of direct costs which are medical direct cost and nonmedical direct cost. medical direct cost is expenditure for medical treatment sources that used to treat or overcome condition complication of an individual such as outpatient services, warded fees, diagnoses, medical treatment, surgery, medication and rehabilitation services. whilst, non-medical direct cost includes transportation and accommodation cost related to the usage of medical services facilities (rice, 1966). developmental cost is referred to expenditure for special needs education, special diet, supplementary diet and autism child care services (wang, 2008). meanwhile, item in part iv is about indirect cost consisting of parents’ productivity loss cost and asd child productivity loss cost (sullivan et al., 2008; chakravarti, 2008; honeycutt et al., 2004; salmon & reddihough, 2003). a pilot survey has been carried out to identify the compatibility of parents financial statement form and improvements have been done based on the pilot survey. afterwards, the form is distributed online through email and private message on social media which is facebook. data obtained is analysed using average comparison and non-parametric kruskal-wallis and mann whitney u test. findings and discussion a total of 365 parents with asd children have completed the parent financial statement form online but only 245 respondents are considered based on the exclusive criteria. based on the analysis carried out, the min of asd child age in this study is 8.65 years old. for gender factor, 79.2% of research subject are male children and 20.8% are female children. descriptive statistical analysis for racial factor shows that malay is the majority with 57.1%, followed by chinese 25.3%, others by 13.5% and indian by 4.1%. apart from that, 29.9% of asd child with comorbid illness and 70.1% are without comorbid illness. the average family household income of families with asd children is rm6,141.00/month for year 2014. comparison of asd family household income with average state household income (report on household income and basic household malaysia 2016) shows that 69.8% of families with asd child have household income exceeding average of state household income. around 76.7% asd child in this study received free treatment from government health clinics and hospitals. 36.7% of research participants receiving monetary assistance from social welfare department (jkm), zakat or from ministry of education malaysia (kpm) for asd child schooling in the year 2014. previous study showed that there was no relationship between household income and quality of life among disability teenagers (shamsul et al., 2013). average family economic burden category cost based on table 1, average cost incurred by families with asd children in 2014 is rm36,728.43. overall, developmental cost burden is the highest burden even though malaysians receive medical services at government hospitals and health clinics. on average, families with asd children spend rm21,928.58 for developmental costs, rm9,029.01 for medical direct costs and rm5,770.84 for non-medical direct cost. comparison of components in the family economic burden shows the average cost of developmental needs is the highest despite the government providing free education in schools and care in community rehabilitation centre (pdk). 73sazlina k, hasnah t, suziyani m, nazmin a, the economic burden of families with autism spectrum. . . . table 1. parents’ economic burden minimum maximum min standard deviation direct medical cost (rm) purchase of medical aid diagnostic test surgery ward entrance fee alternative treatment medicine cost medical and therapy fee total 0.00* 0.00* 0.00* 0.00* 0.00* 0.00* 0.00* 15,000.00 6,000.00 30,000.00 48,000.00 60,000.00 18,000.00 177,000.00 587.69 317.47 1,021.25 695.75 816.49 4,940.08 8,378.73 1,285.00 693.09 3,129.45 3,473.67 4,107.92 3,461.85 16,150.98 direct non-medical cost (rm) transportation cost 60,000.00 5,033.57 6,579.35 total 60,000.00 5,033.57 6,579.35 developmental cost (rm) domestic helper 60,000.00 3,212.57 7,340.95 nursery 48,000.00 3,602.69 5,874.86 special education 38,400.00 4,427.26 6,496.89 special dietary 18,000.00 4,940.08 3,461.84 daily necessities 60,000.00 2,029.71 4,130.56 insurance 25,000.00 1,262.08 2,237.18 others 60,000.00 1,514.94 4,740.52 total 309,400.00 20,989.33 34,282.80 indirect cost (rm) parents productivity loss autism child productivity loss 4,153.50 9,695.10 142.78 821.21 467.37 2,853.10 total 1,3848.60 963.99 3,320.47 overall total 560,248.60 35,365.62 60,333.52 comparison of economic burden according to age group based on table 2, the family economic burden of children with asd in the age group 13-18 years was highest at rm11009.17, followed by age group 0-3 years old rm8,800.00, then age group 7-12 years old rm8,497.22 and age group 4-6 years rm7,845.25. kruskal-wallis test carried out found that there are no significant differences between economic burdens with autism child age groups. developmental costs are highest for age group 0-3 years, followed by age group 4-6 years and age group 7-12 years. studies have found that there are no alternative treatment expenses for the age group 19 years and above. this indicates that parents have stopped applying alternative treatment as they focus on transition process as their children grow up. 74 journal of icsar; volume 2, number 1, january 2018: 71-77 it was noted that youth and young adults with asd receive little transitional support as they age towards adulthood. the transition from high school to postsecondary education or employment can be intensely challenging for both the individual with asd and their family (nicholas, 2016). the difference in ward entrance fee surgery burden according to age group is also significant (p = 0.024). this expenditure is the highest for autism child in age group of 1318 years old, followed by 4-6 years old age group, age group 19 and above and 0-3 years old age group. metabolism, gut, and immune function abnormalities have also been frequently described in asd. among children with asd, gastrointestinal symptoms have also been associated with more frequent challenging behaviours (chaidez, hansen, & hertzpicciotto, 2013). defects in mitochondrial function, redox sensitive metabolism, and carbon metabolism have also been reported in smaller subsets of asd cases (rossignol & frye, 2012), though it remains to table 2. comparison of asd economic burden according to age group economic burden categories/ age 0-3 years old 4-6 years old 7-12 years old 13-18 years old 19 years and above kruskalwallis (p) test direct medical cost(rm) services rehabilitation 5,750.00 4,867.27 5,109.90 4,175.00 4,892.031 0.849 alternative treatment 600.00 423.64 891.96 1450.00 0.00 0.361 medicine cost 1,150.00 471.52 1,183.92 930.00 184.62 0.781 purchase of medical aid 204.17 616.67 509.02 1,181.25 212.31 0.168 diagnostic test 295.83 337.88 325.05 322.92 115.38 0.510 ward entrance fee surgery 800.00 1,128.28 477.37 2,950.00 907.69 0.024 total 8,800.00 7,845.26 8,497.22 11,009.17 6,312.03 0.349 developmental cost (rm) domestic helper 5,670.00 4,043.64 2,406.18 2,655.00 1,661.54 0.565 nursery 6,730.00 4,730.30 2,568.25 2,615.00 1,670.77 0.070 special education 6,900.00 4,147.88 4,640.41 4,730.00 2,123.08 0.131 special dietary 5,750.00 4,867.27 5,109.90 4,175.00 4,892.31 0.849 daily necessities 2,700.00 1,820.00 2,180.92 1,873.00 2,169.23 0.655 insurance 1,982.50 1,401.05 1,059.38 1,781.04 93.01 0.008 others 1,360.00 956.36 1,995.46 2,525.00 461.54 0.014 total 31,092.50 21,966.50 19,960.50 20,354.04 13,071.48 0.283 overall total 39,982.50 29,811.76 28,457.72 31,363.21 19,383.51 0.406 * survey participants received free medical services from malaysia’s hospital or health clinic or does not have the needs to receive certain medical services. be determined how these multisystem comorbidities may aid understanding of pathophysiology or potential etiologic subgroups. economic burden comparison for direct nonmedical cost found out that age group of 0-3 years old record the highest amount, followed by age group 13 -18 years old, 19 years and above and 7-12 years. indirect cost is the highest for age group 13-19 years old, followed by 7-12 years old and 4-6 years old. economic comparison according to household income group based on table 3, it is found that below average household income bear higher expenditure compared to above average household income which is rm25,673.839. below average household income group recorded the highest total average cost for services rehabilitation and medicine cost for direct medical cost category. 75sazlina k, hasnah t, suziyani m, nazmin a, the economic burden of families with autism spectrum. . . . table 3. comparison family with asd child economic burden according to household income group economic burden category / household income above average below average mann-whitney u (p) test direct medical cost (rm) services rehabilitation 5,678.11 4,620.70 0.005 alternative treatment 690.00 698.25 0.941 medicine cost 645.41 890.53 0.189 purchase of medical aid 810.81 491.14 0.012 diagnostic test 404.05 280.00 0.117 ward entrance fee surgery 1,331.15 887.14 0.453 total 9,559.53 7,867.76 0.317 developmental cost (rm) domestic helper 5,242.70 2,334.04 0.008 nursery 4,821.08 3,075.44 0.289 special education 7,253.51 3,204.68 0.001 special dietary 5,678.11 4,620.70 0.005 daily necessities 1,835.68 2,113.68 0.393 insurance 2,031.51 929.11 0.000 others 1,483.78 1,528.42 0.562 total 28,346.37 17,806.07 0.317 overall total (rm) 37,905.90 25,673.83 0.317 analysis carried out found that there is significant difference between household income groups with purchasing of medical aid (p = 0.012). above average household income group bears higher purchasing of medical aid cost compared to lower household income group because they can afford medical aid. despites having duty import exemption benefits for replacement aid and artificial/support aide given to oku card holder, but family with asd child still have to bear the cost of replacement aids and delivery cost of replacement aid from overseas (department of social welfare, 2017). data also showed that there is significant difference between household income groups with services rehabilitation (p = 0.005). above average household income groups again bears higher cost for services rehabilitation compared to lower household income group because they put in higher commitment for their child’s therapy. for developmental cost, results of the analysis found out that there is significant between household income group with maid component (p = 0.008), special education (p = 0.001), special diet (p = 0.005) and insurance coverage (p = 0.000). this finding showed that, the above average household income group chose to hire maid to take care of asd child while they went out for work. this explanation is strengthened when there is no family of above average household income group spent on daily nursery. apart from that, family from above average household income also able financially to pay for a maid; two to three times more than a daily nursery fees. economic burden comparison between comorbid group based on table 4, group with comorbid illness bear total expenditure of rm9,158.58, whereby the amount is higher compared to group with no comorbid illness. comparison between economic burden categories found that, there is no difference for the cost of purchasing medical aid between the group with comorbid and no comorbid illness (p = 0.459), diagnostic test (p = 0.237) and ward entrance fee surgery (p = 0.066), alternative treatment (p = 0.401) and services rehabilitation (p = 0.154). however, for medicine cost, group with comorbid illness bear higher cost compared to group without comorbid illness (p = 0.004). comparison between comorbid groups for developmental cost found group with comorbid illness allocated higher expenditure for daily necessities (p = 0.001). based on the study, asd child with comorbid illness required higher medical aid expenditure compared to asd child without comorbid illness (treating autism publications, 2014). this is because asd children have different medical aid according to their level of development. 76 journal of icsar; volume 2, number 1, january 2018: 71-77 table 4. comparison of asd economic burden according to comorbid group economic burden/ comorbid group with comorbid illness without comorbid illness mann-whitney u (p) test direct medical cost (rm) services rehabilitation 5,390.70 4,756.21 0.154 alternative treatment 865.35 626.55 0.401 medicine cost 978.59 750.34 0.004 purchase of medical aid 553.38 601.70 0.459 diagnostic test 336.76 309.60 0.237 ward entrance fee surgery 1,033.80 1,016.12 0.066 total 9,158.58 8,060.52 0.233 developmental cost (rm) domestic helper 4,438.31 2,712.41 0.250 nursery 4,233.31 3,345.17 0.424 special education 4,097.75 4,561.72 0.974 special dietary 5,390.70 4,756.21 0.154 daily necessities 2,187.89 1,965.17 0.001 insurance 1,476.07 1,174.76 0.808 others 1,663.94 1,454.14 0.297 total 23,487.97 19,969.58 0.624 overall total (rm) 32,646.55 28,030.10 0.489 lacks local medical aid and experienced technician in handling medical aid should be taken into consideration by the government to reduce the country economic burden and as well for family with asd child. overall, the group without comorbid illness incurred higher expenditure cost compared to those with comorbid illness. this situation occurs as many parents of the group with comorbid illness choose to resign, have a lower average household income and receive financial aid from the government. due to issue of forced resignation, most parents suggesting, that they are given the opportunity to work from home or given more flexible working hours. this suggests that the decision to resign and caring for the child can reduce the cost of a particular cost but the household income needs to be sacrificed. conclusion nad suggestion conclusion the financial burden experienced by family with asd children in malaysia is still less comprehensible and are not addressed properly. even though the social welfare department had given subsidies to assist in buying support aid, there are still other aspects of needs yet to be handled. information about asd economic burden will be able to assist policy makers in policy planning based on solid evidence. suggestion with the information about types of expenditure needed for asd child care, the burden carried by asd child parents is able to be explained and assistants can be given to them. hence, this study can be made into an important reference to local policy makers, community welfare body as well as related non-governmental organisations to give assistance that are cost-effective for asd group. to reduce the heavy loads the parents of students with disability, it is needed the real supports from the local policy makers, community welfare body, and non-govermental organization. reference 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(1966). estimating the cost of illness. washington, d.c.: us government printing office rossignol, d. a., frye, r. e. (2012). mitochondrial dysfunction in autism spectrum disorders: a systematic review and meta-analysis. mol. psychiatry, 17, 290–314. shamsul, a. s., mohd, r. h., muholan, k. (2013). quality of life and its influencing factors among physically disabled teenagers in kuala lumpur, malaysia. malaysian journal of public health medicine, 13(2), 11-19. sivberg b. (2002). coping strategies and parental attitudes, a comparison of parents with children with autistic spectrum disorders and parents with non-autistic children. int j circumpolar health, 61(2), 36-50. sullivan, s. d., ramsey, s. d., lee, t. a. (2000). the economic burden of copd. chest, 117(2), 5-9. wake, m., salmon, l., reddihough, d. (2003). health status of australian children with mild to severe cerebral palsy: cross-sectional survey using the child health questionnaire. developmental medicine and child neurology, 45(3), 194-199. weiss. m. j. (2002). hardiness and social support as predictors of stress in mothers of typical children, children with autism, and children with mental retardation. autism, 6, 115-30. yirmiya n., shaked m. (2005). psychiatric disorders in parents of children with autism: a meta-analysis. journal child psychol psychiatry, 46, 69-83. 139 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 2 july 2018 the effectiveness of behavioral-developmental approach intervention to enhancing verbal and performance cognitive ability on children with autism spectrum disorders ernie chairuni siregara, sunaryo kartadinatab, zaenal aliminc, yoga budhi santosod abcuniversitas pendidikan indonesia, indonesia duniversitas islam nusantara, indonesia email: erniecsiregar@student.upi.edu abstract: the purpose of this research is to discover the result of an intervention using a behavioral developmental approach to verbal and performance cognitive ability of children with autism spectrum disorders. this study employed a within-group experiment using a single-subject a/b design. the intervention was given to two children under the age of four by combining learning activities whose curriculum was very well structured with play activities that could stimulate him to interact with others in a more natural setting. the intervention program was given by an educator and parents for 40 hours/ a week in twelve months. the results of the study revealed that the behavioral-developmental approach is effective in improving both verbal and performance cognitive ability. this research is expected to become an alternative intervention to improve cognitive ability in children with autism spectrum disorders. keywords: performance cognitive ability, verbal ability, autism spectrum disorder, behavioraldevelopment approach introduction currently, there two mainstream approaches in the treatment of children with autism spectrum disorders, there are behavioral and developmental approaches (prizant & wetherby, 1998; greenspan & wieder, 2006; siegel, 2010; ross, 2012). both approaches have two different viewpoints on philosophy, methods, and targets of treatment. according to pervasive disorders in children with autism spectrum disorders (asd), there’s no single approach can deal with all the problems of children. to improve child development significantly and comprehensively, multiple approaches are required to deal with children in synergies because one approach can complement disadvantages of the other approach (fey, 1986; siegel, 2010, nee, 2013). the wide variety of problems that exist in children, differences in learning speed, potential differences and learning problems in each child is a challenge in providing treatment to children with asd (siegel, 2010). using a strategy of intervention by combining a behavioral-development approach is an intervention that combines philosophy, methods, and techniques that exist in behavioral approaches and developmental approaches. behavioral-development approach is done by combining the advantages of handling with existing methods on behavioral and developmental approaches. techniques used in this strategy are techniques used in applied behavioral methods but the selection of materials appropriate to the stage of child development. this strategy involving educators, parents, and peers as well as integrating a structural-artificial and natural handling environment. behavioral-developmental approach’s target not only develop cognitive abilities and shape functional learning behaviors such as behavioral approaches but also emphasize building interactions between children and parents, family and social (leaf et al., 2008; matson, 2009; farrel, 2012; greenspan & wieder, 2006; ross, 2012). method the experimental research design used was the type within group/individual design in the form of single-subject experiment with a/b design. design of this study was chosen because the study subjects had a very wide diversity of problems and found it difficult to find research subjects with similar profiles, requiring individual analysis and minimizing the threat of internal validity (cooper et al., 2007). the participants of this study were not taken randomly and use quasi-experiment (creswell, 2002). research participants are two children (2) who had been diagnosed with asd, had no physical problems and was less than four (4) years old in march 2016 (based on the consideration that children under four have the transfer of learning ability better than children over the age of four (lovaas, 1987). 140 journal of icsar; volume 2, number 2, july 2018: 139-141 table 1. cognitive ability c o g n it iv e a b il it y a sp ec t su b a sp ec t first participant second participant b ef or e a ft er in cr ea se b ef or e a ft er in cr ea se v er ba l iq c o m m o n knowledge 3 8 5 1 6 5 verbal concept 3 5 2 3 3 numeracy 2 7 5 2 9 7 association 6 5 4 4 p r a c t i c a l reasoning 4 6 2 4 3 verbal iq 60 76 16* 55 69 14* pe rf or m an ce iq memory 2 4 2 2 4 2 p r o b l e m solving 4 7 3 4 10 6 visual motoric 4 18 14 4 10 6 concentra tion 9 19 10 4 11 7 visual perception 7 12 5 4 3 performance iq 67 114 47* 55 97 42* overall iq 60 93 33* 51 81 30* test before the intervention (anastasi & urbina, 2007). educator, who has over-three-month experienced in giving intervention and parents, who received 40 hours of training, conduct intervention twelve (12) months in autism service center in bandung city-west java, indonesia and child’s parent house. the intervention activities occurred in a classroom at the autism service center and at home for 30 hours/ a week or 6 hours/a day in 4 sessions (each session was 90 minutes). the educator did his part at the autism service center, and the parent did theirs at home. to measure the cognitive ability, wppsi (wechsler preschool and primary scale of intelligence) test was used. the test was administered by administered by a professional psychologist. the wppsi test was divided into two types of intelligence tests; one is to measure verbal comprehension (verbal iq), and the other to measure the spatial relational ability and non-verbal reasoning (performance iq) (gregory, 2004). the results of the two aspect subtests, verbal iq, and performance iq, were interpreted in the forms of full-scale iq scores. the researcher would consider the intervention was adequately successful if after the intervention the child got a 10 point increase from baseline full-scale iq score of the result of wppsi in table 1. findings and discussion findings participant 1 there is an increase of 16 points on verbal intelligence’s first participant after receiving the intervention. that means first participant’s verbal comprehension skills, including the ability to learn verbal materials and apply verbal skills to solve various problems-increased significantly (> 10 points). however, point increase does not change verbal intelligence criteria, so first participant’s verbal intelligence norm remains at very low criteria compared to children of the same age. due to posttest, the first participant gets 47 points on performance intelligence. that means the ability and understanding of space, including non-verbal reasoning, image/space imagery, and the ability to process picture information significantly increased (> 10 points). point increase also increases the criteria of first participant’s performance intelligence, from very low to above average than children of the same age. in overall intelligence, there’s a 33 point increase after being handled. that means the ability of the first participant in facing the environment effectively increases significantly (> 10 points). in addition, the first participant ‘s overall intelligence criteria rise, from very low criteria become average criteria than the average child with the same age. participant 2 there’s an increase of 14 points on verbal intelligence after receiving treatment. that means first participant’s verbal comprehension skills, including the ability to learn verbal materials and apply verbal skills to solve various problems increased significantly(> 10 points). however, point increase does not change verbal intelligence criteria, so second participant’s verbal intelligence remains at very low criteria compared to children of the same age. due to posttest, second participants get 42 points on performance intelligence. that means the ability and understanding of space, including non-verbal reasoning, image/space imagery, and the ability to process picture information significantly increased (> 10 points). there are increases criteria of the second participant’ s performance intelligence, from very low to average than children of the same age. in overall intelligence, there’s a 30 point increase after being handled. that means the ability of the second participant in facing the environment effectively increases significantly (>10 points). in addition to the increase in numbers, second participant ‘s overall intelligence criteria are on the rise, from very 141ernie c. s, sunaryo k, zaenal a, yoga budhi s, effectiveness of behavioral-developmental . . . . low become low average criteria than the average child with the same age. discussion based on results, intervention with behavioraldevelopmental approach can improve cognitive abilities significantly. combination of a structural learning-artificial and a natural play setting can develop the child’s cognitive abilities. involving parents and educators can increase children’s motivation to learn from the environment. once the child has mastered the language skills, the child is included in the school activities and interacts with peers to maintain the behavior of the children who have been formed. the child addressed in this study demonstrated similar cognitive abilities to the child’s age and demonstrated his ability to manage himself well enough, showed interest in the environment, was able to establish attachment relationships with others, was able to convey his thoughts and feelings in simple form, was able to express ideas, and two-way communication. conclusion the behavioral-developmental approach is effective in improving both verbal and performance cognitive ability. the child demonstrated similar cognitive abilities to the child’s age and demonstrated his ability to manage himself well enough, showed interest in the environment, was able to establish attachment relationships with others, was able to convey his thoughts and feelings in simple form, was able to express ideas and two-way communication. this research is expected to become an alternative intervention to improve cognitive ability in children with autism spectrum disorders. references anastasi, a., & urbina, s. (2007). tes psikologi, edisi ketujuh (terjemahan). jakarta: pt indeks. cooper, j. o. h., heward, t. e., william, l., cooper, j. o., heron, t. e., & heward, w. l. (2007). applied behavior analysis. new jersey: pearson creswell, j. w. (2002). educational research: planning, conducting, and evaluating quantitative (pp. 146166). upper saddle river, nj: prentice hall. farrel, m. (2012). the special education handbook: an az guide. routledge. fey, m. e. (1986). language intervention with young children. san diego, ca: college-hill press. greenspan, s. t., & wieder, s. (2006). the child with special needs (anak berkebutuhan khusus). terjemahan). jakarta penerbit yayasan ayo main. gregory, r. j. (2004). psychological testing: history, principles, and applications. allyn & bacon. leaf, r. b., taubman, m. t., & mceachin, j. (2008). sense and nonsense in the behavioral treatment of autism: it has to be said. new york, ny: drl books. lovaas, o. i. (1987). behavioral treatment and normal educational and intellectual functioning in young autistic children. journal of consulting and clinical psychology, 55(1), 3. matson, j. l. (2009). applied behavior analysis for children with autism spectrum disorders. new york: springer. nee, j. e. (2013). behavior & developmental treatment models for autism spectrum disorders: factors guiding clinician preference and perceptions. prizant, b. m., & wetherby, a. m. (1998). understanding the continuum of discrete-trial traditional behavioral to social-pragmatic developmental approaches in communication enhancement for young children with autism/pdd. seminars in speech and language, 19(4), 329-353. ross, r. k. (2012). aba and dir/floortime: compatible or incompatible?. west coast conference on autism. cambridge center for behavioral studies: buellton-ca. siegel, b. (2010). aba is too much: an overview of treatment recommendations for asd. 9th annual ucsf developmental disabilities conference. san francisco 18 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 number 1, january 2020: 18-21 development of scaffolding based buzz group models to improve the study ability of students in pgsd program study, university of pgri yogyakarta faiz noormiyanto, dwi setianingsih universitas pgri yogyakarta, yogyakarta, indonesia email: faiz@upy.ac.id abstract: this research is to develop a scaffolding-based buzz group model, a combination of the buzz group model with sign language and based on the scaffolding principle of vygotsky. in other words, divide students into small groups, and each group is given one sign language expert. each group was given the task to solve the problem using sign language. the buzz group model is a teaching model by creating small groups of three to six people, and each group is given the assignment to complete an assignment, then ends by delivering the results of the group discussion to other groups. the purpose of this research is to develop a buzz group model that combines the buzz group model with sign language and is based on the principle of scaffolding to facilitate students in mastering sign language to improve the sign language ability of pgsd yogyakarta pgri study program students. the results of the development of scaffolding-based buzz group models referring to borg and gall’s research and development model after expert validation tested showed that students’ sign language skills after using the scaffolding-based buzz group model that previously 70% of students had sign-language skills were in a low category, to 5%, 34% of students had sign language skills were categorized as less to 27%, and 16% of students had sign language skills were categorized as being 68%. this value indicates that there is an increase in the ability of students’ sign language after the use of the scaffolding based buzz group conditional model. keywords: hearing impairment, buzz group conditional model, scaffolding introduction this study departs from the anxiety of researchers in teaching student with sen subjects because of the difficulty of teaching sign language (bisindo) indonesian sign language to students because sign language is a language that is different from the language that uses verbal communication while sign language uses motion, gesture and mimic as a tool for communication. sign language is a language that prioritizes manual communication, body language, and lip movements, rather than sound, to communicate. according to klima, & ursula bellugi (1979) sign language is the natural visual-gestural language of deaf people, using hands, facial expressions, and head and body positions to convey linguistic messages. deaf people are the main group that uses this language, usually by combining the shape of the hands, orientation and gestures of the hands, arms, and body, and facial expressions to express their thoughts. sign language basically has a dynamic nature, because it uses hand movements or body gestures instead of sounds, said to communicate. gestur is a form of body language or non-verbal communication. (bunawan & yuwati, 2000) said that according to deaf children, sign media is an appropriate way to compensate for the hearing loss of children. because deaf children have hearing loss, instead of hearing that functions as a language receiver, they need cues as a substitute. the ability of children with hearing impairment to use cues, children with hearing impairment will have two choices to be able to communicate and interact with others, namely by sign and oral language. the problem that occurs in students of department of primary school teacher who are studying sign language is how complex sign language and the ability of students to capture / learn sign language is very limited and can even be said to be less so the researcher makes a development in the use of models in learning, a model that will be developed from the buzz group model conditional based scaffolding in collaboration with gerkatin (movement for the deaf welfare) sleman in the implementation of learning the buzz group model is a model for discussing a problem whose implementation divides students / students into small groups of three to six people and ends with the delivery of the results of the discussion (hatimah, 2017). the purpose of the buzz group model is to train students in discussing a problem that is done in a small group in a short time (hatimah, 2017). in this study, the buzz group model was developed in the form of discussion of a problem conducted by students in small groups. when discussing an issue, students work with deaf individuals and use sign language as an introduction scaffolding is help or support from teachers, parents, caregivers, or colleagues to assist individuals in 19faiz noormiyanto, dwi setianingsih, development of scaffolding based buzz group ... completing tasks that they cannot complete themselves (morrison, 2012). scaffolding was first explained by vygotsky. vygotsky believes that mental, language and social development is supported and enhanced by others through social interaction. vygotsky also believes that communication or dialogue between people who are more competent and those who are learning sagatlah is important (morrison, 2012) scaffolding-based buzz group model is a learning model that addresses a problem through the division of small groups. in this small group one expert was given, in this study gerkatin members, who acted as experts were thus scaffolding. next, each group is given a task that must be completed using sign language. in the final stage, each small group submits the results of the discussion to other groups this scaffolding-based buzz group model makes it easy for students to learn sign language from people who are more expert / competent through problem solving. that way students can better understand the material they are learning because it is based on problems and is guided directly by people who are more competent the expected outcome of developing a scaffoldingbased buzz group model is the improvement of students of department of primary school teacher ability to master sign language so that after graduating students can become sign language instructors and translators. the impact for lecturers is to be able to equip and provide a conceptual framework for students to re-explore knowledge about the world of disability so that students’ inclusiveness will increase. the objectives of this study are: 1) developing a scaffolding-based buzz group model to make it easier for students to master sign language so that it can improve the students of department of primary school teacher sign language ability in pgri yogyakarta university. 2) determine the effectiveness of the scafolding-based buzz group model in improving sign language skills of pgsd university yogyakarta pgri students method this research uses research and development methods with research development steps according to borg and gall. according to (borg & gall, 2007) in conducting development research there are 10 steps that must be taken as follows: (1) collection of research results, (2) planning, (3) developing initial products, (4) initial trials, (5) revisions to compile main products, (6) major field trials, (7) revisions to compile operational products, (8) trials of operational products, (9) revisions to final products, and (10) dissemination and implementation of development products. then the steps are adapted into 6 stages as follows: (1) a preliminary study by gathering information and analyzing the information that has been collected, (2) developing the initial product (conditional scafolding based buzz method method), (3) expert validation and revisions, (4) small-scale field trials and product revisions, (5) large-scale trials and product revisions (6) final products. this research and development uses three stages, namely the pre-development stage, the development stage and the post-development stage. the steps in this research development, namely: a) pre-development instruments, data collection techniques in the predevelopment stage using observation, interviews, and documentation studies. b) development instrument, this value scale is used to assess or observe the feasibility of a conditional scafolding based buzz group method. a value scale is an instrument that requires observers to assign subjects to categories by giving an assessment of these categories. the value scale used in research and development uses the guttman scale. (sugiyono, 2016) states the measurement scale with this type, will get a firm answer that is “yes-no”, “right-wrong”, “never-never”, “positive-negative” and others. c) post-development instruments, post-development instruments in this study used product effectiveness tests and questionnaires for students data management in this research and development uses qualitative analysis and quantitative analysis. qualitative data analysis techniques in this study were conducted together finding & discussion according to the results of the hypothesis testing the calculation of the pretest and posttest results on mastery of multiplication yielded the calculated t value = 11,104 with t table = 1,980 with p = 0,000 with a significance level (α) of 5%. so it can be concluded that the t-count is greater than t-table 11,104> 1,980 with a significance of 0,000 which states that using a scaffoldin-based buzz group signaling model in learning sign language is very effective to improve pgsd students’ signaling abilities in student with sen subjects. difficulty in learning sign language tends to rely on the expression and motion of the sign language learner, if the communicator’s movements and expressions are not appropriate then the meaning of the movement can be different from capture by the communicant. language that prioritizes manual communication, body language, and lip movements, rather than sound, to communicate is sign language. according to klima, & bellugi (1979: 12) sign language is the natural visualgestural language of deaf people, using hands, facial 20 journal of icsar; volume 4, number 1, january 2020: 18-21 expressions, and head and body positions to convey linguistic messages. deaf people are the main group that uses this language, usually by combining the shape of the hands, orientation and gestures of the hands, arms, and body, and facial expressions to express their thoughts another understanding says sign language or gesture or body language is one way of communicating through body movements. sign language will be used more permanently by hearing impaired because they have their own language (bunawan & yuwati, 2000) says that according to children with hearing impairment, sign media is an appropriate way to compensate for hearing loss in children because hearing impaired children have hearing loss, as a substitute for hearing that functions as a receiver language, they need cues in their place (meeze, rashid, & ashaari, 2017) sign language is a language that must be learned by teachers because they study higher education (yasin et al 2017). these skills must be mastered before these teachers are placed in special education schools. however, to ensure that these teachers really master sign language well, evaluations must be conducted (rashid & meeze, 2015). evaluation can be done both in the form of expressive, receptive, interaction and written assessments (rashid & meeze, 2015). in addition, studies such as haug & mann (2007) divide the two forms of assessment that can be done in sign language learning which are product-based assessments and assessment forms of understanding. furthermore, enns & herman (2011) divides the two forms of evaluation of english sign language evaluation, which is an evaluation of sign language mastery and poetry mastery, seeing the importance of sign language mastery for students. sign language is a skill that is quite difficult to understand and use by students who are not from plb, seeing the difficulties that occur with research students developing a learning model to facilitate the use of sign language using the buzz group model with scaffolding-based signaling model the buzz group model based on scaffolding is a solution to the problem, because this method relies on the buzz group model which is a way of discussing a problem whose implementation is carried out by dividing students into small groups of three to six people and ending with the delivery of results. the purpose of the buzz group model is to train students in discussing a problem that is done in small groups in a short time (hatimah, 2017) whereas scaffolding is help or support from teachers, parents, caregivers, or colleagues to assist individuals in completing tasks that they cannot complete themselves (morrison, 2012). scaffolding was first explained by vygotsky. vygotsky believes that mental, language and social development is supported and enhanced by others through social interaction. vygotsky also believes that communication or dialogue between people who are more competent and those who are learning sagatlah is important (morrison, 2012: 77) the scaffolding technique used by the teacher allows students to sketch out their ideas. it also increases students’ confidence in answering a question. the guidance of more skilled people can support the development of the skills they want (rashid, hanafi, and yasin 2014) implementing this scaffolding-based group buzz model by dividing students into small groups and each group is given one sign language expert. each group was given an assignment to complete a problem based task using sign language the scaffolding-based buzz group model is useful for increasing the ability of pgsd students to master sign language so that after graduating students can become sign language instructors and translators. the impact for lecturers is to be able to equip and provide a conceptual framework for students to reexplore knowledge about the world of disability so that it will increase the character of student inclusiveness. seeing from the discussion above it can be concluded that sign language uses a demonstration in communication so that if it uses a demonstration / demonstration method in improving sign language ability it can work effectively to improve the student’s conditional ability in student with sen courses. with data collection. the process of data analysis is done by reducing the data that is the process of completion. simplification, focusing, abstracting and transforming data (arikunto, 2010). data reduction is carried out continuously from the beginning of the data collection to completion. while the quantitative analysis technique in this study uses quantitative descriptive statistical analysis. this statistic serves to present information in such a way that the data obtained can draw conclusions. research on the development of scaffolding-based conditional buzz group models was conducted at yogyakarta pgri university. this study involved 40 2016 pgsd students conclusion the results of sign language proficiency scores indicate that student sign language before using the buzz group scaffolding-based method can be categorized as low, while the results of sign language ability after product trials can be categorized as moderate, indicating that there is an increase in student sign language skills after using buzz scaffolding-based method. sign language uses a demonstration that forms a two-way relationship in communication so in improving sign language skills one should also use a problem-based model or a scaffolding-based buzz 21faiz noormiyanto, dwi setianingsih, development of scaffolding based buzz group ... group developed according to student needs, basically sign language emphasizes its communication in a demonstration so that the use of methods scaffoldingbased buzz group in improving sign language skills can work effectively to improve the students’ conditional skills in student with sen courses references arikunto, s. (2010).prosedur penelitian suatu pendekatan praktik [research procedure a practical approach]. jakarta:rineka cipta. gall, m. d., gall, j. p., & borg, w. r. (2007). educational research: an introduction (8. utg.). ae burvikovs, red.) usa: pearson. bunawan, l., & yuwati, c. s. (2000). penguasaan bahasa anak tunarungu [mastery of the language of deaf children]. jakarta: yayasan santi rama. enns, c. j., & herman, r. c. (2011). adapting the assessing british sign language development: receptive skills test into american sign language. journal of deaf studies and deaf education, 16(3), 362-374. hatimah, i. (2017). pengertian pendekatan, strategi, metode, teknik dan taktik. klima, e. s., & bellugi, u. (1979). the signs of language. harvard university press. morrison, g. s. (2012). dasar-dasar pendidikan anak usia dini (paud). jakarta: indeks. meeze, s., rashid, m., & ashaari, n. s. (2017). sign language learning assessment model framework for special education teacher. 5(1), 26–30. retrieved from http://journal2.um.ac.id/ index.php/jppplb/article/view/2254/2702 rashid, n. a., hanafi, m., & yasin, m. (2014). the use of sketching technique to assist deaf children in writing bahasa melayu essay ’ s report. 5(2), 1–5. rashid, s. m. m., & meeze, s. (2015). reka bentuk kurikulum bahasa isyarat malaysia (bim) untuk golongan pekak bagi perkara asas fardhu ain (pafa) [malaysian sign language (bim) curriculum design for the deaf for basic fardhu ain (pafa)] (doctoral dissertation, institut pengajian siswazah, universiti malaya). sugiyono. (2016). metode penelitian dan pengembangan [research and development method]. bandung:alfabeta yasin, m. h. m., tahar, m. m., bari, s., & manaf, f. n. (2017). the sign language learning in deaf student and special education teacher in integration program of hearing problem. journal of icsar, 1(2), 166-174. 28 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 the evaluation of higher order thinking skills assessment of special needs education students with guided inquiry method imam yuwono, chairil faif pasani universitas lambung mangkurat, indonesia email: imam.plb@unlam.ac.id abstract: the competencies that have to be achieved by the special needs education students of fkip lambung mangkurat universitybanjarmasin with the enactment of curriculum based on kkni are to develop science and technology, skills, attitude and behavior as professional education teachers. guided inquiry study method gives the opportunity to special needs education students to be actively involved in solving the problem. the aims of the research are (1) to understand about guided inquiry learning method, lecturers’ needs for hots level assessment instrument (antecedent phase). (2) to analyze learning implementation and students’learning difficulties (transaction phase), and (3) to know about students’ ability on hots level assessment (outcome phase). this research used descriptive method with stake’s evaluation model. the research was conducted in the special needs education program of fkip lambung mangkurat university banjarmasin, with the subject of 50 students and 2 lecturers. questionnaires were used as data collection. the results: (1) the lecturers have understood the guided inquiry method, but the learning implementation is still concentrated to the lecturers, the students are passive (2) in arranging assessment, the lecturers have not fully used the case study model to reach hots level, and (3) the students’ ability in completing assessment in high level (27%), moderate (42%) and low (31%). the conclusions are the lecturers have not been able to implement the real learning inquiry. it is required to review the questions together and train the students to be active so that they are able to accomplish the assessment with hots level. keywords: hots assessment, special education needs students, guided inquiry. based on presidential regulation no. 8 of 2012 on the indonesian national qualification framework regarding the level, equalization and application of indonesian human resources qualification. the determination of standard qualification is expected to encourage the establishment of an education profile country, where the s1 special needs education is included in the 6th qualification level. the quality of special needs education is an important thing in the development of education in order to produce the human resources for the education of children with special needs as a driver of educational development. the study program of special needs education lambung mangkurat university banjarmasin is one of study program which is expected to be able to produce the competent graduates to solve the problem of special needs education in society with a scientific approach. djemari mardapi (2003) that: improving the quality of education can be through by improving the quality of learning and also the assessment system. these two things are related to each other, a good learning system will produce a good quality of learning. furthermore, a good assessment system will encourage the lecturers to innovate a good teaching strategy and motivate the students to learn more. the students of s1 special needs education are expected to be able to follow the innovative and productive learning and also to practice the high-level thinking to enter the competition in the working world nowdays. the students are required to be able to collect the data, analyze, formulate the actual problems and then create the plan of learning for the children with special needs. the improving of high-level thinking skills become the one of the priorities in learning subject of special needs education’s study program. the students require to develope themselves in thinking, not only have low-order thinking skills (lots), but also until the students have the higher order thinking skills (hots). the students should be accustomed to face the problems that require high-order thinking skills, because hots is the ability to examine, connect, and evaluate all aspects of the situation and problems ( emi rofiah et al; 2013). including the collecting, organizing, remembering, and analyzing the material. the ability to draw the right conclusion from the data and determine inconsistencies and also the contradiction in a group of data are a part of high-level thinking skills. high-level thinking skills, not just thinking processes to memorize and relay the information which is known to be needed in the special needs education’s study program. 29imam yuwono, chairil faif p, the evaluation of higher order thinking skills (hots) . . . . figure 1. countenance stake model the learning process of the special needs education’s students can use guided inquiry method, because with this method the students engage in learning activities which is designed to develop an understanding of how scientific knowledge is acquired and also the critical thinking habits. guided inquiry can increase the scientific literature and skills of the scientific process, so guided inquiry can improve highorder thinking skills of the students (brickman et al., 2009). the inquiry learning method generates the motivation of the students to encourage higher order thinking such as the research result of caitriona rooney (2012); the high thinking of students skill can be improved from the result of research conducted madhuri et al. (2012) explains that the inquiry-based learning approach is better than conventional approach to improving high-order thinking of the students. and then, jensen et al. (2014), argues that many educators are failed because they only give the question about the content to know the students thinking skills. that’s why the questions should be really measure high-level thinking skills. the high-level of understanding may be a key factor to encourage the students to effectively gain an in-depth understanding of the material. the understanding support not only the application, analysis and evaluation, but also about the facts. this is because the presentation of the material through guided inquiry stages involved the students directly in the learning process. the assessment of test that used for the evaluation learning in special needs education study program of lambung mangkurat university (ulm) still uses the theory of multiple choice questions in the form of vignette, in addition most of them are only the questions on the level of knowledge (c1), understanding (c2) and application (c3). the assessment of tests implied by the capable of indonesian national qualification framework in the special needs education’s study program of lambung mangkurat university leads to the level of analysis (c4), synthesis (c5) and evaluation (c6) which requires the ability of hots thinkers. therefore it is necessary to develop the assessment test to the higher order thinking skills level. one of the factors to achieve the goals of the education is the undertaken of learning process, and the important factor for the effectiveness of learning is the evaluation of the process and also the learning outcomes. (hendryarto, 2013) suggests that evaluation is a systemic activity to identify, clarify and applying the criteria to determine the success of a program. according samawi (2017) evaluation is a series of activities to improving the quality of performance or the productivity of an institution of implementing the program. the evaluation will obtained the information about what has been achieved or not, so we can do the repairment. referring to this case, the appropriate evaluation model in this research is the evaluation model of countenance stake. the countenance stake model consists of two matrixs, as follow: (1) the description matrix consists of intent and observation categories and (2) the matrix of consideration consists of standard categories and workable considerations after the description matrix is completed. in each category there are three focuses: (a) antecedent (context) is a condition that exists before the instruction related to the result, (b) transaction (process) which is the process of instruction’s activity and (c) outcomes is the effect of experience, observation and work result (hendryarto, 2013). the design of this research as in figure 1. it creates an evaluation framework to assist evaluators in collecting, organizing, and interpreting quantitative and qualitative data. the essence of evaluation activities is the process of generating information as an alternative decision. the relevant steps of stake evaluation are input (antecedent), process (transaction), and products (outcomes) (hopson et al., 2001). the description of the outcome stake model is the impact of the implementation of the learning program. the goals of research are: (1) the understanding of lecturers on guided inquiry learning method, and lecturer needs of assessment instruments hots level (antecedents phase). (2) analyzing the implementation of learning process and also the students’ learning difficulties (transaction phase), and (3) knowing the ability of students to assess hots level (outcome phase). 30 journal of icsar; volume 2, number 1, january 2018: 28-31 table 1. classification of level categories in percentage form no range information 1 76 % 100 % good 2 51% 75% enough 3 26% 50% less 4 1% -25 % bad table 2. understanding guided inquiry learning method no statements answer score score total yes no 1 inquiry model setting 4 0 100 2 implementation according directive 1 3 33 3 study cases development 3 1 75 4 improving student’s potential 1 3 33 5 the active students 1 3 33 figure 2. the result of final test method this research is a descriptive evaluation research, with countenance stake model. purposive sampling technique is considering the purpose to get the data about learning process. the research subjects are 4 lecturers and 38 students of special needs education program of lambung mangkurat university banjarmasin in the third semester of academic year 2017/2018. the standard matrix or the criteria in this case relates to the intense of inclusive education learning program and the results of observation. the judgment matrix is an academic quality guide. the evaluation flow of the countenance stake model consists of four steps, the first step, collecting data, logical analysis, and empirical analyst. data analysis technique in this research is descriptive analysis percentage in this research, data analysis is used to determine the category or type of descriptive percentage obtained on each indicator. the result of descriptive calculation percentage then can be interpreted in sentence form. the classification of category levels in percentages is shown in table 1. findings and discussion the results of data collection through observation using the questionnaires in field study activities can be obtained results as follows. the understanding of the lecturers about guided inquiry learning method. “the inappropriate meetings’ number with the skills to be taught, so the inquiry model can only be done at least two meetings at the time of the material review” (1st and 3rd respondents). but a lecturer can do as maximal as possible to learning with guided inquiry model with this explanation: “the skills which delivered are not entirely taught in skills but rather on analytical learning by providing the variation of study cases with different settings, training the students to collecting the focus data, analyze, diagnose, planning and implementation according to client’s safety priorities”. the lecturer’s need for hots level assessment instruments (antecedents phase). the assessment on inclusive education subjects was conducted three times; first, a middle test by giving the task of preparing a fictive study case and seminar. second, the final test of the semester by doing the written questions, multiple choice in vignette or case study but not all questions at level of analysis (c4), synthesis (c5) and evaluation (c6), this is supported by the interview result: “it is very difficult because the study case at the hots level requires creative thinking, critical and reflective applicative skills, because as a lecturer the time for clinical practice and encounter pathological case are very rare”. this is accordance with the opinion of hammen et al. (2004) the development of hot-level instrument required the ability of the lecturers in creative thinking that produces something new, critical thinking capable of making logical decisions and believed in truth and reflective thinking in choosing and deciding of a solution about the problem. analyze the implementation of learning process and student learning difficulties (transaction phase). the data observation’s result of the implementation learning in the classroom have no problem actually, the students’ difficulties to accepting the learning is admitted by the students that they lack of independent learning in the library. the students feel happy along the learning process but the number of assessment data of children with special needs that must be understood in the laboratory for the assessment of children with special needs being an obstacle in conducting upbringing or learning 31imam yuwono, chairil faif p, the evaluation of higher order thinking skills (hots) . . . . references brickman, p., gormally, c., armstrong, n., & hallar, b. (2009). effects of inquiry based learning on students’ science literacy skills and confidence. international journal for the scholarship of teaching and learning, 3(2), 1-22 hammen, c., shih, j. h., & brennan, p. a. (2004). intergenerational transmission of depression: test of an interpersonal stress model in a community sample. journal of consulting and clinical psychology, 72(3), 511. hendryarto, j. (2013). penerapan model pembelajaran inkuiri untuk melatih kemampuan berpikir tingkat tinggi siswa pada materi pokok laju reaksi (implementation inquiry learning model for training higher order thinking skills of the students on main material of reaction rate). unesa journal of chemical education, 2(2). hopson, m. h., simms, r. l., & knezek, g. a. (2001). using a technology enriched environment to improve higher order thinking skills. journal of research on technology in education, 34(2), 109-119 jensen, j. l., mcdaniel, m. a., woodard, s. m., & kummer, t. a. (2014). teaching to the test or testing to teach: exams requiring higher order thinking skills encourage greater conceptual understanding. educ psychol rev doi 10.1007/ s10648-013-9248-9 madhuri, g. v., kantamreddi, v. s. s. n., & goteti, l. n. s. p, 2012, promoting higher order thinking skills using inquiry based learning. european journal of engineering education. 37(2), 117–123 mardapi, d. (2017). pengukuran, penilaian dan evaluasi pendidikan (edisi revisi). yogyakarta: parama publishing. mardapi. d. (2003). desain dan penilaian pembelajaran mahasiswa. makalah disajikan dalam lokakarya sistem jaminan mutu proses pembelajaran, tanggal 19 juni 2003 di universitas gadjah mada yogyakarta rooney, c. (2012). how am i using inquiry based learning to improve my practice and to encourage higher order thinking among my students of mathematics?. educational journal of living theories, 5(2), 99-127. samawi, a. (2017). inclusive education management in social studies course of children with special needs. journal of icsar, 1(2), 155-158. focus, so it takes the ability of lecturers to doing the learning process with guided inquiry model. in uiuc’s inquiry page website (copyright 1998-2004 inquiry page version 1.35) stated that the inquiry process in the learning process is done through 5 stages: asking phase, investigate, generate, discuss, and reflection phase. every step in this process naturally encourages new questions, investigations, and opportunities for teachable moments. the students’ ability to assess hots level (outcome) in figure 2. based on the result of final semester examination, the subjects of the students’ assessment with special needs resulted of the students ability with high level (27%), moderate (42%) and low (31%). with guided inquiry learning model is very necessary for students, because it is difficult to learn to analyze and solve problems in the subject of assessment of children with special needs, therefore lecturers are expected to provide learning by applying guided inquiry model and training the active students to be able to complete assessment with hots level. based on the students’ questionnaire data analysis, they do need the assessment instrument, which can train them in learning of the assessment of children with special needs in the laboratory, especially in the analysis of assessment results. conclusions and suggestion conclusion based on the goals of this research and the results of the analysis above, it can be concluded that: from four lecturers of the assessment of children with special needs subject have understood the method of guided inquiry, but the implementation of learning is still centered by lecturers, the students still tend to passive. not all of the lecturers are able to arrange assessment using case study model in order to achieve hots level. the ability of students to assess the level of learning in the assessment of children with special needs with inquiry model resulted high level (27%), moderate (42%) and low (31%) suggestion institutions pay attention to the ability and competence of the lecturers to be adjusted and provided with additional skills with the opportunity to update the knowledge. the preparation of questions can be done in the form of workshops by the team with still focus to vision and mission of institution and also the semester learning plan. prepared the guidelines of practicum and valid assessment instrument to avoid ambiguity in understanding vignette and solving the problems. 25 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 number 1 january 2021: 25-28 developing mathematics assessment instrument for children with autism spectrum disorder oom sitti homdijah, euis heryati, ehan universitas pendidikan indonesia, indonesia email: oomshomdijah@upi.edu abstract: academic assessment instruments are necessary for obtaining data about student learning needs. teachers need assessment instruments to collect accurate information as a reference in devising learning programs. the development of mathematics assessment instrument for children with autistic spectrum needs to be carried out to produce valid and easy-to-use instrument for teachers to assess their students’ mathematical abilities. this research results showed that the developed instrument consisting of four aspects, including numbers, counting operations, place-values, and fractions. the validity check revealed that this instrument could be considered as valid and usable. key words: mathematics assessment, children with autism spectrum disorder introduction assessment and learning tailored to the needs of children reflect the very spirit of special education, especially for the basis of designing learning programs. the results of assessment analysis can be used to determine the potentials, barriers, and learning needs of children with special needs. these three components are used as the basis for devising learning programs. regarding learning barriers and learning needs, the two might be in line but there is a chance that they are not, as learning barriers and learning needs refer to different things. careful analysis on the results of assessment is crucial for the accuracy in designing learning process. accuracy in designing learning program for children with special needs is very important, because the devising learning process is carried out based on the design of learning program. in addition, the design of learning program is made based on student learning needs. therefore, if the design of learning program does not match student learning needs, it is very unlikely that the learning process will be optimal. children with special needs are those who experience obstacles in terms of vision, hearing, intellectual, interaction and social communication, as well as emotional and behavioral. to optimize their development, special education services are needed. one group of children with special needs is children with autism spectrum disorder. these children experience obstacles in social communication, social interaction, and behavior. such obstacles in social communication include verbal and non-verbal communication. a preliminary research recorded no documented assessment instrument was available as instrument that could be used to assess children in their developmental and academic aspects. the assessments used so far at school were interviews and observations that were mainly not documented. in addition, children profile had not been described in relation to their potentials, obstacles, and learning needs. assessment is very important to be used as the basis for devising learning programs for children with special needs, including those with autism spectrum disorder (asd). children with asd are very diverse and individual, as they especially experience obstacles in social communication, social interaction, and behavior. thus, to create their profiles, there must be developmental and academic profiles. these profiles must describe their potentials, barriers, and learning needs in both developmental and academic aspects. data of student needs can be obtained through assessment analysis used as the basis for devising learning programs for children with asd. nir, et al. (1995) stated that assessment is one of the characteristics in implementing education for children with special needs. assessment is a process of collecting data about children that will be useful in considering and making decisions related to those children. the assessment result data can be analyzed and they will show student current performance. a documented and valid instrument is important for teachers and schools that can be used to assess children with asd. the special condition of children with asd require teachers to use assessment instruments that are suitable for them. those children with asd are also visual thinkers which make it a challenge for developing academic assessment instruments for children with asd. 26 journal of icsar; volume 5, number 1, january 2021: 25-28 table 1. the instrument grids can be shown as the following. no aspects sub-aspects indicators 1 numbers counting able to mention the number of objects able to mention less than or more than of objects able to arrange objects from the lowest to the highest able to pair the number of objects with their symbols able to count numbers from the lowest to the highest able to point at the number symbols being mentioned able to arrange number symbols from the lowest to the highest able to fill in the missing number symbols 2 counting operations addition able to add two numbers with the sum of 10 able to add two digits numbers with the sum of more than 20 able to add two digits numbers with the sum of more than 40 able to add two digit and three digits numbers subtraction able to work on subtraction problems of two numbers able to work on two digit and three digits number subtraction problems multiplication able to work on multiplication of numbers able to work on two digits multiplication problems division able to work on division problems of two numbers 3. placevalues place-value able to point at tens and hundreds place values able to point at ones, tens, and hundreds place values 4. fractions fractions able to mention fractions of an object that is divided into 2, 3, and 4 parts the existing condition of non-availability of documented assessment instrument became the reason for the researcher to develop academic assessment instrument, especially mathematics assessment for children with asd. teachers in schools had difficulties in carrying out mathematics assessment. in general, teachers did not yet have sufficient ability to carry out assessments and there were no resource or guide to perform the assessment. mathematics assessment refers to the process of obtaining data or information about students’ abilities, obstacles, and learning needs as references in making efforts to develop learning programs (soendari, 2011). method this research implemented a qualitative approach. a qualitative approach was used to obtain qualitative data about the students’ social interaction and communication skills as well as academic assessments. it was carried out by teachers in schools as the basis for preparing mathematics assessment instrument for children with autism spectrum disorder. the instrument was then validated by experts and practitioners. this research was conducted in special school in bandung city. interviews were conducted with teachers and principals to explore assessment instrument and its implementation by teachers. finding and discussion the assessment instrument developed by the researcher was a numerical assessment to be used as the basis that must be mastered by students. mathematics counting ability is a part of academic ability, and it is important to assess for each student because it will affect overall academic achievement. counting has also been shown to be an important factor for the development of mathematical skills, whereas procedural numeracy knowledge (the ability to perform counting tasks) has been shown to describe numerical skills and conceptual accounting knowledge (understanding why a procedure works or is logical) as a prediction for timeless mathematical achievement (titeca, et.al, 2014). teachers are tasked with ensuring that all students’ academic needs are met. therefore, to identify students’ learning needs and measure their progress, teachers must be able to efficiently assess students’ numeracy skills (purpura & lonigan, 2015). 27oom sitti h, euis heryati, ehan, developing mathematics assessment instrument for children with . . . . although there is no similar mathematical construct in primary schools, several important subcomponents are involved in adequate mathematics development (titeca, et.al, 2014). difficulties in mathematics can be manifested in four domains: understanding of numbers, number facts, calculations, or mathematical reasoning (apa, 2013). the development of an assessment instrument was compiled based on the table 1. validation to determine the readability of the assessment instrument was done by experts and practitioners, namely lecturers and teachers. lecturers became the experts who conducted review to determine the accuracy of the theory used with the instrument grids and items. the teachers became practitioners who conducted review to find out the accuracy of the assessment instrument items with the students. the validation results showed that there were several items that were not valid and some items what were valid. the first validator wrote that the elaboration of indicators should refer to dirjen rules no x on ki-kd for autistic children in sdlb, specifically students whom he taught addition ≥40, the pictures in each item were not consistent, the images should be close to the original, place-value items should be assisted by written explanation, such as: 23 = … tens +… ones. addition of two digits and three digits should be presented downward, not horizontally. point 1 numbers: number 1 to number 20 were estimated and students could complete them as they were in accordance with students’ current ability, as for number 21 about multiplication, students were actually able to count them but they showed doubt and asked questions about the answers, showing lack of selfconfidence. point 2 counting operations: number 22 to number 31 were estimated as doable by students, considering that the materials were in accordance with the students’ abilities, as for number 32 and 33 about counting operations with storing technique, sometimes students hesitated to determine which numbers should be stored below as the result of the sum and which ones must be stored above as numbers that would be added up again with the next number. lack of confidence was what casted their doubt in solving these problems. as for “place value” counting operations, students were able to do them. usually, there were problems when the numbers involved contained number zero (0) as shown in number 36 and number 39. in number 36 involving number (80) students assigned only the tens place value (8), the ones place value (0) was not written down because it was considered non-existent by them. also, in number 39 involving number (203) students wrote hundreds place value (2), while tens place value was not written, and they wrote one place value (3). meanwhile, for “fractions” calculation operations, students were able to complete fractions up to ¼. this research applied validity check done by four experts who were lecturers of special education at indonesia university of education and two practitioners. the test was done by the following formula: content validity ratio (cvr) = (2mp/m)-1 explanation : mp = the number of experts deeming important m = the number of experts performing validation cvr ratio index ranges of -1 ≤ cvr ≤ +1 mp < 1/2m cvr < 0 mp = 1/2m cvr = 0 mp > 1/2m cvr > 0 in performing validation check, the cvr ratio index ranges from -1 to 1. if the cvr is less than 0, it means that less than half the number of experts who assess the instrument items as appropriate. if the cvr is equal to 0, it means that half of the experts assess the instrument items as appropriate, and if the cvr is more than 0, it means that more than half of the experts who assess the instrument items as appropriate. after validation calculation, it was known that each instrument item obtained a cvr value>0, namely 1. the results showed that all the experts assessed the instrument as appropriate. so, the academic assessment instrument for children with autism spectrum disorder was declared valid and suitable for use. the results showed that the implementation of assessment did not show the potentials, obstacles, and learning needs in detail and accurately, even though the assessment became the basis for determining the learning needs of children with autism spectrum disorder. the analysis results could be used to direct the formulation of learning objectives, materials, strategies, methods and evaluations. assessment of student achievement provided the basic for any educational projects because it provided information about successful achievement of specific learning objectives (guilbert 1992; wass et al. 2001). academic achievement requires both student motivation and active participation in learning activities, as well as appropriate form of interventions by teachers (who must utilize time required to identify students needs, set objectives, assess effectiveness, and record results) (callahan, wilkinson, and muller, 2008). academic assessment instruments are needed to obtain data about the learning needs of children with autism spectrum disorder. instruments are needed by teachers to collect accurate information, to create learning programs. this statement is in line with that of hart and whalon (2008) who said that instruments help doctors to collect detailed and structured information 28 journal of icsar; volume 5, number 1, january 2021: 25-28 and increase the accuracy and reliability of referrals for in-depth assessments and recommendations for support. the development of this instrument was based on the theory of mercer and mercer (1981) which explained: identifies before and after number to 10, identifies the greater or smaller number for 0 to 10 and use <and>, identifies places value with ones and tens, computes three twodigit number sum of ones greater than 20, demonstration material of subtraction facts: sum 0 -10, stages of learning, levels of learning (underhill et al, 1980, mercer and mercer, 1981) which consists of: concrete, semi-concrete, and abstract. the validation of this instrument was carried out by two experts and two practitioners. the validation was done until the instrument was stated feasible to be used on students. validation according to aripiani, susetyo, and tarsidi (2020) can be interpreted as a reflection of measurement objectives in the form of abilities, characteristics, or behavior measured through appropriate measuring instruments. a test is declared valid if the test items are able to measure the test targets in the form of abilities in certain fields. conclusion assessment of mathematics counting aims to explore data or information about students’ abilities, obstacles, and needs to learn mathematics, that can be used as references in preparing learning programs. the mathematics assessment process requires valid instruments in order to make it easier for teachers to assess their students’ abilities. the development of mathematics assessment instrument in this research has been validated by experts. based on the results, it can be concluded that this assessment instrument is appropriate, declared valid and feasible to be used in assessing the mathematical abilities of children with the autism spectrum. this mathematics instrument consisted of four aspects, namely numbers, counting operations, place-values, and fractions. references american psychiatric association [apa]. (2013). diagnostic and statistical manual of mental disorders (5th ed.). arlington, va: american psychiatric publishing. aripiani, d. t., susetyo, b., & tarsidi, i. (2020). penyusunan instrumen tes untuk mengukur bahasa reseptif dan ekspresif anak tunarungu (hearing impairment). jassi anakku, 21(2), 105110. callahan, r., wilkinson, l., & muller, c. (2008). school context and the effect of esl placement on mexican‐origin adolescents’ achievement. social science quarterly, 89(1), 177-198. guilbert, j. j. (ed.). (1992). education handbook for health personnel (6th ed.). geneve: world health organization. hart, j.e., & whalon, k. j, (2008), promote academic engagement and communication of students with autism spectrum disorder in inclusive settings, intervention in school and clinic volume 44 number 2 november 2008 116-120 nir, i., meir, d., zilber, n., knobler, h., hadjez, j., & lerner, y. (1995). brief report: circadian melatonin, thyroid-stimulating hormone, prolactin, and cortisol levels in serum of young adults with autism. journal of autism and developmental disorders, 25(6), 641-654. mercer., & mercer. (1989), teaching student with learning problems. usa : merrill publishing company purpura, d. j., lonigan, c. j. (2015). early numeracy assessment: the development of the preschool early numeracy scales: early education and development, 26: 286– 313. taylor & francis group, llc. doi: 10.1080/10409289.2015.991084 soendari, t. (2011). asesmen dalam pendidikan anak berkebutuhan khusus. bandung : amanah offset, isbn titeca, d., roeyers, h., josephy, h., ceulemans, a., & desoete, a. (2014). preschool predictors of mathematics in first grade children with autism spectrum disorder. research in developmental disabilities. published by elsevier ltd. wass, v., van der vleuten, c., shatzer, j., & jones, r. (2001). assessment of clinical competence. the lancet, 357(9260), 945-949. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p30 30 development of application for early intervention speech therapy in children with intellectual disability fairus niratama*, wagino, wiwik widajati, sri joeda andajani department of special education, universitas negeri surabaya, surabaya, indonesia *corresponding author e-mail: fairusniratama@gmail.com abstract: 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% and validation from media experts obtained a score of 93%. 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%. so it can be concluded that the speech therapy application media is well used. keywords: early intervention, speech therapy, intellectual disability, android application introduction effective communication is fundamental to human development (rezkiani & aprilia, 2023) and plays a critical role during the formative years of a child’s life. without the ability to communicate clearly, children lose access to many of the educational experiences that will mold them into adults. the situation is frustrating and debilitating for the children involved, and stressful and painful for their families. children with intellectual disabilities have a very big challenge to master communication skills because of the limited intelligence they have (swastika, et al., 2021). the problem is difficulty speaking in pronouncing words clearly, for example the deleted final consonants, missing syllables, and replacement of letter pronunciation (purbaningrum & rofiah, 2020). this condition makes it difficult for them to build good social interactions (yoneda & miura, 2021; anggraeni, et al., 2022; juhanaini, et al., 2022) because they often experience disturbances in the form of loss and distortion of words when speaking. many children with intellectual disabilities at the high school level are still unable to read and speak clearly, which should that skill have been mastered in elementary school. in line with the above opinion, there are also results of research by (soriano & hustad, 2021) the realization of speech in children with mild, moderate, and severe mental retardation levels, each pronunciation still has shortcomings, and the pronunciation is still not perfect or not in accordance with the rules of indonesian. for this reason, an early intervention is needed that can assist speech therapy, so that efforts to optimize the language skills of children with intellectual disabilities can be developed. http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p30 mailto:fairusniratama@gmail.com niratama, wagino, widajati, & andajani, development of application for early... 31 pppptk tk & plb provide guidelines modul for training language skills for children with intellectual disabilities through language games, (achyar, 2016). where through training, practice, providing opportunities, experiences, and providing motivation in fun learning, it is expected to be able to improve the adaptive personal abilities of a intelectual disability, especially in terms of speaking skills. here are the reasons why language games can improve speaking skills: first, language games are expected to improve the speaking skills of intelectual disability, especially being able to increase the number of vocabulary, and practice making sentences fluently, clearly and easily understood by others. situation this learning is expected to attract students' attention to study speak clearly, fluently, and can be understood by others. second, language games are expected to be able to develop cognitive aspects. the cognitive aspect in this case is defined as broad knowledge, power, reasoning, creativity, language skills, and memory. third, the game is a natural phenomenon that is beneficial for enrich both sides of the brain, the left (logic) and right hemispheres of the brain (emotion). the process of playing will hone children's logic through practice fluency and accuracy of pronunciation, tone and pause in storytelling, the use of simple sentences, as well as the suitability of the content of the conversation with pictures. in addition, the game process will hone children's emotional sharpness, because in the game there are elements of joy, spontaneity, passion for learning, imagination, competitive, emotion, passion, and solidarity. fourth, the game is seen as an activity that has characteristics based on intrinsic motivation, the perpetrator is free to do choice, process oriented, and fun. today's advanced technology makes the use of media developed in various fields, including in the speech therapy, with the aim of improving the quality of education. ownership of mobile devices has increased in recent times. this is due to the increasingly affordable price of these devices by the public. based on data at the end of february 2022, mobile devices reached 80.13% of its market share, and 90.66% of android mobile device platforms used in indonesia (globalstats, 2022). with this number it should be able to increase the development of supporting assesment tools for users of intellectual disabilities so that they can feel the benefits and can also be used as language games media in early intervention. automatic speech recognition (asr) is a technology that enhances human interaction by using the human voice as computer input. (yu & deng, 2015) likens asr as a good bridge to improve interactions between humans and computers. with the development of internet technology, cloud-computing, and gpus, asr can be more easily implemented to replace older computer input devices such as mice and keyboards. one of the uses of asr technology was carried out by (fauzan et al., 2018), namely developing an android-based iqro application to learn to pronounce the letters of the qur'an. in the application, users are asked to pronounce the letters displayed on the smartphone screen. after that a notification will appear whether the pronunciation is correct or not. the test was carried out by looking at the suitability between the spoken letters and the letters displayed. another research on asr was carried out by (shinwani, 2016), namely developing an english voice translator application into android-based indonesian text using the hidden markov model. in the application, users are asked to say one word in english and then the application will display the translation results in indonesian in the form of text. testing is done by looking at the suitability of the words spoken and the translation results. based on this description, the author wants to develop a speech therapy application to assess word pronunciation based on an android application using asr technology. in this application, the intellectually disabilitiy child pronounces a word then the application through voice recognition will provide feedback in the form of a true or false value of the pronunciation 32 journal of icsar; volume 7 , number 1, january 2023, 30 36 of the word. the following problems exist in this study: (1) what are the stages of the process of developing speech therapy applications for speech therapy for children with intellectual disabilities? (2) how is the feasibility of developing speech therapy applications for speech therapy for children with intellectual disabilities? method the model of developing android application as an early intervention speech therapy used is the development model of (gall et al., 2007) from the selection of the development model, the research step in this development reached the fifth stage, namely the main product revision activity. the purpose of this study is to produce an android application media for early intervention in speech therapy for children with intellectual disabilities in grades three to six in elementary school which is theoretically and empirically feasible. the speech therapy material that will be developed recognizes body parts with ten words, namely: hair, eyes, eyebrows, nose, mouth, ears, hands, fingers, feet, stomach this study uses several data collection techniques such as: (1) questionnaires, data collection from content experts, design experts and media experts as well as the use of speech therapy applications for limited groups. observation sheet to collect data on a small trial on the implementation of early intervention for children with intellectual disabilities in implementing speech therapy. the research subjects consisted of children with intellectual disabilities who experienced speech impediments. in a limited trial, the test subjects were five intellectually disabled children who were in grades three to six of elementary school. the data analysis technique used in this research is descriptive quantitative data analysis with percentages. finding and discussion finding(s) the final product of this study resulted in the android application as an early intervention media for teachers to provide speech therapy for children with intellectual disabilities accompanied by speech disorder. to produce this speech therapy application, the model research and development by (gall et al., 2007). research findings are presented which refer to the following stages. first, preliminary study and information gathering. data were searched and collected with members of the research team through a focus group discussion (fgd). interviews were conducted with five special school teachers who teach grades three to six (as content validators) in the surabaya area. data taken regarding the characteristics of appropriate media for children with intellectual disabilities in early intervention in speech therapy. based on interviews conducted with research subjects, the functional requirements of speech therapy applications that are suitable for children with intellectual disabilities: (1) are thematic learning, (2) displays a visual form that represents the image and name of a theme, one of which is about knowing the body anatomy, (3) there is a navigation button that functions as a controller to assist users in operating speech therapy early intervention applications (4) the appearance of the application is user friendly and attractive, ( 5) speech therapy materials must be related to the experience or knowledge of the child, (6) to help children who have not been able to pronounce words correctly. (7) the teacher can see the results of the vocabulary pronunciation assessment. the teacher also commented that the android application that was developed should stimulate children to want to talk, namely by making events that occur during learning a talking topic. furthermore, based on the information and data that has been obtained at the first stage, the researcher conducts the second stage, planning. the appropriate media is planned for children with intellectual disabilities consisting of three contents, namely: material menu, speech niratama, wagino, widajati, & andajani, development of application for early... 33 therapy, and instruction menu. for the main design of this study, it was focused on the speech therapy scene as an early intervention content for learning vocabulary pronunciation. by utilizing voice recognition, this application can tell the correct pronunciation of vocabulary and assess whether the pronunciation of children with intellectual disabilities is appropriate. the material menu is the content in this application that allows the teacher to add or replace vocabulary in speech therapy, if the child is able to pronounce the body anatomical vocabulary material, the teacher can change it with other materials such as the name of a plant or fruit, animal, object, color and number. the instructions menu contains practical guidelines for using the application for teachers in providing good and correct early intervention speech therapy. this navigation structure is designed to be simple but has a clear information presentation to enable every teacher to get a better user experience in understanding each material being taught. an illustration example of a child with intellectual disabilities who wants to learn ear vocabulary by only clicking the ear button from speech therapy menu, from that button the child will be taken to a page that contains an image of the ear accompanied by vocabulary forms and simple ear pronounce sounds, and when the child pronounces the ear sound with if the pronunciation is correct, the ear sentence will appear and give feedback a notification if the pronunciation is correct. an example of the results of the developed speech therapy application can be seen in figure 1. figure 1. speech therapy application user interface design speech therapy application products require validation tests to get the level of feasibility, especially from experts including: (1) content, (2) media, and (3) practicality of speech therapy applications. the results of the feasibility test from the three experts can be observed in table 1. the name of the app is "speech therapy for intellectual disability". the purpose of measuring the validity of the speech development application media for intellectual disability is viewed from the aspect of content expert, media experts and design experts. validation was given by five teachers from grades three to grade six, 2 media experts, and 5 children with intellectual disabilities for practicality tests. this application was then revised based on suggestions and input from the two validators. this is intended to produce media that are validly tested for feasibility based on the validation of competent experts. 34 journal of icsar; volume 7 , number 1, january 2023, 30 35 table 1. the result of feasibility and practicality tests validation category eligibility rate (%) information 1. content expert 88% the content expert validation instrument consisted of 8 items 2. media expert 93% the media expert validation instrument consisted of 2 0 items 3. practicality test 85% the practicality validation instrument consisted of 10 items the results of data analysis from content experts presented in table 1 show that in terms of material substance with 88% feasibility, media expert validation 93%, and from practicality tests obtained 85% feasibility. this finding can be interpreted that the speech therapy applications is based on 3 aspects of eligibility in the very high eligibility category (arikunto, 2010). this score indicates that the application of speech therapy is able to provide early intervention in good speech therapy according to the characteristics of children with intellectual disabilities. discussion the use of interactive multimedia in speech therapy is based on the idea that incorporating fun and playful elements into therapy can make it more engaging for children. by using games, children with intellectual disabilities can practice their speech skills in a more enjoyable and less intimidating environment. the software packages dr. speech and voxgames, as well as other games described in academic research, are designed to help children focus on voice activity, intensity, breathing, tone, and vocalization. these games incorporate speech analysis algorithms that provide real-time feedback to children on these aspects by controlling game characters and objects with their voice. additionally, researchers have also developed multimedia games that use automatic speech recognition (asr) to provide feedback on pronunciation exercises (saz et al., 2009; tan et al., 2013). the results of the media expert analysis show that the application of speech therapy has a feasibility level of 93%. this indicates that speech therapy can be used as a tool for early intervention by media experts to help children with intellectual disabilities who have difficulty speaking. according to purbaningrum and rofiah (2020), early intervention media can be anything that can be used to develop potential and abilities, helping children with disabilities grow and develop optimally. the research conducted by janah (2019) also supports this idea, as it showed a 20% increase in the speech ability of children with intellectual disabilities after early intervention with digital media. the results suggest that early intervention models using digital media are effective in improving speech intelligibility in children with intellectual disabilities. the video-based modeling in these models is particularly helpful in training children to improve their speech clarity and pronunciation of phonemes and words. overall, the use of interactive multimedia in speech therapy has proven to be effective in helping early intervention for children with intellectual disabilities who have difficulty speaking. by incorporating fun and playful elements into therapy, children are more likely to engage in the process and make progress in their speech abilities. niratama, wagino, widajati, & andajani, development of application for early... 35 conclusion based on research findings, data analysis and theoretical discussion, the conclusions of this study can be drawn as follows: the application for early intervention in speech therapy for children with intellectual disabilities is highly feasible and practical to use. its implementation has been proven to be able to significantly improve children's speaking ability, as shown by the data analysis and media expert validation results. however, it is important to note that this study only provides initial evidence for the efficacy of this approach. further research is needed to validate these findings and explore other aspects of the application's effectiveness. for future research, it is recommended to expand the scope of the study to a larger sample size and to consider different cultural and linguistic backgrounds. additionally, researchers can also explore the long-term effects of the application on children's speaking ability, as well as its impact on their overall cognitive development. it is also recommended to incorporate other speech therapy techniques and approaches into the application, to provide a comprehensive and holistic approach to speech therapy for children with intellectual disabilities. by doing so, this application can further improve its effectiveness and contribute to the improvement of children's speech intelligibility and language development. references achyar. (2016). modul guru pembelajar slb tunagrahita: pembelajaran pengembangan diri anak tunagrahita. bandung: pusat pengembangan dan pemberdayaan pendidik dan tenaga kependidikan bidang taman kanak-kanak & pendidikan luar biasa, direktorat jenderal guru dan tenaga kependidikan. anggraeni, r., sunardi, . s., & aprilia, . i. d. (2022). puberty in youth with intellectual disabilities. inclusive education, 1(1), 85–92. arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. fauzan, a., arwani, i., & fanani, l. (2018). pembangunan aplikasi iqro’ berbasis android menggunakan google speech (vol. 2, issue 1). http://j-ptiik.ub.ac.id gall, m., gall, j., & borg, w. (2007). educational research: an introduction (8th ed.). new york: ny pearson education. globalstats, s. (2022). mobile operating system market share indonesia. https://gs.statcounter.com/os-marketshare/mobile/indonesia. janah, n. m. 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(2023). development of alternative and augmentative communication media system for autism spectrum disorder with complex communication needs. journal of education for sustainability and diversity, 1(2), 118–129. saz, o., yin, s.-c., lleida, e., rose, r., vaquero, c., & rodríguez, w. r. (2009). tools and technolo-gies for computer-aided speech and language therapy. speech communication, 10, 51. https://doi.org/10.1016/j.specom.2009.04.006ï shinwani, m. f. (2016). rancang bangun aplikasi voice translator berbasis android menggunakan hidden markov model. universitas islam negeri maulana malik ibrahim. soriano, j. u., & hustad, k. c. (2021). speech-language profile groups in school aged children with cerebral palsy: nonverbal cognition, receptive language, speech intelligibility, and motor function. developmental neurorehabilitation, 24(2), 118–129. https://doi.org/10.1080/17518423.2020.1858360 36 journal of icsar; volume 7 , number 1, january 2023, 30 35 swastika, g., sunandar, a., & indreswari, h. (2021). the role of parents and teachers in communication skill development of students with intellectual disability and speech delay (a case study at state elementary school junrejo 02 batu).. journal of icsar, 5(1), 19-24. tan, c. t., johnston, a., ballard, k., ferguson, s., & perera-schulz, d. (2013). speak-man: towards popular gameplay for speech therapy. acm international conference proceeding series. https://doi.org/10.1145/2513002.2513022 yoneda, h., & miura, k. 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(2015). automatic speech recognition: a deep learning approach. london: springer. http://www.springer.com/series/4748 121 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 the effect of “kupas rangkai” towards reading skill for intellectual disability students of grade iv in special school janatu rojiati, m. shodiq am universitas negeri malang, indonesia email: rjanatu@ymail.com abstract: rading has important position in learning proces, one of them student will be able to master various field studies. the subjects of this research have difficulties in basic reading. the purpose of this study was to know the effect of ‘kupas rangkai’ method towards reading skills for intellectual disability students of grade iv in special school. the method was pre experiment with one group pretest-posttest design. revenue in this research increased by 11 percen. so means there were differences of reading skill of intellectual disability students of grade iv before and after given treatment ‘kupas rangkai’ method. the suggestion for the teacher is make learning more creative and innovative. keywords: basic reading skill, kupas rangkai method, intellectual disability children with special need are children who experience physical disorder, intellectual disability and or social maladjusted that required special education services. one of them is intellectual disability. according to efendi (2006) stated that “children with disabilities in the mental aspect are deviation children who experience the ability to think critically, logically in response to the surrounding world”. there are two classifications of children with disability in the mental such as supernormal, able to learn fast, gifted and the genius and the subnormal like a intellectual disabilities. inflammation in the brain cause motor and mental disorder. this disorder causes children to be intellectual disability, because this disorder is closely related to the intellectual ability. if the child shows low intellectual from subnormality then the child will experience lags in the ability to process the information received. “the ability of intellectual disability to associate an idea with another idea is limited as in general children, as well as its ability to use information become make sense, take into account or predicted the possibility and evaluate a situation” (abdurrachman & sudjadi, 1994). the results of the observation on the students with intellectual disability at the fourth grade in learning process, they are less concentration, like to make rowdy, difficult in accepting abstract learning, difficult to think complicated, and teaching materials should be repeated. students with intellectual disability can not memorized some alphabetical letter especially the b, d, and p. students difficulty distinguishing letters. for example, the letter is b spelled d or p and d is spelled b. they have difficulty read the patterns of syllables. for example students are asked read word “baca”, they say “daka”. while, students correct spell namely “b-a-c-a”, they say “d-a-k-a”. students have difficulty stringing pattern of words, for example, there is the word “babi”, they say “dodi”. the b spelled d, syllable “ba” spelled “do”. words that are spelled and read not sync. there is a word “palu” be read “beli. this method or manner of teachers who are interesting, media, and some aspects within the self students who make students are not able to read. the early reading is a skill that must be taught on students. as skills, read needs special methods in order to students have basic reading skill, if students can control the basic reading skills, then students will easily pass through the next stages. basic reading skill is more oriented towards the ability to read basic level, namely alphabet melek skill, that children can transform and recite the written symbols into meaningful sounds. at this stage it is possible the children could recite letter symbols are read without being followed by an understanding of the emblem sounds such symbols (badan pengembangan profesi guru, 2012). one of the properties in the skills of reading is mechanical (mechanical skills). this skill has several aspects, as such; 1) the introduction of the shape of letters; 2) the introduction of linguistic elements (phoneme / grapheme, word, phrase, clause patterns, sentence, etc.); 3) introduction of relations / correspondence patterns of spelling and sound (voice capability or the written material (to bank at print “); 4) level speed reading child is slow in tarigan, 2008). these three aspects are closely related to the existing capabilities in the concrete operational stage. in the stages of cognitive development of jean piaget, children 122 journal of icsar; volume 1, number 2, july 2017: 121-125 aged 7-11 / 12 years of being in the concrete operational stage. “this period is marked by three new abilities and skills such as classify, organize and associate numbers” efendi (2006) . in stages classify, the form vowel letter a is read, a consonant b is read b, etc. stages establish, by introducing how to construct linguistic elements such as phoneme / grapheme, for example pronounced ba ba, etc. stages associate, by way of introduction relations / correspondence patterns of spelling and sound (ability to vocalize written materials or (to a bank at a print “). for example, combining syllables patterned kv-kv being said, ba-bi-read ba-bi, etc. after a child passes these three stages, children can read though at a slow pace. based on research asmiati (2013) entitled “meningkatkan kemampuan membaca permulaan pada anak tunagrahita ringan melalui metode kupas rangkai dengan teknik reposisi bunyi”, was obtained that the students with ma (mental age) 6 (ra) the mean baseline level of phase 1 of 21.5%, the mean level of the intervention phase 51.875%, and the mean baseline level of phase 2 (a-2) of 49.5%. while the students with ma 7 (sb) obtained a mean baseline level of phase 1 at 32.25%, the mean level of the intervention phase 70.25% and the mean baseline level of phase 2 (a-2) amounted to 84.25%. it can be concluded that the method of stripping the chain with sound repositioning techniques can improve the ability to read the beginning of the second student studied. this study used an experimental method of single subject research (ssr) with the design model a-b-a. students is that having two children with intellectual challenges ma 6 years (ra) and 7 years (sb). children with ma 6 (ra) with intellectual disability children can recognize letters and the ability of children with ma 7 (sb) is a mild mental retardation of children with the ability to be able to spell. so the researchers used a kupas rangkai method on intelllectual disability students were grade iv to help trouble students to read. based on the stages of cognitive, intellectual disability students are in the concrete operational stage. “kupas rangkai is one method of reading starters (mmp) that describes the word, into syllables, into letters, into syllables and returned to the word” (badan pengembangan pofesi guru, 2012). the implementation is the teacher fold card word cards words into syllables, and then folded into the letters. furthermore unfolded the letters into syllables and then unfolded the syllables into words. in conclusion break down words into syllables substituted by folding words into syllables, and so on. the problem of this research is (1) how the reading skills of students with intellectual disability changing were before treatment?, (2) how retarded students’ reading skills were performed after treatment?, and (3) is there a difference use kupas rangkai method to the reading skills of students with intellectual disability in the fourth grade special school idayu 2 kabupaten malang?. the purpose of this study was to determine the reading skills of a significant difference before and after treatment kupas rangkai method students with intellectual disability were grade iv in special school idayu 2 kabupaten malang. benefits of the results of this research are: for teachers, this research can be used as consideration to improve the reading skills of students through the chain peel method. method this research used experimental research. sugiyono (2012) states that “experimental research method can be interpreted as the research methods used to find a specific treatment effect against the other in a state of control”. this research was approach using pre-experimental. the design used in the form of one group pretest-posttest with one group of students. implementation students are given a pretest to measure the ability of students before the beginning of the treatment given. after that, students are given the treatment using kupas rangkai method. the last stage, students are given a posttest that aims to determine the effect of reading skills. before being given a pretest, researchers conducted observations and interviews with teachers to determine the characteristics of the students and the ability that has been owned by students. samples taken in this study is 5 students. instruments used in the form of interview, observation and test sheets. the test is test match and oral tests. the test results were obtained in the form of data used to analyze. hypothesis testing using test wicoxon. data analysis using inferential statistics with spss 16.0 for windows. finding and discussion findings this research uses experimental research to determine the effect of kupas rangkai method to the reading skills of students with intellectual challenges were class iv. the study design using one group pretest posttest. at the initial stage the students are given a pretest, then given treatment with kupas rangkai method and the final stage students were given the posttest. in the early stages of students experiencing difficulty in identifying letters b, d, p, for example identifying letter b, by looking for words that have the letter b. once found, then circled, the student did circled words with the letter d. in oral reading test, students puzzled to read words that read baba chest read, read read daca no words, no words read baba papa. 123janatu rojiati, m. shodiq am, the effect of “kupas rangkai” towards reading skill . . . . table 1. results comparison values pretest and posttest no name pretest values posttest values changes signs 1. iy 65 96 + 2. zi 75 84 + 3. et 57 82 + 4. dv 58 81 + 5. hk 56 77 + total 311 420 average 62 84 n= 5 table 2. hypothesis test results no x y (x-y) rank (x-y) signs positive negative 1. 65 96 -31 5 -5 2. 75 84 -9 1 -1 3. 57 82 -25 4 -4 4. 58 81 -23 3 -3 5. 56 77 -21 2 -2 n= 5 figure 1. graph i distribution of value comparison pretest and posttest there was one of the students, who were able to identify the letters b, d, and p, but has not been able to read the word. for example the word papa read baba, be-li said read deli. posttest at the end there is a difference before and after treatment kupas rangkai method. students are able to distinguish the letters b, d and p by circling the word which has the first letter b, d or p in accordance with the questions. students are able to read even with spelling. here are the values comparing pretest and posttest “. in table 1 shows the difference before and after treatment kupas rangkai method. the average value of 62 pre test and posttest average value of 84 so that the distance obtained at 22. changes shown signs is + (plus) means an increase before and after treatment kupas rangkai method. after that table 1 are presented in graphical form. the conclusion from these data is the average pretest score lower than the average posttest value. the difference shows the difference before and after kupas rangkai method to the reading skills of students with intellectual disability were class iv. furthermore, data from the value pretest and posttest comparisons processed using spss 16.0 for windows. the results are as follows (tabel 3). based on table 3, the average yield of pretest and posttest have a range of 19. range obtained from the maximum score at subtract the minimum score. the minimum score an average pretest score was 56 and the average value posttest maximum score is 77. the average pretest score was 75 and the average value posttest is 96. the total number of average pretest score was 311 and the average value posttest average was 420. the mean of the average pretest score was 62 and the average value is 84. standard error posttest average pretest score was 3:56 and the average value posttest is 3.20. the standard deviation of the average value is 7.98 pretest and posttest average value is 7.17. varian average pretest score was 63.7 and the average value was 51.5 posttest. once the data is processed using the formula wilcoxon, point to discover the results of hypothesis testing. table 2 is values hypothesis test results of calculations using the wilcoxon formula: based on the calculation of the total the absolute value is taken (the smallest) is t = 0 with α = 0.05 and n = 5, the price obtained table t = 1 means that t 0 = 0 ≤ t table = 1 or 0 ≤ 1. in conclusion there are differences in the reading skills of fourth grade students with intellectual disability before and after treatment with kupas rangkai method. this study proved that there are significant kupas rangkai method to the reading skills of students with intellectual disability in the fourth grade special school idayu 2 kabupaten malang. discussion at the first meeting before the students were given treatment with kupas rangkai method, students are given a pretest beforehand. pretest aimed to determine students’ initial conditions before being given treatment and to determine the extent of acquired reading skills of students in the fourth grade. the initial condition of fourth grade students with intellectual disability before given treatment by the method of kupas rangkai method as a method that helps students in basic reading is low. there are three items in question pretest. pretest scores average value obtained was 62. there were fourth votes in determining the outcome of an average score that distinguish letters, spelling words, reading words, and read simple words. based on the average score of the table 2. 124 journal of icsar; volume 1, number 2, july 2017: 121-125 tabel 3. descriptive statistics n range minimum maximum sum mean std. deviation variance statistic statistic statistic statistic statistic statistic s t d . error statistic statistic pretest 5 19.00 56.00 75.00 311.00 62.2000 3.56931 7.98123 63.700 posttest 5 19.00 77.00 96.00 420.00 84.0000 3.20936 7.17635 51.500 valid n (listwise) 5 results compared to before getting treatment with kupas rangkai method. the average scores of students posttest 82. these results prove that there is a significant difference of reading skill students with intellectual disability at the grade iv before and after treatment kupas rangkai method. in the concrete operational stage more emphasis on the function of memory (recalling) to learn something. however, children with intellectual disability have limited memory. intelligence is below average, causing inaction thinking. therefore, children with intellectual disability more emphasis on learning that repeated and customized learning (learning adaptation). one principle that individual learning is adaptive remedial learning programs that allow students to learn at the pace, opportunity, and learning styles of each (iskandar, 2012). so the children with intellectual disability can develop, but slowly. based on the results of data analysis showed that there significant kupas rangkai method the reading skills of students with intellectual disability special school idayu 2. early development of the student or pre test is presented in the table comparison of pretest and post test. the average value of 62 pretest and posttest average value of 84. it can be concluded that the average posttest score higher than the average score of pretest values. the reading skills of students with intellectual disability are influenced of the kupas rangkai method at special school idayu 2. implementation of this method of word cards supported media. the first time the students read the word, then see the words into syllables, students read the syllable, folded syllables into letters, the students read the letter, open letters into syllables, students read the syllable and open syllables into words, students read word the loudly. in the stages of cognitive development jean peaget, children aged 7-11 / 12 years of being in the concrete operational stage. “this period is characterized by three new abilities and skills that classify, organize and associate numbers or numbers” efendi (2006) . one of the properties in the skills of reading is mechanical (mechanical skills). this skill has several aspects, namely; 1) the introduction of the shape of letters; 2) the introduction of linguistic elements (phoneme students have not been able to distinguish the letters b, d, p, read words and simple sentences are not appropriate. problems in other activities influence the cognitive aspects such as attention, memory and language development is managed by the brain. deficit experienced by children with intellectual disability include several key areas, namely (mangunsong, 2009): a) attention is necessary in the learning process. the intellectual disability child has learning difficulties due to focus on the wrong thing; b) memory. most of those who suffer from intellectual disability have difficulty in remembering information; and c) language development. the intellectual disability child has developmental stages follow the same language with normal children, but their language development is usually too late to appear, slow progress and ends on the lower level of development. based on the above problems students have not been skilled at reading so students need a method in accordance with the conditions of students. therefore, the researchers used a kupas rangkai method to help students skilled at reading starters. after students perform pretest. researchers treated through the kupas rangkai method to determine the effect of students with intellectual disability to reading skills. “kupas rangkai method is one method of reading starters (mmp) that describes the word, into syllables, into letters, into syllables and back into the word” (badan pengembangan pofesi guru, 2012). its implementation provides the teacher then folded card word cards words into syllables, and then folded into the letters. furthermore unfolded the letters into syllables and then unfolded the syllables into words. in conclusion break down words into syllables substituted by folding words into syllables, and so on. the last stage did posttest. problem tested when posttest is the same problem with the matter being tested pretest are 3 items that measure students’ reading skills with the theme of family members. when the implementation of the posttest, students are given a card at random to read. the reading skills of students with intellectual disability in the fourth grade special school idayu 2 kabupaten malang after getting treatment better 125janatu rojiati, m. shodiq am, the effect of “kupas rangkai” towards reading skill . . . . / grapheme, word, phrase, clause patterns, sentence, etc.); 3) introduction of relations / correspondence patterns of spelling and sound (voice capability or the written material (to bank at print “); 4) speed reading level to slow in tarigan (2008). the introduction of the shape of the letter as classifying fonts. provided letters b and d, and then the students were asked to search for words beginning with the letters b and d and students classify words according to the letter prefix. the introduction of this letter using a card-shaped letters b, d and p. stages compiled by introducing phonemes, such weave patterns of phonemes for example there are letters b and a. if organized into syllable ba read ba. stages associate spelling and sound patterns, such as spelling patterns b, a, c, a read baca. changes experienced by students reading skills toward better in this study looks at the differences in the results of the average value of pre test and post test increased. the effect of the kupas rangkai method for students reading skills can be seen in using the wilcoxon test hypotheses derived t 0 = 0. while the price of t in the table with a real level α = 0.05 was obtained price table t = 1. from the testing criteria have been established, then the price t0 = 0 ≤ t tabel = 1 or 0 ≤ 1. in conclusion there are differences in the reading skills of fourth grade students with intellectual disability before and after treatment with kupas rangkai method. it proves that there significant kupas rangkai method to the reading skills of students with intellectual disability in the fourth grade special school idayu 2 kabupaten malang. conclusion and suggestion based on the results obtained through the wilcoxon test can be concluded that using the kupas rangkai method gives a good effect on the reading skills of fourth grade students with intellectual disability special school idayu 2 kabupaten malang. the results obtained through the scores obtained on the field by comparing pretest and posttest questions about the material identifying letters, read words and reading simple sentences. score average value obtained pretest score of 62 and average value obtained posttest 84. results obtained percentage of 11 percent. this means that there is an increase in the average value before and after treatment kupas rangkai method. in field research students are given a pretest about getting results under kkm (criterion complete minimal) but when given the treatment and posttest students do the problems get results above the kkm (criterion complete minimal). from the results obtained, there significant kupas rangkai method to the reading skills of students with intellectual disability. this proves that there significant kupas rangkai method to the reading skills of students with intellectual disability in the fourth grade special school idayu 2 kabupaten malang. based on the conclusion of this study are for teachers, should be more creative and innovative in order to facilitate students learning to understand the teaching materials such as kupas rangkai method can be used as consideration in teaching reading difficulties students. references abdurrachman, m., & sudjadi, s. (1994). pendidikan luar biasa umum. jakarta: depdikbud direktorat jendral pendidikan tinggi proyek pendidikan tenaga akademik. asmiati, n. (2013). meningkatkan kemampuan membaca permulaan pada anak tunagrahita ringan melalui metode kupas rangkai dengan teknik reposisi bunyi: penelitian subjek tunggal terhadap anak tunagrahita ringan. (doctoral dissertation, universitas pendidikan indonesia). badan pengembangan profesi pendidik. (2012). pembelajaran membaca & menulis di kelas rendah. bahan belajar pendidikan dan pelatihan pasca-uji kompetensi awal bagi guru kelas. edisi 5. jakarta: badan pengembangan sumber daya manusia pendidikan dan kebudayaan dan penjaminan mutu pendidikan (bpsdmpk dan pmp) kementerian pendidikan dan kebudayaan. efendi, m. (2006). pengantar psikopedagogik anak berkelainan.. jakarta: bumi aksara. iskandar. (2012). psikologi pendidikan. jakarta selatan: referensi. mangunsong, f. (2009). psikologi dan pendidikan anak berkebutuhan khusus. edisi 2009. depok: lembaga pengembangan sarana pengukuran dan pendidikan psikologi (lpsp3). sugiyono. (2012). metode penelitian pendidikan. pendekatan kuantitatif, kualitatif, dan r & d. bandung:alfabeta. tarigan, h. g. (2008). membaca sebagai suatu keterampilan berbahasa. bandung: angkasa bandung. 58 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 58-62 the effectiveness of vr cuisine as a teaching aid for special needs students culinary basic certificate of selayang community college, malaysia syariza binti mohamad samuri, fazlilawati binti fadzil, mohd khaidir bin che hassan selayang community college, selangor, malaysia e-mail: syaryzasam@gmail.com abstract: teaching and learning methods for students with special needs require a new approach to attract interest, increase motivation and help strengthen memory. game-based learning using vr cuisine is a 21st-century learning approach identified to fit those needs. vr cuisine is used as a teaching aid for basic special education modules of western cuisine. the effectiveness of vr cuisine as a teaching aid was studied on attitudes, behaviors, and skills among special needs students of the basic culinary certificate, selayang community college, malaysia. qualitative methods through interviews and observations were conducted where differences in respondents’ behavior were observed and recorded to ensure the accuracy of the survey results. the study results found a positive increase in the game’s level of knowledge, behavior, and usefulness. through observation, respondents have a high tendency to memorize movements and imitate game steps during real situations. in conclusion, using vr cuisine as a teaching aid positively impacts changes in attitudes and behaviors among students with special needs. game-based learning methods effectively create a more interesting, fun, interactive, and engaging learning environment. keywords: game-based learning; virtual cooking games; teaching and learning; teaching aids introduction institutions of higher learning began to realize the importance of accessing education to those with special needs. this group requires attention and assistance in acquiring knowledge and skills. however, the country faces challenges because it cannot provide specific technical programs for students with special needs due to the lack of higher education institutions. similarly, from inadequate learning infrastructure to support students with special needs, especially among groups with learning difficulties, they have short-term memory problems, especially remembering learning. therefore, the common approach used by the instructors is to focus on teachers where students should listen to instructions and refer to a paper that has been placed visual material. today’s information and communication technology (ict) development is accelerating, affecting our national education system changes. in the era of industrial revolution 4.0 (ri 4.0), ict has become an essential element in the teaching process. game-based learning is one of the learning methods that utilized technology in the learning process. through observation among selayang community college lecturers who teach culinary basics students, special needs students, especially learning problems, need more attention and assistance to access education. visual learning materials can help reduce the level of difficulty of their memory and, at the same time, create a more enjoyable learning environment (fadzil, 2015). "most students with special need have a short time frame of attention or focus on things including teaching and learning activities" (rahman, 2011; sulaiman & omar, 2018; zalizan, 2009) special education students need repetitive learning as well as repetitive instruction. besides, they need a long learning time to understand something. this weakness affects the ability of students with special educational needs to store information in the short term ( rahman, 2011; lin et al., 2011) special education students have different ways of thinking than mainstream students where they need different approaches in teaching and learning. gamebased learning using vr cuisine is a 21st-century learning approach that is identified according to the requirements. this approach can increase student motivation and, in turn, create a more interesting and fun learning environment. through this approach, the method of information delivery will be more straightforward (azwadi & saiful, 2017). vr digital technology can help students with special needs better understand the information presented in a fun learning environment (idsa, 2003; liu et al., 2020). this study was carried out to perceived the effectiveness of using vr cuisine as a teaching aid and its impact on attitudes, behaviors, and skills among students of special education certificate of culinary basics, selayang community college, malaysia. 59syariza binti mohamad samuri, fazlilawati binti fadzil, mohd khaidir bin che h, the effectiveness of . . . table 1. respondent demography respondent demography gender age disability category a male 18 learning problem b male 18 learning problem c male 19 hearing problem d male 29 hearing problem figure 1. respondents with special needs were interviewed before using the vr cuisine game previous study educators have worked hard to integrate digital games into the educational environment, especially in teaching and learning, hoping that digital games could support and encourage students to participate in learning more actively, thus achieving targeted learning goals. the merger of digital games and learning environments has resulted in a method of learning called digital game-based learning (razak & connolly, 2013) in the last 20 years, learning based on digital games has attracted much attention in the educational environment (boyle et al., 2016; huizenga, 2017). there is no proper definition for explaining learning based on digital games (all et al., 2015; weng et al., 2018)t echnology, engineering and mathematics (stem. however, learning based on digital games is usually defined based on many common features (siew et al., 2016). learning based on digital games is considered to have the potential to improve academic performance. this method can provide exciting learning experiences, challenging abilities, encourage participation and motivation. its also increasing students' interest in subjects taught by teachers, thus improving academic performance. (meredith, 2016). implementing digital games in the learning process helps increased student engagement and fostered a “rewarding, fun, and memorable experience” (myers, 2020) method qualitative methods through interviews and observations were conducted where differences in respondents’ behavior were observed and recorded to ensure the accuracy of the survey results. qualitative data sources include observation and participant observation (fieldwork), interviews and questionnaires, documents and texts, and the researcher’s impressions and reactions (watson et al., 2011) four respondents were show in table 1 among students were taken as samples based on the student’s capacity category. two of them had learning problems (learning disabilities and autism), while two others had hearing problems. these respondents were interviewed before and after using vr cuisine gaming equipment. interview sessions have been recorded. the data is collected beginning with demographic information about the respondent’s name, age, and disability category. then, data from recorded interviews and observations were transcribed for coding and categorized according to the theme. finding and discussion finding(s) the findings of the study can be divided into before and after the use of vr cuisine games. observations and interviews were made on respondents’ behavior before and after the completion of the game session. respondents were interviewed, and data were recorded. respondents were required to play individually and then repeat the steps of cooking preparation in the kitchen. variable a: before the game respondent a was able to answer the kitchen rules but not wholly directly. instead, respondent a answers directly without dismantling the ingredients and how to cook in an orderly manner. respondent b could not answer the question even though he knew two rules and did not explain the rules. respondent b only managed to mention two ingredients for the preparation of omelet dishes and failed to respond regarding the steps of preparation of dishes. respondent c did not remember the list of ingredients for preparing the omelet but tried to answer and list only three dress rules, namely hats, aprons, and kitchen cloths. student c could only list one main ingredient and failed to respond to any preparation process. respondent d initially did not understand the question, but he tried to explain the rules of use in the kitchen, and as a result, 4 out of 5 lists of rules could be stated. respondent d managed to state four types of omelet ingredients but felt less confident and unable to explain the preparation steps. 60 journal of icsar; volume 5 number 2, july 2021: 58-62 table 2. interview session results about respondent attitude and knowledge before using vr cuisine game sub theme selected statements attitude (respondent a, c & d) be aware of safety procedures • before entering the kitchen must wear, apron, a hat aahhh shoe safety boots aaa. before entering the kitchen must wear all (a) • i don’t remember much aaaa i remember the other two because i don’t remember (b) • i went into the kitchen to cook ..i forgot .. i didn’t wear clean kitchen clothes, hat, apron, i don’t have a mustache to tidy up my face jer (c) • i wear kitchen clothes, pants, shoes, hat, apron and clean and tidy (d) knowledge (respondent not complete) recognize ingredients • eggs, onions, salt (a) • egg, oil (b) • first oil, meat, eggs, then jer (c) • oil, eggs, salt, and onions (d) remember the cooking step first, put the oil in the pan, then break the eggs, then add the onion, salt and stir until well blended and pour into the pan (a) figure 2. a respondent with special needs was using the vr cuisine game perception before using the game show in table 2. variable b: after playing with vr cuisine respondent a can list all the rules of the dress before entering the kitchen. respondent a can name the ingredients and explain the cooking steps. respondent b has a change from not remembering and can name and list the rules. respondent b can name the ingredients and explain the steps of cooking an omelet. respondent c can directly mention the rules of entering the kitchen. respondent list the cooking steps. respondent d can tell the rules in full. respondent d can name the ingredients and the preparation steps efficiently and accurately. figure 3. respondents were interviewed and provided feedback after using the vr cuisine game table 3. interview session results after using vr cuisine game sub theme selected statements attitude (respondent a, b, c & d) be aware of safety procedures • wear kitchen clothes, aprons, safety boots, kitchen towels, and hats (a) • can remember shirts, hats, aprons, towels, and shoes (b) • kitchen clothes, shoes, hats, aprons, kitchen towels (c) • remember chef’s shirt, apron again two towels, shoes and hat (d) knowledge recognize ingredients respondent: a & d complet, b & c need to play again before listing the ingredients • yes i can mention the list of ingredients such as oil, onion, green vegetables, mushrooms, eggs, cheese, salt, and pepper (a) • can remember such as onion oil, chili, eggs, pepper, and salt (b) • i’m trying ... oil, eggs. salt, onion, black pepper, capsicum (c) remember the cooking step respondent: a,b,c and d • first, heat the oil, add the onion, add the capsicum, add the egg, black pepper and lastly add the cheese, then 30 seconds, lift and serve (a) • put oil, put onion, put a little chili, tomato, cheddar cheese, mix it, and add pepper last time. we’re ready to lift (b) • first, put the pan ...... hmmm heat ... then the oil, then the eggs, salt, wait for it to cook, put it in a plate (c) • oil, onions, eggs, vegetable salt green color name, cheese wait 30 seconds 61syariza binti mohamad samuri, fazlilawati binti fadzil, mohd khaidir bin che h, the effectiveness of . . . table 4. respondents cooking ability results in learning aid theme through observation after using vr cuisine game sub theme selected statements respondent a, b, c, and d observations and correspondent responses after the use of vr cuisine • this student can perform cooking and prepare an omelet in the correct form just a little salted (c) • very interesting that the student can prepare dishes properly and follow the steps in the game vr cuisine. • i can remember, and it was very easy after playing and did not need the help of a lecturer to teach me (d) product of food • this student can do cooking activities with a little help (a) • this student, before the game, is less confident, and after playing, he can prepare an omelet dish with the proper steps, but the appearance needs to be improved (b) • this student can cook efficiently, but it tastes too salty (c) • this student can prepare meals easily without the help of a lecturer (d) cooking ability after playing vr cuisine game respondent a cooks an omelet according to the correct order and according to the recipe standard. after playing vr cuisine, respondent b can perform an omelette cooking demo with a bit of help from the lecturer. next, respondent c can perform cooking in the proper order and the suitable form. finally, respondent d can prepare the correct cuisine and adapt the steps in the vr cuisine game. discussion(s) the study results found that the use of vr cuisine games positively affected students with special needs. vr cuisine games influence students ’mastery of learning. through the game method of delivery can be varied. the presentation of information through visuals with the help of virtual reality technology affects students with special needs. vr cuisine games as teaching aids have indirectly allowed them to explore while learning. this game also improves their thinking and decision-making skills. vr cuisine game has been designed for users to have the opportunity to learn repeatedly. this method is particularly suitable for students with special needs who have short-term memory problems. the gamebased learning approach using vr cuisine as a teaching aid can stimulate cognitive thinking and enhance motivation and interest to deepen culinary knowledge. it was found that these students need time and space to build understanding and explore what they have learned because they have limited cognitive abilities. before using the vr cuisine game in learning, it was found that students facing a problem recall the rules in the kitchen and steps on how to cook. however, after using the vr cuisine game, it was found that students could recall and describe well what they have learned. it was also found that students’ confidence and focus on the learning session increased by using this game. the students ’enjoyment in exploring the learning content in the vr cuisine game was observed. it was found that students were excited and eager to play repeatedly because they feel fun. this positive development can indirectly change the attitude and interest of students towards learning cooking. learning through games can change behavior, interest, and attitude towards learning (mawas et al., 2019) the use of vr cuisine games in learning sessions helps special education students become technology literate. through this game, students can stimulate their auditory and observational senses. game-based learning can make students more creative, more focused and, in turn, can maintain students’ interest in the learning process (muhammad et al., 2013) conclusion teaching aids are critical in the teaching and learning process, especially for special education students. the traditional method in teaching and learning for special needs students is not enough. a new approach with a touch of technology would give a new experience for them. technology can be a tool to enhance performance in academics among special needs students, especially those with learning disabilities. digital games can help contribute to teaching and learning goals. vr cuisine games as teaching aids can change the passive attitude towards excitement among special needs students and create a more engaging learning environment. it also provides positive experiences and perceptions among these students. students’ skills can be improved through this game-based learning method, and the learning content can also be mastered well. thus, game-based learning can improve student achievement. for future research, a larger sample size should give more precise results and a greater understanding of the effectiveness of using a game-based learning 62 journal of icsar; volume 5 number 2, july 2021: 58-62 method. in addition, the impact of using this method should also be observed among students of a variety of genders and racial groups as the findings might be varied. references all, a., nuñez castellar, e. p., & van looy, j. (2015). towards a conceptual framework for assessing the effectiveness of digital game-based learning. computers and education, 88, 29–37. azwadi, a., & saiful, a. (2017). penggunaan vle dalam pengajaran dan pembelajaran bahasa inggeris. jurnal penyelidikan pendidikan, 18, 20–27. boyle, e. a., hainey, t., connolly, t. m., gray, g., earp, j., ott, m., lim, t., ninaus, m., ribeiro, c., & pereira, j. (2016). an update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. computers and education, 94, 178–192. boyle, s. (2011). teaching toolkit : an introduction to games based learning. university college dublin. fadzil, f. (2015). penggunaan alat bantu mengajar grafik bergambar dalam pengajaran modul masakan barat (potongan sayur komoditi) persepsi pelajar pendidikan khas kolej komuniti. international seminar on special education for southeast asia region 5th series 2015. huizenga, j. c. (2017). digital game-based learning in secondary education [research institute of child development and education (ricde)]. idsa. (2003). top ten industry facts. interactive digital software association. idsa. http://www. idsa.com/pressroom.main.html lin, f. e., kuo, y. h., & hsu, w. h. (2011). multiple object localization by context-aware adaptive window search and search-based object recognition. proceedings of the 2011 acm multimedia conference and co-located workshops, 41(1), 1021–1024. liu, z. y., shaikh, z. a., & gazizova, f. (2020). using the concept of game-based learning in education. international journal of emerging technologies in learning, 15(14), 53–64. mawas, e., n bratz, m., caravan, d., & munteanu, c. (2019). investigating the learning impact of game-based learning when teaching science to children with special learning needs. 30th annual conference of the society for information technology and teacher education site. meredith, t. r. (2016). game-based learning in professional development for practicing educators: a review of the literature. techtrends, 60(5), 496–502. muhammad, z., sayed, y., & tan, w. h. (2013). permainan digital: pendekatan baharu dalam pendidikan masa depan. prosiding seminar kebangsaan ict dalam pendidikan. myers, m. (2020). qualitative research in business & management. (third). new york: sage publications. rahman, k, a. (2011). perisian matematik bagi tajuk pecahan untuk pelajar berkeperluan khas. jurnal teknologi pendidikan malaysia, 1(2), 39–47. razak, a. a., & connolly, t. (2013). using games for learning, from the students’ perspectives. in european conference on games based learning. academic conferences international limited., 706. siew, n. m., geofrey, j., & lee, b. n. (2016). students’ algebraic thinking and attitudes towards algebra: the effects of game-based learning using dragonbox 12 + app. the research journal of mathematics and technology, 5(1), 66–79. sulaiman, a. a., & omar, s. (2018). pelaksanaan program pendidikan inklusif bagi murid berkeprluan khas bermasalah pembelajaran di malaysia: satu tinjauan. prosiding seminar antarabangsa al-quran dalam masyarakat kontemporari, 32–40. watson, w. r., mong, c. j., & harris, c. a. (2011). a case study of the in-class use of a video game for teaching high school history. computers and education, 56(2), 466–474. weng, w., smk, s., paul, s., & osman, k. (2018). pembelajaran berasaskan permainan dalam pendidikan stem dan penguasaan kemahiran abad ke-21. politeknik & kolej komuniti journal of social sciences and humanities, 3, 128–2875. zalizan, m. j. (2009). pendidikan kanak-kanak berkeperluan khas: konsep dan amalan. bangi; university kebangsaan malaysia. 82 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 the effectiveness of inclusive education and child protection training on understanding inclusive education subject matter munawir yusuf, salim choiri, gunarhadi special education department, faculty of teacher training and education, universitas sebelas maret, indonesia email: munawir_uns@yahoo.co.id abstract: the main objective of this study is to examine the effectiveness of inclusive education trainning for the teacher using of the main learning material (bpu) of inculsive education and the child protection as compulsory course in faculty of teacher training and education, sebelas maret university. the quantitative research method was adopted for this study using twenty five valid item in pre-post questionnaires completed by twenty five teacher in faculty of teacher trainning and education, sebelas maret university. the data were collected using instrument that measures the concept of inclusive education and child protection as pre-post questionnaires. the data collected were analyzed using quantitative analysis through paired sample t-test to find the difference in distance run between pre and post test. based on the results, there was difference between mean score of pretest and posttest (17,32-19,84). the paired sample t-test was used to determine whether there was a statistically significant difference in distance run between the two trials. the paired sampel t-test showed that p-value is lower than α-value (0,000<0,05). the findings indicates that trainning for teacher using the main learning material (bpu) of inculsive education and the child protection is effective to enhance the comprehension in understanding inclusive education course as compulsory course in faculty of teacher training and education, sebelas maret university keywords: trainning, inclusive education, handbook the issue of inclusive education and child protection has become an important theme in the education field in indonesia. not only because the two issues are part of the ‘international issues’ that are always inflated by the developed countries so that the developing countries participate in ratifying various world conventions in order to realize the right to education for all children, but it is also increasingly recognized that building a broad and quality education, is not possible to be discriminatory only prioritize those who are ‘normal’ and / or who have the potential above the average or extraordinary. children with conditions of physical, mental, emotional and / or social and economic limitations, including disability groups, must be an integral part of the future education system. inclusive education is one form of non-discriminatory education service system that will be enforced in all regular schools in elementary, junior and senior high schools (yusuf et al., 2017). inclusive education is an open and learningfriendly education by promoting respect and embracing differences. for that reason, inclusive education is understood as an approach that seeks to transform the educational system by removing barriers that can prevent individual students from participating fully in education equipped with support services. “inclusive” is a simple and practical change that allows every individual with every difference to be successful in learning. this change benefits not only the oftenmarginalized individual as a child with special needs, but also all children and parents, all teachers and school administrators, and every member of the community and neighborhood. inclusive education has diverse understanding. stainback and stainback (1990) argue that inclusion schools are schools that accommodate all students in the same class. the school provides a decent, challenging education program, but matches the abilities and needs of each student, as well as the help and support that teachers can make for children to succeed. moreover, inclusive schools are also where every child can be accepted, become part of the class, and help each other with teachers and peers, as well as other members of the community so that individual needs can be met. furthermore, staub and peck (1995) suggest that inclusion education is the placement of children with moderate, mild, and severe degree disorders in full in regular classes. this suggests that the regular class is a relevant place of learning for children with disabilities, regardless of the type of disorder and gradation. meanwhile, sapon-shevin (o’neil, 1995) states that inclusion education as an educational service system requires that all children with disabilities be served in nearby schools, in regular classes with their 83munawir y, salim c, gunarhadi, the effectiveness of inclusive education and child . . . . peers. therefore, it emphasizes the restructuring of schools, so that it becomes a community that supports the fulfillment of the special needs of each child, meaning rich in learning resources and get support from all parties, ie students, teachers, parents, and the surrounding community. through inclusive education, children with special needs together with other children (normal) are educated to optimize their potential. this is based on the fact that in society there are normal children and children with disabilities (disabled) that can not be separated as a community. in countries that have long implemented inclusive education programs, especially in developed countries, inclusive education is more broadly understood in the context of a school culture that emphasizes how schools, classes, and curriculum structures are designed for all children to follow learning and develop optimally (kugelmass, 2004). other evidence of inclusion education in developed countries is written by schwab (2014), which means inclusive education is not just placing children with or without special needs in a similar class, (such a practice represents a form of integration in germany) but the meaning inclusion is the social participation of all students. in the context of inclusive education development, it is necessary to survey not only the academic outcomes but also the social outcomes. in a broader context, inclusive education can be interpreted as a form of educational reform that emphasizes anti-discrimination, the struggle for rights, justice and the expansion of educational access for all, improving the quality of education, strategic efforts in completing 9-year compulsory education and changing attitudes community against special children (sunaryo, 2009). inclusive education is a strategy to promote effective universal education because it can create schools that are responsive to the actual needs of children and society. thus, inclusive education ensures access and quality of education. inclusive education has grown rapidly in developed countries, while in indonesia inclusive education is a new paradigm as it has only been developed since 2003 (yusuf et al., 2012). as a new paradigm, then in its implementation still need various supporting tools, socialization and educational process to all stakeholders. on the other hand, the issue of child protection has also surfaced in the last decade. since the enactment of uu no. 23/2002 on child protection, cases of violence against children are increasingly revealed to the surface, and the interesting cases of violence against children are not only committed by uneducated people, even in educational institutions or schools. data released by the indonesian child protection commission (kpai) of 2014, presented by the data and information section shows that over the past 4 years (2011 2014), the number of reported cases of child abuse continues to increase to 669 cases (physical violence), 244 cases (psychological violence), 2,296 cases (sexual violence), 610 cases (trafficking and exploitation). according to sunardi (2009), based on child protection clusters, in addition to cases of violence as described above, cases of violence against children that occurred in the educational environment in the last 4 years has reached a fantastic number of 1,480 cases. this shows that the school environment has not become a safe place for children to live freely, comfortably, safely and protected. based on these data indicate that in indonesia, the child has not been a well-protected individual in his life, both in the family environment, society even in the educational environment. this fact also suggests that the understanding of actors and educational activists on child protection is still far from expectations and hence the need to create a system that allows teachers and prospective teachers to have the insights, attitudes and skills necessary to create an environment of child-friendly education, spared from attitudes and behaviors that can be categorized as forms of violence against children. to avoid the rights of children to be fulfilled and all children get the protection and good treatment in order to foster full participation for every individual child in school, then in addition to teachers and principals should be given systematic and systemic socialization, not least for the candidate teachers in this case students at the college of education get an understanding of inclusive education and child protection through relevant lectures. several study programs in the college of education have set the course of inclusive education as compulsory subject. therefore the course content needs to be expanded not only on inclusive education but also on child protection. through this research is expected to assist each university in order to develop and enrich the competence of prospective teachers with content of inclusive education and child protection. the theme of inclusive education needs to be extended again with the issue of child protection due to the fact that the understanding of education actors in schools on child protection and child welfare issues is still very low. many things are thought by the teacher that a behavior is still considered reasonable, but according to the existing legislation system has entered the legal realm that can ensnare the teacher because it is considered to have violence against children. it is therefore urgent that inclusive education materials and child protection be included in the curriculum of higher education in all existing study programs in the college of education. through the course of inclusive education is expected to equip prospective teachers in creating a school that is friendly to all children without discrimination. this research is one form of social responsibility of sebelas maret university in order to create an inclusive and non-discriminatory society. 84 journal of icsar; volume 2, number 1, january 2018: 82-87 table 1. statistic descriptive of pretest score n minimum maximum mean std. deviation variance pretest 25 13 22 17,32 2,076 4,310 valid n 25 table 2. statistic descriptive of posttest score n minimum maximum mean std. deviation posttest 25 17 24 19,84 1,546 valid n 25 table 3. data normality of test result group kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. score pretest ,129 25 ,200* ,956 25 ,342 posttest ,147 25 ,175 ,939 25 ,141 a. lilliefors significance correction *. this is a lower bound of the true significance. in order to equip prospective teachers with an understanding of inclusive education and child protection, lecturers need to understand first the inclusion education course and the child’s protection. the bpu (main learning material) of inclusive education and child protection that has been developed to become a learning resource needs to be understood by lecturers in their use and material. thus, the training of the main teaching materials of inclusive education and child protection is needed for lecturers who teach this course. training can improve the lecturer’s understanding because the training can improve the skills, knowledge and competence of a person (palo & pandhi, 2003). gupta & bostrom (2006) also mentioned that training is a technique to improve one’s performance in a job. based on the reasons above, this research was conducted to find out the effectiveness of the training of the main learning material (bpu) of inclusive education and child protection for lecturers at faculty of teacher training and education, sebelas maret university in improving the understanding of lecturers in using and understanding the main learning book of inclusive education and child protection. method this research used experimental approaches by giving pre and post test. intervention that given to participants is training with adulth learning approach. training implemented in one day started with explanation, individual learning, discussion, simulation, and presentation. learning material taken from material which is provided in main learning material (bpu) of inclusive education and child protection, arranged by yusuf et al. (2017). the book included of 12 chapters and incorporated several attachments related to inclusive education and child protection. the subject of this research is twenty-five lecturers from 25 programs at faculty of teacher training and education, sebelas maret university. they are lecturers and candidates of lecturers for inclusive education course at faculty of teacher training and education, sebelas maret university. they have varied educational backgrounds and not from special education program. with this characteristic, it is concluded that the training participants’ understanding on inclusive education, child protection, and special needs children is still very limited, but they are prepared to improve the understanding of inclusive education level in faculty of teacher training and education, sebelas maret university with the weight of 2 credits. the data were collected by using a special instrument that measures the concept of comprehension test and the substance of inclusive education study which consists of 25 questions. the research procedure is done by three stages (1) pre test, (2) training with andragogy educational approach, and (3) post test. 85munawir y, salim c, gunarhadi, the effectiveness of inclusive education and child . . . . data analysis was using descriptive statistical analysis technique continued t-test for difference test with significance level of 0.05. if the t-test result is smaller than probability 0.05 then the training is declared effective and vice versa. findings and discussion findings based on analysis result in table 1 and table 2, it was conducted that pretest mean score is 17,32 and posttest mean score is 19,84. descriptively, it shows that posttest score is higher than pretest score. the findings indicates that trainning is effective to enhance the comprehension in understanding inclusive education course. to determine differential significances of pre and post test, paired sample t-test and data normality test was used to determine whether there was a statistically significant difference in distance run between the two trials. based on the table 3, it shows that the value of z (pvalue) pretest = 0.342 and z (pvalue) posttest = 0.141. the both has pvalue > 0.05). it is concluded that data is normally distributed. because of the data is normally distributed, then paired sample t-test was used to determine whether there was a statistically significant difference in distance run between the two trials. to prove the hypothesis that training of the main learning material (bpu) of inclusive education and child protection is effective for improving the understanding of concept and subtances of inclusive table 4. terms of the hypothesis testing hypothesis asymp. sig. (2-tailed) taraf signifikansi (a) kesimpulan hypothesis null (h0) : training of the main learning material (bpu) of inclusive education and child protection is not effective > 0.05 0.05 h0 accepted, ha denied hipotesis alternative (ha): training of the main learning material (bpu) of inclusive education and child protection is effective < 0.05 0.05 h0 denied, ha accepted table 5. paired sample t-test result mean paired differences t df s i g . (2-tailed) std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest posttest -2,520 1,327 ,265 -3,068 -1,972 -9,498 24 ,000 education course, paired sample t-test was used to determine whether there was a statistically significant difference based on paired sample t-test result above, it can be seen that the valuewith p (p-value) = 0.000 (0.000<0.05). it can be concluded that h0 is denied and ha is accepted. it showed that training of the main learning material (bpu) of inclusive education and child protection is effective in improving the understanding of lecturers in using and understanding the main learning book of inclusive education and child protection discussion the results of data analysis show that inclusive education training and child protection are effective in improving understanding of concept and substance of study for lecturers in higher education. this is shown in the data analysis results both descriptive and statistical test. the effectiveness of training on the use of inclusive education and child protection education materials is in line with becker and gehard (1996), bowling (2007) and davenport (2006) suggesting that training has a lot to do to make participants feel that there are a need and interest in the research related to their work. lecturers of trainees generally have non-special education backgrounds so that the understanding of the concepts and substance of the inclusive education course is rated very less. driven by the spirit and duty of the study program as a candidate for the course 86 journal of icsar; volume 2, number 1, january 2018: 82-87 of inclusive education, the curiosity and the need to have sufficient knowledge in the field of special education becomes very high. this encouragement causes why post-test results far exceed pre-test results. this training proves that the lecturers have a strong motivation and commitment to improving and teach the subject of inclusive education. the results of this study is also supported by previous research which states that psychological training can provide motivation and commitment in a person to improve his competence in work (cheng & ho, 2001; liu, 2002; pool & pool, 2007; wang, 2001, rowden & conine, 2005) increasing lecturers’ understanding of inclusive education is an interesting finding because the lecturers will be able to prepare students to understand the concept of inclusive education appropriately which in turn the graduates have the readiness to become teachers in inclusive schools. understanding of the regular teachers on inclusive education today is still diverse and not as expected. understanding wrong concepts can lead to the wrong service for children with special needs who are learning in inclusive classes. a research conducted by sunardi (2009) found that the inclusive education is still being superficially understood, that is to include children with special needs to regular schools without any effort to accommodate their particular needs. in another study yusuf et al. (2012) found that principal and teacher performance in inclusive education, still at moderate and low levels. this is due to various factors, narrow understanding, low knowledge, limited socialization, inadequate support facilities, inexperience, and weak coordination of inclusive education. the results of this study can be understood because teachers in regular schools generally have non-special education educational background education and college time in higher education has never received the course of inclusive education. in the future, teachers in regular schools are expected to be better able to handle learning in the inclusive class setting because they have received inclusive education through lectures at higher education. conclusion and suggestion conclusion based on analysis result, it showed that there was differences between pre and post test mean score (17,32 and 19,84). then the result of paired t-test showed that there was a statistically significant difference between pre-post test mean score (p = 0.000 < 0.05). it concluded that inclusive education training and child protection are effective in improving understanding of concept and substance of study for lecturers in higher education. suggestion based on these results, it is recommended that inclusive education course could be implemented as the basic subject of education (mkdk) in all universities of education in indonesia. it can be started by preparing lecturers as candidates for the lecturers of inclusive education. the training model and teaching materials that applied in faculty of teacher training and education, sebelas maret university can be disseminated to others higher education. references becker, b., & gerhard, b. (1996). the impact of human resource management on organizational performance: progress and prospects. academy of management journal, 39, 779-801. bowling, n. a. (2007). is the job satisfaction–job performance relationship spurious? a metaanalytic examination. journal of vocational behavior, 71, 167-185. cheng, e. w. l., & ho, d. c. k. (2001). the influence of job and career attitudes on learning motivation and transfer. career development international, 6, 20-27. davenport, t. h. (2006). competing on analytics. harvard business review, 84(1), 98-107 gupta, s., bostrom, r.p. . (2006). end-user training methods: what we know, need to know. acm kugelmass, j. w. (2004), the inclusive school : sustaining equity and standards, teacher college press, teacher college, columbia university new york and london. liu, m. c. (2002). learning satisfaction and learning performance of taipei elementary school (unpublished master’s thesis). national taiwan taipei normal university, taiwan. o’neil, j. (1995). can inclusion work? a conversation with james kauffman and mera sapon-sevin. educational leadership, 52(4), 7-11 palo, s., padhi, n.( 2003). measuring effectiveness of total quality management training’: an indian study. international journal of training and development, 3(7), 3-16 pool, s., & pool, b. (2007). a management development model. journal of management development, 26, 353-369. rowden, r. w., & conine, c. t. (2005). the impact of workplace learning on job satisfaction in small us commercial banks. journal of workplace learning, 17, 216-230. doi:10.1108/13665620510597176 87munawir y, salim c, gunarhadi, the effectiveness of inclusive education and child . . . . schwap, s. (2014). evaluation of short version of the illinois lonelinois and sosial satisfaction scale on a sample of students with and without special educational needs-an empirical study with primary and secondary students in austria. british journal of special education stainback, s., & stainback, w. (1990), inclusion, a guide for educators, paul. h. brokes pubisihing, co. baltimore, london, toronto, sydney. staub., & peck. (1995). what area the outcomes for nondisabled students. boston : educational leadership sunardi. (2009). isuues and problems on implementation of inclusive education for disable children in indonesia. tsukuba: cried – university of tsukuba sunaryo. (2009). manajemen pendidikan inklusif (konsep, kebijakan, dan implementasinya dalam perspektif pendidikan luar biasa), jurusan plb fip upi bandung undang-undang nomor 23 tahun 2002 tentang perlindungan anak wang, c. h. (2001). learning behavior, learning satisfaction, and learning performance in internet class (unpublished master’s thesis). da-ye university, taiwan. yusuf, m., indianto, r., & munzayanah. (2012). kajian tentang implementasi pendidikan inklusif sebagai alternatif penuntasan wajib belajar pendidikan dasar bagi anak berkebutuhan khusus di kabupaten boyolali, laporan penelitian, lembaga penelitian dan pengabdian masyarakat universitas sebelas maret. 67 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 the effectiveness of health education learning module based on webquest among special education instructors alijah ujang, norlidah alias, khairul azhar jamaludin, and syed ismail syed noh institut pendidikan guru kampus ilmu khas, kuala lumpur. faculty of education university of malaya, kuala lumpur. email: ujangalijah@gmail.com abstract: the wqpkes module for special education instructors is a learning platform with webquest, in helping to increase the instructors’ learning experiences in health education. in measuring its effectiveness, this module was implemented and tested in the pdk in gombak, malaysia. under the department of social welfare, malaysia pdk is established in a community to help people with disabilities (pwds) in providing early interventions and rehabilitation services. this study focussed on food and nutrition topic in wqpkes module. this study employed an exploratory implementation design which incorporated a quasi-experimental research design. the findings showed that the instructors’ knowledge on all elements in food and nutrition has improved after the implementation of this module. potentially, this module could be implemented in other pdks in malaysia. keywords: health education, exploratory implementation design, webquest, people with disabilities. the wqpkes module for special education instructors is a module developed by ujang (2016). a retrospective usability evaluation was conducted on ten trainee teachers who had applied the wqpkes learning module with two lecturers as facilitators. semi-structured interview responses were analyzed thematically. the findings showed that the majority of trainee teachers agreed that health education is important for pupils with learning difficulties in primary schools and should be taught during teacher training. the majority of trainee teachers also agreed that the wqpkes module should cover topics on cleanliness, food and diet as health education issues and module contents. overall, they were satisfied with the learning technique, learning activities and exercises prepared in the wqpkes learning module. it is relevant to state that the learning module has a high potential to enhance their knowledge and skills, and assist the trainee teachers, as the module is comprehensive, easy to follow and interesting. the findings suggested that the use of technology and emphasis on learning styles are potential to enhance understanding, which are also in line with other past studies (leko et al., 2012); ross & lukow, 2004; tsoi, goh, & chia, 2005). in addition, the improvement of ict skills and higher-order thinking skills (after the integration of wqpkes) in this study is in parallel with findings from leko et al. (2012). in malaysia, a number of institutions (government and non-government) are responsible in providing support to the people with disabilities (pwds). for instance, down syndrome association malaysia and national autism society of malaysia (nasom) are among non-government institutions in malaysia. whereas, the community-based rehabilitation centres (pdk) and pusat tunas bakti are funded by the government. pdk is under the department of social welfare (jabatan kebajikan masyarakat malaysia, jkm) and is established in a community to help pwd in providing early interventions and rehabilitation services. therefore, there is a need for pdk instructors or instructors form special-needs institutions, and even parents to enhance their knowledge on the management of the children with special needs. pdk is a platform in community development. the development in community focuses on rehabilitation, equal rights, and pwd social integration (jkm, 2014). pdk instructor is an individual appointed by pdk committee to conduct his/her duties as a volunteer, but is still bounded by the service contract (jkm, 2014). the instructors are responsible to conduct rehabilitation programs according to pdk’s training module; ensuring the programs/activities are organized and held accordingly, as well as providing advices and guidance for parents with special-needs children (jkm,2014). it is very important for pdk instructors to have a strong knowledge foundation on health education as it will help to shape them to implement this knowledge into their daily work and be a good example for the center and community. sulaiman at el. (2011) supported that content knowledge of teaching is beneficial in shaping instructor’s confidence level in teaching and as the result, will help enhance students’ understanding. 68 journal of icsar; volume 2, number 1, january 2018: 67-70 table 1. average mean in pretest and posttest knowledge in food and nutrition: pretest posttest mean sd mean sd suitable food and nutrition for pwds 2.45 0.49 3.82 0.39 classification of nutrient and their importance in healthy lifestyle 2.73 0.45 3.82 0.39 food that supplies energy to pwds 2.82 0.39 3.55 0.50 foods to be avoided by pwds 2.27 0.45 3.18 0.39 foods to eat more by pwds 2.09 0.51 3.36 0.48 provides an appropriate menu for pwds 2.45 0.50 3.55 0.50 suitability in serving cream cake and sweet drinks during birthday party 2.45 0.50 3.91 0.29 based on a survey conducted in pdk, it is found that the instructors have limited ict knowledge and skills in conducting the proposed lessons of this module independently. therefore, the researchers have given one-to-one guidance for them and altered the tasks assigned for them. the wqpkes module is being implemented for pdk instructors from an early intervention center for pwd. webquest is a web-based learning method that has been developed based on the principles of constructivism learning in february 1995 by bernie dodge at san diego state university (dodge, 1995). it is a research-oriented and inquiry-oriented learning resource that all the information used by students is found through the internet. the developed learning modules will follow the webquest construction steps as suggested by dodge (1995). explain the learning experience that will be explored with a comprehensive background information of the topic with stimuli to attract students. the explanation is given about the assignment provided. the assignment needs to draw and express the learning outcomes and focus of learning. it also needs to explain about the desired final product. webquest is an ideal learning medium for instructors who have a sequential learning style (norlidah, 2010). according to a past study by adiyodi (2010), pupils with learning difficulties are also more likely to have sequential learning style. however, what is more interesting is that academic achievement of students is also expected to increase if the student learning style is compatible with teacher teaching style (zahra, 2009; zahra, saedah, rana & reihaneh, 2010). pupils will also learn better and a good learning environment will also be established. this occurs when teachers diversify their teaching methods and take into account the learning styles of their students in planning the learning process (revatde et al., 2016). in this study, webquest has been selected as a health education pedagogical medium for pdk instructors. webquest is a web-based learning medium, seen to potentially enable instructors to learn about health education. in addition, they will receive supports and guidance in determining the suitability of this method in enhancing students’ problemsolving from a dedicated international organization website such as the council for exceptional children and national association of parents with children in special education (http://www.cec.sped.org.) health education is a branch of knowledge where health by definition is one of the dimensions of human functionality. health is a prosperous state of physical, spiritual, and social that enables everyone to be socially and economically productive (kamus dewan bahasa, 2012). since health education covers all aspects of health aspects, it is important for instructors to have knowledge to communicate and deliver them, so that their attitude and health practices will be developed in the pwd. pwd instructors need to master the knowledge and skills needed to teach health education. this is because healthcare is one of the skills that must be mastered in the practical domain of pwd other than daily activities such as personal care, working skills, financial management, travel and transportation, schedules for daily activities and using telephone services to communicate (gargiulo, 2012). therefore, pdk instructors assigned to provide education to this pwd need to be adequately trained before conducting the teaching of health education (tiwari, rathor, & singh, 2008). providing health education is a lifelong task. awareness of the health components and integrating them into everyday life will expose students about: (i) responsibility for self-health, healthcare and proper decision-making on activities involving doctors; (ii) appreciate all the technological equipment used by doctors; (iii) practice the recommended health practices. (iv) awareness on the current trends and practices of teenagers; (v) inquisitive on information related to health issues; (vi) trying to be independent in personal health matters; (vii) healthy lifestyle practices. according to tan (2009), the formal health education curriculum that is being implemented in the classroom could formally contribute to the holistic development of the students. balance intake in food and nutrients are very important in our life. accoding to world health organisation (who). nutrition is the intake of food, considered in relation to the body’s dietary needs. good 69alijah u, norlidah a, khairul a j, syed i s n, the effectiveness of health education. . . . health come from good nutrition habit, adequate, well balanced diet combined with regular physical activity. anyhow poor nutrition can lead to reduced immunity, increased susceptibility to disease, impaired physical and mental development, and reduced productivity (national food service management institute, 2006). there are numbers of disabilities or conditions that need special cares for the menus and how the foods should be prepared to avoid nutritional problems for these children. for example, there are clinics that treat autism children with a special meal plan that omits all foods that contain gluten (a product of wheat and some other cereals) and casein (the protein component of milk) (cornish, 2002). although results have not been universally beneficial, many physicians prescribe the diet. whereas the diet for children with cerebral palsy are suggested to be high in calories, food textures should be chopped, pureed or blended, need special utensils for self feeding and the position also need to be corrected to improve children’s chewing and swallowing ability. these are important to avoid them from having difficulty in gaining weight and to ease them from feeding problems due to difficulty with sucking, chewing and swallowing which may contributed to lack in receiving adequate nutrition. there are numbers of other disabilities that need to be cared of and nutrition that need to be lessen or increase to avoid problems related to nutrition which may affect other body function. therefore, as a pdk instructor, they need to know the food nutrition for each disabilities for greater benefit to both children and the pdk instructor by these diet modifications. method the aim of this study is to evaluate the effectiveness of wqpkes module for special education instructors to improve their knowledge in community-based rehabilitation centres (pdk kamii) gombak. this study aims to answer this research question: does the wqpkes module effective in improving pdk instructors’ knowledge on food and nutrition? a total of 11 pdk instructors from pdk kamii, gombak involved in this study. they have undergone workshops to implement the wqpkes from april 2016 to april 2017. instruments to measure the pre and post-test have been developed by an expert. the implementation focused on food and nutrition component in healthy lifestyle. the instrument for this study (pretest and posttest) is developed by an expert in health education and is being administered on all 11 pdk instructors. finding and discussion finding the study found that wqpkes module for special education instructors has a positive impact on pdk instructors’ knowledge on all seven elements in food and nutrition topics. based on data (see the table 1), the comparisons of mean scores (pre and posttest) indicate that there are improvements in all seven element in food and nutrition topics. the mean score for pdk instructors’ knowledge on “suitable food and nutrition for pwds” before the intervention is 2.45 and it has increased to 3.82 (after the intervention). similarly, for “classification of nutrient and their importance in healthy lifestyle”, the mean score in pretest is 2.73 compared to 3.82 after the intervention. for “food that supplies energy to pwds”, the mean score for pretest is 2.82.and has increased to 3.55 after the intervention. the mean score for pdk instructors’ knowledge on “food to be avoided and eaten more by pwds” has improved from 2.27 and 2.09. in pretest to 3.18 and 3.36 in the posttest. same as the mean score for pdk instructors’ knowledge on “provides an appropriate menu for pwds” and “suitability in serving cream cake and sweet drinks during birthday party” has also increased to 3.55 and 3.91 compared to the pretest 2.45 and 2.45. this data indicate that wqpkes module has a positive impact on pdk instructors’ knowledge. discussion the reseach finding indicate that wqpkes module has a positive impact on pdk instructors’ knowledge. the webquest modul is a web-based learning method developed based on the principles of constructivism learning theory (dodge, 1995). this finding is in according with the study conducted by alias (2010), naimie (2009); and zahra et al (2010). webquest is an ideal learning medium for students who have a sequential learning style (alias, 2010). according to adiyodi (2010), pupils with learning difficulties are also more likely to have sequential learning style. the academic achievement of students is also expected to increase if the student learning style is compatible with teacher teaching style (naimie, 2009) and naimie et al (2010). students will learn better in a good learning environment. conclusion and suggestion conclusion the wqpkes module for special education instructors module is found effective as suggested by the findings in this study. the findings showed that the integration of sequential learning style with teaching and learning activities in health education is effective 70 journal of icsar; volume 2, number 1, january 2018: 67-70 to improve pdk instructors’ knowledge. this also indicates that the use of webquest as the medium of instruction is a beneficial and effective platform to develop their knowledge on health education. this is because, the health information is easily accessed via established website and links attached in the platform. on the other hand, in terms of knowledge application, it is found that the instructors are able to produce menu for the students with awareness on sugar intake, importance of drinking enough plain water and fruits for a balanced diet. in addition, instructors are more creative in preparing food and looking for alternative menu to suit the students’ preferences. they are also produced posters about food and nutrition for pdk kamii. furthermore, their ict skills are found to be improved and this can help to reduce the cost for outside training for them. suggestion therefore, the training for the pdk instructors will be continued for the other topics (drugs, cigeratte, exercise and recreation, rest, recuperation and leisure) and a post test will be conducted together with two interviews to further investigate the effectiveness of wqpkes module implementation for special education instructors. this is because, enhancing their knowledge will help to improve the quality of pdk services and help shape a healthier lifestyle for students with disabilities. references adiyodi, c. k. (2010). classroom instruction in three preschools for children with special needs. universiti malaya. cornish, e. (2002). gluten and casein free diets in autism: a study on effects on food choice and nutrition. journal of human nutrition dietetics, 15(4), 261. dodge, b. (1995). what is webquest. retrieved from http://webquest.org/index.php gargiulo, r. m. (2012). special education in contemporary society: an introduction to exceptionality. birmingham, al: university of alabama. kementerian pembangunan wanita, keluarga dan masyarakat. (2014). garis panduan: pengurusan program pemulihan dalam komuniti. jpoku. jkm. kamus dewan bahasa dan pustaka edisi ke-4. (2012). kuala lumpur: dewan bahasa dan pustaka. leko, m. m., brownell, m. t., sindelar, p. t., & murphy, k. (2012). promoting special education preservice expertise. focus on exceptional children, 44(7). national food service management institute. (2006). handbook for children with special food and nutrition needs. university, ms: author. norlidah, a. (2010). pembangunan modul pedagogi berasaskan teknologi dan gaya pembelajaran felder-silverman kurikulum fizik sekolah menengah. (disertasi ijazah doktor falsafah yang tidak diterbitkan, universiti malaya, kuala lumpur). revatde, n., zahra, n., & rana, a. a., (2016). do we have salt and pepper on the table? teaching learning style & learning style importance. in gaol et al. (eds.), knowledge, service and hospitality. london: taylor and francis group. ross, c. m., & lukow, v. e. (2004). are learning styles a good predictor for integrating instructional technology in a curriculum. journal of scholarship of teaching and learning, 1, 41 – 51. sulaiman, s., ibrahim, m., salleh, h., & ratnavadivel, n. (2011). pengetahuan tentang pelajar dan pembelajaran dalam kalangan guru pelatih teknologi maklumat. jurnal teknologi pendidikan malaysia, 1(4). tan, h. n. (2009). pelaksanaan kurikulum pendidikan kesihatan di sebuah sekolah rendah di selangor. (disertasi ijazah doktor falsafah yang tidak diterbitkan, universiti malaya, kuala lumpur). tiwari, s. r., rathor, c. l., & singh, y. k. (2008). health education (modified syllabus of indian universities/training institute and colleges). new delhi, india: aph publishing corporation. tsoi, m. f., goh, n. k., & chia, l. s. (2005). multimedia learning design pedagogy: a hybrid learning model. journal of us-china education review, 2(9), 59-62. ujang, a. (2016). pembangunan modul pembangunan modul pembelajaran webquest pendidikan kesihatan untuk guru pelatih murid bermasalah pembelajaran. (disertasi ijazah doktor falsafah yang tidak diterbitkan, universiti malaya, kuala lumpur). zahra, n. (2009). the impact of teaching style and learning style match and mismatch on efl student achievement. (unpublished doctoral dissertation, university of malaya, kuala lumpur). zahra naimie, saedah siraj, rana ahmed abuzaid, & reihaneh shagholi. (2010). hypothesized learners’ technology preferences based on learning style dimensions. turkish online journal of educational technology, 9(4), 83-93. 5 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 no 1, january 2020: 5-9 the model of family counseling in early intervention setting for children with special needs sunardi universitas pendidikan indonesia, bandung, indonesia email: nardilembang@upi.edu abstract the aim of this research is to formulate the model of the family counseling for children with special needs by making parenting stress as a major successful indicator. this research is conducted by qualitative approach through studying the cases deeply in laboratory of special education department, faculty of education, indonesia university of education. in this research, ml and ah became cases where both of them are the parents of the children with special needs in early age. the result toward the case shows that the parents have already understood their children’s ability and inability but they have not understood their special needs and how to fulfill it. then the result is they tend to worried and nervous even confused in treating their children related to take them care, their school, and they future. whereas, the behavior, attitude and some efforts that appear along this time are not productive and harmony enough with their children’s special need even with the demand of their selves and environment, so it does not give significant effect for the children’s improvement and the decreasing parenting stress. however, even the obstacle learning and their children development are complex, but the parents are still optimist and they hope that one day, their children will growth as the normal children. according to that problems, the formula of the model family counseling to early age which is appropriate in reducing parenting stress that are facing by family with special needs children is the model that design by differentiating service by create interpersonal relationship, early intervention setting, group family support service, and home visit as the major pillar, is conducted by interdisciplinary approach and the expert as social support, and counselor’s responsibility as an ahead and coordinator of all given counseling service program. in fact, this model is still hypotetic, so to test its effectiveness have to be tested further. key words: counseling; intervention; family introduction one of the main problem tends to be faced by parents of children with special needs is parenting system whereas the appearing of over worried and nervous related of take care and education of children with special needs. primary when their children are in early age, this problem can be felt much more. this condition shows that since the parents of children with special needs need support through every service, they should avoid from parenting stress. it is believed that the service they need is family counseling service. this service will touch the basic problems that faced by parents comprehensively. in other way, remembering that the problem they are faced is complex, so the family counseling service have to integrate other relevant services appropriate with the needs of their children. one of the services has to be an integral part of family counseling service is a service of early intervention. it is because this service has a strategic position to reduce some learning difficulties and development of children with special needs. connard and novick (1996) stated that early intervention is a preventing program to reduce negative effect from other differences and to give big opportunity in order to reach healthy and optimal development. karoly, kilburn & cannon (2005) explicitly stated those early intervention programs are able to (1) improve the children’s emotional and cognitive, usually in short term or to improve the relation of parents-children, (2) improve the process and result of children’s education (3) improve the security financial, firstly is for parents, then for their children through bigger participation in job, and to increase their salary and prosperity, (4) decrease the criminals, and (5) improve the indicator related to children’s health. the essential part of early intervention setting is to help children and family. it means that the target of early intervention setting is not only for children, but also their family. family has to be an integral part of all process and the implementation of early intervention setting. this problem is getting along with the practice of early intervention setting today. it is explained by moore (2008) that along with this social exchanges and the development of early intervention, today it’s practice has experienced some tendency exchanges, such as (1) from professional practice to focus on family (2) from focusing on children to focus on family (3) from isolation model to systemic ecologist system (4) from casual linier model to transaction model which is more complex (5) from multidisciplinary team to interdisciplinary team (6) from service that based on segregation service to the services that 6 journal of icsar; volume 4 number 1, january 2020: 5-9 based on inclusive society. in ecology dimension, the attitudes of human being are the result of their social context, namely the result of dynamic interaction process between children and environment, primarily family as system because of that, family is the most crucial development ecology. bronfenbrenner (apter, 1982) stated that family is the first altar for children. if children have good action in family, then they will get into another part of life easily. family is “critical system”, a place where the children learn how to satisfy their needs and how to face the world. in same way, connard and novick (1996) stated that model of ecology is a family-centered approach. the main principle is the whole growth and development of children take place in a relation between them and their family. according to that problem, the comprehension toward learning difficulties and children with special needs development has to conduct through appreciation towards their family. then the consequences is, this intervention have to place parents as its main focus. early intervention setting has to be seen as a process to help family in solving some problems faced by children as subsystem of family. it is same with the statement, individual with disabilities education act amendement (idea) which is say that parents is a focus in improving children’s communication, cognitive, social, emotional, and motorist development. this message shows the importance of relationship between parents and counselor in facilitating children’s development (watson, crais, & layton, 2000). besides, basically counseling or family therapy is much more than a therapeutic technique, but it is a comprehensive approach to understand human’s behavior. family counseling not only can be applied in family context, but it can be applied in school when problem that faced by students related to the family. the essence of family counseling is to solve humanity problems that appear in the middle of family or being faced by individual as members of family, which disturb their life or the happiness of family life. the basic essence of family counseling is an attempt to help the members of family who get problem. according to the explanation above, parents need an effective family counseling approach to solve parenting stress, to be able to develop pragmatic techniques that needed in serving their children’s special needs through social support development in order solve their problems. to formulate the model above, the focus of this research is, how is the empirical condition of family with children with special needs in early age and how effective is the model of family counseling in solving parenting stress faced by parents in early age? to reach that aim, some data as an empirical condition is needed, such as (1) objective condition about the understanding of the parents of children with special needs in early age toward ability and their children’s needs, (2) the problem they are facing (3) attitudes and behavior of parents toward their children (4) some efforts and its result (5) hopes toward their children. then those data will be an empirical basic of counseling and it will be formulated. method to gain an objective, accurate, and valid data, then this research is conducted by two approaches of qualitative study by using variation background. those main backgrounds are in family context and in therapy clinic. through those different observations, hopefully it will give accurate sketch of their problems and needs. the researcher as the research instrument, collecting data is conducted by observation, interviewing, and studying of documentation. the collected data is described in detail in form of report and explanation, then it’s the meaning can be found. according to this problem, then this research is categorized as qualitative research. the subject of this research is the parents of special needs children who are following early intervention program in laboratory of special education department –faculty of education – indonesia university of education year 2016, namely ml and ah. finding and discussion finding case i (ml). ml is a mother of six children. one of his her children is noval (3 years) a down syndrome person. in daily life, ml have no a permanent job, and her husband has passed away about one year ago. the understanding toward ability and special needs. generaly, ml have a good understanding in knowing her child’s ability and inability. she knows that her child has a slowly development, but she does not understand about what her child need is and how to fulfill it in case. in other way, in her point of view, noval is ”nice” child, he has never cried even when he is sick. sometimes ml feel sad, frustrated, unpredictable and pasrah. she also know that her husband has passed away and her economic condition is inadequate. noval has ever been lived with her sister-in-law for several moths because his mother has that economic problem and other activities. in other way, ml is not really pay attention to her children. ml tends to noval alone, she never communicate with him even playing with him. she only interact and communicate with him when she feed him. 7sunardi, the model of family counseling in early intervention setting for... the problem being faced. the main problems that faced by ml right now is she does not understand enough about what she has to treat her child to develop well. she does not has enough information about what kind of service she needs and where she can get it. physicologically, sometimes ml feel worried, affraid, even stress, especially in taking her child care, schooling and her child’s future. her condition is more emphasized when she aware that her husband has passed away when noval is very small child and really need him. in her social live, ml is known as an unfriendly woman. it is may caused by her own attitudes because she usually get angry of her children. because of that, ml never ask noval to go outside even to go to the posyandu. her own motivation come from her brothers and sisters even her sisters-in-law sometimes treat noval as her own son. some efforts and the result. ml has never done specific effort toward her child so far, except ask him to see the doctor when he is sick. noval has never joined in development theraphy program at all. she only teach her other children to understand the condition of their brother to love and take him care. because of those condition, noval does not experience significant development. hopes toward her child. ml are aware about her child’s condition and it makes ml did not counting on her children. she is still optimistic and she hopes there is a miracle. her bigger hopes right now is to see noval walk, run, and play with his friends. furthermore she hopes that noval can school and stand on his own feet in the future. case ii (ah). ah is parent of hikmal, a child with special needs, he has difficulties development in speaking and now he schools in play group. ah is a diver of a family with her main job is to accompany and pick the children of his boss up. where nn, his wife is a house-wife.. therefore hikmal interact and communicate much more with her mother. the understanding towards ability and needs. the awareness of ah as parent towards the ability of his child come previously. he knows that hilmal is difficult in speaking. this condition is different with her normal elder sister. the condition of hikmal who has difficulties in speaking make ah difficult in understanding his needs. he is not only has difficulties in understanding his child, ah only has difficulties in telling, giving information or teach something to him. in daily live, hikmal actually is an active child, even cannot be quiet and easy to make friends. he does not embarrassed when meet his people. however, he tends to avoid talking with his friend. when people talk to him, he does not has an eye contact and avoid them attitudes toward his child. in treating their child, ah and his wife tend to give everything he want. when hikmal want something by crying, his parents just give another alternative to make him quiet. its because hikmal has never deliver what he want by orally, except by crying, so his parent do not know what does he mean. the problem they are facing. the main problem that faced by ah is the difficulties in communicating and interacting with his child. when he ask hikmal to speak, he does not listen to him, he does not pay attention when his parent is teaching him, he rejects some asking and he tends to crying in asking everything. ah understand the condition of his child, but he does not know why it is happen and hoe to treat his child. physiologically, ah is sad and confused of condition of hikmal, even he feel frustrated because he think that his child does not need him. socially, ah tends to limit the association of his child in order to avoid some negative reactions from his environment. some efforts have been done and its result. so far ah has never done some special effort in case asking help to the experts. he has ever asking hikmal to “paranormal”, but it is the request of the parent of ah. in contrast, in daily life, he only speak to him, but the result is not significant. hikmal tends to use his physical movement to communicate than his language. hope towards his child. in treating his child, ah has big hope if his child could “be normal”. ah hopes that hikmal can speak and clearly and do communication. he wants hikmal speak when he want something, does not cry anymore and stand on his feet. therefore his child could develop normally, going to school, learning, make friends, and play together with friends as another children. discussion the result of this research shows that children with special needs in the midle of family tend to create some physicology crises mainly related to the worried in taking care, schooling, and educate them (parenitng stress). the level is different, it is depends on the affected factor mainly their mental condition and the information they have. according to parents’ point of view toward the ability and special needs of his child, some tendencies appear that parents understand their children’s potencies, difficulties, weaknesses. but they do not understand enough the special needs of their child and how to fulfill it. in other side, parents have to give love and protection to their children. in some cases, the protection and love can be either positive or negative where it will be give bad development to their children. in other way, their children tend to affect the interaction process both internal and external. then the effect is, some problem related to physiology and social 8 journal of icsar; volume 4 number 1, january 2020: 5-9 condition appears. meanwhile, dunst and trivette (marfo, 1988) stated that behavior and development of children with special needs is affected by their families, healthy, mainly the interaction process of children and their parents. besides, the function of each family members depend on the counselor as “social support”. ogden and lipsett (1982) stated that the awareness of parents toward their children disability will create variation responds, mostly from negative to positive. the successful of parents through that respond depend on information and guidance they got from the counselor. according to those problems, it needs a model of family counseling which is appropriate and comprehensive according to the problems they are facing. one of the models is by integrating familycentered approach in early intervention service as the important elements of the whole program of family counseling. it is believed that through this early intervention setting by teaching art and competencies to the parents will give good effect in interaction between parents and children, so it creates better learning ability than in another intervention steps liter on (marfo, 1988). the model of family counseling in early intervention setting for children with special needs. according to empirical and theoritical explanation above, it is concluded that the model of family counseling to reduce parenting stress are; 1) parents as an central elements that have to be concerned in all counseling program. 2) doing by miltidiscipliner team and counselor as the coordinator from all services program. 3) doing by special programs that able to access the strenghs and weaknesess of child or characteristic and their needs. 4) conducting counseling interviwe, early intervention setting, supporting parents group, and home visiting as the main program of all counseling programs. from the explanation above, the model of family counseling for the parents of children with special needs is the model that are able to: place a high achievement toward parents as a privat totallity with their strengths and weaknesess, reach the basic problems that are faced by parents or children, involve another expert in transdiscipliner team, place the early intervention setting, the group of parents, and home visiting as the main programs of counseling programs, place counselor as the main program of family counseling program. model orientation. this model is addressed to parents of children with special needs in early age, and to reduce parenting tress and it id done trough teamwork and transdiscipliner team. the model is developed by two main bases, namely: (1) empirical base; the result of this research, (2) conceptual base; the theoritical study about the family counseling for parents of children with special needs in early age. in this aproach, all of the counseling programs have to be based on the special needs of family as the educate individual. it means that parents have to be a central elements to be concerned but it does not mean have to be specialisized. it has to be adjusted by the condition that they have good potencies to solve both their own problems and problems related to their children with special needs children, in order to show a family with characteristic and unique problems which is different with normal family. therefore the counseling program that is developing will be able to have a wider spectrum so it can reach the basic problems faced by both parents and children. the consequencies are, job’s counselor is not only as an family relation, but it has to create the wider and variation situation. it will be able to formulate and manage more complex counseling program whether from its approach, activities, technique, and the expert. program. to reach the whole basic problems that are facing by children with special needs parents, so this counseling programs have to has a wider spectrum with the counselor as the major actor. through this program, hopefully they are able to reflect or accsess characteristic and their basic needs comprehensively.. role of counselor. according to the progaram have been formulated before, the main roles of the counselor are: 1) to be able to conduct counseling interview as the main point of all family counseling programs. 2) to be able to do some assessment to know the first condition of parents and children and to communicate it to the related expert. 3) to be able to plan, formulate, and manage the counseling program which is differentiates according to parents’s and children’s need. 4) to be able to be a mediator, facilitator, catalisator, and motivator to reach the whole counseling program in order to reach all of the targetted aim. 5) to be able to be a coordinator and work together harmoniously with transdiscipliner team. 6). to be able to conduct individual counseling which is appropriate with the unique problems that are facing by parents. 7) to be able to make an interpersonal relation with parents as the main program of all counseling programs. 8) to be able to be a teacher of social skill and another life skills and to develop an agreement in order to fulfill their children’s need. conclusion there are similarities between family who has children with special needs. those similarities are the appearing of worried and affraid related to parenting stress. to face that problems, the model of family counseling of early intervention setting really help to reduce parenting stress which is faced by children with special needs family is family centered approach, 9sunardi, the model of family counseling in early intervention setting for... designed by differentiation services and interpersonal relation, early intervention setting, group service, and home visiting as its main pilar is conducted through transdiscipliner approach, and counselor’s responsibility as sosial support and the coordinator of all counseling programs. refference apter, j. (1982). trouble system, trouble children. new york: prentice hall inc. connard, c., & novick, r. (1996). the ecology of the family. a background paper for a familycentered approach to education and social service delivery. retrieved from http://www. nwrel.org/cfc/publica-tions/ecology2.html karoly, l. a., kilburn, m. r., & cannon, j. s. (2005). early childhood interventions: proven results, future promises. rand corporation.. retrieved form http://www.rand.org/ marfo, k. e. (1988). parent-child interaction and developmental disabilities: theory, research, and intervention. praeger publishers. moore, t. (2008). evolution of early childhood intervention practice. ogden, p. w., & lipsett, s. (1982). the silent garden: understanding the hearing-impaired child. st. martin’s press. watson, l. r., crais, e., & layton, t. l. (2000). handbook of early language impairment in children: assessment and treatment. albany, ny: delmar. 19 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 number 1 january 2021: 19-24 the role of parents and teachers in communication skill development of students with intellectual disability and speech delay (a case study at state elementary school junrejo 02 batu) gita ayu swastika, asep sunandar, henny indreswari universitas negeri malang, indonesia e-mail: gitaswastika33@gmail.com abstract: parent and teacher hold an important role in children’s communication development. both of them have a time to spend with the children, parent almost take a whole time with their children in the home while teacher has a mean time in the school. the method used is qualitative methods of case study research. collecting the data, doing an interview, observing, and documenting was used as main instrument. the steps to do a data analysis was reducing data, presenting data, and drawing the conclusions. meanwhile, the data validation used the triangulation technique (technique triangulation and source triangulation) and member check. it showed that parent and teacher’s effort were to provide a twoway communication stimulus in the end. keywords: parental efforts, teacher’s role, intellectual disability, speech delay, communication introduction intellectually disabled people are individuals whose intelligence levels are significantly below the average intelligence level of normal children in general. this kind of condition leads the intellectually disabled individuals to lack two or more adaptive skills, such as social skills, communication skills, self-care skills, daily life, and so forth. the american association on intellectual and developmental disabilities (aaidd, 2012) defined mental retardation as significant limitations, both in intellectual functioning and in adaptive behavior, which cover many social and practical skills in daily life. according to the 4th edition of diagnostic and statistical manual of mental disorder (dsm-iv), there are three criteria of intellectual disability, namely intellectual ability below average (iq<70), impaired adaptive function, and occurs before the age of 18. according to kustawan (2016), children with intellectual disability has intelligence level that is significantly below the average, and generally, they are unable to adapt and control their behavior during development phase. below-average intelligence level leads the individuals to have academic barriers in such a way that they require curriculum modifications to suit their conditions and needs. according to efendi. (2009), a person is considered to be intellectually disabled if: (a) lacks social skills, (b) is mentally disordered, (c) his intelligence development is obstructed and not doing well (since birth or at a young age), and (d) immature. from the description above, it can be concluded that a person is considered to be intellectually disabled if his intellectual development is below the average of normal children. in general, he also lacks adaptive skills, such as communication skills, self-care skills, social skills, and so forth. children with speech delay cannot learn to speak at the age when they are supposed to be able to speak and have significantly below-normal communication skills compared to children of his age (leung, 2010). speech delay might commonly occur in children, but it can also be a disruption in their skill development. speech delay might be a symptom of various conditions, such as intellectual disability, hearing loss, expressive language disorders, psychosocial deficiency, autism, elective mutism, receptive aphasia, and cerebral palsy. speech delay might be lifelong and lead to a communication disorder in the future (campbell, et al, 2003). speech delay will have a serious impact on the personal, social and academic development of children if they did not get proper early intervention. all parents and teachers have to be aware that the aspects of communication that must be emphasized to children are not only speaking; children need to know, get used to and apply all aspects of communication as early as possible, especially children with speech delay. there is a possibility that they will lose their verbal communication skills. parents and teachers are microsystems that are very essential in children’s development. according to santrock (2015), microsystems are a strong and very influential system for the development of children; they consist of parents and teachers as well as the quality and quantity of parenting. 20 journal of icsar; volume 5, number 1, january 2021: 19-24 humans are social beings who cannot live alone and always want to interact or relate to other people. every human being has their own curiosity, especially about their surroundings; therefore, humans need to interact and communicate with others to satisfy their curiosity. by having interaction and communication with others, humans try to realize what is in their thoughts, feelings, and to fulfil their needs with the outside world. it can be done well if humans give and capture messages during the communication process. according to santoso (2006), social communication consists of two or more individuals who have had sufficiently intensive and regular social interactions; therefore, among the individuals, there is already a division of tasks, structures, and certain norms. social communication occurs since we were born and continues, as said by adler & rodman (1985), “... communication is truly continuous, an ongoing process”. certainly, the communication process that occurs between babies, children, and adults is not the same because they have the respective stages. regardless of their level of development, the types and degrees of barriers they have, for all children, interaction and communication are fundamental things that they should have in order to learn and develop their skills. good language skills are one of the main preconditions for success in school (mamisevic, 2013). development occurs simultaneously in all areas of development which are interrelated and influence each other. speech delay will lead intellectually disabled children to have difficulty in conveying what they feel or think. communication obstacles which are experienced by children with intellectual disability include delays in the emergence of initial language, lack of vocabulary, lack of ability to compose sentences, phonological disorders, low frequency of communication, lack of language goals, and barely using language as they are playing. speech delay obstructs children’s sensory-motor development and perceptual-motor skills as well, because speaking and language skill is closely related to the motor system, which is regulated by the central nervous system. children who experience speech delays at an early age should get intervention as soon as possible in the form of therapy. this is a preventive action during their growth and development stage. child development is influenced by several factors, including genetic factors, health status or nutrition, interactions between parents and their child, as well as interactions between environment and child. children’s growth and development in the golden age period will determine their learning skills in the future (bakerhenningham & boo, 2010). according to martini (2012), the golden age period is critical for children’s development, which includes physical development, cognitive development, emotional development, and also social aspects. language development begins gradually, which occurs during the first 3 years of life (kolb and bryan, 2009). intellectually disabled children with speech delay requires more stimulation than the normal ones, especially early stimulation. early stimulation is a series of activities that stimulate the basic development of children to provide early experience so that children can grow up well (christiari, et al, 2013). in developing countries, there are four risk factors that affect children’s development, namely chronic malnutrition, iron deficiency anemia, iodine deficiency, and lack of early stimulation or absence of early stimulation (baker-henningham & boo, 2010). based on a preliminary study which was conducted at state elementary school junrejo 02 batu, the shadow teachers and class teachers revealed that there is one intellectually disabled student with speech delay, so that he had difficulty in communicating. the results of the assessment that had been carried out by the school, assisted by several professionals, showed that smh (8 years old) had mild intellectual disability with speech delay due to prenatal causes (caused by abnormalities during his mom’s pregnancy). prenatal causes include congenital infections, such as cytomegalovirus, toxoplasmosis, herpes, syphilis, rubella and human immunodeficiency virus, prolonged maternal fever in the first trimester, exposure to anticonvulsants or alcohol, and untreated maternal phenylketonuria (pku) (stromeme & hagberg, 2007). smh, who is currently in grade ii, can already say a few words well even though it is a little unclear, such as ‘mom’, ‘sister’, and ‘eat’. previously, smh never convey his wishes by mentioning it, but now he starts to say what he wants; for example, when he is asking for milk, smh will say ‘u u’. however, his cognitive abilities are still extremely low; he does not know and memorize letters and numbers well. his motor skills, both gross motor skills and fine motor skills, are also still very low. his wrists, both left and right, are stiff (spastic) so that it is difficult for him to use his hands; for example, to write, wear shoes, sweep the floor, wipe the table, and so forth. when the researchers conducted preliminary studies at smh’s home, smh’s parents explained that smh does not only lack communication skills, but also in other aspects, such as cognitive and motor development. smh has been obese since he was baby, and he gained weight drastically every month. he started to lose weight when he started to learn walking, approximately when he was 2.5 year old. even though he had several obstacles, smh is highly motivated in learning. he always gets excited when going to school and learn reciting quran. 21gita ayu s, asep s, henny i, the role of parents and teachers in communication skill development . . . . figure 1. parents’ effort to stimutale smh’s communication skills figure 2. teacher tasks figure 3. factors affecting smh’s communication he is able to focus his attention for about 5 minutes and understand verbal commands. smh is more interested in pictures, so it’s easier for him to grab information or learning material that has more pictures. method this research used qualitative research methods, and the type is case study. qualitative research is a research method which is used to examine the conditions of natural objects, in which the researcher becomes the key instrument. the data was collected using triangulation method (combination). after all of the data had been collected, it was then analysed inductively. the results of qualitative research emphasize meaning rather than generalization (sugiyono, 2014). basically, qualitative research is observing people in their environment or other social phenomena, interacting with them, trying to understand their language, and expressing their opinions about their surroundings. according to yin (2015), in general, case study is a method that will be good to be used if the main question of a study is ‘how’ or ‘why’, if the researcher has little opportunity to control the events to be investigated, and if the research focuses in contemporary phenomena (present) in the context of real life. finding and discussion finding(s) there is not much smh’s parents can do to help him develop his communication skills. usually, his parents, especially his mother, stimulate his communication skills even though smh was only mumbling and answering unclearly, and she ended up guiding smh to repeat several words after her; for example, ‘mom’, ‘brother’, ‘sister’, ‘eat’ and so forth. apart from his mother, the one who usually stimulates smh’s communication skills at home is his brother. they are only 1 year apart, so when they play together, they often fight over toys. more details are presented in the figure 1. apart from parents, teachers also have an important role in the development of smh’s communication skills, because teachers know the conditions and abilities of students. almost similar to what parents do to stimulate smh’s communication skills, the teachers also try to have two-way communication with him, encourage him to sing together, ask him to repeat some words after them and pronounce the words correctly. however, previously, the school facilitated smh to have assessments with professional staff. based on the results of the assessment, the teachers designed an individual learning program (ppi) which focused on smh’s communication skills. more details are presented in the figure 2. based on the findings, apparently, there are two main factors that lead smh to lack communication skills. the first one is because smh did not get the therapy as suggested by the assessment that has been done previously, and the second one is the lack of facilities and infrastructure owned by the school. the lack of communication between parents and the school, especially teachers, is also influential. the factors that lead smh to lack communication skills are presented in the figure 3. in order to improve the development of smh’s communication skills, parents and teachers are frequently stimulating him by asking simple questions and guiding smh to pronouncing letters or words properly. 22 journal of icsar; volume 5, number 1, january 2021: 19-24 figure 4. attempts to improve smh’s communication skills discussion parents have a very important role in the growth and development of children, because the first and foremost environment in a child’s education is family, especially parents. according to solihat (2005), communication in the family is expected to create interaction, exchange knowledge, opinions, experiences and so forth. in family, a child gets affection, build habits, life values, adopts the behavior of his parents, and understands that he is responsible of his behavior. as communicating with his family members, both with his mother and sibling, he frequently acts as a respondent rather than the initiator of a communication. if he is stimulated to communicate verbally, smh gives a good response by trying to answer, although he is only trying to speak unclearly and using body language, such as nodding and shaking his head. when he initiates communication or conversation, smh will hold the person he is talking to and saying ‘aa aaa’ or showing something. the results of a research which was conducted by mainizar (2013) concluded that family members, especially parents, play a very important role in fostering and developing children’s language skills, so that children will be able to communicate actively and effectively in their school life, both with their friends or fellow students and teachers. in order to support children’s language development, parents can pioneer and laying language foundation for children, give motor training, get their children used to communicate using language, maintain, supervise children’s language, prevent their children from talking disrespectfully, and develop their children’s language skills. according to usman (2010), teaching and learning process contains a series of actions conducted by teachers and students on the basis of reciprocal relationships that take place in educational situations to achieve certain goals. the reciprocal relationship between teachers and students is the main requirement for teaching and learning process to take place. at school, smh frequently acts as respondents rather than initiator of communication, both with teachers and with friends or fellow students. even his seatmate frequently initiates communication with smh compared to the class teachers, for example by greeting, raising questions, and singing together, or even just high five. smh respond any form of communication well; he is always trying to answer verbally, even though it is not clear. occasionally, smh initiates communication with the teachers when submitting assignments, and when his friends do not pay attention to him because they are working on assignments, smh will say ‘aa aa’. the results of a research which was conducted by khoiriyah, ahmad, and fitriani (2016) showed that parents should follow the stages of child development, so that they can detect speech delay symptoms occur in their children, and teachers can find the right strategy in overcoming speech delay. the communication skills of smh cannot develop well because his parents in did not frequently stimulate smh to have verbal communication, and his school lacks supporting facilities and infrastructure; for example, the source and learning media that can help and support teaching and learning process. those are the factors that made the services provided by the school are not optimal. in addition, the communication skills of smh cannot develop well due to the lack of communication between his parents and teachers regarding the development of his skills, so that his parents do not have knowledge of his progress at school, and his teachers do not know his progress at home. the efforts made by teachers at school will not have maximum result on the children if it is not implemented by parents at home, and vice versa. according to graham-clay (2005), communication with parents is one of the six forms of parents’ involvement in order to encourage parents to cooperate well with teachers. communication between the school and parents is highly required to involve students in the learning and teaching process. meanwhile, according to symeou, roussouni and michaelides (2012), parents and teachers usually share information and ideas of student development, both at school and home. the involvement of parents in the teaching and learning process can increase and improve children’s grades, attendance at school, build good attitudes and behavior. it is in line with the finding of a research which was conducted by mccarthy, brennan, and vecchiarello (2011) which shows that when teachers and parents have a good relationship or cooperate well, the children’s academic and social achievement will improve. in order to foster their children’s communication skills, parents and teachers should try to stimulate 23gita ayu s, asep s, henny i, the role of parents and teachers in communication skill development . . . . children to have two-way communication frequently. the quality of communication between parents and teachers can be improved by making use of parentteacher connecting books. this book records the activities and skill development of children at school; therefore, it is expected to help parents and teachers have good communication. parents and teachers have an equally important role in the development of children’s communication. they should have good communication and synergy. palts and kalmus (2015) stated that communication creates social systems that form networks to support students. a research which was conducted by palts and kalmus (2015) proved that communication between parents, teachers and community (such as other family members, school employees, etc.) plays an important role and leads to progress in the academic and social skills of elementary school students. meanwhile, a research which was conducted by suryadi (2010) found that children’s communication with parents and teachers in their respective environments has a positive effect on the development of their creative thinking skills. parents and teachers need to respect each other. parents should be open-minded and willing to accept suggestions from teachers, and vice versa. according to padmonodewo (2003), teachers who consider parents as partners, who are important in children’s education, will appreciate parents, be more open, and cooperate well. by having a good relationship with parents, it will be easier for teachers to prepare the learning programs that suit the conditions and needs of the child. conclusion parents and teachers have a very important role in the development of children’s communication skills, because parents and teachers are the most influential and the people to children. therefore, parents and teachers also need to have good communication to discuss children’s conditions and design the most suitable and appropriate learning programs for the children, especially for the development of their communication skills. references aaidd american association on intellectual and developmental disabilities. (2012). definition. https://aaidd.org/intellectual-disability/definition/ faqs-on-intellectual-disability adler, r, b., & rodman, g. (1985). understanding human communication. new york: cbs college publishing baker-henningham h., & florencia, l, b. (2010). early childhood stimulation interventions in developing countries: a comprehensive literature review. bonn: institute for the study of labor (iza). 5282 campbell, t. f., dollaghan, c. a., rockette, h. e., paradise, j. l., feldman, h. m., shriberg, l. d., ... & kurs‐lasky, m. (2003). risk factors for speech delay of unknown origin in 3‐year‐old children. child development, 74(2), 346-357. christiari, a. y., syamlan, r., & kusuma, i. f. (2013). hubungan pengetahuan ibu tentang stimulasi dini dengan perkembangan motorik pada anak usia 6-24 bulan di kecamatan mayang kabupaten jember. e-journal pustaka kesehatan, 1(1), 2023. efendi, m. (2009). pengantar psikopedagogik anak berkelainan. jakarta: bumi aksara graham-clay, s. (2005). communicating with parents: strategies for teachers. school community journal, 15(1), 117-129. khoiriyah, k., ahmad, a., & fitriani, d. (2016). model pengembangan kecakapan berbahasa anak yang terlambat berbicara (speech delay) (doctoral dissertation, syiah kuala university). kolb., & bryan, d, f. (2009). handbook of children child neuropsychology. usa: sringer science business media. kustawan, d. (2016). bimbingan dan konseling bagi anak berkebutuhan khusus. jakarta timur: pt. luxima metro media leung, k. c. p. (2010). evaluation and management of the child with speech delay. diunduh dari : http://www.aafp.org/afp/990600ap/3121.html. mainizar, m. (2013). peranan orang tua dalam pembinaan dan pengembangan bahasa pada anak usia 2-6 tahun. marwah: jurnal perempuan, agama dan jender, 12(1), 91-104. memisevic, h., & hadzic, s. (2013). speech and language disorders in children with intellectual disability in bosnia and herzegovina. disability, cbr & inclusive development, 24(2), 92-99. martani, w. (2012). metode stimulasi dan perkembangan emosi anak usia dini. jurnal psikologi, 39(1), 112-120. mccarthy, p. j., brennan, l., & vecchiarello, k. (2011). parent–school communication in the inclusive classroom: a comprehensive model of collaboration in education. international journal of humanities and social science, 1(15), 55-60. patmonodewo, s. (2000). pendidikan anak prasekolah. rineka cipta bekerjasama dengan departemen pendidikan & kebudayaan. 24 journal of icsar; volume 5, number 1, january 2021: 19-24 palts, k., & kalmus, v. (2015). digital channels in teacher-parent communication: the case of estonia. international journal of education and development using ict, 11(3), 65-81. santoso, s. (2006). dinamika kelompok. jakarta: bumi aksara santrok, j, w. (2015). life span development. edisi ke-15. new york: mcgraw-hill solihat, m. (2005). komunikasi orang tua dan pembentukan kepribadian anak. mediator: jurnal komunikasi, 6(2), 307-312. strømme, p., & hagberg, g. (2000). aetiology in severe and mild mental retardation: a population‐based study of norwegian children. developmental medicine & child neurology, 42(2), 76-86. sugiyono. (2014). memahami penelitian kualitatif. bandung. alfabeta suryadi, e. (2010). model komunikasi efektif bagi perkembangan kemampuan berpikir kreatif anak. jurnal ilmu komunikasi terakreditasi, 8(3), 263-279. symeou, l., roussounidou, e., & michaelides, m. (2012). “ i feel much more confident now to talk with parents”: an evaluation of in-service training on teacher-parent communication. school community journal, 22(1), 65-87. usman, m. u. (2010). menjadi guru profesional. bandung: pt. remaja rosda karya yin, r, k. (2015). case study research design and methods . washington: cosmos corporation. 84 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 84-88 increasing basic reading skill for children with learning difficulties through silaba method fatmawati, marlina universitas negeri padang, padang, indonesia email: fatmawati@fip.unp.acid abstract: this research is motivated by the problems found in five students with learning difficulties in grade two. this study aims to prove the effectiveness of the silaba method in improving beginning reading skills for children with learning difficulties. this study used an experimental method in the form of a pre-experimental design or a quasi-experimental with the type of one-group pretest-posttest design. this research conducted pre-test, treatment, and post-test. the treatment was given with the silaba method and continued by giving a post-test to see the ability after treatment. the pre-test and post-test values were processed and compared using the mann-whitney to test the research hypothesis. the results of this study were obtained based on data analysis seen from the pre-test value. the data was processed using the mann-whitney test. it was obtained that uhit = 2.5 and utab = 2 with n = 5 at a significant level of 95% and = 0.05. the alternative hypothesis is accepted because uhit > utab, so it is proven that the silaba method is effectively used to improve early reading skills for children with learning difficulties. suggestions in this study are expected that schools can develop students’ initial reading skills using the silaba. keywords: beginning reading, silaba method, children with learning difficulties introduction learning difficulties are something that students in elementary school often experience. several opinions explain children with learning difficulties including, jamaris (2014); learning difficulties are “difficulties experienced by a child due to problems experienced by the brain in receiving, processing, analyzing, and storing information.” learning difficulties or learning barriers can be categorized into learning problems that result in various psychological problems. children who have learning difficulties will be seen when children fail in some subjects but excel in other subjects. according to abdurrahman (2012), specific learning difficulties are: special learning difficulties appear as an actual disability condition in people who have average to superior intelligence, good sensory systems, and sufficient opportunities to learn. it is in line with the opinion of chard, vaughn, & tyler (2002), which stated that students with learning or reading disabilities demonstrate difficulties in the area of fluency. students with learning disabilities have a problem in basic psychological involved in understanding and using the language verbally or in writing. this finding was similar to that of tindal, nese, stevens, & alonzo (2016), who found that performance on measures of oral reading fluency correlated significantly with special education status. these conditions vary in manifestation and degree. beginning reading begins in the early grades of elementary school; at this time, children begin to learn letters, syllables, then simple sentences; early reading is an early skill that must be learned and mastered by children. according to dalman (2013), preliminary reading is “an initial skill that must be learned or mastered by the reader. beginning reading is the initial level for people to be able to read.” hidayat (2014) revealed that pre-reading is an early reading given to children in grades i and two as a basis for further lessons. beginning reading learning is given in low grades, namely in grades i and ii. the aim is for students to have good basic reading skills to prepare for the advanced reading stage. according to dalman (2014), the purpose of teaching advanced reading is for children to be able to read fluently before they enter advanced reading or comprehension. in the fourth grade of elementary school, they are no longer allowed to read beginning or mechanics because, in high grade, they must enter the stage of reading comprehension. early reading teaching is adjusted to the abilities and mental development of students. based on the above opinion, it can be interpreted that preliminary reading is the essential ability of advanced reading ability, which aims to be able to read combinations of letters into meaningful words until the meaningful words are arranged into simple sentences. good readers read with sufficient rate to process words effortlessly and think about what they read (paris, 2005) 85fatmawati, marlina, increasing basic reading skill for children with learning difficulties through . . . learning to read in grades i and ii is an early stage of reading learning which is the basis for reading in subsequent classes. beginning reading skills will significantly affect advanced reading skills. as the ability that underlies the next ability, the initial reading ability requires the teacher’s attention. if the basis is not strong, students will have difficulty having adequate abilities at the advanced reading stage. therefore, teachers who teach in grades i and ii must try seriously to provide an adequate basis for reading skills to students. it will be realized through the implementation of good learning. to carry out learning well, there needs to be good planning regarding the material, methods, and development. however, many students sit in the lower classes, namely grades i and ii, experience problems and obstacles in reading. however, they do not get special attention from their class teachers, so that the situation continues to the following classes. through the process of identification and assessment of grade ii children with a total of 19 students. researchers identified by using interview techniques, observation. the researchers interviewed class teachers, gpk teachers, and parents. from the results of interviews that researchers conducted with classroom teachers and gpk teachers, some students had problems reading in the class where some of these students were known only to recognize a few letters of the alphabet and not can merge sounds from a combination of several letters, it is proven that children always forget to mix the sounds of a combination of letters that have been spelled. for example, children are often reversed in distinguishing the letters b and d, m and w, and p and q. judging from the level of ability for indonesian, the initial reading ability is in first grade, so in class ii, the child should have the ability to read short texts fluently, following the indonesian language competency standards for class ii in the reading aspect, namely, understanding short texts by reading fluently and reading. poetry, with basic competence, namely, summarizing the contents of a short text that is read by reading fluently. based on the problems described above, researchers are interested in dealing with children’s problems in mixing sounds because looking at the reading skills possessed by second-grade elementary school children in general. children should be able to read fluently. therefore researchers are trying to find solutions to solve problems. children in blending sounds by utilizing several letters of the alphabet that are known to children, thus researchers are trying to find the proper learning method to overcome children’s problems so that they can make children motivated in learning and children become happier learning to read and the learning objectives to be achieved can be achieved according to with what is expected. among the many available pre-reading methods, the researcher feels that the silaba method is appropriate for children with learning difficulties in beginning reading. the silaba method is one of the methods used in providing beginning reading and writing learning for low-grade children in elementary schools. mustahsin (2015) suggests that the silaba method is an mmp learning process with syllables, such as ba, bi, bu, be, bo, ca, ci, cu, ce, co, and so on. these syllables are then assembled into meaningful words. meanwhile, hidayat (2014) argues that the silaba method is “the process of learning to read the beginning which begins with the introduction of syllables such as ba, bi, bu, be, be, bo, ca, ci, cu, ce, co and so on. are assembled into meaningful words. this method is coupled with the syllable stripping method and the word institution method, all of which continue the syllable method. the syllabic method is often also referred to as the syllable method or synthetic method. teaching reading starts from teaching syllable sounds and then teaches words, phrases, and sentences. based on the above opinion, it can be interpreted that the syllabic method is a syllabic method that presents words into syllables and then assembles syllables into words with the aim that students who have not been able to read words can read words. furthermore, the learning process with this method introduces syllables such as ba, bi, bu, be, bo, ca, ci, cu, ce, co, and so on. the syllables are then assembled into meaningful words such as i-bu, i-ma, u-bi, bo-bo, ma-ma, etc. method the research method used in this study is the quasi-experimental method (pseudo experiment). this method is used to determine whether the syllabic method effectively improves early reading skills for children with learning difficulties in grade ii. nazir (2011) defines a quasi-experimental research method as “research that is close to a real experiment where it is impossible to control/manipulate all relevant variables, there must be a compromise in determining internal and external validity following existing limitations.” meanwhile, darmawan (2014) argues that “quasiexperimental variables are not carried out purely or fully, but are reduced or only partially displayed.” the purpose of quasi-experimental research is to obtain information that approximates information obtained by actual experimentation in conditions that do not allow to control and/or manipulate all relevant variables. thus, it can be interpreted that quasi-experimental research is research by conducting experiments on experimental groups. 86 journal of icsar; volume 5 number 2, july 2021: 84-88 table 2. pretest and posttest scores no subject pretest (x1) posttest (x2) 1 zsk 33 83 2 adt 16 58 3 rfa 0 41 4 syf 41 75 5 ysn 33 33 total 123 290 table 3. rank analysis data no subject value rank 1 zsk 83 1 2 syf 75 2 3 adt 58 3 4 syf 41 4,5 5 rfa 41 4,5 6 zsk 33 7 7 ysn 33 7 8 ysn 33 7 9 adt 16 9 10 rfa 0 10 tabel 4. penghitungan r1 dan r2 no subject x1 x2 r1 r2 1 zsk 33 83 7 1 2 adt 16 58 9 3 3 rfa 0 41 10 4,5 4 syf 41 75 4,5 2 5 ysn 33 33 7 7 total 123 290 37,5 17,5 each experimental group is subjected to specific treatments with conditions that can be controlled. the quasi-experimental model used is experimental pretest-post-test control group or one pre-test group posttest control group design with two kinds of treatment. the pre-test and post-test values that have been obtained will then be tested for hypotheses using the mann-whitney test. the mann whitney test used is as follows information: u1/u2 = utes coefficient; r1 = ranking / pretest ranking; r2 = ranking / posttest ranking. while the hypothesis criteria used are as follows: h0 is accepted if the value of uhit < utab, then the silaba method is not effective for improving the reading ability of children with learning difficulties h0 is rejected if uhit > utab, then the syllabic method is effective for improving the reading ability of children with learning difficulties. finding and discussion finding description of research result data activities are carried out during breaks and after learning. data collection was carried out following the research instruments and data collection techniques that had been determined. the data obtained by the researcher was based on the students’ ability to read words consisting of a combination of vowels and bilabial letters, which were processed according to data analysis techniques using the mann-whitney test formula. according to sugiyono (2015), “the values obtained are then processed using the mann whitney test formula.” in order to make the data processing more manageable, the pre-test and post-test scores must be entered into a table to see the initial and final abilities of the subjects being studied. therefore, during the pre-test and post-test, the material given was to test how the subject’s initial and final abilities were treated with the syllabic method of reading words. the results of data collection in reading words can be seen in the following table 2. data processing after obtaining the values from the pretest and posttest results, the next step is to determine the rank of each research subject before being given treatment (x1) and after being given treatment (x2) to be analyzed using the mann whitney test formula. the results are as follows in table 3 and 4. hypothesis analysis and testing after processing the data, the numbers will be processed using the formula. furthermore, the data is included in the formula of the mann whitney test presented by nazir (2009) with the formula: the calculations obtained that u2 = 2.5, taken from the smallest count value, then adjusted to utab at a significant level of 95% and = 0.05 for n = 5, namely 2. it was based on hypothesis testing according to nazir (2011), “if u> utab then h0 is rejected”. so in the initial reading ability, u = 2.5 and utab = 2 means u> utab; thus, ho is rejected, and ha is accepted. so it can be concluded that the silaba method effectively improves early reading skills for children with learning difficulties. discussion this study discusses the effectiveness of the silaba method in improving early reading skills for children with disabilities. before conducting this study, the researcher found five children who had difficulty in beginning reading. then the researchers 87fatmawati, marlina, increasing basic reading skill for children with learning difficulties through . . . made observations during the learning process. the observations showed that the learning process made it difficult for children to learn to read initially, which tended to be neglected, where the teacher only focused on delivering material using the lecture and assignment method. children with learning difficulties in early reading should receive special attention and services because early reading is the basis for children to read further. as stated by hidayat (2014), early reading ability is “a basic need because some information is presented in written form and can only be obtained through reading.” to meet these basic needs, a teacher must be creative in finding new ways or methods to increase the willingness and enthusiasm of children in beginning reading because the learning objectives will be successful if the strategy used by the teacher is following the character and learning provided (zulmiyetri et al., 2019). many methods are used for improving reading ability. one of the existing early reading methods is the silaba method, which according to tarigan (in hidayat, 2014; sutrina, 2013) the silaba method is “a learning process for beginning reading that begins with the introduction of syllables such as ba, bi, bu, be, be, bo, ca. , ci, cu, ce, co and so on, then the syllables are assembled into meaningful words such as i-bu, o-ma, u-bi, and so on. in line with that, amitya (2014) explains, “the silaba method will make it easier for children who have difficulty in reading to learn the relationship between the combination of written letters and their sounds as well as proper word recognition.” therefore, this research will prove the truth. the implementation of the study went through several stages, namely pre-test, treatment, and post-test. the pre-test was conducted once to see the child’s initial ability to read at the beginning, where the child was given 12 words to read and then assessed using an assessment instrument if it was correct, it was given a score of one, and if it was wrong, it was given a score of zero. from the overall score, the final score of the pre-test was obtained with a result of 24.5%. furthermore, treatment or treatment using the syllabic method is given to children for five meetings. there is no assessment at this stage. in the third stage, the post-test is the final ability of the child to read the beginning after being given treatment. in this case, the child is given 12 words that are the same as the words given at the pre-test, then assessed using an assessment instrument, if it is correct, it is given a score of one, and if it is wrong, it is given a score of zero. the final score of the post-test was obtained from the overall score with a result of 58%. the results of the pre-test and post-test were then tested using the u mann-whitney test. from the calculations carried out, it was obtained that uhit = 2.5, which was taken from the smallest count value, then adjusted for utah at a significant level of 95% and = 0.05 with n = 5, which is 2. thus it can be seen that uhit. utab. based on the hypothesis test, if uhit > utab, then ha is accepted, and ho is rejected. so it can be interpreted that the silaba method is effectively used to improve early reading skills for children with learning difficulties. the silaba will make it easier for children who have difficulty reading to learn the relationship between the combination of written letters and their sounds and proper word recognition. the advantage of the silaba method in improving reading skills is that it can attract children’s attention so that when given learning, children can understand the material being taught. however, following the opinion of shah (in sugiharti, 2018), a teacher in delivering learning material requires an approach, strategy, technique, or learning that can improve children’s learning outcomes and make it easier for children to understand the learning delivered. the silaba method includes several stages, where children are taught first to read the syllables ba, bi, bu, be, bo, ma, ma, mu, me, mo, pa, pi, pu, pe, po, and the next task is only to combine letters. vowels into the syllable. so that children with learning difficulties will be able to scan words. conclusion based on the description in chapter iv, the silaba method effectively improves early reading skills in children with learning disabilities. it is evident from the results of the calculation of the data processed using the mann whitney test formula, which produces uhit> utab so that uhit = 2.5 is taken from the smallest count value, then adjusted for utab at a significant level of 95% and = 0, 05 with n = 5 which is 2. so it is proven that uhit > utab is 2.5 > 2. based on hypothesis testing, if uhit > utab, then ha is accepted, and h0 is rejected. thus it can be concluded that the syllabic method is effectively used to improve early reading skills for children with learning difficulties references abdurrahman, m. (2012). anak berkesulitan belajar teori, diagnosis, dan remediasinya. jakarta: rineka cipta. chard, d., vaughn, s., & tyler, b.-j. (2002). a synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. journal of learning disabilities, 35(5), 386–406. dalman. (2013). keterampilan membaca. jakarta: rajawali pers. 88 journal of icsar; volume 5 number 2, july 2021: 84-88 darmawan, d. (2014). metode penelitian kuantitatif. bandung: pt. remaja rosdakarya. hidayat, r. (2014). meningkatkan kemampuan membaca permulaan melalui metode silaba untuk anak berkesulitan belajar kelas 2 sd negeri 09 koto luar padang. jurnal penelitian pendidikan khusus, 3(1), 400-410. jamaris, m. (2014). kesulitan belajar perspektif, asesmen, dan penanggulangannya bagi anak usia dini dan usia sekolah. bogor: penerbit ghalia indonesia. amitya, k., et al. (2014). kesulitan berbahasa pada anak. diy: pt stanisius. mustahsin. (2015). peningkatan keterampilan membaca siswa kelas ii sd dengan metode silaba (online).retrivied from http://download.portalgaruda.org/article. php?article=108499&val=4073 nazir, m. (2011). metode penelitian. bogor: ghalia indonesia. paris, s. . (2005). reinterpreting the development of reading skills. reading research quarterly, 40, 184–202. sugiharti. (2018). pengaruh penerapan model problem based learning dengan pemberdayaan jenis pertanyaan divergen dalam menganalisis teks editorial terhadap kemampuan berpikir kritis peserta didik. universitas pasundan. sugiyono. (2015). metode penelitian pendidikan. bandung: alfabeta sutrina, a. a. s. (2013). meningkatkan kemampuan membaca kata melalui metode suku kata bagi anak kesulitan belajar kelas i di sdn 03 bandar buat padang. jurnal penelitian pendidikan khusus, 2(3). 362 – 371. tindal, g., nese, j. f. t., stevens, j. j., & alonzo, j. (2016). growth on oral reading fluency measures as a function of special education and measurement sufficiency. remedial and special education, 37, 28–40. zulmiyetri, z., kasiyati, k., kusumastuti, g. (2019). improving reading fluency through videoscribe for student with learning disability title manuscript. international journal of research in counseling and education, 3(2), 76-81. 14 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 number 1 january 2021: 14-18 development of interactive multimedia for early readers with dyslexia at an inclusive elementary school in malang city eka mariana sari, wahyudi siswanto, mohammad efendi universitas negeri malang, indonesia email: emarianasari@gmail.com abstract: interactive multimedia is an electronic system containing images, animation, and an interaction between the media and students. it considered that dyslexic student needs multisensory methods and media in the learning process as well. this study aims designing interactive multimedia development for early reading of dyslexic student and finding out its effectiveness. the method used is william w. lee and diana l. owens’ (2004) development model. the procedures are: (1) assessment / analysis, (2) design, (3) development, (4) implementation and (5) evaluation. the results of feasibility and effectiveness trials conducted by media experts scored 96% means “very feasible”. in addition, the assessment of the material experts also obtained 91.3% and the practitioner gave 87%, both of them were in the “very decent” category. the results of the assessment on subject’s early reading ability at baseline conditions (a1) ranging from 45% to 50%. meanwhile, a significant increase was shown during the intervention condition (b), namely the subject’s ability of early reading increased from 65% to 75%. in addition, to determine the effectiveness of the interactive multimedia (intervention) in subject’s reading ability, it was added the baseline conditions (a2) ranged from 80% to 90%. based on the analysis, it showed that interactive multimedia of early reading for dyslexic is feasible and effective to be used in the learning process of early reading for dyslexic students. keyword: interactive multimedia, early reading, dyslexia. introduction dyslexia occurs in 10% to 15% of the population of school-age children; this indicates that 1 out of 10 children suffer from dyslexia (vellutino, fletcher, snowing & scanlon, 2004). however, this prevalence may diverge in various countries around the world. for example, approximately 7% of the total population of children in malaysia has dyslexia. in another part of the world, nichd (national institute of neurological disorders and stroke) revealed that up to 17% of children in the united states have dyslexia. in china and australia, the percentage of students with dyslexia were 8% and 16% respectively (smythe, everatt & salter: 2004). according to the indonesian central bureau of statistics (bps, 2010), there were around a total of 24 million indonesian children aged 5-7 years. children in this age range (5 to 7 years old) need more attention because this is a critical age range for reading comprehension, in which children are introduced to reading (pre-reading). if 10% or 1 out of 10 children in this age range have dyslexia, then there are at least 2.4 million children in indonesia who have dyslexia. dyslexia is a lifelong condition and only occurs in children with at least a normal iq. dyslexia is not a disease that can be cured but rather an inherited condition (julia, 2006). dyslexia is a form of learning difficulty, specifically in language, which is caused by neurological disorders. in addition to inability to compose or read sentences in the correct order (reading in reverse), other cases of people with dyslexia also compose or read sentences from top to bottom, left and right, and they have difficulty in accepting commands that should be passed on to their memory in the brain. this one is leading most of people to assume that dyslexics cannot focus and easy to get distracted. although the characteristics of dyslexia seem to gradually disappear in childhood, it does not mean that the dyslexia has been cured. the characteristics of dyslexia seem to disappear since the individual manages to find solutions to overcome the difficulties caused by dyslexia. even though it cannot be cured, dyslexics can try to find learning method that is suitable for them (pertiwi, 2016). obviously, in elementary schools, students learn a variety of basic skills such as start to build reading, writing and arithmetic skills. one of the most important skills is reading skills. according to subini (2012), reading is the main basis for gaining knowledge in various fields. through reading, one can open up world horizons, which end up finding out what they did not know previously. therefore, it is natural for parents to feel worried once their children have difficulty in reading. unlike writing and counting, reading is a complex process, involving both hemispheres of the brain. reading involves eyes and mind at the same 15eka mariana s, wahyudi s, mohammad e, development of interactive multimedia for early readers . . . . time to understand the meaning of each letter, word, and sentence that has been read. someone who has difficulty in reading will also find it difficult to interpret symbols, letters, and numbers through visual and auditory perceptions. this will certainly affect reading comprehension. in elementary school, reading learning is divided into two stages, namely beginning and advances. in introduction, students are taught to pronounce letters and words correctly. at this stage, it is possible for students to pronounce the letters they read without understanding the meaning. in general, the initialreading stage begins at the very first day of a student at elementary school, which is around six years old. nevertheless, there are also children who have learned to read earlier, and some are even only learning to read at the age of seven or eight (abdurrahman, 2012). students who do not have any problems in reading will continue their normal life at school; however, students who still have problems in reading, even in their first year, will have difficulty in learning. reading difficulties experienced by students will also have an impact on writing difficulties. difficulty in reading, writing and spelling without peripheral sensory disturbances, low intelligence, unsupportive environments, primary emotional issues or lack of motivation is what is called dyslexia. after conducting an assessment and approach to students of sd islamic global school malang, it was found that there are students with low-degree dyslexia. during learning and teaching process in the classroom, they experienced repeated difficulties in distinguishing directions (right and left), could not pronounce several letters correctly (‘m’ was pronounced ‘n’, ‘u’ was pronounced ‘n’ , ‘f’ was pronounced ‘t’, ‘b’ was pronounced ‘d’ and vice versa), could not write letters in one word completely and could not pronounce it correctly. in addition, students tend not to focus in classroom learning and teaching activities, which can be seen from their behavior. most of the time, they did not pay attention to teacher instructions and did not submit assignments on time, which eventually lead to low learning outcomes. however, they managed to answer oral questions correctly, because basically, dyslexic students have normal intellectual abilities. students with dyslexia require specific longterm learning methods. several methods, such as multisensory learning, phonic method (sound), linguistic method, and media, can help dyslexic students to learn. just like children in general, children with dyslexia cannot learn to read on their own. it is very important for teachers to understand the best and suitable methods and media for their students to learn to read (jenkins, 2016). along with the development of information and communication technology in this globalization era, educators or teachers are required to have the ability to create or develop a medium that supports the success of the learning process. therefore, learning media development is required to support learning and teaching process in accordance with the four pillar recommendations, which were initiated by unesco (2004), namely: 1) learning to know, 2) learning to do, 3) learning to live together, 4) learning to be (learning to be/ develop yourself). in his research entitled “interactive multimedia learning: innovating classroom education in a malaysian university”, leow and neo (2014) also stated that there are 87% of students agree that multimedia can help students get realistic information. meanwhile, 77.4% of students agree that media can deepen their understanding. in this journal, the students stated that they did not need to spend a lot of time reading, because animation and pictures can help them understand the lesson faster and better than being taught by a teacher. various problems above indicate that it is necessary to develop a product in the form of interactive multimedia that involves multisensory to help students with dyslexia in pre-reading stage. this kind of media was chosen because in addition to attracting students’ interest in learning, it is also equipped with pictures, animation, as well as audio, and it provides interaction between students and media, so that in its practice, students take an active role in learning activity. therefore, the appropriate title for this research is ‘development of interactive multimedia for early readers with dyslexia at an inclusive elementary school in malang city’. method the development model which was used in this study was designed by lee & owens, with development procedures consisting of: (1) assessment/analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. the subjects involved in this study were fourth grade students of sd islamic global school malang with dyslexia. data was collected using observation sheets, needs analysis, questionnaires for media expert assessment, material experts, practitioners and using learning outcome test sheets to determine the effectiveness of using this interactive multimedia. in the analysis stage, there are two types of analysis, namely need assessment and front-end analysis. (a) lee & owens (2004) defined need assessment as a systematic process of setting goals, identifying gaps between reality and expected conditions, and setting priorities for activities. need analysis was carried out by interview and field observation. 16 journal of icsar; volume 5, number 1, january 2021: 14-18 table 1. recapitulation of validator’s data analysis no validator percentage feasibility 1. media experts 96% highly valid 2. material ex-perts 91.3% highly valid 3. practitioners 87% highly valid (b) front-end analysis is a technique of analyzing data and information that has been collected and then determining which data and information will be used in the research. in this case, the researchers conducted interviews with guidance teachers as well as class teachers and made direct observations of student activities at school. in this stage, the researchers found that there was a lack of supporting media in learning and teaching process. the next one is design stage. in this stage, the researchers set schedules with a series of activities in interactive multimedia research and development. this stage included designing substance specifications and technical specifications. as for substance specification is designing the structure of the material developed in the process of making interactive multimedia, while technical specification is designing physical design structures and programs developed in making interactive multimedia products. in multimedia development, there are several drafting teams consisting of writers, multimedia creators, media experts, material experts and practitioner experts. the next stage is product development, namely translating product specifications into physical form (interactive multimedia). product development stage consists of material analysis, material design to be developed, and developing the content presentation in the form of interactive multimedia. the next stage is to conduct reviews or improvements that are required so that the product is considered feasible and effective to use in supporting the learning process. the final step is packaging the product into a cd (compact disk). the next stage is implementation. in this stage, the first thing that had to be done is validation by media experts and material experts. if the product is declared feasible by the media and material expert validator, the product can be tested on the target subjects. the product to be tested was carried out individually because it is tailored to the needs of students with dyslexia at sd islamic global school malang. the last one is evaluation stage. in the evaluation stage, the researcher clarified the data obtained from a questionnaire that had been filled in by material expert validators, media experts, and practitioners, as well as the post-test scores of four grade students with dyslexia at sd islamic global school malang during product trial. development at this stage aims as a benchmark, measure of success or evaluation in students’ understanding of the material that has been studied. the evaluation tools used were questionnaires and tests objectively. the researchers prepared questionnaires, which were then filled in by validators. it aims to obtain valid results from the media being developed. the objective test was arranged based on the existing materials and adjusted to the applicable curriculum. the objective test consisted of 10 objective items which aim to measure students’ understanding in receiving the material contained in the learning media, specifically interactive multimedia. finding and discussion finding(s) based on the results of the media experts’ validation presented in the table 1, it can be said that the multimedia is very valid and good to be used in learning process. it can be seen from the percentage and scores given by all validators, which is 96%, which means that the media is very valid. in general, the media expert assume that the media is quite good; however, there are several aspects that can be improved, for example: visual design (font color), typography (font type and size), and easy to store. the results of media experts’ validation presented in the table above indicate that the material is very valid and suitable to be used in learning and teaching process. it can be seen from the percentage and scores given by all validators, which is 91.3%, which means that the media is very valid. material expert validators suggest that in composing learning materials for children with special needs, it is necessary to analyze a small task so that the concept of knowledge formulated can be achieved effectively and efficiently. based on the results of practitioners’ validation presented in the table 2, it can be seen that the media is very valid and suitable to be used in learning and teaching process. practitioner validators suggest that learning activities written in the lesson plans should be revised, and errors in punctuation and grammar should be avoided. the media should be provided with more than one picture for the quiz of arranging syllables into simple words. field product trial data were obtained from the results of the effectiveness test on interactive multimedia, which consisted of 10 questions and was given to grade 4 dyslexic students at sd islamic global school malang for 15 sessions. the test results indicate that the use of interactive multimedia can improve the pre-reading skills of students with dyslexia. it can be seen from the score of pre-reading skill that has been got by research subjects at baseline (a1), ranging from 45% to 50%. 17eka mariana s, wahyudi s, mohammad e, development of interactive multimedia for early readers . . . . table 2. field trial results baseline (a1) session score (%) pre-reading skills 1 45% 2 50% 3 50% 4 50% intervention (b) session score (%) pre-reading skills 5 65% 6 70% 7 65% 8 70% 9 75% 10 75% baseline (a2) session inlay (%) pre-reading skills 11 85% 12 85% 13 80% 14 90% 15 90% meanwhile, a significant increase was shown during the intervention (b). the pre-reading skills of the research subjects increased to 65% up to 75%. in addition, to find out the extent to which the use of interactive multimedia (intervention) could affect students’ pre-reading skills, the researchers added the baseline (a2), ranging from 80% to 90%. discussion learning media development, in this case is in the form of interactive multimedia, is a part of technologyassisted media development. technology has a very important influence on the learning process and consequently, the researchers conducted a study on the development of learning media, specifically in the form of pre-reading interactive multimedia for students with dyslexia. the purpose of this research is to develop interactive learning multimedia that is attractive, valid, effective and practical. this kind of multimedia was developed in order to facilitate students with dyslexia in learning to read, specifically in pre-reading stage. the material presentation, content and appearance are also tailored to the characteristics of students with dyslexia. after using this interactive multimedia, students are expected to be able to understand the concept of pre-reading, starting from alphabet and syllables. the product of this development research that has been developed and revised is in the form of interactive multimedia for pre-reading to students with dyslexia at an inclusive elementary school in malang. this interactive multimedia contains text, images, animation, audios and videos that can attract students’ attention in learning the content of media. the whole displays on the interactive multimedia can be controlled and moved back to the main menu page. this page contains several menus, namely: (1) back to the start page, (2) material, (3) evaluation, (4) videos, and (5) instructions for use. this is in accordance with arini and heryanto’s opinion (2010: 25) that interactive multimedia is a media equipped with tools for control that can be operated by the user, so that the user can operate any menu he wants. all icons which appear in interactive multimedia will emit a description sound when the cursor points to one of these icons; therefore, it will be much easier for students with dyslexia to operate the interactive multimedia even though they cannot read yet. the font color of the content of the material and evaluation is contrast with the background color, so that it is easier to read, whether or not the message is readable depends on the contrast between the font color and the background color (sharon, 2005). the colors used in the material display and evaluation in this interactive multimedia also have the right contrast proportion between the font color and the background color; therefore, the message conveyed in the material is easy to read. the font size and typeface which are used in the interactive multimedia are adjusted to the size and type of font that students with dyslexia can easily read. gotham round with a size of 20 was chosen to make students more comfortable when reading it. according to the media validator, the suitability of the media display design with the subject, the font size and the choice of color used in the interactive multimedia are adjusted to the characteristics of students with dyslexia. this multimedia use easy-toread fonts with the appropriate size and colors that contrast with the background color so that the text and images are clearly visible to the students. this is in line with sharon (2005) who said, “the readability of the text depends on the contrast between the font color and the background color”. besides its accessibility for students with dyslexia, this kind of media is very good because it is equipped with navigation and audio that makes it easier for students to use it themselves. this is in line with the opinion of arini and heryanto (2010) that interactive multimedia is a learning media that is equipped with tools fot control that can be operated by users, so that users can operate any menu that he wants for the next process. 18 journal of icsar; volume 5, number 1, january 2021: 14-18 according to the material experts, the material presented in the interactive multimedia is very relevant to the competencies that must be mastered by students. the material is described in language that is communicative and fits to the characteristics of students with dyslexia. it is also presented in a way that encourages students to interact with the multimedia. this is in line with warsita (2008), who stated that interactive multimedia has two-way communication, has the ability to accommodate user responses and carry out various activities, which in the end can also be responded to by multimedia programs through feedback. this level of interactivity is a benchmark in assessing the quality of interactive multimedia programs. in this development, the product, namely interactive media, has strengths and weaknesses. the advantages of interactive multimedia for pre-reading stage are: (1) easy to apply, (2) attractive appearance, (3) can be used in the long term, and (4) practical packaging, so it is easy to carry anywhere. however, the material of this interactive multimedia is limited to pre-reading stage only. conclussion the interactive multimedia for pre-reading stage developed in this research has good potential to be developed, given that technological developments continue to occur all the time. based on the findings of this research and development, the multimedia material should be developed further by adding material for the next stage, so that the resulting product will be more comprehensive, because this product only contains material for pre-reading stage, starting from introduction to alphabets, introduction to syllables, and arranging syllables into simple words. the next researchers are expected to develop interactive multimedia that is not only used offline, but also online; therefore, students can access and use the multimedia without having to copy the software. however, to realize these new aspects, the researchers have to consider the characteristics and needs of students with special needs, so that the resulting product will be truly effective. references abdurrahman, m. (2012). pendidikan bagi anak berkesulitan belajar. jakarta: rineka cipta ariani, n., & haryanto, d. (2010). pembelajaran multimedia di sekolah [multimedia learning at school]. jakarta: prestasi pustaka. bps. (2010). jumlah dan distribusi penduduk indonesia. badan pusat statistik. retrieved from http://sp2010.bps.go.id/ jenkins, h. (2006). convergence culture: where old and new media collide. nyu press. julia, t. w. (2006). communication in our live, sixth edition. wadswoth publishing: boston lee, w., & owens, d. (2004). multimedia-based instructional design. san francisco, usa: pfeiffer, john wiley & son inc. leow, f. t., & neo, m. (2014). interactive multimedia learning: innovating classroom education in a malaysian university. turkish online journal of educational technology-tojet, 13(2), 99-110. pertiwi, p. (2016). disleksia, bukan berarti kamu tidak hebat. lexipal indonesia. retrieved october 25, 2016, from http://lexipalindonesia.com/ sharon, e., smaldino, l., deborah, l. r., & james, d. (2014). instructional technology and media for learning pnie, plus myeducationkit without etxt. pearson education limited. subini, n. (2012). mengatasi kesulitan belajar pada anak. jogjakarta: javalitera unesco. (2004). efa global monitoring report. paris: unesco vellutino, f. r., fletcher, j. m., snowling, m. j., & scanlon, d. m. (2004). specific reading disability (dyslexia): what have we learned in the past four decades?. journal of child psychology and psychiatry, 45(1), 2-40. warsita, b. (2008). teknologi pembelajaran: landasan & aplikasinya. jakarta: rineka. 15 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 15-20 identification of children with special needs in inclusive schools dewi ratih rapisa, eviani damastuti, adelia ananda putri universitas lambung mangkurat, banjarmasin, indonesia e-mail: dratihrapisa.plb@ulm.ac.id abstract: this study aims to analyze the types and characteristics of children with special needs, especially children who experience obstacles in the academic field. this research was motivated by various cases where there were limitations of teachers in identifying children with special needs. this research method is descriptive with the technique of collecting data from a literature review of various references that are relevant to the observed symptoms. the data collected were analyzed descriptively qualitatively so that we could recognize the types and characteristics of children with special needs, especially children who experience obstacles in the academic field. the results of the literature review reveal that children with special needs, especially children who experience obstacles in the academic field, are divided into three types, which is intellectual disability, learning disability, and slow learner. keywords: identification, children with special needs, inclusive schools introduction the provision of education implemented by inclusive schools requires knowledge, understanding, and commitment as a basis for the implementation and development of better environmental-based services. the implementation of inclusive education has been supported by the existence of undang-undang no. 20 tahun 2003, concerning the national education system, which in article 32 describes special education and special service education. the implementation of these rules is then explained in permendiknas no. 70 tahun 2009, concerning inclusive education, namely by providing opportunities or opportunities for children with special needs to obtain an education at the nearest regular school. inclusiveness paradigm in education, which is then formulated into an educational unit (rofiah, 2015). the task of understanding and serving children with special needs is not only the responsibility of special supervising teachers, but also all teachers who work in inclusive schools. in line with the opinion (berlinda & naryoso, 2018) , special education teacher collaborate with classroom teachers in determining the minimum learning mastery standard limits, discussions in analyzing children’s assessments, proper handling methods, and discussing the division of tasks in class. one of the services provided to students and prospective students with special needs is identified. identification is the process of gathering information, whether a child is a child with special needs or not and whether the child has deviations (physical, academic, social, emotional, and/or neurological sensory) in his growth/development compared to other children his age (rapisa, 2018). based on this definition of identification, identification is one proof of the professional competence that teachers in inclusive schools must possess. the reason that the ability to identify is part of professional competence is that current public schools are being prepared to become providers of inclusive education. however, it can be said that the ability to identify is still not fully mastered by teachers who work in inclusive schools. in line with the opinion (hapsari, 2015) which states that the sensitivity of teachers and schools is very much needed to be able to recognize the characteristics and characteristics of children with special needs, so that teachers can make early detection of the abilities, barriers, and special needs of children with special needs. providing identification skills of these teachers includes networking; screening (classification) of the types of children with special needs which later can be taken into consideration in lesson planning (hermanto, 2008). this is the best intervention step in learning, to maximize every talent and ability that are owned, and support to achieve a better quality of life. research result (latifa, 2017) shows that the seven aspects of development affect the learning process in the classroom, including physical, cognitive, socialemotional, moral, religious, artistic, and language aspects. therefore, it is important for teachers to monitor aspects of child development so that they can find out the problems and obstacles experienced by children. often encountered cases of children who do not show school achievement generally get labeled as lazy or not smart (widyorini & van tiel, 2017), even though there is a possibility that children who get this label are not able to show the same achievement as their classmates because they have problems or obstacles for example academic barriers. 16 journal of icsar; volume 5 number 2, july 2021: 15-20 the terms children with academic disabilities, such as mental retardation, specific learning difficulties, and slow learners, are often confused if the identifying party lacks an understanding of these terms. teachers sometimes cannot recognize these three conditions because children with learning disabilities, intellectual barriers, and slow learners do not show significant physical differences with children who do not experience learning difficulties (ghufron & risnawita, 2015). so if the teacher’s mistake in identifying children with academic obstacles, whether they have been accepted as students at school or not, it can result in the child getting an incorrect label or stamp and wrong handling so that the child’s learning performance does not show progress. based on the description above, it can be concluded that knowledge about identification is an important thing that teachers must have to have the ability and accuracy in analyzing the results of identification. accuracy in the analysis of the identification results will provide proper accessibility in education services for children with special needs in inclusive schools method the literature review is literature search and research by reading various books, journals, and other publications related to research topics, to produce a single article on a particular topic or issue. (marzali, 2017). this study is a literature review with a descriptive qualitative research with library research that attempts to describe characteristics of children with academic barriers for the development of an instrument for identifying children with academic barriers based on android applications in inclusive schools. in this literature review research the author uses various written sources such as articles, journals, and documents that are relevant to the study in this study. this study focuses on the characteristics of children with academic barriers finding and discussion the ability to identify children with special needs of an elementary school teacher is very important. this identification ability is still simple, it is only limited to seeing visible physical symptoms. with the identification of children with special needs, it can certainly help teachers. instruments can be compiled by the teacher concerned if they already have insight or just use existing instruments and just need to adjust their use. this instrument is structured by including a list of questions or statements containing the symptoms that appear in children for each type of disorder. with the help of observation instruments, an elementary school teacher can identify candidates or students. identification is finding or identifying. after identification, a person’s condition can be identified, whether he is experiencing abnormalities or deviations. the teacher will classify or identify as in the group: whether to include children with mental retardation, learning disabilities, and slow learners. by knowing or identifying the child at the beginning of the lesson, the teacher will certainly be better at providing further services, especially if the child is categorized as a child with special needs. the identification activity is still simple and the aim is more emphasis on finding roughly whether a child is a child with special needs or not. as usually identification can be done by people who are close to the child, such as their parents, caregivers, or teachers, then elementary school teachers, in this case, can identify students as learners. as for the next step, namely assessment, it is still possible for the teacher to do so provided that the teacher has adequate abilities and insights. identification in everyday life is often referred to as screening and assessment as a screening. in general, the purpose of identification is to collect information or data on whether a child is a child with special needs or not. the results of the identification and assessment will be the basis for the preparation of further learning programs following the circumstances and needs. as stated on the website of the special school guidance directorate that in the framework of inclusive education, the identification of children with special needs is carried out for five purposes, they are: (1) screening, (2) referral, (3) classification, (4) lesson planning, and (5) monitoring of learning progress. in the process of reviewing literature about children with special needs who specifically experience academic obstacles, there are several types, namely: (1) intellectual disability, (2) learning disabilities, and (3) slow learner. intellectual disability children with intellectual disabilities significantly have intelligence below intelligence in general, which an iq score equal to or lower than 70. intelligence barriers are below the average child in general, because it will hinder all activities of daily life, such as socializing, communication, and the visible very prominent is his inability to receive academic lessons like children his age. so in general the understanding of intellectual disability is a child with special needs who has intellectual, physical, emotional, and social retardation that requires special treatment in order to develop to maximum ability (martinus & kesumawati, 2020). a person will be called an intellectual disabilities if he has three indicators, namely: (1) inability to function 17dewi ratih rapisa, eviani damastuti, adelia ananda putri, identification of children with... intelligence in general or below average, (2) inability in social/adaptive behavior, and (3) barriers to social/ adaptive behavior occur at the age of development, namely until with 18 years of age. the level of a person’s intelligence is measured through an intelligence test whose results are called iq (intelligence quotient). based on the aamd (american association on mental deficiency) quoted from (mangunsong, f. (2009). the level of ordinary intelligence is grouped into levels, namely (1) mild mental retardation has an iq of 70-55, (2) moderate intellectual disability has an iq of 55-40, (3) severe mental retardation has an iq of 40-25. based on research (shree & shukla, 2016) intellectual disabilities deficits in adaptive behavior or daily life skills (eating, dressing, communicating, participating in group activities). people with intellectual disabilities learn slowly and have difficulty with abstract concepts. low intellectual functioning ability and accompanied by the development of low adaptive behavior will have an impact on the daily life of mentally retarded children. in general, the problems that are usually faced by them are learning problems, problems with adjusting to the environment, problems with speech and language disorders, and personality problems. the following will describe the characteristics of intellectual disabilities children, according to (damastuti, 2020) based on the level of retardation: mild intellectual disabilities mild intellectual disabilities children are still able to learn to read, write, and simply count. however, at the age of 16 years or more, they are only able to learn the material with a level of difficulty equivalent to grades 3 and 5 sd. reach maturity to learn to read at the age of 9 and 12 years, however, this depends on the severity and severity of the disorder. limited in vocabulary, but in certain situations mastery of the language is adequate. be able to socialize and learn jobs that require few skills. moderate mental retardation mild intellectual disabilities, children in the academic aspect are barely able to understand learning. besides, language development is more limited than mildly intellectual disabilities children, they only communicating with a few words. they can read and write, such as their names, addresses, names of their parents, and so on. they recognize numbers without understanding. however, they still have the potential to take care of themselves. they can be trained to do something regularly, can be trained to socialize, participate in activities and respect the property rights of others. to some extent they always need the supervision, maintenance, and assistance of others. but they can distinguish between dangerous and not danger. after adults, their intelligence is not more than normal children aged 6 years. severe and profound intellectual disabilities children with severe and profound intellectual disabilities throughout their life will always depend on the help and assistance of others. they cannot take care of themselves (eating, dressing, going to the toilet, etc. must be helped). they cannot distinguish between danger or not. he also cannot speak, even if he is speaking, he is only able to say simple words or signs. his intelligence, even though he reaches adulthood, is like a normal child with a maximum age of 4 years. to maintain physical stability and health, they need to be given useful activities, such as sanding, moving objects, filling sacks with rice until they are full. learning disabilities someone who is learning barriers or difficulties can of course result in failure to achieve maximum achievement. they will tend to find it difficult to learn science and skills. difficulty learning to obey (yeni, 2015) can be interpreted as a child’s inability to complete the tasks given by the teacher. learning disabilities are a variety of disorders in listening, speaking, reading, writing, and arithmetic due to the individual’s own internal factors, namely minimal brain dysfunction (suryani, 2010). learning disabilities are not caused by external factors in the form of environmental, social, cultural, learning facilities, and others. unlike physical disabilities, learning disabilities are not obvious and are often called “hidden handicaps”. sometimes this difficulty is not realized by parents and teachers, as a result, children who have learning disabilities are often identified as underachievers, lazy, or strange. but often children with learning disabilities are considered to have a level of intelligence below average or commonly referred to as mental retardation. even though it is not always experienced by children with low intelligence levels. learning disabilities cannot be equated with mental retardation (mental retardation), emotional impairment, hearing loss, visual impairment, or cultural and social poverty (abdurrahman, 2010). learning disabilities are conditions when a person has difficulty learning knowledge and skills so that they are unable to complete the assigned tasks, this condition is caused by neurological dysfunction or is linked to suspected neurological dysfunction. according to the opinion of (cavendish, 2013) individuals with learning disabilities have at least one of the characteristics, including (1) reading words are inaccurate or slow, (2) difficulty understanding the meaning of what is read, (3) poor spelling (for example, can add, remove, or replace vowels or consonants ), (4) poor writing skills, (5) difficulty remembering numbers, (6) inaccurate 18 journal of icsar; volume 5 number 2, july 2021: 15-20 or slow arithmetic calculations, (7) ineffective or inaccurate mathematical reasoning, (8) avoiding activities that require reading, spelling, write, or count. broadly speaking, learning disabilities can be classified into two groups, (1) learning disabilities related to development. development-related learning disabilities include motor and perceptual disorders, disabilities in learning language and communication, and learning disabilities in adapting social behavior. (2) academic learning disabilities. academic learning disabilities point to failures in achieving academic achievement in accordance with the expected capacity. these failures include mastery of skills in reading, writing, and/or mathematics. academic learning disabilities can be recognized by teachers or parents when children fail to display one or more academic abilities. therefore, the importance of a teacher’s ability to identify the abilities of their students. the explanation regarding difficulties in reading, writing, and/or mathematics is briefly as follows: reading disability/ dyslexia difficulty learning to read is often referred to as dyslexia. the term dyslexia is widely used in medicine and is associated with neurophysiology dysfunction. dyslexia is a learning disorder, in which a person has difficulty reading, writing, or spelling (irdamurni, kasiyatil, zulmiyetri, & taufan, 2018). they also tend to have difficulty identifying how spoken words should be converted into letters and sentences, and vice versa. generally, reading disabilities has four groups of characteristics, namely: (1) reading habits, (2) mistakenly recognizing words, (3) misunderstanding, (4) various symptoms. children who have difficulty learning to read often show unusual reading habits, such as frowning, anxiety, increased rhythm, biting their lips, refusing when asked to read can be indicated by crying or trying to fight the teacher. writing disability/ dysgraphia the difficulty of writing by hand does not only cause problems for the child, but also for the teacher. the writing is unclear, neither the child nor the teacher can read the writing. difficulty learning to write is usually called dysgraphia. dysgraphia refers to the inability to remember how to make mathematical letters or symbols. generally known at the primary school level, namely when learning to read and write at the beginning. according to santrock johnw quoted from (suhartono, 2016) dysgraphia is characterized by learning disabilities that affect the writing ability shown by children in spelling, poor vocabulary, difficulty expressing thoughts to write on paper. difficulty learning to write is often related to the way the child holds a pencil. according to (abdurrahman, 2010) there are four kinds of ways to hold a pencil that are typical for children with difficulty learning to write which can be an indication that the child is having difficulty learning to write, namely (1) the angle of the pencil is too big, (2) the angle of the pencil is too small, (3) grips the pencil (like punching), (4) hooking a pencil in hand or dragging. math/arithmetic difficulties/ dyscalculia difficulty learning mathematics is also known as dyscalculia. the term dyscalculia has a medical implication, which sees a link with central nervous system disorders. dyscalculia is limited as a form of learning disability characterized by chaos in counting. children with dyscalculia also usually camp in their social perception abilities, are weak in the concept of direction and time and have memory problems (suharmini, 2005). in line with the opinion (azhari, 2017) children with dyscalculia are characterized by the weak use of students’ immature or inefficient problem-solving strategies, so that they cannot learn arithmetic well so that their memory cannot remember them smoothly. common mistakes made by children with difficulty learning mathematics are that they tend to lack understanding of mathematical symbols, then they do not understand place values, use incorrect calculation processes, are unfamiliar with the concepts of counting, and write numbers that cannot be read. slow learners slow learners or slow learner is someone who has low learning achievement (below the average of children in general) in one or all academic subjects but is not a mentally retarded child (desiningrum, 2016). iq test scores indicate a range of scores between 7090. the slow learners have slower learning abilities than their peers. students who are slow in the learning process take longer than a group of other students who have the same level of intellectual potential. usually not only limited academic abilities but also other abilities, including coordination skills (difficulty using stationery, sports, or wearing clothes). a slow learner in class takes longer to learn than their peers (hadi, 2016). this is because they need a hard struggle to master what is asked for in the regular class. not only results in low learning outcomes, but also affects other psychological aspects. as can be seen from the behavioral perspective, the slow learners tend to be quiet and shy, also find it difficult to make friends because they lack self-confidence. the characteristics of a slow learner are having difficulty on concentrating, forgetting easily because of their weak memory, having social problems that arise from weakness in their intellectual function, and having emotional problems, especially insecurity which can lead to difficulty controlling emotions. it is possible for 19dewi ratih rapisa, eviani damastuti, adelia ananda putri, identification of children with... slow learners to experience various kinds of obstacles during the learning process. according to the opinion (shaw, 2010), slow learners have several characteristics that become obstacles to learning in the classroom, namely: they can understand more easily when information is presented in a concrete manner. the more abstract a teaching concept or technique is, the more difficult it is for them to learn it. they are unable to apply or apply skills, knowledge, and strategies as their peers. they tend to learn what is taught fairly well but have difficulty applying and applying the concepts taught to new situations. they have difficulty in constructing new material cognitively and assimilating incoming information into previously acquired information. they have difficulty with long-term goals and time management. they need additional time to complete academic-related assignments. they often need extra practice and more time on assignments to develop the same level of academic skills as their peers. they tend to be less motivated academically. conclussion the ability to identify children with special needs for an elementary school teacher is very important. identification is finding or identifying. after identification, a person’s condition can be identified, whether he is experiencing abnormalities or deviations. identification in everyday life is often referred to as screening and assessment as a screening. in general, the purpose of identification is to collect information or data on whether a child is a child with special needs or not. in general, the definition of mental retardation in children with special needs who have obstacles to intelligence which require special treatment so that they can develop to their maximum abilities. a person is said to be mentally retarded if he has three indicators, namely: (1) impairment of the intelligence function in general or below average, (2) inability in social/adaptive behavior, and (3) barriers to social/adaptive behavior occurs at developmental age, namely up to 18 years of age. the level of a person’s intelligence is measured through an intelligence test whose results are called iq (intelligence quotient). failure to achieve maximum performance is not only experienced by mentally retarded children but also children with learning disabilities. learning disabilities can be interpreted as the inability of children to complete assignments given by the teacher independently. development-related learning disabilities include motor and perceptual disorders, difficulties in learning language and communication, and learning disabilities in adapting social behavior. academic learning disabilities point to failures in achieving academic achievement following the expected capacity. academic learning disabilities can be recognized by teachers or parents when children fail to display one or more academic abilities. furthermore, slow learners have slower learning abilities than their peers, so they need a longer learning time than their peers. this is because they need a hard struggle to master what is asked for in the regular class. the characteristics of the slow learners are having difficulty concentrating, forgetting easily because of their weak memory, having social problems that arise from weakness in their intellectual function, and having emotional problems. especially a sense of inferiority which can lead to difficulty controlling emotions. teachers’ skills are needed in identifying children who experience academic barriers so that the accuracy in the analysis of the identification results will provide proper accessibility in education services for children with special needs in inclusive schools. references abdurrahman, m. 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(2017). disleksia: deteksi, diagnosis, penanganan di sekolah dan di rumah. kencana. 88 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 the dynamic holistic development of human potentials and wellbeing: implication on educational policies rosadah abd majida, manisah mohd alib, norshidah mohd sallehc, aliza aliasd, ramesh kanapathye, khadijah said hashimf a, b, c, d faculty of education, ukm, malaysia ekementerian pendidikan malaysia, malaysia f faculty of education uitm, malaysia email: rosadah@ukm.edu.my abstract: education plays an important role in its mission to develop every individual student to become the best person whose potential has been developed to optimal level. this paper discusses a framework of individual’s holistic potential development. holistic education includes processes and efforts to realize the progress of individual potentials from all dimensions which include; physical, social, intellect, emotion, aesthetic, creativity, and spirituality or as referred by malaysian educational philosophy as physical, emotion, spiritual, and intellect. holistic developmental process is regarded as the aim and effort to develop individuals to be mindful and skillful to benefit self and the society at large. development of social responsibility is the outermost circle of the conceptual framework. it signifies the individual’s awareness of his purpose in life, for continuous wellbeing and happiness when he benefits other people from his potential development. individual potential development starts from the innermost circle describing his self-development, developing wellbeing, to feel peace and calm, and worthiness. innermost circle refers to the individual state of happiness or wellbeing when his spiritual dimension is fulfilled and developed. the middle or second circle of the framework refers to the developmental process of character and excellence for individual’s optimal potential development through adults caring and teachers’ application of ‘love pedagogy’. among the catalysts for the developmental process are: conducive environment, emotional strength and self-actualization, chance factor, time investment, effort, and financial resource. individual development at the micro level during childhood age will become elements for the developmental process during adolescents and adulthood. implications of the framework of individual’s holistic potential development on educational policies will be discussed in this paper. keywords: wellbeing, holistic development, potential development, love pedagogy. education is the core of the development and wellbeing of an individual and his country. various contemporary issues involving juvenile crime lead us to be doubtful on the effectiveness of the education system. therefore, the educational system needs reorientation and new insights to generate wellbeing in the society. holistic education is an educational philosophy that is not limited to the development of academic skills such as writing, reading, and counting. holistic education is based on the premise that every individual will find his/ her own identity, meaning and life objectives through communication and interaction with community, environment, and human values such as love and peace (mayes, maile-cutri, goslin, & montero, 2016). therefore, holistic education also includes and emphasizes on the developmental aspects of individual relationship, responsibility and respecting other individuals or environment. educational objectives should not be limited to academic achievement. it also needs to work on the achievement of society’s wellbeing or happiness. wellbeing is subjective and it depends on the thinking and on the emotional state of an individual. people who experience subjective wellbeing are more prepared to face challenges, solve problems with creativity, and capable of creating harmony in any situation. subjective wellbeing is also influenced by individual’s personality and their problems solving activities. resilient individual has the ability to withstand risk, pressure and trauma while successfully dealing and adapting with challenging situation (glantz & johnson, 1999). there is a need to discuss on how the education system evaluate every individual student from the aspect of their potential and how should the effort and approaches develop those potentials. this paperwork discusses the dynamic of the effort to develop the students internally from within the person, and externally involving the students’ interactions with his/ her surroundings. these include emotional interactions and its dynamicity, spiritual development, pro-social behaviour, and altruism. teachers play significant roles in assisting the interpretation of events while giving 89rosadah a m, manisah m a, norshidah m s, aliza a, ramesh k, khadijah s h, the dynamic holistic . . . . cognitive and emotional supports so that the dynamic of the problems or challenges can be understood, accepted and handled in the best possible manner. these kinds of interactions need good and positive relationship between teachers and their students, and this is regarded as the essence of love pedagogy (stehlik, 2016). needless to mention that love pedagogy should be applied during the educational process that is during conducting lessons inside and outside classrooms. this educational approach requires teachers to have space and opportunities to deal with students in class to ensure their wellbeing. similar to the educational system in finland is where students’ wellbeing is the main priority (stehlik, 2016). this pedagogical approach prioritizes good and harmonious relationship between teachers and students. it starts from the affection of teachers to students and prioritizing students’ wellbeing. students’ wellbeing and happiness is important to ensure their continuously potential development for the benefit of themselves and others. thus, love pedagogy does not mean teachers’ gentle approaches and lowering achievement standards. instead, it emphasizes on recognizing excellent achievements. students are nurtured to develop determinations in achieving excellence in the domains of their potentials and talents for the wellbeing and prosperity of self, institution and society. pedagogy itself is an art and science of education in realizing the goodwill of the educational purpose, to design and develop “success for all” (määttä & uusiautti, 2011). discussion subjective wellbeing individual happiness is the results of combination from several satisfying events in one’s life (diener 1984). subjective wellbeing is one’s perception towards his own life experiences. it is from the contributions of positive experiences in an individual’s life. in other words, positive experiences in an individual life contributes to happiness and life satisfaction of that individual. changes in situations or environments will affect life experiences and individual’s wellbeing. for example, changes in classroom, or home environment, or support system will affect life experiences and will bring changes to an individual subjective wellbeing (wong, 2012) wellbeing is a subjective concept that brings different meaning to different persons (wan, maarof, & zahid, 2009). according to researchers in wellbeing, happiness is regarded as the most valuable achievement in one’s life. according diener (2000), happiness is associated with wellbeing, and usually a happy person is healthy, less stressful, and effective. happiness is the process not the target. it can be concluded that wellbeing depends on how far a person can free himself from problems that appear in his life, while gaining perfection, prosperity, benefit and satisfaction in fulfilling his own needs until he is able to benefits other people. subjective wellbeing is determined by the person himself based on how he/she interprets the events experienced in his/her life. it depends on the person’s personality and attitude. changes in perception, confidence, aspirations and personality types may effect a person’s subjective wellbeing (jati, 2010). subjective wellbeing is influenced by cognitive and affective evaluation (diener, 2000). when a person is structuring and evaluating an experience from past events, it is known as cognitive process. while, evaluation of an event affected by mood which could be influenced by culture, environments and situations is known as affective process. other than that, cognitive evaluation can be defined as evaluation on the overall life satisfaction, or evaluation on just certain aspects such as life satisfaction, interests, and relationships. on the other hand, affective evaluation looks at pleasant or unpleasant emotional reactions towards life events. subjective wellbeing or happiness also depends on individual’s resilience or ability to face challenges in life. resilience the term resilience was used in three different phenomenons: (1) individual who experienced traumatic events in life but had perfectly recovered (2) individual from high risk group but managed to achieve better than expected, and (3) individual who showed positive adaptations although living a stressful live (masten, best & garmezy, 1990). resilience is also defined as the ability to rise up again, to cope and adapt while developing self-competency in the face of adversity (gordon, 1995). when a person is facing stressful situation, ideally his inner self-control will function as buffer to the pressure (henderson & milstein, 2003). this buffer control assists the person to cope positively towards stress and emotional disturbances. besides, buffer control can help integrating the continuous emotional disturbances and stress to form new sets of behaviour which shows improvement or changes in the person’s level of resilience (henderson & milstein, 2003). generally, resilience is determined by the individual’s surroundings. positive surroundings lead to positive resilience and vice versa, if the surroundings are negative then it leads to stress (rutter, 1985). it is the wisdom of the educator to play significant roles in providing and maintaining the positive environment. the teacher or educator need to be a person who cares and always want the best for their students out our sincere concern and affection. 90 journal of icsar; volume 2, number 1, january 2018: 88-93 figure 1. dynamic holistic individual potential development therefore, it is again proven on the importance of love pedagogy to maintain emotional stability of students in various situations and circumstances. positive psychoogy positive psychology was introduced by abraham maslow in 1954. this is a well-known theory which among others introducing hierarchy of needs model, motivation and needs theory, concepts of selfactualization and peak experiences. this theory and model emphasize on psychological needs focussing on human potentials rather than on human weakness (bridges & wertz, 2009). positive psychology focuses on wellbeing, happiness, prosperity, selfstrength, wisdom, creativity, imagination and positive characteristics of an individual, groups or organizations. prosperity or wellbeing is referred to when a person is healthy mentally and possesses positive emotions and positive thinking at all time (michalec, keyes, & nalkur, 2009). according to hefferson and boniwell (2011), positive psychology concentrates on positive experiences at three different times; in the past, at present, and in the future. in the past it affects the person’s wellbeing and satisfaction. at present, it is about happiness. in the future positive psychology is about hope and confidence. this positive psychology is divided into three nods: (1) subjective nod – positive experiences from three different times such as wellbeing, confidence, hope, happiness and satisfaction, (2) individual nod focusing on a good person features such as bravery, endurance, wisdom, talent, affection and creativity, (3) group nod – positive institution, positive organization, citizen and society. within the scientific community, positive psychology is a new perspective investigating on human prosperity, wellbeing and happiness. research about happiness can be traced to as early as during the greek era. figures such as aristotle, socrates and plato believed that a person with good morality would gain true happiness while the epicurus and utilitarian group found that happiness was overflow of positive feelings and life enjoyment (hefferson & boniwell, 2011). subjective wellbeing is used as a measurement to evaluate levels of wellbeing or the quality of life of an individual (keyes, shmotkin & ryff, 2002). definition of the quality of life according to the malaysia quality of life 1999 report, is healthy lifestyle, selfimprovement, freedom in acquiring knowledge and acquiring economic status that exceeds the individual’s basic needs, as well as fulfilling psychological needs to reach level of social wellbeing inline with the national aspiration (economy planning unit, 1999). there are two types of indicators to determine quality of life; subjective indicator and objective indicator. objective indicator refers to environment such as financial, facilities and housing. subjective indicator will explain a person’s evaluation or view about his or her life. developing individual potential human being is born with diverse potentials. potential is human ability or talent that need to be nurtured to benefit mankind. regardless whether the students are considered to have special needs or typical, everyone is blessed with different abilities. therefore, educators, teachers and parents need to identify and celebrate these diverse potentials among our children. developing human potential is important because collectively it will contribute towards the development of the nation and human civilization. educational institutions conducting formal or informal educational processes, has the mission to develop and nurture the potential of all students. the dynamicity of the educational process and practice involve three stages of human development represented by three main parts (figure 1). the first stage, the inner most circle representing self-development, followed by the second stage representing formally organized educational programs, and complemented by the third stage representing the process of developing meaning to purpose in life, to serve and be of benefit to mankind and to the environment. all this process is dynamic and can occur simultaneously. teachers, educators and parents play important roles in providing continuous guidance and supports for the students or children to assist them to reach equilibrium in handling the dynamicity of self-potential development. figure 1, illustrates the proposed dynamic framework that represents the process of developing excellent individual based on holistic educational philosophy. it starts with the innermost circle that represents the heart of the individual potential developmental process. it represents self-development. a person whose self is in the state of peace or ‘subjective 91rosadah a m, manisah m a, norshidah m s, aliza a, ramesh k, khadijah s h, the dynamic holistic . . . . wellbeing’ will be better able to accommodate with the potential development program planned for him or her. students who achieve subjective wellbeing are at peace with him/herself. they are ‘happy’ and will be at ease to learn and to be taught. thus, it has to be in the educational policy that teachers need to have the knowledge and skills on how to assist and guide students to achieve subjective wellbeing. it relies on teachers’ effective communication skills, their inter and intrapersonal skills, as well as listening skills. beginning with teachers’ having sincere affections towards their students, and showing sincere caring attitudes for them. love pedagogy becomes the essence of teacher student’s interactions. it should be made a policy that teacher training need to include topics such as; understanding of self and others, building and maintaining positive self-concept, understanding what influence individual’s behaviour and attitudes, and interacting positively with others. the teachers themselves need to acquire these skills as prerequisite competency for educators. it is very important that in pre-service as well as for in-service teacher training to include those elements mentioned in the courses. discussions, reflections, and interactive lessons and activities are some of the approaches suggested by darling-hammond, hyler, and gardner (2017). these kinds of activities are important for adults’ learners to utilize past experiences as their resources, making learning effective and meaningful. the middle circle illustrates the dynamic process of potential development that usually occurs in formal setting. gagne (2003) describes the process through differentiated model of gifted and talented, dmgt. efforts to develop potential and talent is considered as investment. it includes time, energy and financial investment. a person’s intrapersonal skills and his/ her conducive environment for potential development process is considered as catalysts to the process. while developing students’ potential, it is necessary for educators to instil the purpose in their students’ life. working hard to realize one’s potential need to be made meaningful by relating it to purpose in life. thus, this aspect of relating own’s commitments to purpose in life has to be explicitly discussed with students. teaching and learning policy has to embrace this particular approach, that is in to discuss and relate students’ purpose in life with their educational activities. allow students to identify their purpose in life, and discuss on how to ensure that they will achieve those purpose via their educational endeavour. the third outermost circle represents the process of bringing meaning of the potential development in fulfilling human’s social responsibility. this in essence regards the nature of potential development as prosocial and altruistic in nature. the outcome of human potential development is to be beneficial to mankind. although at times these may involve efforts which are of high risks. an altruistic individual will be willing to work hard even if they face the possibilities of loss. however, believing in their mission to benefit others, they are determined to proceed. the education policy need to specify that students have to fulfil a certain amount of time to be in charged or doing service to others voluntarily. volunteering service could be delivered to specific institutions such as orphanages, old folks’ homes, schools, hospitals, and the like. besides, volunteerism could also be dedicated to specific individuals who are in needs of supports and guidance. the educational policy need to make service learning and volunteerism as necessary components in complementing the academic curriculum. developmental processes in all the three stages or levels are dynamic in nature due to the interactions of elements within individuals themselves or with other environmental elements. in all the stages of holistic individual potential development discussed in this paper, it emphasizes that; support, guidance, and encouragement from teachers, educators and parents, are necessary and very important. the seed of all these positive interactions is teacher’s affection and care of their students. this practice and elements of education need to be implemented and nurtured in the system, and this teaching and learning approach is known as “love pedagogy”. love pedagogy refers to good and healthy relationship which is based on trust, between students, teachers, parents and administrators. finland educational system whose excellence has been much talked about, sets love pedagogy as the trust or foundation in the educational process. all processes involved are dynamic in nature when teachers and educators play important and significant roles to provide continuous guidance to the students to develop their potentials, and build their resilience to achieve subjective wellbeing. subjective wellbeing is necessary and a prerequisite in developing students’ potentials and excellence. implication on educational policy educational policy is necessary to ensure quality education. educational policies lay down specific doable terms and conditions to be fulfilled in the education sectors. teachers play significant roles to develop students’ potentials holistically. thus, teachers need good and clear guidelines on how to become the teachers who will be able to design and conduct lessons effectively. they also need to ensure a conducive and therapeutic environment to nurture students’ inner strengths and holistic development. this is inline with key attributes aspired for malaysian students (malaysia education blueprint 2013-2025). therefore, besides focussing on the teachers, the policy also need to 92 journal of icsar; volume 2, number 1, january 2018: 88-93 focus on the content of the curriculum, the curriculum design, and curriculum delivery. these are some of the suggestions and recommendations to supplement the education system in developing students’ potential holistically. teacher selection and teacher training policy select the most capable candidates with the most suitable attitudes. special aptitude tests and interviews need to be conducted prior to selecting candidates for teacher training. only those candidates who pass both the aptitude test and the interview will be offered teacher training course. teachers candidates need to have good understanding on students’ unique needs. thus, teacher training curriculum needs to include topics on students’ diverse characteristics and their diverse learning needs. this is very important because this is in fact the foundation or the seed for love pedagogy to be materialized in the education system. preservice training as well as the in-service training will have to equipped and to recharge teachers with knowledge and skills on how to develop selfsubjective wellbeing for him/herself, and also to train them to assist students in developing their subjective wellbeing. teaching and facilitating policy teachers have to ensure safe, friendly and inclusive environment. students will feel at ease and not threatened by the environment and will be able to unleash their potentials. teachers will have to adhere to the principles of love pedagogy in ensuring this kind of environment and appropriate educational approaches for the students. teachers’ roles are to facilitate, to coach, and to advocate for their students. teaching is not just transferring of knowledge, instead teachers’ roles are to mobilize and to motivate students to be actively engaged in their learning, and to bring meaning to what was learnt. teachers’ support policy educational institutions need to employ periodic monitoring and support for all educators and teachers. like students, teachers are diverse and have diverse needs as well. they need guidance and support to maintain energetic and resourceful in the teaching profession. thus, educational institutions need to provide therapeutic environment so that teachers could recharge and reenergize to be better able to continue with their professional endeavour in education. educational institutions need to create support groups and discussion groups for the educators. this will be platforms for teachers and educators to share their insights and reflections, and to get feedbacks in improving their actions. curriculum design and curriculum delivery policy curriculum content or syllabus need to be flexible in nature, catering for student of diverse abilities and interests. this is important to ensure success in developing potentials of all students. students with high intellectual ability need to learn topics in depth and be enriched academically. this is their educational needs. on the other hand, students who are intellectually challenged need an adjusted curriculum to meet their learning needs. teachers should be given the liberty of designing curriculum to suit learners’ needs. they need to be equipped with knowledge and skills on curriculum design, adjustments and adaptations. teachers will need to align curriculum delivery to promote students’ self-development, such as to bring meanings from the topic learnt. curriculum delivery need to be interactive to embed good values and understanding others. teachers have to ensure safe and supportive environment during lessons so that positive and fruitful interactions between teachers and students, and between students and students will take place. this will provide platforms for teachers to guide students to enhance their inner strengths and achieve subjective wellbeing. conclusion and suggestion every child’s potential is a gift that need to be nurtured and developed optimally for his/her own wellbeing and for the benefit of mankind. the education system plays significant roles in human potential development. regardless of the uniqueness of the person, whether considered typical or with special needs, educators still need to identify potential or strength in every student. they need to provide guidance, supports and encouragements to students, to develop those potentials. they have the responsibility of nurturing students to be developed optimally. it is also important that they ensure suitable and conducive environment to facilitate in educating students holistically and effectively. it begins with consciously educating students to develop and sustain inner peace or self-tranquillity. these require educators with caring and affectionate personality, to adhere to “love pedagogy” as the foundation in educating their students. consecutively, the education system needs to encourage and provide opportunities for students to serve others directly or indirectly. indeed, the ultimate and the most important goal of education is to develop and to maintain individual and societal wellbeing. 93rosadah a m, manisah m a, norshidah m s, aliza a, ramesh k, khadijah s h, the dynamic holistic . . . . apreciation we would like to express our appreciation to the ministry of education malaysia for awarding scholarship to ramesh kanapathy to pursue his doctoral degree at universiti kebangsaan malaysia. some parts of his work was referred in this paper. references bridges, s. k., & wertz, f. j. (2009). maslow, abraham. in s.j. lopez (ed.), the encyclopedia of positive psychology (pp. 599-600). west sussex, united kingdom: john wiley & sons ltd. darling-hammond, l., hyler, m. e., & gardner, m. (2017). effective teacher professional development. carlifornia: learning policy institute diener, ed. (1984). subjective well-being. psychological bulletin, 95(3), 542-575. diener, ed. (2000). subjective well-being: the science of happiness and a proposal for a national index. american psychologist, 55(1), 34-43. gagne, f. (2003). transforming gifts into talents: the dmgt as a developmental theory. in n. colangelo & g. a. davis (eds.), handbook of gifted education (3rd ed.), pp. 60-74. boston: allyn and bacon. glantz, m. d., & johnson, j. l. (1999). resiliency and development: positive life adaptations. new york: kluwer academic. gordon, k. a. (1995). the self-concept and motivational patterns of resilient african american high school students. journal of black psychology, 21, 239– 255 hefferson, k. & boniwell, i. (2011). positive psychology theory, research and applications. berkshire england: mcgraw-hill education henderson, n., & milstein, m. (2003). resiliency in schools: making it happen for students and educators. thousand oaks, ca: corwin press, inc. jati, a. (2010). subjective well-being (kesejahteraan subjektif) dan kepuasan kerja pada staf pengajar (dosen) di lingkungan fakultas psikologi universitas diponegoro. jurnal psikologi undip, 8(2), 117–123 keyes, c. l. m., shmotkin, d., & ryff, c. d. 2002. optimizing well-being: the empirical encounter of two traditions. journal of personality and social psychology, 82, 1007–1022 määttä, k. & uusiautti, s.(2011). pedagogical love and good teacherhood. in education, 17(2), 2941. malaysia education blueprint (2013-2025). putrajaya: ministry of education malaysia. masten, a., best, k., & garmezy, n. (1990). resilience and development: contributions from the study of children who overcome adversity. development and psychopathology, 2, 425-444. mayes, c., maile-cutri, r., goslin, n., &. montero, f. (2016). understanding the whole student: holistic multicultural education. maryland: rowman and littlefield. michalec, b., keyes, c., & nalkur, s. (2009). flourishing. in s. lopez (ed.) the encyclopedia of positive psychology(pp. 391–4). chichester: blackwell publishing ltd rutter, m. (1985). resilience in the face of adversity: protective factors and resistance to psychiatric disorder. british journal of psychiatry, 147, 598 611 stehlik, t. (2016). is “pedagogical love” the secret success to finland’s educational sucsess? australian associatian for research in education. https://www.aare.edu.au/blog/?p=1578. unit perancang ekonomi (1999). laporan kualiti hidup malaysia 1999. jabatan perdana menteri. dicapai pada oktober 1, 2010 dari http://202.75.7.57/ new% 20 folder/ publication /mqli99/all.pdf wan, i. w. a., ma’rof, r., zahid, e. a. h. h. (2009). kesejahteraan subjektif warga tua di malaysia: kes warga tua desa kelantan. international journal of management studies (ijms), 16(2), 63–96. wong, y. h. p. (2012). subjective well-being among hong kong kindergarten teachers: the roles of perceived work environment, personality types, and resilience. thesis phd. the university of hong kong. 70 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 70-76 early intervention program by utilizing family resources to achieve autonomy for children with autism anni sinaga, achmad hufad, endang rochyadi universitas pendidikan indonesia, bandung, indonesia e-mail: annisinaga1@gmail.com. abstract: early intervention implementation must be carried out in its natural environment through family empowerment because it is more effective than an early intervention that focuses on children. this condition is based on home and family as a natural environment for children. the intensity of interaction and communication between children and families greatly influences achieving optimal child development. this study aims to optimize children who are known to have risks and children who have definitive obstacles in children aged 0 to 6. the implementation is focused on support, increasing the skills, and other positive aspects that exist in the family. the approach uses a qualitative method with a case study approach. data collection was carried out through interviews, observation, and document study. the results show an effect of early intervention on the development of children who have communication barriers based on the subject assessment with parents. the conclusion of the implementation of the early intervention program is a change in the family paradigm towards the needs of their children, and the family also begins to understand that their children need a lot of vocabulary to increase their self-confidence. keywords: assessment, communication barriers, early intervention. introduction autism spectrum disorder (asd) is an early childhood diagnosis that shows the most significant increase in recent years; its prevalence is estimated at 1 in 59 children (baio et al., 2018). parents do not yet know how to meet their child’s needs, so parents worry and confuse their children regarding parenting, school, and their future. the efforts of parents have been less productive with their children’s special needs so as not to have a significant influence on the child’s development. nevertheless, parents remain confident and expect their children to grow up normally. the treatment of autistic children aims to overcome the late development following the development of his age. autism child communication barriers, according to the american psychiatric association, 2013 at least show one of the characteristics that are speech delay or completely undeveloped speech ability, can talk. however, his speech is not used to communicate, often issue meaningless words for strange and repeated language. the way of playing is less varied, less imaginative, less able to imitate well. obstacles in the development of communication in children significantly affect the behavior of the child. to know sooner the child is autistic, the faster the effort will be handled. early intervention is very important for autistic children so that the treatment is faster and does not take a relatively long time. thus the early childhood family counseling model designed to reduce the stress of parenting faced by families by creating interpersonal relationships, early intervention arrangements, family groups, support services, and home visits as the main pillars, is carried out with an interdisciplinary approach and experts as social support, as well as the responsibility of counselors as the leading and coordinators of all counseling service programs provided and it turns out that the family counseling model setting early intervention can reduce the stress of parenting faced by children with special needs (sunardi & sunaryo, 2017). it is a lifelong challenge for parents in caring for their children who have asd (davis & carter, 2008). intensive and optimal early intervention can be beneficial for treating autistic children who are usually family-sourced therapies. parents are the earliest learning facilities for children in the learning process in the developmental age and significantly influence a child’s development. unfortunately, changes will be experienced by many families that cause the family to be in a crisis. parents’ ignorance about the condition of children with disabilities becomes a significant obstacle in the child’s development. parents who do not have information about the child’s development can develop the child’s potential. therefore, parents need to have the ability, skills, and knowledge to provide optimal care to their children, especially for parents with autism. in intervention services for children with autism, family involvement is indispensable so that the intervention process can reach its desired potential. a familysourced early intervention program is a research factor 71anni sinaga, achmad hufad, endang rochyadi, early intervention program by utilizing family . . . to examine the intervene given to children and families so that families have the right and optimal mentoring and nurturing competencies for the development of children. at the same time, the future of autistic children depends on providing optimal therapy and education. schack (2014) said that children with autistic disorders could perform tasks independently with very limited. as a result, they often rely heavily on teachers and caregivers to complete their daily skills. dependence on adult encouragement can be a barrier for the child to become self-reliant. however, by using the schedule of daily activities, autistic children can learn to be more independent. daily life activities are essential for the life of self-reliance in children and autistic children. previous research has said that daily life skills should focus on treatment plans for individuals with autistic disorders, especially for future children, as described by ball et al.(2015). to date, research on parental-mediated interventions has shown that autistic children have high social validity, that is, considered to have relevant and important objectives, adequate procedures, and clinically significant results while also generating satisfaction among all stakeholders (kazdin, 1997). the lack of parental knowledge and the ignorance of parents about the condition of autistic children are major obstacles in providing family-sourced interventions. parents’ acceptance of the condition of autistic children with their obstacles creates stress for parents to provide family-sourced interventions. parents who do not have information about the child’s development about the difficulty in developing the potential of their child diagnosed with autism. therefore, parents need to have the knowledge, skills, and abilities in order for them to provide optimal care to their children, especially for parents who have two autistic children in the family. in family-sourced intervention services for autistic people, family involvement is indispensable because they are longer with their children to reach the desired potential and independence. therefore, the preparation of this family-sourced intervention program is the focus of researchers to review interventions given to children and families so that families have the right and optimal mentoring and nurturing competencies for the development of children. the formulation of this study is directed at the “family-sourced intervention program to maximize the family to achieve the independence of autistic children.” based on the above problems, an intervention service is required in adult autistic people, with the family’s implementation process. because families spend more time with their children at home than at school, and children learn the most important learning from the family. method the approach used qualitative methods with a case study approach. data collection is conducted through interviews, observations, and document studies. this study aims to optimize the development of children who are already known to have risks and children who have definitively had obstacles performed in children aged 0 6 years, wherein its implementation is focused on support, improvement of skills/competencies, functions of other positive aspects that exist in the family. this study was conducted by the discrete method of analytics using secondary data obtained from interview reports, observations, and assessment results with families. the data is then processed and analyzed descriptively using logical thinking associated with the concept of public health. library studies are also conducted to enrich and sharpen the data analysis performed. finding and discussion finding the finding of the current study can show in tables 1, 2, and 3. from the subject’s adl aspect, only taking off their clothes and using the toilet did not experience any obstacles. however, at the same time, other adl activities still need to be accompanied and directed. the condition of the potential family looks father and mother began to show their competence to involve the subject speak so that the subject can boost its development and family know the positive changes taking place in their conditions of potential subjects, it appears the subject began to be able to maintain its focus for 50 minutes on subjects even if they have not been consistent, blow out the candle well to practice breathing pressure, begin to verbalize the names of objects around him, and can recognize the order of brushing teeth correctly. discussion based on the findings of observation data and interview results of quality of life and family functioning on actions in conducting early intervention to autistic children, stimulation of the communication development needs of autistic children shows that it takes understanding the concept to educate parents about relationships within the internal scope of the family microsystem to the pattern of early childhood parenting with the need for communication development, utilizing free time in common between father, mother and child with residential and outside settings. 72 journal of icsar; volume 5 number 2, july 2021: 70-76 table 1. subject adl profile overview aspects of adl subject adl profile overview (actual condition) obstacles subject experienced i n d e p e n d e n c e wash hand can prepare equipment for hand washing. (soap, towel / hand wipe) not yet able to wash your hands cleanly, there are still soap vapors on her hands. brushing teeth a. can set up and clean the toothbrush. b. can gargle properly. c. can re-clean the toothbrush equipment. difficulty in putting toothpaste on the toothbrush appropriately, so still need help. bathe a. can prepare clothes and toiletries. b. can take care of clothes and toiletries again. the stages of doing a bath still need to be directed. especially when soaping all over the body. undress a. can undress the top. b. can undress the bottom. no obstacles. wearing clothes can wear the bottom and top clothes in the correct position. when pairing the top, clothes are still having difficulty, so it needs help. difficulty in determining the concept of front and rear clothing. using the toilet a. can perform the steps using the toilet. b. take the initiative to go to the toilet. no obstacles. drink a. can drink by using glass. b. can drink using a straw. barriers when drinking are still spilled if directly using glass, but the child can be alone using a straw. however, often when drinking likes to choke. eat can prepare cutlery. however, cutlery is not glassware. when eating is still fed by parents because the food is still messy table 2. evaluation of the program on the family is seen based on observation, interview, and documentation actual family condition (judging by assessment results) developed potential intervention program potential family conditions parental acceptance: parental acceptance of the child is quite good, and this is seen when the parent never hesitates to invite the child to meet a new person (not hiding the child from the outside world) and not expecting too much the child’s obstacle. as a result, there is no sense of regret too long and deep. parental understanding: understanding parents with suitable hearing barriers look like parents know what autism is togetherness: spend more time with the child, follow his development, provide the stimulus needed by the child, involvement of children in the family: start involving the child with parental activities so that familiarity is formed that will help the child be more confident to communicate to grow as an individual and social being. making a schedule for togetherness with children. parental competencies to improve the way children communicate father and subject togetherness has been widely seen, such as diverging every activity that will be done shortly after waking up. however, involving the child in the family is still not very visible because the parent is the subject who has not understood what the parents want to convey. at first, parents are complicated to spend time with the father, finally, slowly the father and mother begin to show their competence in speaking to the subject, but it is necessary to be consistent in running this until the subject can be independent in understanding the sentences of others 73anni sinaga, achmad hufad, endang rochyadi, early intervention program by utilizing family . . . actual family condition (judging by assessment results) developed potential intervention program potential family conditions parenting patterns: parents have an excellent parenting pattern for the child. parents have their schedules for children from school to sleep at night. treatment planning: parents always discuss what stage of education and what kind of good for the child, discussing the methods of communication that the child will use. learning and playing environment: dominant parents allocate children time to learn, while play is only allocated on weekends, even with very little time and little. in the school environment itself, the child is active and fast in capturing learning materials or learning activities that are being done. the teacher responded positively to the child’s behavior. improving children’s competence to increase vocabulary and adl: realizing the child’s need to communicate is that a mature vocabulary and oral preparation will help parents develop creative ideas of playing and learning to improve the child’s vocabulary and independence. increase the child’s confidence to communicate: inviting children to play and learn together is one way to increase confidence in themselves so that children do not have to be ashamed of their shortcomings. reduce maternal concern for children’s activities, especially in the case of adl involvement of children in the family at first, the mother was very worried about what was done to her son. researchers here assessed there were still deep maternal concerns to the subject, but when the subject could produce new vowels, both parents rethink how important oral exercise was. finally, the mother begins to be seen trying to find a solution so that the subject can suck or smell something through the nose because the subject still has difficulty in sucking through the mouth and nose. here it appears that the mother began to include herself so that the subject can promote its development. table 3. program evaluation on subjects is based on observations, interviews, and documentation subject’s actual condition (from assessment results) parents’ expectations of the subject program (bringing the subject’s actual condition closer to parental expectations) potential conditions basic skill capability basic skills to pay attention to the child well enough, sit quietly ±15 in learning, and pay attention to instructions (communicate) with his parents ± 3 minutes. subjects can follow the learning process in school during each lesson hour well, meaning they can focus for 1 hour of a complete lesson without covering their face (a form of boredom of the subject towards something). learning to use reinforcement and limiting the duration to use rewards, gradually, the reward is eliminated. communication uses picture cards in advance so that the child can understand what is communicated so that his attention will last a long time. subjects begin to focus for ±50 minutes on lessons that emphasize reward and vary (this is seen during an intervention at home). however, it can still not be said to be consistent because it has not been able to last for 50 minutes with one homogeneous lesson. 74 journal of icsar; volume 5 number 2, july 2021: 70-76 subject’s actual condition (from assessment results) parents’ expectations of the subject program (bringing the subject’s actual condition closer to parental expectations) potential conditions oral motor: the oral condition of the child’s motor is quite good, the child can chew, puff the cheeks, and blow, but the force of the blow is not strong enough. for imitation, the child can imitate bilabial “pa” with the help of hands touched to the mouth. the subject can speak “mother,” “father,” can mention his name “rasya” if the subject asks for something, the subject can say “ask” or “want.” oral motor and respiratory exercises: blow out candles and balloons. touch the upper lip with the tip of the tongue. lick the candy. puffing cheeks. touching the ceiling with the tip of the tongue. suck smell the subject can blow out the candle well (the candle used magic candle if blown and there is still coal in the thread of the candle then the fire will be able to live again. using this candle aims to train breathing pressure on the subject). receptive language: the child’s ability in receptive language is seen to equate the objects in the picture with those around the environment. can know the functions of familiar objects such as spoons and forks to eat, pencils to write. the child understands by nodding to “yes,” shaking to “no.” he can understand the instructions of his parents with playing a word card is to paste a picture of an object that corresponds to the object in the bedroom and hint at its function. identify the images of the commands (show and imitate). the subject’s receptive language looks even better. the subject can attach the original image to objects that match the image, clearly know where the objects are in the house and exempt the names of objects around the house. daily living activity (adl): adl capability, children can already do some activities such as preparing hand washing equipment, toothbrush, bathing, undressing. nevertheless, unfortunately, these activities have been habituated by parents in a polarized time. subjek know or know the steps of brushing teeth and bathing schedule various activities visualized with images (sequence image of brushing teeth and bathing) the subject begins to recognize the sequence of brushing teeth by playing sequence cards and then attached to the container that has been provided. the sequence card is marked 1,2, and so on as a sequence code. at first, the child cannot know the correct order in brushing teeth but continues to be introduced and combined with natural objects. finally, the subject is exciting, and can begin to remember brushing teeth with the parent. solving problems through problem solving due to children’s development by focusing the impact on children’s development, coordinate collaboratively on the role and responsibility of parents in parenting patterns and impacts for child development needs, family behavior control, affective response and engagement, how to communicate with the child, involvement of each internal family member in parenting for child development needs, stimulation through early intervention by parents by providing educational instructions and exercises to parents to help parents and the developmental needs of early childhood autistic children through family-based expressive developmental intervention programs. the family undergoes a change in understanding /paradigm to realize the need for early intervention for the child and increase confidence with the will always to teach the child to learn the word, eye contact exercises with duration at each level to overcome the development of the child’s eye contact resistance, communication skills transfer exercises to change communication behavior, combination communication exercises are 75anni sinaga, achmad hufad, endang rochyadi, early intervention program by utilizing family . . . not accompanied by shaking the head. children are introduced to many different words, starting from one word and combining them into 2-3 words, which the child hopes in the future can be more independent and not dependent on others. parent-mediated interventions are one of the strategies that promise to start interventions early and support families while they wait for direct intervention with a child (green et al., 2017; ministry of health & social services (msss), 2017). the role of the family is very important in the process of child development, especially parents (father and mother) in providing learning experiences to children through family-sourced intervention programs in adult autism. interventions can help a person experience, organize, understand and respond better to the information he receives from the surrounding environment. intervention is a process of mediation between an individual and his environment. interventions can help a person experience, organize, understand and respond better to the information he or she receives from the surrounding environment. research on the effectiveness of early interventions against children with autism barriers shows that early intervention effectively develops the child’s potential, supports the child’s development, and maximizes interaction between family members. interventions are carried out in the early stages of development of the child (steiner, koegel, koegel & ence, 2012; koegel, koegel, ashbaugh, & bradshaw, 2014; huang &wheeler, 2006). early intervention of family resources provides support and resources shown to families with children with early childhood special needs that directly or indirectly affect children, families, and family functions. the underlying theory is an ecological social system that provides the basis for early intervention in the family environment. in contrast, the theory of social constructivism provides a foundation in stimulating the development of children so that children can achieve optimum development by basing on the concept of the zone of proximal development. ecological system theory is often conceptualized as a concentric circle with individuals at the center (graves & sheldon, 2017). ecological theory confirms that the development experienced by an individual is the influence of the environment and the environment closest to the individual that will determine the form of intervention to be given. family is the first setting for the child to learn how to satisfy his life and face the world. every child owns learning opportunities in a natural environment, and how the child obtains diverse experiences and opportunities from his natural environment has a significant impact on the child’s development. in the early intervention of family resources, aspects of children’s individual development are crucial to note. for example, chan et al. (2012) explain that the development achieved by a child is the result of learning, not the other way around the development characterized by maturity becomes loaded for learning. therefore to know and understand the development achieved by a child, it is done by asking the following question: 1) what the child does independently (without help), called actual development, 2) what the child can do but must do with help (potential development), 3) what the child cannot do, despite being given help. it means it is beyond the reach of the child’s development. the american psychological association (2016) found difficulties in the expressive language aspects that autistic children experience when expressing what they feel, lack of skill in verbal or non-verbal language, incomplete sentences, facial expressions, minimal gestures, vague arithmetic, and short speech. beuker supports the results of this study, et al. (2013) explained that although able to talk, but not used to communicate or interact, words and sentences are spoken short or repetition of others when speaking and do not understand spoken language. the immediate impact that children with autism have on expressive communication difficulties is the opportunity to communicate, recognizing the condition to display appropriate behavior (ledford & wolery, 2013). communication skills are essential for children with autism aged five years, and it is based on milestones language development and communication of the child. communication is closely related to social interactions between individuals and their surroundings, particularly father-mother parents who are longer with children. family functioning to the condition of children’s expressive development is vital because the function of the family (parents) operationally, namely as the overall welfare of the family unit in the domain of health, competence, conflict, cohesion, leadership, and expression of emotional (ghazanfar & sameera, 2016). the influence of the environment in the development of each individual is the result of reciprocal interaction between the individual and the environment that is very influential in shaping the individual. interaction is defined as mutually influencing activity between internal and external. the concept of individual development occurs continuously, intensively, and continuously in a dynamic and mutually affecting, mutually beneficial process (somad, 2013). the ecological theory is the theory that underlies the provision of early intervention programs by involving the closest environmental interactions of children (family-sourced) parents (father and mother) is considered as a microsystem that is the environment in which the individual lives (including individual families, peers, schools, and residential environments). 76 journal of icsar; volume 5 number 2, july 2021: 70-76 there is a direct interaction between the child and the parents in microsystems, setting when the interaction process occurs. the child is not a passive recipient but also actively forms a microsystem setting. children get experience from every activity and have a role in building interpersonal relationships with their microsystem environment (i.e., parents, siblings, friends, and educators). however, this study is more focused on parents. conclusion the conclusion of the implementation of the early intervention program is a change in the family paradigm to the child’s needs, and the family also understands the child needs a lot of vocabulary and is involved in family activities to increase his confidence. however, further research advice needs to be researched on the effectiveness of early interventions sourced from families in the autistic child. references american psychiatric association. (2013). diagnostic and statistical manual of mental disorder (dsm-5), fifth edition. american psychiatric association (apa) american psychological association. (2016). guidelines for the undergraduate psychology major: version 2.0. the american psychologist, 71(2), 102-111. baio, j., wiggins, l., christensen, d. l., maenner, m. j., daniels, j., warren, z., ... durkin, m. s. (2018). prevalence of autism spectrum disorder among children aged eight years—autism and developmental disabilities monitoring network, 11 sites, united states, 2014. mmwr surveillance summaries, 67(ss6), 1–23. ball, v, h., kim, s, h., cheong, d., & lord, c. (2015). daily living skills in individuals with autism spectrum disorder from 2 to 21 years of age. autism, 19(7): 774–784. beuker, k. t., rommelse, n. n., donders, r., & buitelaar, j. k. (2013). development of early communication skills in the first two years of life. infant behavior and development, 36(1), 71-83 chan, c.k., zorina, z.a., jesse, r.s., & ornat, s.l. (2012). lev vygotsky’s theory of development davis, n. o., & carter, a. s. (2008). parenting stress in mothers and fathers of toddlers with autism spectrum disorders: associations with child characteristics. journal of autism and developmental disorders, 38, 1278–1291. ghazanfar, l., & sameera, s. (2016). coping strategies and family functioning as predictors of stress among caregivers of mentally iii patients. international journal of clinical psychiatry, 4(1), 8-16. graves, d., & sheldon, j.p. (2017). recruiting african american children for research: an ecological systems theory approach. western journal of nursing research, 40(10): 1489-1521. green, j., pickles, a., pasco, g., bedford, r., wan, m. w., elsabbagh, m., ... charman, t. (2017). randomized trial of a parent‐mediated intervention for infants at high risk for autism: longitudinal outcomes to age three years. journal of child psychology and psychiatry, 58, 1330–1340. kazdin, a. e., holland, l., & crowley, m. (1997). family experience of barriers to treatment and premature termination from child therapy. journal of consulting and clinical psychology, 65(3), 453. koegel, l. k., koegel, r. l., ashbaugh, k., & bradshaw, j. (2014). the importance of early identification and intervention for children with or at risk for autism spectrum disorders. international journal of speech-language pathology, 16(1), 50-56. huang, a. x., & wheeler, j. j. (2006). effective interventions for individuals with highfunctional autism. international journal of special education, 21(3), 165-175. ledford, j. r., & wolery, m. (2013). peer modeling of academic and social behaviors during small-group direct instruction. exceptional children, 79, 439458 schack, e. (2014). promoting independence among individuals with autism spectrum disorders. the review: a journal of undergraduate student research, 15(1), 23-27. somad, p. (2013). teori ekologi sebagai dasar pengembangan keterampilan komunikasi siswa tunarungu usia pra-sekolah. jassi_anakku, 12(1), 97-111 sunardi, & sunaryo. (2017). intervensi dini anak berkebutuhan khusus. jakarta: departemen pendidikan nasional. 8 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 8-14 collaborative of guardians in the early intervention program of pre-school hearing students at the special education school abdul manap seriman, mohd hanafi mohd yasin universiti kebangsaan malaysia, selangor, malaysia e-mail : azrul.stablearm@gmail.com abstract: collaboration is the most important aspect for special students, especially those with deaf and hard of hearing (dhh). this study was conducted aimed to explore the understanding and collaborative effectiveness of early intervention of dhh peoples from the guardians perspective. the design of this study uses a fully qualitative case study in the johor bahru special education school (jbses). the interview method was used to obtain data involving three guardians pre-school students at jbses. the theory used in this study is bronfrenbrenner’s theory of ecology. the model used is the bronfrenbrenner ecological social model. the findings of the study indicate the extent of the effectiveness of collaboration in early intervention for dhh students where parents are understanding and participated in all activites in the school. most of the parents contributed to the school activities. other than that there is support from non governments organisation (ngos) and the outside parties to the school. keywords: early intervention; special students; special education schools introduction early intervention is a process of providing services, education and support for the students whom highly exposed of experiencing a deliberate progression whether in terms of physical or mental which will likely to hinder the development and restrict the learning process which meant to fulfill the student’s needs as well as the family with special necessities in five developing aspects, which is physical development, cognitive, communication, social and emotional as well as an adaptation through various therapy or services, such as working method therapy, physio therapy, speech therapy and support services for the family. early intervention services consist of various health treatment, habilitation, guidance and professional advices on dealing with the impacts of disabilities as soon as it is identified (kail and hall, 2001). in malaysia, early intervention is provided to the special students starting from age of 0 until 6 years old. referring to the ministry of education malaysia (kpm), special students are divided into three categories, which is students with eyesight, hearing and learning process (sandler, brazdziunas, cooley & de pijem, 2001; liew & manisah, 2008). early intervention of dhh students plays a huge part in order to help lowering down the negative impact towards various development aspects which will be experienced by the hearing students. wolfendale (1997) has listed down four main purpose of early intervention implementation which is early intervention provides support to the hearing student’s family in order to allow them to be able supporting the hearing student’s development, enhancing the development of students from the same main stream such as communication and mobility, boosting the hearing student’s confidence and avoiding problems in the near future. there are four components in early intervention of dhh students which is language intervention component, the usage of teaching aid mechanism, social interaction skill and cochlear implant. speech theraphy is one of the interventions from language component where mainly been applied on initial stage to ensure the hearing students mastering the communication and need to be given as soon as possible because the intervention cost a lot of time and requires continuous practices. speech therapy is a method to teach language to the dhh students and involving language speaking pathology which trains the dhh students empowering the speaking skill. language intervention component exist in two forms of method which is oral and manual. manual method is divided into two which is sign language and full communication. the hearing aid usage is also part of the hearing student’s early intervention. this mechanism is function to elevating the volume and assisting the dhh student listening to the sounds of language, though it would not be able to restore the hearing itself. clark & graeme (1999) shares the similar view where the usage of hearing aid are able to help some of the hearing students learn speaking if only the mechanism been used by the students at the early stage. apart from that, the component of interactive social skill is also considered as part of the dhh student’s early intervention. this early intervention teaches the 9 abdul manap seriman, mohd. hanafi mohd yasin, collaborative of guardians in the early ... hearing students socialize at the initial stage so that they capable to continue their lesson and live a life like other normal students. next, an early intervention of cochlea implant which requires surgery for the hearing student. however, dhh student would need to fulfill criterion for cochlear impant before this early intervention can be chosen. the criterion that need to be fulfilled is that the hearing student must experience a terrible type of neural sesnsory hearing problem on both sides of ear, does not aged more than 4 years old (children whom had hearing problem since infant) and if the hearing aid usage incapable to help the dhh student in the aspect of language and speech. as for the collaboration, it is defined as a pattern of direct connection between two groups that agrees to create mutual decision which is unlikely to be achieved by an individual or an organization (george & stephen, 2002). furthermore, collaboration in education is a cooperation between parties in diversity of expertise for the welfare of special students (the hearing students) in the near future. collaboration is considered as part of interactive process among professionals in main education and special education, related services, the hearing student’s family, and the cooperation of the dhh student in matter of fully assisting the development of the hearing student (dettmer, knackendoffel, and thurston, 2013). this is because teamwork are the core for an effective early intervention to the hearing students and their family. one of the dimension in special education system in malaysia are awareness and public contribution where kpm will find an initiatives to raise a public awareness regarding issues of special students and public involvement in education of special students (plan of educational development malaysia 2013-2025; 4-16). the countries that receive a lot of positive feedbacks based on the parental support in special education program is united states of america. it is because the parent has reliable connection with hearing student and the parent are surely knows their children far better. thus, it will be highly favorable if the teachers could get the parents involve in their children education (masitah, 2010; abidah, 2014). their opinion is mainly parallel to the theory that has been introduced by bronfenbrenner ecology (1979). the concept that flows within the theory of ecology stressed on the family context with factor of cultural background are factors that likely significant to the development of children. parents whom depending on the intermediary environment of the children are the individuals that plays a crucial role which based on the intimate connection. hence, parents are responsible as an intermediary between the professionals and the children which respectively occur during the introduction, analyzation and early intervention. thus, this research is meant to focus on exploring the effectiveness collaboration of early intervention of the dhh students based on the perspective of the dhh student’s parents. this study is also meant to observe the efficiency of collaboration in early intervention from the perspective of the parents because parents are in situation as an intermediary for the children and it plays an important role upon raising a family connection. method methodology of study are part of every steps that need to be taken to achieve regardless of research objectives (ahmad, 1995). this study applied a qualitative approach which generate the design of case study that leads to the experience and opinion from the respondents. according to moleong & lexy (2007), qualitative approach is a research procedure that produce graphical data which can be perceived. while case study is an experimental reseach which been conducted upon certain system, whether in a shape of program or even an incident that related to place, time or certain connection (kamarul, 2012). in order to gain the required data, researcher has interviewed three guardians to give out a point of view, opinion, and experience sharing through face-two-face. by implementing this method, the acquired information will be much solid and different based on individual personal experience. the interview approach is a method that hold high validity due to the reason of acquired data are directly based from research respondents (hazlin & safura, 2017). data analysis are been conducted using the thematic technique. qualitative data analysis is an initiative that been done along with the data, advocate, divide it into sufficient units, synthesizing it, search of pattern, investigate any necessary elements and whatever that need to be taught as well as to thwart things that will be told to the others (bogdan, robert & biklen, 1982). analyzing process of research data has been initiated by copying all of the interviews in form of full text which is called as transcript. following step is coding process where it is conducted to categorize each theme on the concerned table. kamarul (2012) stated that each theme been given code as to simplify the research’s work in labelling the concerned theme into the bigger ones. based on the acquired themes, researcher can allocate the issues or pattern of the highlighted research questions. both questions will be explained further details in the next section. 10 journal of icsar; volume 5 number 2, july 2021: 8-14 figure 1. level of guardian understanding on early intervion program. finding and discussion finding research respondents profile researcher has interviewed three respondents whom are the guardian of the three pre-school students at jbses. respondent a is a 38-year old father and works in private sector in pasir gudang. the respondent b is a housewive and aged 29 year old while respondent c is a mother whom works as secretary at iskandar puteri city council (mpip) whom aged 32 years old. the conversation can only being done through telephone calls and depending on the right time of each respondents and the permission to record along the conversation has been given in order to save it as an evidence and translating them into a transcript later. there are two types of hearing losses which has been identified which is losses of conduction hearing and losses of sensorineural hearing (jabar & ahmad, 2018). based on the given sharing by the respondents, their children experienced losses of sensorineal hearing eversince childbirth as each of their hearing level at the worst level yet critical. in matter of implementing this intervention program, the school shall specify to language and communication which is referring to sign language, cognitive and socio-emotional because based on the initial diagnosis that has been conducted by the school, these students have no problem in terms of course and delicate motor, behaviour and adaptive. yusof, hussain & ahmed (2013) stated that most of the hearing students in malaysia whom has capability of speaking are low yet some of them unable to speak at all or or has very minimum level of speaking. these three has been practiced by the teachers with hope that it would help the students while assist them as much as possible. the term intervention itself gives off a different perspective definition among respondents due to the reason that they are never been informed either formally or informally regarding the name of the program which has been conducted for their children. ‘…i did not know about this intervention program because there is no clear information on any program been held at school…’ respondent a. ‘…as far as i know this intervention program is a program that has been conducted on every saturday morning, where the teacher will teach sign language by using video calls and i am with my child following the session been held by the teacher…’ repondent b. ‘…i have been informed that there are several program been conducted at the early year of 2020 where the teacher will make few consildation practices relating to the sign language since my child unable to learn sign language formally before he could enter to school…’ respondent c. this early intervention program has been held by the school in order to provide assistance to the parent in matters of taking certain steps so that an early detection and treatment can be done and decreasing critical chances of inability, problem and disability that has been dealt by the special individuals. according to the conducted interviews, every respondent are truly aware on the intervention program which has been held by the school, though some of them are confused by the formal term that has been referred to the intervention due to the reason of getting used to the term called rehabilititation or consolidation. in order to identify the next level of understanding, the researcher has observed on both direct and indirect involvement of each respondents in the intervention program which has been held by the school. apparently the respondents has give a cooperation yet directly involve in the intervention program that has been held such as providing assistance based from the medium of preparation of intervention program during the teacher’s teaching process through video calls with their children. moreover, the respondents have learnt a lot while they are with their children. “…normally my wife will supervise the session together with teacher shamsiah by using the video calls because i am working during that time. according to my wife, the lesson has been done smoothly and my child are excited with the technique since he often play computer games…’ respondent a. “… it is hard for me for the first time because the internet line are not stable around my area. the school could only have two to three months only, therefore, most of the lesson are been done through phones. so i have decided to take it to my mother’s house in kampung pasir, the internet line there are rather good. it is only for starter, after the coverage of phone number been changed to another, the lesson begins at my house once again…” respondent b. 11 abdul manap seriman, mohd. hanafi mohd yasin, collaborative of guardians in the early ... figure 2. opinions about the success of the early intervention program. “… while my child goes to school as usual, i found myself having no trouble with the learning lesson except when the schools are in months or so, there is a restriction for me because i work in the morning and came home in the evening. i only able to join on weekend. thus, after discussing with the teacher, they will give exercise sheets and videos to my phone everyday. and i have request the video calls been made on weekend for my child to learn directly from the teacher…” respondent c. the effectiveness of early intervention program in jbses from perspective of guardian. these three questions questions has been combined by observing the effectiveness of the intervention based off the guardian perspective along with their children at home. in addition, with current situation where learning can only be conducted through online platform. “… even i myself does not know these sign language. i do watch it in the television but i do not understand. because by the time i realize my child is deaf, i have no idea where to refer to because i have been busy with work. when i’ve learn from friends that there is a special school for deaf students, i decided to send my child to jbses. we used to use a simple language at home, for example, when he wants to eat or a stuff, he would point to the concerned items. as for the real sign language, i am afraid there is none…but after several months in jbses i could see that my child develop changes in terms of study. back in the days he used to play with gadgets but when the school starts, he has started to do homework such as colouring, tracing the alphabet’s points…” respondent a. from this point of view, we can see that early intervention are genuinely crucial because the more delay in the years the student acquired intervention, the more likely the benefits and communication that should be received by the students delayed. based on the result of this study, researcher are also able to learn that the guardian has an initiative for independent learning at home before these students catching up to the lschool’s lesson. in other words, parents are responsible as connector between the therapists, teacher and organization body with the children especially during the identification, translation and early intervention (abidah, 2014). perhaps due to the differences in approach has made the student to be less interested to the guardian’s method itself. the student too know the differentiation between the guardian and the teacher that taught them. on different perspective, the student knows that the guardian are only available for them when at home and taught them the way they used to do at home while the teacher are at school and teaching them with new things yet this can be differentiated by the students itself based on the result from respondent b. “… there is cleaner at my workplace whom is a deaf person. but i myself never try to communicate with her. because, to me, my son is still small so i feel like he will learn it at school. therefore, i do not need to learn it at the early years. however, after the discussion session with the teachers during the early year pre-registration, i realized that it was my son whom need the early exposure. i have overlook that they, too, have emotions and expression that they wish to express. without sign language, they would not be able to state their desire clearly. i mainly exposed him to television and gadgets before this. after seeing him school, i could see that a he is less likely to throw rampage compared to back in the days. although at first he seems fatigued after went back from school but now he at least likes to see books that been brought from school…” respondent c. this issue is often arised due to the need of awareness among parents in the early stage of students so that they are able to receive a suitable language which fits for them as soon as possible because the impact may drives an influence to their whole life. this can be seen that there are lack of promotion or exposure which need to be distributed by the kpm whether at regional level or district level in matter to ensure more people would know the existence of these centres or schools that can provide them services for these hearing students. contribution and support for early intervention program at jbses in order to establish an effective program for these students, a contribution and support among concerned parties are genuinely required such as collaboration between professionals and parents. an effective collaboration are exist if every related parties practicing an open-minded attitude and has similar objectives, which is maximising potential and minimizing disability of autistic children along the route of collaboration. 12 journal of icsar; volume 5 number 2, july 2021: 8-14 figure 3. contribution and support of early intervention program. on top of that, “education is for all” which has been introduced should always been reminded in a way of initiatives towards providing services for the hearing students. this is meant in order for the rights to obtain education or services equally distributed, especially in an environment of new norm nowadays. “…as far i remember, the first program on saturday that the school has invited us family together following the sign language program at the school hall. from morning to noon. it was a good program, plus, it was my first experience learning sign language together with my child. the program was been held for free along with participation of the teachers and a served feast. i even did not expect that such good program been conducted by the school. although it was not for long until the restriction of movement order took place, schools have to be closed down and we only communicate through the phone later on…” respondent a. the school has held the program from zero to hero by inviting parents and teachers organization (pibg) in order to work together in establishing a program which will be held in the school hall on every saturday. one of the sharing content is sign language class for the students and family so that this language can be applied and understood not only in school but also at home. numerous parties has shown encouragements such as guardians, the student’s siblings, teachers, the parents society and also ngo which has contributed to the program of concerned school. “…during the weekly sign language class, i have been approached by several people wearing blue shirts and introduced themselves as ksib (parental support group) specificly for parents that has hearing children. i am so grateful at that time because all these while i thought my husband and i are the only that had a son with hearing disability but apparently there was community of parents whom had similar scenario that form a support group in order to give motivation in educating these special children…” respondent b. the jbses parental support group (ksib) are established by the parents itself in matter of attracting those who has children that studies in jbses whether they are currently attending or already went into high school. this group has gave a huge help in terms of distributing crucial informations regarding special education outside school and became a main contributor to every program which has been held by school. “…i received calls from an officer at my workplace which is iskandar puteri municipal council regarding the fact that i have a hearing child whom currently went to school in jbses. “… i have been contacted by the administrator at my place of work, the iskandar puteri municipal council, regarding i have a hearing child who is attending school in jbses. i am feeling thankful for the officer’s concern whom aware of the fact that i was having a difficulties at times in matter of taking care of children and had to take leave. the mpip were pleased to consider jbses as their adoptive school by contributing herbal garden landscape to be built in the school specially for the students of the concerned school. i am grateful that these matters happened and i could see the other parties’ concern for the children of hearing disability like my son…” these contributions are somehow indirect brings a new chapter to jbses in matters of creating awareness among the public regarding institutions that can give them facilities as well as inclusive education yet an excellent choice for these hearing students. discussion the intervention program that been held in school are indeed interesting and attracted a lot of parties whom took part in making it successful, however, there are still few groups especially from other teachers involvement who never had experience in teaching pre-school and this might leads to troubles for the only teacher that taught pre-school and been accompanied by only one student assistant. from the perspective of information delivery, it seems that the mother has obtain more information compared to the father. thus, it will be beneficial if the teachers could attract the involvement of parents in their children’s education (masitah, 2010; abidah, 2014). based on this references, supposedly the involvement does not bias on one side only but in terms of collective and mostly target on those who are close to the students as to ensure that there would not be any hindrance during the running process of intervention. as aforementioned on nowadays, a lot of parents with career and working due to life demand and living cost which continuously increasing. as the result, parents are likely occupied with work especially fathers whom mainly prioritizing the career in which likely giving influence to the society’s economic status (shahrul, norzaini & manisah, 2008). these are part of the reason why some issues arised among fathers whom less likely aware on their children’s development. even so, for the program that been held on every weekend which is sign language classes, the 13 abdul manap seriman, mohd. hanafi mohd yasin, collaborative of guardians in the early ... involvement are highly encouraging among the parents which is the first two months before the restriction of movement order (mco). supported by the study which shows that there are parents whom wish to learn ways to assist their children and allowing them knowing the teacher’s method of care, the content and the performance of child development (liew & manisah, 2008). the program’s challenges are truly affected when the restriction of movement order (mco) been initiated at the johor bahru region. this causes every learning activities shall implement online platform only compared to before this (mixed method). some parents are ready to help their children, however, they are unable to give solution for each problem of their child’s development (kyarkanaye, t., dada, & samuels, 2017). the real situation is when the parents need some practice and assistance from the experts as together implementing the early intervention towards these special children. it can be seen that the importance of collaboration in the early intervention of special children, specifically, the hearing students. based on the content of individual teaching plan (itp), these three students has not achieving the targeted objectives yet, along with the optimum control which caused by the aforementioned hindrances. nevertheless, the role of parents are certainly gave huge supports and excitement with the program that been held due to the fact that it was their first time learning the sign language. parents and teachers society (pibg) of schools and parental support group (ksib) had given supports by contributing in terms of financial for the programs such as sign language class. (certificates, snacks, and consolation prize for the concerned teachers). one of the dimension in the system of special education in malaysia is the awareness and public engagement where kpm will find an initiatives to provide a public awareness regarding issues that relating to the needs of special students and the engagement of the public in education of special students (education development plan malaysia 2013-2025;4-16). as a whole, based on this study, it can be analysed that the engagement of all parties especially parents and guardian in the early intervention of hearing students give a tremendous impact to the students with hearing problem. hoping that all of the involved parties in the early intervention program can become collaborative for the hearing students because these group are also deserve an equal treatment as much as other students. hopefully that the result of this study are able to explain on the need of collaboration with all the supportive service societies towards the hearing students in matters of elevating accessibility as well as quality of education for the hearing students. this collaboration are essential especially in aspect of of detection and requirement of early intervention that is suitable to be applied to the hearing students according to the level of hearing losses. hence, the party whom responsible for amendment of the special children curriculum, specifically, the hearing students in order to enable planning a relevant curriculum as well as comprehensive as to achive kpm’s vision which is education for everyone. conclusion collaboration in the early intervention plays a crucial role which is very important for the hearing children, especially at the age between 0 until 6 years old. the research result had reveal that transformation had been shown by the hearing students after the early intervention been conducted regardless of the level of intervention. nevertheless, this study has found that the early intervention which has been received although on its strategic basis and systematic but still need to have improvement equivalent to the recent new norms. to create an effective program for these hearing students, apparently the collaboration of all parties involved are genuinely required such as collaboration between the schools, parents, ngo and government bodies. an efficient collaboration can be created if all involved party practicing a broad mindset yet possess similar objectives, which is maximizing potential and minimizing incapabilities of the hearing students along the process of collaboration. in addition, “education meant for all” which it has been introduced must always be kept in mind in a way of preparing services for the special children, including the early intervention for the hearing students. these are meant for achiving rights to gain opportunity of education or services equally, especially in a natural environment. references abidah, a. r. 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(2013). malay speech intelligibility test (msit) for deaf malaysian children. international journal of integrated engineering, 5(3) 13-19. 29 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 number 1 january 2021: 29-37 online learning of children’s education subject with attention-deficit hyperactivity disorder for undergraduate students of special education sri joeda andajani, pamuji universitas negeri surabaya, indonesia email: sriandajani@unesa.ac.id abstrac: this study aims to examine the effectiveness of online learning products of children’s education subject with attention-deficit hyperactivity disorder for undergraduate students majoring in special education, faculty of education at universitas negeri surabaya. this study uses the addem design model (analyze, design, develop, deliver, evaluate, and maintenance). the data collected in this study used a validation test technique of learning media experts and special education experts before the product was tested on students. the effectiveness test data were obtained from the results of studying midterm exams and final semester exams for undergraduate students in class a and b totaling 93 people majoring in special education. the product validity test results from the learning media validator have obtained a good rating score of 3.3 while an assessment from the special education validator has obtained a good score of 3.2. in the effectiveness testing period, it showed 78 midterm results of students with excellent grades, and 15 students with good grades. likewise, the results of the final semester exams showed 45 students with excellent grades, and 48 students are good grades. thus, it can be concluded that online learning of children’s education subject with attention-deficit hyperactivity disorder in undergraduate students majoring in special education that is developed has the potential to improve learning outcomes. keywords: learning, online and offline introduction the shifting dynamics of the globalization era in access to education seek to use technology for the application of science both offline and online to be used for learning practices, especially for the entire learning community. a comprehensive learning technology creates conditions for effective learning of the quality of students. it can be seen through the improvement of student’s ability to see (visual) and hear (auditory), including capturing the spoken and written and so on. this type of conditioning in learning requires scheduling, sorting and organizing for students. a series of activities designed for the occurrence of a learning process in learning is used to show the activities of educators and students. thus, learning is not limited to student interaction with the physical presence of educators. on the other hand, printed teaching materials, audio and video programs, television, radio, or other media based on ict (information and communition technology) have an important role in the design of classroom learning activities. affirmation of learning as an effort to learn students, and the learning process as the association of new knowledge on the cognitive structure that is already owned by learning outcomes. although learning produces a study, but not all learning occurs because of learning. but this learning is for the context of formal education, namely education in institutions and their occurrence in class. the grouping of learning resources can be in the form of written / printed learning resources, recorded, broadcast, network, and environment. learning environment which is the background of the learning process in the classroom, library, school or campus as well as other accessible places, has the potential to improve the quality of education and learning. another feature of learning is the existence of intentionally programmed interactions, it occurs between students and their learning environment, such as with educators, other students, media and other learning resources. according to trianto (2011) argues that good learning emphasizes the full involvement of students and educators, so that conditions will be created in which all proceed to achieve the desired quality. affirmation of government regulation no. 19 of 2005 concerning national education standards especially in chapter iv article 19 states that the learning process in the education unit is held interactively, inspiratively, fun, challenging, motivating students to participate actively, as well as providing sufficient space for initiative, creativity and independence in accordance with talents, interests, physical and psychological development of students. the realization above is a form of inspiration in the learning of children’s education subject with obstacles to concentration and hyperactivity. learning innovations need to exist as demands from the conventional education system combined with information and communication technology according to the demands of the global era. 30 journal of icsar; volume 5, number 1, january 2021: 29-37 figure 1. research chart method approaches and types of the study this research type used in this study is the development of learning with research and development (r&d) approaches. the model of this 21st century learning innovation development product by adapting the addem model that is analyze, design, develop, deliver, evaluate, and maintenance (pramono, 2015). schematic stages are specifically seen in figure 1. data collection techniques the data collection instrument was carried out using a questionnaire to collect the results of the opinions of learning media experts and special education experts about the validity of online learning products. the assessment indicators are a) referring to the ease of learning material that is packaged in books (offline) and online material. b) refers to the comparison of the results from learning media experts and special education experts. data analysis techniques quantitative descriptive was applied in this study as a data analysis technique. the data obtained from the results of the mid-term and final test scores on students who take that course. the assessment of each component of the exam questions is stated in the range of scores 0-100. the criteria used to determine the result of learning outcomes through analysis of the average student grades are formulated (the number of learning outcomes for each student / total number of students) x 100% table 1. learning assessment criteria level of achievement qualification 80% 100% execellent 70% 79% good 55% 69% adequate 40% 54% average 0% 39% poor this in line with andajani (2020) who stated that e-learning has the opportunity to shift the conventional learning paradigm towards information and communication technology in developing new knowledge, skills, and behavior for students. in the e-learning process, teaching and learning activities require a variety of methods, models and learning media that are applied in order to achieve maximum results and quality. smaldino and lubell (2011) says that learning develops new knowledge, skills and behaviors in the form of individual interactions with information and the environment. skills in the field of information and communication technology not only require technical skills solely, but also require mental maturity and problem-solving skills. andajani (2020), emphasized by saying that classroom learning which uses information and communication technology in the form of media that can be visualized through audio and picture motivates the learning application effectively. this study aims to examine the effectiveness of online learning products in children’s education subject with attention-deficit and hyperactivity disorder for undergraduate students majoring in special education, faculty of education at universitas negeri surabaya. 31sri joeda andajani, pamuji, online learning of children’s education subject with . . . . finding and discussions findings in the process of producing lecture material, it can go through stages of development. stages or the development process that is carried out requires conformity with the rules of the existence of theory, making networks both offline and online. if the preparation of online teaching materials can be done correctly, then it will produce a representative product according to the needs of the target audience of students majoring in undegraduate of special education. the stages of the development process as an initial stage are done by classifying 1) the subject matter of lecture material for 14 meetings, 2) referring to the description contained in the lecture learning plan, assessment rubric and quiz, 3) teaching material according to the indicators for the online and offline. in the course material, it is viewed from the indicators and referred to the students’ abilities through the results of the midterm and final semester exams. the stages of the online learning development process refer to the adddem (analyze, design, develop, deliver, evaluate, and maintenance) development model. the following are the stages carried out in the development process. analyze,the beginning of this implementation is by tracing and gathering information that was developed through analyzing the competence of courses by considering the principle of reuse and repurpose, so that it can be described as learning objects that are shareable and reuseable. this analysis was conducted to obtain theoretical references in developing teaching materials online and offline. this activity is carried out with reference studies and research results on children attention deficit and hyperactivities disorders and various field problems in learning. below are the findings from lectures on education of children with attention-defisit and hyperactivity disorder majoring in undergraduate special education: (1) there is no availability of online teaching materials for online lectures that is designed for independent learning; (2) there are no lecture needs that are designed through e-learning programs that can increase online learning skills; (3) it has not been designed in the main teaching material for students such as understanding hypoactive and hyperactive child behavior that requires independent work; (4) lack of availability of teaching materials that are packaged in online programs. design, online learning material designed for students in the context of the 21st century through online and offline means. online design is applied by utilizing internet learning tools which become one of the development of learning skills competencies based on facts, concepts, principles and procedures whose material has been determined in the semester learning plan. teaching material design using online learning is needed as an effort to provide understanding to undergraduate students majoring in special education. define learning objects at each level, in choosing the course material, it is adjusted to the content that is packaged through learning videos. this teaching material is about understanding concepts and characteristics of children in their learning environment. this learning activity is the beginning of the lecture at the second meeting to find a picture of hypoactive and hyperactive children. define the prerequisites and competencies of each learning object, in learning outcomes, it has the potential to utilize science and technology, master, make decisions and be responsible for individual and group learning performance. the design of this teaching material shows active involvement in carrying out the tasks and roles given both individually and in groups during the learning process by utilizing internet learning resources independently and in teams. define the relation of each learning object, in the achievement of this course learning, the design of teaching materials combines offline and online that support each other. material related to learning service models and good synchronous learning needs that have been prepared through virtual learning programs with internet-based student search results. designing learning object metadata, in e-material is prepared to understand work independently and in group discussions to discuss virtual learning material. study material in the form of identification and assessment for children with attention deficit and hyperactive disorders. this is a form to carry out child identification and assessment. the material model requires an interconnected understanding to be discussed as student assignments. designing learning object strategies, teaching material for children’s learning services model of hyperactivity attention deficit and disorder is designed using e-learning media. content design in the form of applications on how to provide academic, social and communication learning services for hyperactive and hypoactive children. the e-material is in the form of multimedia based content as a way to understand knowledge and respond develop, develop e-material by implementing reuse and repurpose of information objects and digital assets (identifying new and existing content). in learning material classified into 2, these are offline and online. specifically e-material online prioritizes that can not only be read, but a form of pilot indoor and outdoor learning for hyperactive and hypoactive early childhood. audio visual media as a learning model that is packaged through the web that has been provided by unesa. 32 journal of icsar; volume 5, number 1, january 2021: 29-37 table.2. revision of hyperactivity / hypoactive children social interaction learning videos and tutoring service models no revision draf i draf ii 1 the social interactions of hyperactive / hypoactive children are distinguished in the video images with other children which are almost the same condition as regular children it has been revised by giving a red circle mark on hyperactive / hypoactive children with the right position on the head to neck both indoors and outdoors learning videos are feasible and ready to be uploaded in the virtual learning program 2. video with a model of tutoring services for adhd children it has been revised by adding an introduction whose contents illustrate a learning service model for adhd children learning videos are feasible and ready to be uploaded on the virtual learning program develop e-material using technology that is neutral towards the delivery method, the virtual learning program that has been prepared by the surabaya state university as a place to place e-material, namely the introduction of hypoactive and hyperactive children, identification and assessment of children, and a real learning service model. develop e-material using technology that is device independent, hypoactive and hyperactive child recognition material, child identification and assessment materials that have been pre-packaged through a pdf program, real learning service models, but require modeling examples through a variety of ways that can be used for adhd child services. the development of e-material is a representative place for virtual learning programs that have been prepared by unesa. designing e-material follows the e-learning standard specifications, independence of learning without having face to face lectures as one of the academic standards on how to deliver online learning for undergraduate students. e-material in this e-learning standard specification as part of how to deliver learning does not have to be face-to-face but can be facilitated by virtual learning technology provided by unesa. therefore innovation of lecturers in every level of faculties is facilitated to fill the programs provided by unesa. deliver, apply internet technology to deliver e-material in various formats. the e-material learning process is directed at students being able to process information as knowledge in children’s education courses with attention deficit and hyperactivity disorders. e-material in the form of audio-visual learning programs. the understanding of e-material in this learning video is about the characteristics and models of hyperactive and hypoactive children’s tutoring services. based on this format, it is programmed on virtual learning that has been facilitated by unesa. implement mobile technology to deliver e-material, in the application of mobile learning for material that is designed through learning media can be directly downloaded on an android mobile phone. evaluate, this assessment stage is carried out as feedback to correct any possible errors that might occur. the following are the assessment steps: approach, feedback between lecturers and students to reuse / repurpose learning objects, in this case students are able to use knowledge to solve problems through material delivered by lecturers by conducting discussions through questions and answers to measure the achievement of understanding teaching material. evaluating learning objects, the development of teaching materials through online learning requires assessment. a review through a deliberate assessment is carried out in order to obtain maximum results. the questionnaire method as one way to obtain data from the users assessment, namely students. an assessment is held to obtain input as a basis for video product revisions. the purpose of this is to obtain a feasibility assessment of the video through the questionnaire. there are 2 videos, first is a video of a child with a hyperactive and hypoactive concentration disorder and second is a model of tutoring services. feasibility advice from users is given before the video product is uploaded to the virtual learning program. the task of the students was to provide an assessment through a series of questions contained in the questionnaire that had been prepared. after watching the video, students are asked to give input in the form of criticism and suggestions. therefore these inputs and suggestions need to be revised to the learning videos developed. the revision of the video as draft i was carried out based on assessments, comments, and suggestions from students. based on the revised draft i, it was then shown again to the students through cooperative discussion. the revised results of draft i as part of draft ii were given input and suggestions back by the students. the revised results from the input and suggestions of students as users, table 2. 33sri joeda andajani, pamuji, online learning of children’s education subject with . . . . table 3. data analysis of obtaining midterm and final exam in online learning of children’s education subjects with attention deficitand hyperactivity disorders in undergraduate students majoring in special education. no level of achievement number of students qualificaation information midterm final test 1 80% 100% 60 77 execellent 2 70% 79% 33 17 good. 3 55% 69% adequate 4 40% 54% average 5 0% 39% poor figure 2. average criteria for obtaining results through midterm examinations (uts) and final exams semester (uas) for class 2017 students furthermore, the assessment of the feasibility of online learning will be tested by lecturers supporting the learning outcomes of students through midterm and final exam. the material that has been determined from the learning outcomes in the children’s education course with attention deficit and hyperactivity disorders will be applied through offline and online learning. based on the results of the midterm and final test can be distinguished. the results of the analysis of the evaluation of online learning objects in class a and b class 2017 students were 93 people based on (special education department siakad 2017 who programmed the course). then the division of class a amounted to 46 students who should have been 47 students, but 1 student died due to illness. the division of class b consists of 47 students, complete formation to the results of data acquisition in online learning for the lecture. data analysis on the results of the effectiveness of the development of online learning courses in children education with attention defisit and hyperactivity disorders in the assessment of participation, assignments and midterm, table 3. based on the results of the effectiveness test in the online learning assessment of children education with attention deficit and hyperactivity disorders, it is classified into 2: 1) uts amounted to 60 students, and uas for 77 students indicate that the acquisition of learning outcomes is execellent, 2) uts for 33 students and uas for 17 students showed that the acquisition of learning outcomes is predicated good. while the predicate of adequate, average and poor are zero results. assessment of the progress achieved by students is monitored and documented systematically, as feedback from the midterm and final test learning outcomes. the assessment is carried out in stages as follows, (1) measuring the success of students in terms of understanding knowledge by means of discussion and question and answer; (2) measuring learning outcomes, students can absorb material with an essay 34 journal of icsar; volume 5, number 1, january 2021: 29-37 exam; (3) measuring learning material must really be used by students, such as when conducting lectures by skillfully opening a virtual learning web. based on these trials as the direction of the implementation of online learning of children education courses with attention deficit and hyperactivity disorders which use the following principles of learning methods. 1) learning in accordance with the learning needs of students; 2) educators emphasize learning through visual channels both offline and online; 3) learning requires real experience in knowing the concepts of subject matter. maintenance, this stage is carried out to maintain the relevance of e-material in the children’s education course with attention deficit and hyperactivity disorders \ for undergraduate students of the 2017 special education class, unesa, these are the following steps: 1) keeping e-material content to be always relevant, this means the material in learning in this lecture must always be updated from various references both local and international books and well as the internet resources. 2) keeping e-material content always up-to-date, this means that in developing learning material that is packaged in e-learning every one year, efforts are made to be reviewed according to field conditions and the existence of updates through the results of research and other studies. 3) utilizing the evaluation data for material improvement or maintaining e-material content, it is intended that the 2017 class courses will be periodically assessed in connection with the feasibility of teaching materials with review every 1 year before the lecture takes place. discussion in developing online learning for undergraduate students of the 2017 special education department, they have been conceptualized through offline and online. in the study of theoretical studies and field findings about the learning conditions in the course, learning innovations are required to be updated in their designs. this conditioning is the impact of the needs of the field for users on human resources, especially in tertiary institutions. special education market needs of qualified alumni which need to be prepared or there needs to be a review of lecture materials that are in accordance with the user’s field conditions, so that graduates of bachelotr degree education’s department of special education at the state university of surabaya are in accordance with the standards expected by the community specifically institutions that provide child services with special needs. on the other hand, the condition of undergraduate students in learning activities requires the flexibility, effectiveness and efficiency required by students. this in line with kedasih, (2008) who stated that the use of online e-learning is in the following: flexibility, in the classroom learning activities requires learners to be present in class at certain hours (often these hours clash with learner’s routine activities), the online learning e-learning system provides flexibility in choosing the time and place to access learning material. effective, efficient and attractive learning, according to reigeluth (uno, 2009) said that learning outcomes can be classified into 3 aspects, these are: 1) the effectiveness of learning; 2) efficiency of learning; 3) the attraction of learning. the effectiveness aspect of learning is usually measured by the level of student achievement on more defined learning goals. efficiency is usually measured by the ratio between effectiveness and the amount of time and or cost spent, while the attractiveness of learning is usually measured by observing the tendency of students to continue learning. the effectiveness aspect of learning is usually measured by the level of student achievement on more defined learning goals. efficiency is usually measured by the ratio between effectiveness and the amount of time and or cost spent, while the attractiveness of learning is usually measured by observing the tendency of students to continue learning. based on this reality, the development of prototype products for tunadaksa orthopedagogic teaching materials based on blended learning for undergraduate students of special educationdepartment, faculty of education, the state university of surabaya as a solution in teaching cognitive understanding, practice and attitudes for its learning innovation. the effort of this prototype product development refers to the development model of addem (analyze, design, develop, deliver, evaluate, and maintenance) (pramono, 2015) with five stages. the suitability of the adddem development model chosen in this study was used to develop a prototype product of tunadaksa orthopedagogic teaching materials based on blended learning for undergraduate students. the process in developing a prototype product is supported by a theory put forward by smaldino and russell (2005) who said that product development is not only in the form of learning media but also in the form of procedures, instruments and learning processes. mainstreaming online learning development products for undergraduate student learning activities that are produced right on target, so that it can overcome 35sri joeda andajani, pamuji, online learning of children’s education subject with . . . . the problems faced by lecturers who have found a variety of references and field data that the design through the following steps. analyze, this stage includes in analyzing this, it is done to get a reference theory and field findings that exist in special school and inclusive schools to develop online learning courses in children education with attention-deficit and hyperactivity disorders. children’s education subjects with attentiondeficit and hyperactivity disorders in accordance with learning achievements utilizing science and technology to obtain the use of 21st century learning tools from various sources about concepts, principles, and service strategies in hyperactive / hypoactive children. the availability of learning materials for courses that are packaged in virtual learning programs has not been realized in the undergraduate of special education department, faculty of education. design in the selection of learning material on this course, it is adjusted to the content to be packaged through offline and online. this learning material consists of mastering the concepts, characteristics, identification, assessment, service strategies, and service models for agpph. while using online is in the form of e-material virtual learning programs through learning videos of the characteristics of hyperactive/hypoactive children and learning service models. undergraduate students’ understanding of learning achievements has the potential to utilize science and technology, master, make decisions about the learning process, and be responsible for individual and group learning performance. this means that the design of this course needs active involvement of undergraduate students in carrying out the tasks and roles given both individually and in groups during the learning process, as well as utilizing learning resources and icts to support learning. in learning outcomes for offline and online material design, they relate to one another. material related to the service model for agpph is packaged through an online program. while offline by mastering the concepts, characteristics, learning needs, identification and assessment as well as service models. this shows that the material designed both offline and online are interconnected to be used as student assignments. this learning object metadata is classified through material about the introduction of service models. this learning management strategy for children is designed using an audio visual program that is included in the making of learning videos. then, master the concepts and problems of agpph, the concepts of identification and assessment, as well as learning strategies, management of the learning process, guidance for gpph children through powerpoint and papers. offline and online applied as a design of instructional learning materials in the children’s education course with attention-deficit and hyperactivity disorders. develop develop e-material using technology that is neutral towards the delivery method. develop e-material using technology that is device independent the design of e-material follows the standard e-learning specifications. deliver applying internet technology to deliver e-material in various formats and implement mobile technology to deliver e-material evaluate this stage is carried out at each of the above stages and serves as feedback on the achievement of student measurement results. one way to improve services that educators can currently do is by developing online learning. maintenance this stage is done to maintain the relevance of the e-material itself, here are some steps that can be applied. (a) keep e-material content always relevant; (b) keep e-material content always up-to-date; (c) utilizing the evaluation data for material improvement or maintenance of e-material content. based on the explanation above, it can be said that the mainstreaming is on the use of information and communication technology with the internet or e-learning model that has been facilitated by unesa. apart from being part of an effort to improve student learning skills, virtual learning plays an important role in preparing qualification standards for graduates who are competitive in the community. other urgency shows that in the development era the use of the internet for educational purposes is increasingly widespread, especially in developed countries. the fact of the findings shows that online media enables the implementation of teaching and learning processes that are more effective and efficient. furthermore, independent learning through e-learning provides opportunities for students to take control of learning success. this means that learners 36 journal of icsar; volume 5, number 1, january 2021: 29-37 are given the freedom to determine when they will start, when they will finish and what parts of the material they want to learn first. students can start from topics or pages that interest them first or can just skip the parts that they think they have mastered. if students have difficulty understanding a certain part, they can repeat it again until they are able to understand. if after repeated there are still things that are not understood, students can directly interact with virtual learning. according to rusman (2010) said that lecturer and students can communicate easily through regular internet facilities or whenever the communication activities are carried out without being limited by time and place. lecturer and students can use instructional materials or instructional learning that is structured on the internet. wedemeyer (rusman, 2010) asserted that learning independence with e-learning programs requires learners to learn independently and autonomously. regarding the educational method applied to virtual learning, the close relationship between students and lecturers is a central point of education. then this method can produce good quality education, and not only make students smart but also educated with polite behavior. furthermore, the impact of the infrastructure conditions and learners that are not appropriate and also the increasing number of students, it can be said that the conventional method is not achieving maximum results. learning research results that integrate learning using a computer (internet) with traditional methods state that the achievements obtained are better with a computer (internet) (ertmer, et al. 2011). learning is best for students if it is arranged systematically which can inspire, be fun and motivate. so that they can learn independently and are designed according to their grade or level. specifically, learning is centered on what, how and everywhere according to the needs of students majoring in special education. in learning must be in accordance with the needs of students who are discussing about what materials will be discussed. in addition it is necessary to pay attention to the principles about methods in the context of learning provided and the last place of learning that suits your needs. especially for undergraduate students where learning needs to be facilitated. bold learning methods that can enrich and help control online learning materials or take advantage of the various sites available on the internet. specifically learning is centered on what, how and everywhere according to the needs of students majoring in unesa s1 special education program. in learning must be in accordance with the needs of students who are discussing about what materials will be discussed. in addition it is necessary to pay attention to the principles about methods in the context of learning provided and the last place of learning that suits your needs. especially for undergraduate students where learning needs to be facilitated. bold learning methods that can enrich and help control online learning materials or take advantage of the various sites available on the internet. in connection with this course, below are the principles of learning methods. (a) learning in accordance with study needs; (b) educators emphasize learning through visual channels both offline and online; (c) learning requires real experience in studying the concepts of subject matter. the linkages in developing children›s education courses with attention deficit and hyperactivity disorders online are prioritized on how to make learning products delivered to students in order to understand teaching materials comprehensively. the complexity of the characteristics and needs of children with attentiondeficit and hyperactive disorders that will be served in class and pre-class education, so that the child can actively participate in learning and socializing with their environment, the online learning model as an alternative to develop good teaching materials offline and online. therefore, as educators in the development of materials that require learning to improve services for students entrusted to be taught. one way to improve the services that educators can do at present is to develop bold learning. this is contrary to six 21st century learning. (1) emphasis on main subjects, these are; (2) emphasis on developing learning skills; (3) utilizing 21st century learning tools; (4) teaching students in 21st century meetings; (5) teach 21st century content; (6) use 21st century assessments that measure 21st century skills. conclusion based on the results and discussion above, it can be concluded that the results of testing the effectiveness of online learning courses in children education with attention-deficit and hyperactivity disorders show 1) uts amounted to 60 students and uas amounted to 77 students show learning outcomes with an excellent predicate, 2) uts of 33 students and uas of 17 students show learning outcomes is good, 3) 0 student is adequate, 4) 0 other student is average, and 5) 0 student is poor. this means online learning can enrich and explore the mastery of learning materials both online and utilizing various sites available on the internet. the suggestions in this study are directed, as follows. followed by other courses, as an effort to test the accuracy, effectiveness and efficiency of the development of further teaching materials for undergraduate students majoring in special education, faculty of education. followed by the making of online products in other subjects for undergraduate students majoring in special education. 37sri joeda andajani, pamuji, online learning of children’s education subject with . . . . references andajani, sj, (2020). developing classroom resources teaching-learning model to facilitate the learning of hyperactive students at inclusive elementary school. disertasi, andajani, s. j. (2020, august). online learning of children’s education subject with attentiondeficit hyperactivity disorder for undergraduate students of special education. in 1st progress in social science, humanities and education research symposium (psshers 2019) (pp. 545554). atlantis press. ertmer, p. a., newby, t. j., yu, j. h., liu, w., tomory, a., lee, y. m., ... & sendurur, p. (2011). facilitating students’ global perspectives: collaborating with international partners using web 2.0 technologies. the internet and higher education, 14(4), 251261. kedasih, (2008). model pembelajaran e-learning. http://www.google.co.id/ pembelajarann dengan menggunakan e-learning. diakses 10 maret 2010. pavlis korres, maria (2010). ph.d. thesis. development of a framework for the e-education of educators of special groups aiming to improve their compatibility with their learners. university of alcala, spain. pramono, m. (2015). pengembangan e-materi virtual learning. surabaya: unesa university press. rusman, 2010. model-model pembelajaran. (mengembangkan profesionalisme guru). cet.5. pt. raja grafindo persada, jakarta. sampson, jr. j.p., peterson, g.w., reardon, r.c. & lenz, j. g. 2000b. using readiness assessment to improve career service: a cognitive information processing approach. the career development quarterly, 49-174. smaldino, p. e., & lubell, m. (2011). an institutional mechanism for assortment in an ecology of games. plos one, 6(8), e23019. smaldino, s. e., & russell, j. d. (2005). learning, media and technology instruction. germany: pearson hill trianto. 2011. model-model pembelajaran inovatif berorientasi konstruktivistik. jakarta: prestasi pustaka publisher. uno, h, b. 2009. model pembelajaran: menciptakan proses belajar mengajar yang kreatif dan efektif. jakarta: bumi aksara 15 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 participation of students with hearing impairment in inclusive classes siti musayaroh, imas diana aprilia universitas pendidikan indonesia, indonesia e-mail: sitimusayaroh@student.upi.edu abstract: one indicator of the success of the learning process is the active role of all students. the aim of this study was to find out how the participation of students with hearing impairment during learning process in inclusive classes. this research use descriptive method. three students with hearing impairment have been selected according to predefined criteria. the data was collected by observation, interview and documentation. the data were analyzed through data reduction, data display and conclusion or verification. the results show that participation of students with hearing impairment during the learning process in inclusive classes is not very active. the way teachers teach, the lack of their understanding on learning materials and the presence of other special needs students in same classes influences their active participation during the learning process in the inclusive classes. keywords: sarticipation, students with hearing impairment, hearing impairment, inclusive classes one indicator of successful learning in inclusive classes is the active participation of all students in the class (antia, sabers & stinson, 2007; antia, jones, reed and kreimeyer: 2009), including students with hearing impairment. according to stinson and antia (1999), one of the main components of academic success is the ability of students with hearing impairment to communicate with teachers and peers. communication between teachers and students or communication between students and students is the main learning tool in the classroom. student activeness in class participation depends on communication skills and the atmosphere of the class (kawabe, yamamoto, aoyagi and watanabe, 2014). but the problem is the hearing impairment experienced by the students with hearing impairment affects the activity of the learning process (iglesias, jiménez, revuelta & moreno, 2014) because one of the impacts of hearing impairment experienced by them is the obstacle in communication. although most students with hearing impairment have no intellectual barriers but still communication barriers will hamper their learning in inclusive classes. this leads to significant differences in ability between students with hearing impairment and regular students in inclusive classes. some studies indicate that students with hearing impairment in inclusive classes have difficulty following and understanding the learning materials. although their social interaction is good, but the participation of students in inclusive classes is not as good as their social interactions beyond the classroom (rekkedal, 2016). research on the participation of students with hearing impairment in the same class as regular students has been done by stinson and liu (1999). what distinguishes this research from previous research lies in the subject of the study. subjects in stinson and liu’s research are 40 staff members who provide support to students with hearing impairment in primary and secondary classes in regular classes such as special teachers and interpreters, along with a few paid notetakers. while in this study, the subject of research is students with hearing impairment and some subject teachers who have hours of teaching 2-3 meetings a week in inclusive classes. method the method used in this research is descriptive method. the study was conducted in a junior high school which has been accredited a in the city of bandung. selection of the school because the school has held inclusive education for more than ten years, by receiving students with special needs, including students with hearing impairment to study together with regular students. table 1 describes the research subjects selected in this study. three students with hearing impairment were chosen by purposeful sampling technique. the criteria of students with hearing impairment are: 1) students with hearing impairment who have no additional barriers, such as visual impairment, intelectual disability, etc 2) students with hearing impairment studying in inclusive classes in full, and 3) students with hearing impairment aged between 12 -15 years. 16 journal of icsar; volume 2, number 1, january 2018: 15-18 table 2 shows that responding to teacher questions, opinions and discussions are aspects that students with hearing impairment are difficult to follow. the three subjects of students with hearing impairment show the same thing that they tend to be passive by just sitting still folded hands on the table while watching the teacher. however, they still find it difficult to understand what the teacher is saying. the inability of students with hearing impairment responds to questions and answers given by the teacher during the learning process because they are less able to capture and understand the information provided by the teacher. the way teachers teach students in inclusive classes is the same as the way they teach students in a class where there are no students with special needs. in addition, the absence of special teachers in the classroom to help transfer information from teachers to students with hearing impairment makes them take longer than regular students to understand all information. regular students’ willingness to help students with hearing impairment when experiencing difficulty in classroom learning makes students with hearing impairment more comfortable in asking regular students than asking their teachers. potential is supported by the teacher by asking a friend of the students with hearing impairment to become peer tutors for students with hearing impairment. the role of these peer tutors is to help students with hearing impairment when they are not familiar with teacher instructions and explanations and borrow notes when teachers do dictation. during this time, subjects b and c learn in one classroom. in addition, in their class there is also a student with special needs namely intelectual disability. interestingly, the existence of the subject b and c in one of the same classrooms makes him more confident in learning than the only subject a who experiences special needs in the classroom where he studies. it is seen when asking questions about the less obvious material. although the three subjects were able and willing to ask for help to peers when having trouble in the classroom, only subjects b and c dared to ask the teacher even though the face to face was not in the middle when the teacher explained. discussion the participation of students with hearing impairment tends to be lower than regular student participation during the learning process. this is due to the hearing impairment they have. hearing impairment are known to cause a variety of psychosocial, mental and physical effects that lead to widespread limitations of activity and restrictions on participation between children with hearing impairment and hearing children (manchaiah and stephens, 2011). powell, hyde and punch (2014) said that the most students with hearing impairment, their learning experience and academic table 1. research subjects no. subject gender class 1 a male 3 junior high school 2 b female 1 junior high school 3 c female 1 junior high school table 2. active participation of students with hearing impairment during the learning process in inclusive classes aspect subject a subject b subject c responding to a question and answer x x x asking √ (only with a swing classmate at the m o m e n t peer tutoring) √ (ask the teacher face to face and peer at the time peer tutoring) √ (ask the teacher face to face and peer at the time peer tutoring). arguing x x x discussion x x x description : x = can not do √ = can do finding and discussion findings the results showed that the communication between students with hearing impairment with the teacher during the learning process in inclusive classes is one-way communication. where students with hearing impairment only acts as the recipient of information from the teacher without any back response. therefore, the role of teachers is to become a source of information for students with hearing impairment in all learning activities. this is different from regular students. the ability of regular students in responding to questions and answers, asking and issuing opinions to make communication in the learning process runs in both directions is the existence of mutual communication between teachers and regular students and even walk in many directions that not only occur between students and teachers but also between students and students. student participation during the learning process can be seen from behaviors during their involvement in group discussions, responding to teacher questions, and providing feedback. 17siti musayaroh, imas diana a, participation of students with hearing impairment in . . . . peer tutors really help students with hearing impairment in overcoming difficulties during the learning process. foster, long and snel (1999) argue that the availability of tutors contributes to students with hearing impairment who have less ability than the regular students have to try and solve learning problems independently. the presence of special needs with fellow friends provide a sense of comfort that increases student confidence. this is because they feel there is a friend of the same fate experiencing the same thing with what they feel. according to nakken and pijl (2002) students with hearing impairment tend to prefer to be friends with other students with hearing impairment in inclusion schools because of their limitations in communicating. conclussion and suggestion conclusion the participation of students with hearing impairment in inclusive classes tends to be passive when compared to regular student participation. lack of active students with hearing impairment during the learning process is less able to respond to teacher questions, to give opinion and actively involved in a discussion. the way teachers teach, the lack of understanding of students with hearing impairment on learning materials and the presence of fellow hearing impaired or other special needs students in the same inclusive classes influences their active participation during the learning process in the inclusive classes. suggestion to enforce the participation of students’ participation in the learning process, it is needed the peer tutors really help the students to overcome their learning difficulties. also, the role of accompanying teachers is needed to assist them in the learning process. references antia, s. d., sabers, d. l., & stinson, m. s. (2007). validity and reliability of the classroom participation questionnaire with deaf and hard of hearing students in public schools. journal of deaf studies and deaf education, 12(2), 154-171. retrieved from https://academic.oup.com/jdsde/ article/12/2/158/451581 charema, j. (2010) inclusion of primary school children with hearing impairments in zimbabwe. africa education review, 7(1), 85 – 106. retrieved from http://www.tandfonline.com/doi/ abs/10.1080/18146627.2010.48581 0 participation are severely hampered by communication barriers. passive attitude of students with hearing impairment in inclusive classes seen from less able to respond to questioning, opinion and involve themselves actively in discussion activities. the students need more time to understand information than the regular students need, so they are difficult to respond to questions and answers. according to stinson and liu (1999), it takes additional time for students to understand the questions asked by their teachers or colleagues and to answer them correctly. group communication and interaction skills take time. kyle (2006) argues that students with hearing impairment have difficulty in following class discussions. students with hearing impairment need information to attend group discussions and need to know when to participate so to support their participation in group discussions need to: 1) fill in “gaps” when students with hearing impairment have no specific information on the topic being discussed, 2) adapt to certain situational requirements, and 3) assist members of the education team with planning activities where students with hearing impairment can participate (stinson & liu, 1999). the way teachers teach in the classroom affects students’ understanding of receiving information about the material presented by the teacher. according to charema (2010), the importance of regular school teachers in the process of inclusion can not be underestimated because the success of students with hearing impairment depends on their attitude and willingness to accommodate and attend to the needs of students with hearing impairment. in following the learning process, students with hearing impairment is very much dependent on what is said by the teacher (smith, 2012). according to holmström and schönström (2017), the opportunity of student participation with hearing impairment in inclusive classes depends on the efforts of each teacher teaching in the class. interpreters’ and special teacher’s inclusive classroom experiences help students with hearing impairment in inclusive classes in understanding the material presented by teachers and bridging them in interactive communication. unfortunately, not all inclusive schools have special teachers or interpreters. under these circumstances, where there are no interpreters in inclusive classes, general teachers are often unaware of the degree of communication difficulties students experience, especially in listening conditions (punch & hyde, 2010). therefore the absence of interpreters in inclusive classes makes the main barriers that affect the participation of students with hearing impairment in the listening community, including the quality of education and socializing (murray, klinger, and mckinnon, 2007). 18 journal of icsar; volume 2, number 1, january 2018: 15-18 foster, s., long, g., and snel, k. (1999). inclusive instruction and learning for deaf students in postsecondary education. journal of deaf studies and deaf education, 4(3), 225-235. retrieved from https://academic.oup.com/jdsde/ article/4/3/225/440898 holmström, i. and schönström, k. (2017). resources for deaf and hard-of-hearing students in mainstream schools in sweden. a survey. deafness & education international, 19(1), 1-11. retrieved from http://www.tandfonline.com/doi/ abs/10.1080/14643154.2017.12926 70 iglesias, a., jiménez, j., revuelta, p., & moreno, l. (2014). avoiding communication barriers in the classroom: the apeinta project. journal of interactive learning environments, 24(4), 829843. retrieved from http://dx.doi.org/10 .1080/10494820.2014.924533 kawabe, r., yamamoto, m., aoyagi, s., & watanabe, t. (2014). measurment of hand raising actions to support student’ active participation in class. human interface and the management of information. 8521, 199-207. retrieved from https://link.springer.com/chapter/10.1007/978 -3-319-07731-4_20 kyle, j. g. (2006). integration of deaf children. european journal of special needs education, 8(3). 201220. retrieved from http://www.tandfonline.com/ doi/abs/10.1080/0885625930080303 nakken, h. & pijl, s. j. (2002). getting along with classmates in regular schools : a review of the effects of integration on the development of social relationships. international journal of inclusive education, 6(1), 47-61. retrieved from http://www.tandfonline.com/doi/ abs/10.1080/13603110110051386 manchaiah, v. k. c., & stephens, d. (2011). models to represent communication partners within the social networks of people with hearing impairment. audiological medicin,. 9(3), 103– 109. retrieved from http://www.tandfonline.com/ doi/abs/10.3109/00365521.2011.59922 8 murray, j. b., klinger, l., and mckinnon, c. c. (2007). the deaf: an exploration of their participation in community life jillian. sage journals, 27(3). 113-120. retrieved from http://journals.sagepub. com/doi/abs/10.1177/153944920702700305 powell, d., hyde, m., & punch, r. (2014). inclusion in postsecondary institutions with small numbers of deaf and hard-of-hearing students: highlights and challenges. journal of deaf studies and deaf education, 19(1), 126-140. available: https:// academic.oup.com/jdsde/article/19/1/126/393408. rekkedal, a. m. (2016). factors associated with school participation among students with hearing loss. scandinavian journal of disability research, 19(3), 1-19. retrieved from https://doi.org/10.10 80/15017419.2016.1167771 smith, j. d. (2012). sekolah inklusif: konsep dan penerapan pembelajaran. (denis, ny. enrica, trans). bandung: nuansa cendekia. (original work published 1998). stinson, m. s., & liu, y. (1999). participation of deaf and hard-of-hearing students in classes with hearing students. journal of deaf studies and deaf education, 4(3), 192-202. retrieved from https:// academic.oup.com/jdsde/article/4/3/191/440895 stinson s. m., & antia, s. d. (1999). considerations in educating deaf and hard-of-hearing students in inclusive settings. journal of deaf studies and deaf education, 4(3), 163-175. retrieved from https://academic.oup.com/jdsde/ article/4/3/163/440893 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: doi: http://dx.doi.org/10.17977/um005v6i22022p205 205 overcoming health risk of down syndrome child with obesity: systematic review prita dhyani swamilaksita* universitas esa unggul, jakarta, indonesia *e-mail: prita.dhyani@esaunggul.ac.id abstract: down syndrome (ds) is a condition that occurs due to an abnormal number of chromosomes which is characterized by the presence of an additional chromosome. a child diagnosed with ds has three distinctive characters, namely having a low intelligence quotient (iq), physical and mental limitations and having a weak immune system. overweight and obesity are nutritional problems that often occur in people with ds, so it is necessary to study how the health risks that can be experienced by ds sufferers with obesity and how to overcome or minimize these risks. this systematic review study was conducted using the pubmed/medline, science direct, and google scholar search databases. the search was limited to articles in peer-reviewed journals and literature reviews, which were written in english and indonesian between 2012 and 2022. the study results showed that >40% of obesity occurred in children with ds. obesity in people with ds can increase the risk of other health problems such as obstructive sleep apnea (osa) in adults with ds. in addition, dyslipidemia, hyperinsulinemia, nafld, alzheimer's and tumors, and coronary heart disease are frequently reported in obese ds. therefore, it is necessary to prevent nutritional problems by parents which includes parenting, feeding practices, and eating patterns. in addition, physical activity is needed for children with ds, especially for those who suffer from obesity. fulfillment of nutrition and a healthy lifestyle throughout pregnancy is also needed to ensure the health of the child born and reduce the risk of having a baby with ds . keywords: children with down syndrome, down syndrome with obesity; health problems in down syndrome introduction down syndrome (ds) is a something conditions that occur consequence abnormality total tagged chromosome with existence chromosome additional. individual with ds tend own disturbance mental and physical development . ds was first recognized in 1866 by dr. john longdon down because its special features as relative height short, head shrunk, and a flat nose resembling mongolians. disorders that also include in condition disabled since born as mental retardation, difference physique certain as shape little face flat and rising a number of risk on condition medical including disturbance hearing loss hyroid disorder channel digestibility, and visual damage ( pramidi , gartika , and soewondo 2019). according to nawawi, gartika , and soewondo (2018) children with ds other than experience mental and physical health disorders , also experience growth delayed teeth . refers to distraction chromosomes that occur in ds children, where occur advantage over more of the 350 genes on chromosome 21 that have three chromosomes (trisomy 21). excess chromosomes in people with ds change balance genetics body , resulting in change characteristics physique and ability intellectual , as well as disturbance in function physiology body . ds happened about 1 in 700 births baby and more often happened to mom pregnant over 35 years old ( pienaar 2012). http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p205 206 journal of icsar; volume 6 , number 2, july 2022, 205 215 ds usually caused because failure in division cell or called nondisjunction . no is known why condition the could happen, however is known that failure in division cell this happens when fertilization and not related with what to do mother during pregnancy. on condition this, trisomy 21 can occur not only during meiosis formation gametes but can also occur during early mitosis in development zygote. the primary oocyte that develops stopped at meiosis i prophase does not change in stage the until occur ovulation. between time the oocyte experience nondisjunction. in ds, in meiosis i produces an ovum containing 21 autosomes and if fertilized by normal spermatozoa, which carry autosome 21, then formed zygote trisomy 21. nondisjunction this could cause by several thing as presence of viruses/ infections, radiation, and aging cell eggs. enhancement age mother influential to quality cell eggs . cell egg will becomes not enough good and at the time occur fertilization by spermatozoa, cells egg will experience error in cleavage . besides that , in some study found existence hypothyroidism in children with ds included primary and transient hypothyroidism , pituitaryhypothalamic hypothyroidism , deficiency thyroxin binding globulin (tbg) and chronic lymphocytic thyroiditis . woman with age more from 35 years old more risky give birth ds babies compared with mother age young ( less than 35 years ). the incidence of ds with age 35 year old mother , equal to 1 in 400 births . whereas mother with age not enough of 30 years , amounting to not enough than 1 in 1000 births. change endocrine, such as increase androgen secretion, decreased rate hydroepiandrosterone , decreased systemic estradiol concentration , changes in concentration receptors hormones , and the hormones lh ( luteinizing hormone ) and fsh ( follicular stimulating hormone ) which are suddenly increases when before and during menopause, can upgrade possibility happening nondisjunction . a diagnosed child have ds have three distinctive character that is own low intelligence quotient (iq), limitations by physique as well as mentally and have power stand weak body. development and growth physique more ds children slow compared to normal child, accompanied by existence hypothyroidism, digestive problems, disorders heart congenital, and severe hypotonia, so that need done monitoring growth next (aswara 2017). swamilaksita et al . (2021) stated that overweight and obesity becomes problem lots of nutrition occurs in people with ds. in publication is also mentioned a number of study related a lot case obesity that occurs in ds children with prevalence >40%. esbensen (2010) explains that obesity own factor high risk for experience obstructive sleep apnea (osa) in adults with ds. because of that , study this will discuss how risk health that can experienced by people with ds with obesity and how get over it or minimize risk the . method study systematic review this done with using search database pubmed/medline, science direct and google scholar. mostly journal used n the review came from from the pubmed database, where relevant articles explaining risks health in obese ds sufferers and how to get over it identified use term searches for “ obesity in down syndrome ”, “ health risk down syndrome with obesity ” ”, and “ strategy to reduce health risk in down syndrome with obesity ”. search restricted on articles in peer-reviewed journals and literature review, written in english and indonesian between 20 12 and 2022. publications older than 20 12 are not included for argumentation study . after literature obtained, then article filtered by title and abstracts, including filtering out irrelevant articles and duplications. the inclusion criteria used in this study are: (1) articles journal peer review original / main or results review literature, (2) room scope child down syndrome measured is the one who suffers obesity, (3) indicator for measure obesity and risk health defined with clear; (4) study done various countries; (5) written in language english or indonesian; (6) articles foreign entry in scopus and domestic enter in sinta. there are 195 articles generated from search, will but with all criteria applied swamilaksita, overcoming health risk of down syndrome child with… 207 there are 16 articles fulfil condition for reviewed. study list presented in table 1 , where is known based on the data that whole article good article peer review nor article review literature reveal that ds children are at risk tall suffer obesity with or without disease attendant other . table 1. literature list literature location title sample method results yahiya et al (2012) egypt leptin, insulin, and thyroid hormones in a cohort of egyptian obese down syndrome children: a comparative study 36 children ds qualitative connection between hyperinsulinemia, disorders glucose fasting and obesity in ds children , which can make they risky more tall for suffer from the irs. also available enhancement median values of leptin and leptinr in both od and nod groups with profile normal thyroid in lower children. gamereoosterom et al (2012) dutch prevalence of overweight in dutch children with down syndrome ds children born > 1982 secondary data july 2009 february 2010 prevalence rate excess weight between ds children with or without disturbance attendant no different by significant. real de asua et al (2014) spanish a crosssectional study of the phenotypes of obesity and insulin resistance in adults with down syndrome 51 adults with ds living in the community and 51 controls healthy at the clinic take care street house sick cross sectional adults _ with ds show prevalence excess high body weight and obesity. however, no find difference in lipid profile, prevalence insulin resistance, or syndrome metabolic between adults with ds and control . propst et al (2016) canada midline posterior glossectomy and lingual tonsillectom y in obese and nonobese children with down syndrome: biomarkers for success 13 ds children aged 14 years who underwent mpg plus lt qualitative obesity before or after operation indicates a better prognosis bad after mpg, show that initiative drop aggressive weight hould considered as addition for operation on population this. basil et al (2016) united states retrospectiv e study of obesity in children with down syndrome 303 ds children aged 2 18 years cross sectional children with down syndrome are at risk big for obesity and osas 208 journal of icsar; volume 6 , number 2, july 2022, 205 215 literature location title sample method results valentine et al (2017) italy nonalcoholi c fatty liver disease in italian children with down syndrome: prevalence and correlation with obesityrelated features 280 ds children ( age 8-15 yrs ) cross sectional ds children with obesity showing risk for develop nafld from population pediatric general. de la piedra et al (2017) chile high frequency of dyslipidemia in children and adolescents with down syndrome ds children 218 years old cross sectional lipid profile should be done more early on all patient with ds, regardless from existence factor risk dyslipidemia. nixon (2018) united states down syndrome, obesity, alzheimer's disease, and cancer: a brief review and hypothesis article systematic review ds (trisomy 21), mixed complex from problem physical, mental, and biochemical, including enhancement risk alzheimer 's disease and childhood leukemia, decreased risk of other tumors, and frequency of excess high weight / obesity . ruiz et al (2019) colorando does tonsillectom y increase obesity risk in children with down syndrome? 78 ds patients analysis regression no there is difference among the most suitable %bmi curve in patients who saw osa resolution after tonsillectomy vs patient with rest of osa pitchford et al (2019) northern ohio diurnal cortisol and obesity in adolescents with and without down syndrome 32 teens with ds linear mixed model ds children are at risk tall experience obesity and need intervention clinical. pierce et al (2019) united states trends in obesity and overweight in oregon children with down syndrome record medical (emr) secondary data children with down 's syndrome has level more obesity all than population common, with risk tall especially for child female. mostly enhancement obesity occurs among 2 and 6 years old swamilaksita, overcoming health risk of down syndrome child with… 209 literature location title sample method results paul et al (2019) africa the health benefits of exercise therapy for patients with down syndrome: a systematic review overview systematic s and metaanalysis (prisma) , with focus on the period 2007-2018 systematic review p bearer disabilities have a high risk of cardiometabolic and oxidative stress associated with increased insulin resistance, poor insulin sensitivity, atherosclerosis and hypertension magge et al (2019) philadelphia cardiometab olic risk and body composition in youth with down syndrome 150 ds teenagers (10-20 years old ) and 103 teenagers non ds cross sectional youth with ds have prevalence more dyslipidemia and prediabetes big than the usual teenager growing, which is not fully explained by vfa corona-rivera et al (2019) western mexico maternal risk factors for congenital heart defects in infants with down syndrome from western mexico baby born with ds from january 2009 june 2018 quantitative almost half from baby with ds in sample have chd, being the most common asd subtype and the rarest avsd. background behind ethnicity together with lack observed nutrition it seems contribute different in level chd subtypes in ds patients. dierssen et al (2020) italy down syndrome is a metabolic disease: altered insulin signaling mediates peripheral and brain dysfunctions article systematic review disabled molecular this it seems becomes reason height incident disturbance metabolism, diabetes and/ or obesity, as well as risk taller caught alzheimer 's disease (ad) in ds. alghamdi et al (2021) arab physical activity among children with down syndrome: maternal perception 17 children with ds descriptive obstacle activity physique for children with ds for designing customized intervention programs for upgrade support and involvement children with ds to in activity physique by regularly. result and discussion result(s) overweight and obesity is problem frequent nutrition reported occur during adolescence and early adulthood for people with ds (swamilaksita et al 2021). research conducted by tershnjaku and kadolli ( 2020) conducted on 95 people with ds aged 0-40 years showing that in children 0-18 years old as many as 47% have overweight nutritional status . temporary that , research rahmawati (2016) also shows as much as 40% of ds children experience obesity . study other in krause et al (2016) mentions the prevalence of overweight in ds adolescents 210 journal of icsar; volume 6 , number 2, july 2022, 205 215 was 33.3% and the group the 3.21 times more risk big experience obesity than person with other disabilities. obesity is something condition, where occur excessive fat accumulation in body. obesity is factor risk happening various type disease degenerative diseases, such as diabetes mellitus , hypertension , heart coronary and various type cancer . besides that, obesity very related with problem psychosocial and burden social economics (erviana & hidayati 2019). development trend obesity will cause burden economy in society. trend the has shift than before occurs in lowincome countries tall to income countries low. overweight and obesity linked with more many deaths worldwide than lack weight. globally there are more many people experience obesity than lack weight, thing this occurs in every region except parts of sub-saharan africa and asia (hsieh, rimmer , & heller 2014). based on research conducted by gazizova et al (2012), prevalence obesity higher in people with disability intellectual than population general. the result in line with research that reports that there is trend enhancement prevalence excess weight in adults with disabled intellectual . in people with disabled intellectual enhancement obesity is a inequality emerson and hatton (2014) . intervention and education through gift promotion health hampered because cognitive, social, and behavioral adjustments with behavior in people with disabled intellectual as control self , determination goals , related skills _ with care health at home , perception risk and planning executive . erviana and hidayati (2019) mention 6 factors risk obesity in people with ds , namely (1) poverty , (2) activity physical , (3) alcohol , (4) dietary habits and patterns eating , (5) environment the place stay , use drug , and (6) factor individual ( type gender , age , education parents ). koritsas and iacono (2016) revealed that compared with population general , more few people with disabled intellectual fulfil recommendation activity physical . whereas intensity and frequency activity suitable physique _ could reduce risk disease heart coronary heart disease , stroke, osteoporosis , colon cancer , osteoarthritis , pain back down and increase mental health . according to robertson et al (2014), the use of alcohol among people who experience disabled intellectual of course more a little compared with population in general . however found that level smoke far more many among teenager with disabled intellectual light. by significant consumption alcohol and tobacco no more big for woman however the opposite for men . environment the place live could influence health people with ds, where is meant here is how and with who people with ds live , do together family , stay alone or live in the neighborhood house foster . based on incident obesity found that people who live alone more tend for experience obesity compared with people who place stay together family or stay at home foster care ( koritsas and iacono , 2016). people with ds who place stay together with family or in place foster own settings more food tight, i mean in thing pattern eat can be controlled by other people living with him compared with live themselves ( koritsas & iacono 2016). besides it, usage medicine is also one related factor with incident obesity as psychotropic used as drug antidepressants and drugs sleep. use prolonged drug this has linked with addition weight and obesity in the population general . factor individual hold role in happening obesity in people with ds. according to type gender , prevalence incident obesity among woman more many compared men ( hsieh, rimmer , & heller 2014). that thing different with research conducted tamin , idris, mansyur , & syarif (2014) who explained in the research that prevalence obesity more tall among men than woman . based on level parental education, found that prevalence obesity highest namely in parents who have level education high. high parental education will improve social status economy family so that upgrade power buy as well as consumption so that food consumed more a lot. that thing no in line with one research that suggests that poverty be one discussed factor in happening obesity in adolescents or mature with disabled intellectual because excess swamilaksita, overcoming health risk of down syndrome child with… 211 nutrition has observed in developing countries and has been linked with fast change in the resulting diet from market modernization and globalization where food fast serve affordable and outlets that sell food solid and low-density nutrition many available (hsieh, rimmer, & heller 2014). inequality health experienced by people with disabled intellectual caused because condition those who are poor if linked with social economics (robertson, emerson, baines, & hatton 2014). problem obesity suffered by people with ds will upgrade risk to problem other health . according to esbensen (2010); basil et al (2016); and ruiz et al (2019), obesity own factor high risk for experience obstructive sleep apnea (osa) in adults with ds. in fact , some research ( table 1 ) mentions that obesity in people with ds can cause other health problems such as dyslipidemia (de la piedra et al 2017), hyperinsulinemia (yahiya et al 2012; real de asua et al 2014; paul et al 2019; magge et al 2019), nafld ( valentini et al 2017), alzheimer's and tumors (nixon et al 2018; dierssen et al 2020), and disease heart coronary (corona-rivera et al 2019). by detail other possible health risks arise because obesity in ds is presented in table 2. table 2. health risks in children with ds and how to overcome them literature health risk how to overcome yahiya et al (2012) 1. obesity , 2. hypothyroidism , 3. decrease level metabolism 4. diabetes mellitus 5. hyperinsulinemia bb monitoring since early important because there is risk obesity is also affected genetics gamere-oosterom et al (2012) obesity life structured healthy, including eat healthy food and do activity enough physique , will very effective in children with ds because trend they for follow tight routine real de asua et al (2014) 1. upgrade cvd risk 2. abdominal obesity mediterranean diet propst et al (2016) obstructive sleep apnea (osa) midline posterior glossectomy and lt are beneficial in children with normal and overweight weight with ds who have osa basil et al (2016) 1. obstructive sleep apnea (osa) 2. obesity important for calculate bmi rather than depending on measurements heavy just moment evaluate healthy weight in children with down 's syndrome ( valentini et al (2017) 1. thyroid disorders 2.nafld 3.obesity 4. cardiovascular risk ( congenital ) heart ) by early followed by expert nutrition with monitoring strict weight. de la piedra et al (2017) 1.risk for dyslipidemia . 2.risk of disease cardiovascular recommend that screening dyslipidemia should done more early on all patient with ds, and that ds conditions should be considered as factor risk independent for development dyslipidemia . nixon (2018) 1. risk disease alzheimer 2. leukemia leptin treatment reduces accumulation of beta amyloid in the brain, lowering cell toxicity nerves and, in cells nerve human, lower phosphorylated tau level 212 journal of icsar; volume 6 , number 2, july 2022, 205 215 literature health risk how to overcome ruiz et al (2019) 1.obstructive sleep apnea (osa) 2. perioperative complications to do tonsillectomy . pitchford et al (2019) 1. cortisol dysfunction 2.obesity bb monitoring and upgrade activity physique pierce et al (2019) 1.osa/sleep apnea 2. hypothyroidism subclinical follow bmi percentile on the curve cdc growth ( bb monitoring ) paul et al (2019) risk cardiometabolic activity regular physical beneficial for increase vo2max and strength muscle. besides that , activity regular physical reduce lipid peroxidation and damage wall cell arteries , pathogenesis atheroma limited . magge et al (2019) 1. dyslipidemia 2. prediabetes bb monitoring corona-rivera et al (2019) 1.atrioventricular septal defect (avsd) 2. disabled heart default fulfillment good nutrition at the same time pregnant as sour folate and fe, have pattern good life as avoid cigarettes, caffeine , and alcohol throughout pregnant dierssen et al (2020) 1.alzheimer 2.diabetes 3. decrease cognitive 4. brain insulin resistance intranasal insulin administration has proven repair drop cognition in ad subjects and their effects even more good when insulin is given at stage beginning pathology ( eg , mci). use drug antidiabetic including metformin and mimethi alghamdi et al (2021) obesity emphasize importance upgrade awareness about need children with ds for activity physical infrastructure , in particular targeted programs supported by the government and the sector private . data in table 2 explain how risk health other could suffered by children people with ds other than height risk obesity . as for the way get over it could see in the table that. a total of 12 literatures (75%) mention that monitoring weight need performed on ds children. obesity normal occur because energy consumed bigger than issued, usually marked by bmi whose indicator is is weight and height according to age (for children). because of that care proper nutrition and pattern healthy life could made solution for reduce risk obesity so risk other diseases due to obesity can also avoided. swamilaksita (2021) suggests that food that should be consumed in ds children such as food with a full menu containing carbohydrates, protein and vegetables as well as fruits could support grow flower and power stand body. whereas food that should be avoided consist over 3 groups main that is food sweet , food fast ( junk food ) , and foods that contain gluten. ds children are also required always active activity and also increase cleanliness and safety in processing food as well as environment to use support health . more carry on explained by bertapelli et al (2016) that prevention problem nutrition more for people with ds need noticed by parents . parenting parents, practice gift food and pattern eat child is factor risks that affect nutritional status child. mother's role in pattern nurturing child becomes very important , especially in thing intake eat . this thing related with limitations people with ds for prepare the food alone . parents _ more care with status child 's weight with ds than child who doesn’t have ds, so will impact on change practice gift swamilaksita, overcoming health risk of down syndrome child with… 213 eat child, like coercion for eat and give choice food to child . perception parent could cause overweight in ds at age young. activity physique required for ds children , especially for those who suffer obesity . rahmawati (2016) mentions that ds children have level activity physically inclined light so that risk obesity high (pal = 1.44). classification level activity physique based on the distinguished fao/who/unu (2001) be 3 levels in accordance with pal (physical activity level ) value , i.e level activity low (pal=1.4-1.69), moderate (1.7-1.99), and high (pal=22.4). study others also revealed similar thing _ that child with ds tend own activity low physical condition ( fauziyah and wijatmadi 2019). study the in line with research by esposito et al (2012) which shows that that ds kids don't fulfil activity recommended physical , so that risky experience nutrition more. activity low physique on the ds along with enhancement sedentary lifestyle and decline activity physique along with enhancement age. more carry-on dam fauziyah and wijatmadi (2019) explained that activity child more many done inside house than outside home and tend choose activities that are not many needs motion, like listen music, playing gadgets, and watching tv. will child for more many plays inside _ house no could be rejected by mother because condition child who doesn't accepted by friends his age when play outside home. activity physique currently nor weight, such as running, sports (feather badminton, football, etc.), and playing active more many done when be at school. whereas lesson sports at school only implemented for 2 hours per week so that becomes limitation activity child. as a result, ds teenagers do not could activity currently nor heavy every day. based on recommendation activity physique from australian national physical activity guidelines, age teenager at least to do activity currently until heavy for 60 minutes every day (the department of health 2017). there is literature that explains that fulfillment good nutrition needed at the time pregnant as sour folate and fe. besides it’s important for own pattern good life as avoid cigarettes, caffeine, and alcohol along pregnant. pregnant women who have pattern life that doesn't good risky give birth child with ds ( beside genetics ) and babies born with ds at risk bring disabled born congenital (avsd and disability heart congenital ) ( corono -rivera et al 2019). things that are not lost important is guard health during pregnancy because condition mother pregnant will determine condition baby born . research conducted by mundijo and arsyad ( 2013) explains that there is correlation infection pregnancy with ds incident . moment pregnancy takes place in get three mothers who come from from group mothers aged < 35 years . third mother who has the ds child 2 people suffer from influenza and 1 person is infected rubella . rubella virus is one _ agent infections that are environmental teratogens that can influence embryogenesis and gene mutations so that cause change total nor structure the chromosomes that cause disability like ds. conclussion overweight and obesity is problem frequent nutrition reported occur during adolescence and early adulthood for with ds with presentation > 40%. obesity in people with ds can upgrade risk to problem other health like obstructive sleep apnea (osa) in adults with ds. besides it, dyslipidemia, hyperinsulinemia, nafld, alzheimer's and tumors, as well as disease heart coroner often reported suffered in ds with obesity. because of that , needed prevention problem nutrition by parents which includes pattern foster , practice gift food and pattern eat . besides that, activity physique required for ds children, especially for those who suffer obesity. fulfillment nutrition and pattern life healthy along pregnancy is also necessary for ensure health children born and reduce risk birth baby with ds. 214 journal of icsar; volume 6 , number 2, july 2022, 205 215 references alghamdi, s., banakhar , m., badr , h., & alsulami , s. 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(2020). overweight and obesity in community with down syndrome. research in physical education, sport and health 4. the department of health. (2017). australia's physical activity and sedentary behavior guidelines . australian government: department of health. accessed from http://www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-actguidelines . valentini , d., alisi , a., di camillo, c., sartorelli , mr, crudele , a., bartuli , a., ... & villani, a. (2017). nonalcoholic fatty liver disease in italian children with down syndrome: prevalence and correlation with obesity-related features. the journal of pediatrics , 189 , 92-97. yahia, s., elfarahaty , rm, elhawary , ak, elhussiny , ma, abdelmaseih , h., eldahtory , f., & elgilany , ah (2012). leptin, insulin and thyroid hormones in a cohort of egyptian obese down syndrome children: a comparative study. bmc endocrine disorders , 12 (1), 1-7. https://doi.org/10.1186/1471-2458-14-219 https://doi.org/10.13181/mji.v23i2.688 http://www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-act-guidelines http://www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-act-guidelines 1 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 number 2, july 2020: 1 6 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 universiti kebangsaan malaysia, selangor, malay e-mail: imranz9018@gmail.com 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 ‘concretepronounce-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. keywords: mauselis board, teaching aid, mathematics, special education student introduction in the 21st century learning, each educational institution greatly emphasises on the effective teaching and learning process. countless of approaches, techniques, materials and tools have been tried and used during teaching and learning sessions mainly to ensure a more creative, active and high quality educational process. dedication to improve the quality of teaching and learning process among the young learners especially is mainly aim to contribute to the development of excellent society as a whole. according to (ibrahim, 2013) teaching and learning strategy is the systematic and effective trick, or contrivance used to accomplish the learning objectives that would also affect the learners’ encoding process, i.e., how they learn, acquire and utilise the desired ideas, concept, generalisation, skills, etc in a more creative, critical and innovative way. every learner is unique and owns individual learning style that is affected by his personality factors. teacher’s task is to provide a variety of carefully structured classroom activities catering the different preferences. there are different learning preferences in children such as visual learners, auditory learners, kinaesthetic learners, interpersonal learners, intrapersonal learners and also special needs learners. zalizan (2009) defined special education needs (sen) learners as children who have variety of learning difficulties especially in terms of reading, writing and counting. special education needs learners with any of the mentioned learning problems are among the learners who require an attractive teaching and learning process. hence, appropriate attention/focus skill during the period of lessons is very crucial for this group of learners. attention/focus skill will not only engage the special education learners throughout the whole learning process but also it will help them acquire the basic learning skills like reading, writing and counting. appropriate and creative approaches or reinforcement and methods during the t&l sessions have the power to create lasting engagement among the learners and set them up for successful development in the particular subject. every teacher should be able to apply strategies that will help meet the needs of learners with sen and reduce learning difficulties as well as behaviour, social or emotional problems. haraway (2012) believes that low understanding of academic concepts will allow 2 journal of icsar; volume 4, number 2, july 2020: 1 -6 interferences to happen. this is because demotivated pupils lead to behavioural problems which then can be the biggest challenge in the classroom. these consequences are preventable if teachers are able to adopt and provide necessary strategies and methods during the teaching and learning process prior to keeping them focused and attracted to the lesson, especially mathematic subject; which subject requires high concentration and understanding among the sen learners. all students, including special needs children have the right to learn math and feel confident in their ability to do math (furner, yahya and duffy, 2005). individuals with special needs require support in acquiring various academic and social skills in order to maintain their lives. mathematic has a facilitative role in both individuals with special needs and individuals with typical development. everyone uses mathematics in our day to day lives; without math, the world would be missing a key component in its makeup. according to ridener (2004), math is so important because it is such a huge part of our daily lives; counting, creating spending budgets, paying for groceries, buying things on sale, count money, reading the time, measure things, call anybody and much more. this is supported by rays (2001) who stated that mathematic is a tool used by every human being on a daily basis, not only by the mathematicians or teachers or business persons. thus, it shows that mathematic is one of the skills that equip human’s daily life and the lack of capability in the mastery of mathematical skills is one of the issues to be overcame by teachers, parents and the community. for many individuals, mathematic arises as a difficult field. therefore, it is considered that individuals with special needs experience more difficulties in learning mathematics. this paper emphasised on the mastery of basic operations which is addition among the special needs learners. according to schwartz (2008), the definition of addition is a process to merge two or more a bunch of number sets and adding it is the simplest operation to do. however, in the context of special education, hegarty & ves (2002) claimed that each special needs learners had a different level of capabilities and abilities especially on their cognitive skills. the incorporation of various effective approaches in teaching mathematics especially the addition-operation to these special needs learners will promote better understanding of the concept. this is because carpernter, franke, jacobs, fennema & empson (1998) believed that if children with special needs are given opportunities to learn mathematics the meaningful way, their conceptual understanding and ability to transfer the knowledge will be increased. bruner theory and cra model, when teaching mathematics, the used of concrete objects, (concrete), pictorial representations (representational), followed by abstract symbols (abstract) is called the concrete to representational to abstract (cra) instructional strategy might be crucial. this strategy is mostly used with learners especially the special education needs learners (witzel, 2005). this approach has found to increase the understanding of abstract mathematical concepts and ideas (witzel, mercer & miller, 2003). the cra instructional approach is a three-stage process. the first stage allows learners to manipulate concrete objects to solve problems. during the concrete phase learners see, hear and move objects to demonstrate what is happening with the numbers as well as the procedures to solve the problems. when implementing instructions in the c-stage, the teacher must demonstrate solving the mathematic problems through modelling. when modelling, the teacher shows learners what is happening with the numbers as well as the procedures. it is then, followed by a pictorial representation-stage of the concept that was physically manipulated in the c-stage. the r-stage acts as a bridge, building necessary connections between solving problems using objects in the c-stage to solving problems using numbers in the abstract-stage. learners will then use pictures or drawings to represent a solution to the same concept that was manipulated with objects when in the c-stage (flores, 2009) every level of cra is strategically designed to prepare the learners for the next level of learning. there are several studies conducted by researchers in the country regarding the use of concrete– representation – abstract strategy and its importance in the learning process. according to poon, yeon & noor azlan (2012) the cra strategy is a good way to teach students who have learning difficulties especially those who have problems understanding mathematical concepts, operations and applications. this is because the cra framework utilises the three stages as tools to aid in accurate computation and provides the learners with a concrete, visual tool to develop the necessary procedural skills for solving abstract equations (maccini, mulcahy, & wilson, 2007); miller & hudson, 2007). this strategy helps learners to learn and easily acquire the concepts through the “hands-on” activity which includes concrete physical objects and also to understand the concept through the integration of graphs, photos and many more realias. for instance, the addition problem of 1 + 4 could first be represented by physical objects such as cats or cubes, next by a visual diagram of the cubes representing the cats, and finally by a number sentences. the goal of concreteness fading is to start with a manipulative to help learners make the necessary connections and then gradually move away from the physical objects to the most efficient and abstract representations. 3 ali imran mad amin, mohd mokhtar tahar, aina hafizah zakaria, mathematical learning... figure 1. mauselis board the teaching and learning process of mathematic subject among the special needs learners is basically depending on the cognitive development of the learners. therefore, it is highly recommended for all teachers to follow the cra strategy in the teaching and learning process, sequencing from concrete material (enactive) to the use of photo or visual diagram (iconic) before the learners are introduced to the representation of symbols (symbolic) (mohamad et.al, 2009). therefore, observation approach was used as main instrument for this research to investigate how the mauselis board which highlights on the cra strategy would help the special needs learners in acquiring the additionoperation in mathematic subject. teaching aids, teaching aids are tool and equipment used in teaching as supplement in classroom instruction to enhance the interest of learners. teaching materials are important catalysts of effective instructions as well as help learners to improve their basic learning skills. in line with the aspiration of the ministry of education to implement and apply the 21st century learning, the field of education requires a systematic, orderly and more progressive changes in teaching style. teaching and learning session becomes interesting when a teacher uses different materials because it directly involves learners in the teachinglearning process. it makes lessons extra enjoyable and memorable. this shows that attractive materials are key factor in creating and providing effective teaching and learning environments. in conjunction with the effort to improve sen learners’ achievement academically, it urges teachers to work extraordinarily in line with the globalisation of education, (yusof et.al, 2002). teachers are mostly required to be extra creative and innovative, be more proactive as well as up-to-date in designing relevant and suitable innovations or teaching materials to be used in teaching and learning sessions. this is supported by jasmi et.al., (2011), as they believed that it is very important for the teachers to consider the quality of the teaching materials for the learning sessions and in catering every single needs of learners with disabilities. one other crucial factor about teaching aids is that the materials should meet the main objectives of the lessons apart from catering the learners’ needs as every person has different level of understanding. as cunningsworth says, “learners need to feel that the materials from which they are learning have to be connected with the real world and at the same time they must be related positively to the aspects of their inner make up such as age, level of education, social attitudes, intellectual ability and level of emotional maturity. in traditional teaching and learning method, teachers often focus on transferring knowledge, skills and values to learners via chalk and talk approach or the standard questions-and-answers segments and learners are often expected to listen and answer when required and read textbooks and texts. while teachers are seen to be passionate about the subject that they are teaching, the learners on the hand has become passive. therefore, the traditional method of teaching is often characterised as poor teaching technique. according to zanzali & daud (2010), the rote traditional learning is no longer effective in the current century; the chalk and talk, the use of textbook and teacher as the person in charge of every role throughout the lesson are no longer suitable and will not be enough for the current education. instead, teachers should be able to apply different teaching styles, incorporating teamwork and cooperative learning, adopting and promoting lifelong learning skills, empowering the learners to play an active role in their education as well as integrate the use of technology in the learning process. many previous researchers have proven that with these new teaching and learning styles and approaches, it was reported that most learners improved positively and their interest in a particular subject showed increasing improvement. it is therefore, very crucial to implement interesting and effective teaching techniques and methods with the aid of attractive teaching materials to enhance better development of the learners be it young learners, adult learners or even special needs learners. this study tries to understand the effectiveness of teaching aids in the teaching of mathematic towards special needs learners compared to the boring chalk-and-talk lecture method (hassan, 2004) method in order to accomplish the objectives of this study, quantitative research approach was used to determine the effectiveness of mauselis board in teaching addition-operation in mathematic classroom among the special needs learners. 4 journal of icsar; volume 4, number 2, july 2020: 1 -6 figure 2. comparison graph scores between pre test and post test this research design of this study collected data and information based on the tests administered to 15 special education learners comprising of different categories of learning problem such as slow learner, late development, autistics and hyperactive from a school with special education integration programme in negeri sembilan, malaysia. the respondents selected for the research mostly have problems in additionoperation but are teachable. data collection involved three different tests which are pre-test, while-test and post-test. the different tests were administered in order to ensure the result of learners’ performance in learning addition-operation with the use of mauselis board are fair and reliable at the end of the study. pre-test : to examine the sen learners’ ability to solve the addition questions. while-test : to examine the sen learners’ ability to solve the addition question with the use of mauselis board. post-test : to examine the sen learners’ ability and understanding of the concept taught using mauselis board and how they solve the questions. the results from all three tests were analysed to see the graph of the result; before, while and after the intervention. there was also checklist used to record the scores earned by every sample involved on each session. each score earned in each intervention session will be compared in the form of a line chart. the graph showed positive improvement of the sen learners involved in the study. finding and discussion finding based on the graph drawn from the data collected figure 2, almost all respondents successfully showed a positive improvement with an increase score of more than 70% increment. consequently, the highest percentage score was achieved by the respondent of the m3 & m4 successfully registered an increase of 90% from the data recorded in pre-test score. meanwhile, for the respondent of m1, m2, m5, m6, m7 m11 m13 m14 & m15 managed to obtain up to 80% score as compared to the marks recorded previously during the pre-test score. this has shown that there was an increase in the percentage scores that were so high and significantly between the score score of pre-test before the mauselis board was carried out with a score score of post-operative tests after interventions performed by researchers. therefore, to re-order the study questions can be proved based on the values and data obtained. whether through the data obtained during the intervention session, the data for the achievement of the student sheet score is made from session 1 to session 8 and reinforced and strengthened with the percentage comparison data between a pre-test score score with post-study test score. thus, the use of mauselis boards used in the intervention session was successful in assisting the special education students to enhance skills in mathematics. discussion the data collected from this study has shown that mauselis board is just another, albeit very effective learning resource which all special education teachers who are teaching mathematic need to consider when planning the lesson for the learners. the implementation of the mauselis board in mathematic lesson not only allows high participation and involvement of the learners but also reflects on the application of the theory of multiple intelligence by howard gardner. this is because this board also affects their different aspects of intelligence such as kinaesthetic, visual-spatial and auditory intelligence. this, gives the learners with difficulties, the space to explore the learning process which may improve their cognitive development and skills that serve to elevate learners’ confidence level and hence allows them to excel in the area, especially mathematic. the result proved that mauselis board has helped to increase the cognitive skills of the learners with difficulties in this research. furthermore, the findings also showed that the usage of the teaching aid is able to attract the interest of learners to participate in the activities conducted. the lesson conducted that was based on real experience or the usage of concrete materials brought a bigger impact and influence to learners compared to visuals or audio, language, symbols, static or moving pictures. it is believed that if a learner studies by using his or her own experience, it can help him or her to remember 5 ali imran mad amin, mohd mokhtar tahar, aina hafizah zakaria, mathematical learning... and understand the activities participated in. according to othman et al. (2008), real-time experience learning can be divided into two types, a learning scenario that involves learners applying the knowledge, skills and emotions in a real situation appropriately and learning through direct participation of the personal experience possessed by the learners. mauselis board had positive impact on grabbing learners’ attention throughout the mathematic lesson. this finding is in agreement with salleh, ong & taib (2015) who states that a teaching and learning environment that supports and encourages critical thinking through teacher practices and aids enables learners to be exposed to an appropriate level of subject matter and content, thus enabling learners to engage in questions and answers sessions held for the lesson. this is because, when learners are actively involved in the q&a lesson, that means, the method has successfully helped the learners to understand the concept taught during the lesson. this research has proved that the cra strategy applied in the mauselis board allowed learners to have better understanding of the mathematical concept especially the addition-operation. this is supported by drahman & saleh (2004) who claimed that concrete-representation-abstract strategy is always a bigh help for young leaners to understand any mathematical knowledge because of the use of concrete objects to experience the lesson apart from encourages critical thinking skills to solve the problems. fun and meaningful learning experience effect in increasing the cognitive level, motivation level as well as attention level of the learners especially those with special needs. it can be concluded that the usage of mauselis board as teaching aid is able to help the special needs learners to expand and increase their understanding levels and mathematical skills. this has brought positive effect to their learning process and also to teachers’ teaching style. based on the findings as well as limitations of the study, the researcher has concluded that there are a few recommendations that could be made for future research. the recommendations are offered in the following: (i) the materials should be alluring in terms of appearance. the future researchers might as well use bigger, brighter and catchy colour and elements for the picture so the learners can experience amazing fun and meaningful learning environment during the process of learning mathematic using the board. (ii) this mauselis board can be beneficial for other subjects too. this is because the bruner theory which highlights on the cra strategy is a great strategy to help young learners or special needs learners to learn reading, writing, speaking or even listening skills. this strategy i believed to be able to enhance learners to improve their thinking and cognitive skills. for special education learners, their imagination hardly goes beyond and over because of the interference in their brain so this cra strategy through the use of mauselis board will give them the opportunity to explore further, regardless of the subjects and difficulties. (iii) itigson & zewe (2003) cited that technology is essential in teaching and learning mathematic. it helps to improve the way mathematics should be taught and enhances better understanding for the concepts. many researchers have carried out studies to evaluate the benefits of using ict in mathematics. however, there is still no research has been done for the use of ict to teach mathematics among sen learners. hence, maybe the future researchers can consider teaching additionoperation using mauselis board but in the concept of ict. that will be a great eye-opener for all special education teachers in the country. (iv) in order to make better generalisation for the result, it should be conducted using respondent from all 14 states in malaysia; teaching mathematic to special education learners using the board. (v) all of the shortcomings faced in the study can be used as guidelines to improve the methodology in the future research. this research also can be considered as a stepping stone to a more detailed, in depth research which can contribute to a new knowledge in this field. conclusion there are a lot of other contributing factors towards the learning of mathematics and numbers in the classroom. mauselis board is one of the thousand ways to learn the subject in the 21st century era. this study suggests that special education teachers should be made aware of every individual learner’s needs and thus need to start helping them improve their mathematical skills. it is crucial to equip our young generations with better skills of mathematic as math is so important because it is such a huge part of our daily lives. references zanzali, n. a. a., & daud, n. (2010). penggunaan bahan bantu mengajar di kalangan guru pelatih utm yang mengajar matapelajaran matematik [the use of teaching aids among utm trainee teachers who teach mathematics]. universiti teknologi malaysia. mohamad, b., esa, a., ab hadi, m. y., hashim, j., & warman, s. (2009). komunikasi dalam matematik dalam kalangan kanak-kanak [communication in mathematics among children]. diakses dari laman web http://eprints.uthm.edu.my/3316/1/26._ pendidikan_sains_dan_teknologi_2009_1. 6 journal of icsar; volume 4, number 2, july 2020: 1 -6 carpenter, t. p., franke, m. l., jacobs, v. r., fennema, e., & empson, s. b. (1998). a longitudinal study of invention and understanding in children’s multidigit addition and subtraction. journal for research in mathematics education, 29(1), 3-20. flores, m. m. (2009). teaching subtraction with regrouping to students experiencing difficulty in mathematics. preventing school failure: alternative education for children and youth, 53(3), 145-152. furner, j. m., yahya, n., & duffy, m. l. (2005). teach mathematics: strategies to reach all students. intervention in school and clinic, 41(1), 16-23. haraway, d. l. 2012. monitoring students with adhd within the rti framework. the behavior analyst today 13(2): 17–21. doi:10.1037/h0100720 hassan, a. (2004). one hundred years of language planning in malaysia. æߵߕ© æ) æ, 4. hegarty s., & alur, m. (2002). education and children with special needs. california: sage publications. ibrahim, n. h. (2013). tinjauan keperluan guru pembantu dan kesan terhadap beban tugas guru mata pelajaran pendidikan teknik dan vokasional [a survey of the needs of assistant teachers and the impact on the workload of teachers of technical and vocational education subjects]. universiti tun hussein oon malaysia ittigson, r. j., & zewe, j. g. (2003). technology in the mathematics classroom. in challenges of teaching with technology across the curriculum: issues and solutions (pp. 114-133). igi global. jasmi, k. a., ilias, m. f., tamuri, a. h., & hamzah, m. i. m. (2011). amalan penggunaan bahan bantu mengajar dalam kalangan guru cemerlang pendidikan islam sekolah menengah di malaysia [the practice of using teaching aids among excellent teachers of islamic education in secondary schools in malaysia]. journal of islamic and arabic education, 3(1), 59-74.. miller, s. p., & hudson, p. j. (2007). using evidence‐ based practices to build mathematics competence related to conceptual, procedural, and declarative knowledge. learning disabilities research & practice, 22(1), 47-57. mulcahy, c., maccini, p., & wilson, m. g. (2007). a follow‐up of mathematics interventions for secondary students with learning disabilities. yusof, n. m. r. n., awaluddin, s., razak, k. a., tamuri, a. h., hamzah, m. i., & ghani, k. a. (2002). kurikulum pendidikan islam menghadapi cabaran era globalisasi [islamic education curriculum facing the challenges of the globalization era]. prosiding wacana pendidikan islam (siri 1), 10-31. othman, h., mohd salleh, b., syed abdullah, s. m. d. a. e., & sulaiman, a. (2008). perlaksanaan pendekatan pembelajaran berasaskan pengalaman (pbl dan popbl) bagi meningkatkan kemahiran insaniah pelajar [implementation of experiential learning approaches (pbl and popbl) to improve students’ soft skills]. poon c. y. ,yeo k. j. & noor azlan ( 2012), mathematics remedials for indigenous pupils with learning disabilities. academika 82(2), 127-136. rays, r. e., lindquist, m., lambdin, d., smith, n., & suydam, m. (2001). helping children learn mathematics. new york: john wiley & sons,inc. ridener, b. (2004) mathematics content. boston: pearson education inc. salleh, s. m., ong, e. t., & taib, m. n. m. (2015). how do good teachers teach for critical thinking. journal of research, policy & practice of teachers and teacher education, 5(2), 20-32. drahman, s., & saleh, f. (2004). visualisation in solving mathematics word problem. jurnal pendidik dan pendidikan, 19, 47-65. schwartz, m. (2008). elementary mathematics pedagogical content knowledge powerful ideas for teachers. boston: pearson educarions inc. witzel, b. s. (2005). using cra to teach algebra to students with math difficulties in inclusive settings. learning disabilities: a contemporary journal, 3(2), 49-60. witzel, b. s., mercer, c. d., & miller, m. d. (2003). teaching algebra to students with learning difficulties: an investigation of an explicit instruction model. learning disabilities research & practice, 18(2), 121-131. zalizan, m. j. (2009). chapter 5 inclusive education. education for children with special needs: concept and practice, 110-139. 34 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 number 2 july 2020: 34 -42 parental support in the learning of students with deaf and hard of hearing at home thilakavathy paskaran, mohd hanafi mohd yasin national university of malaysia, selangor,malaysia e-mail: thilaka5170@gmail.com 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. keywords: parental support; deaf and hard of hearing students; academic achievement introduction parental support in education can be carefully measured in accordance with the individual with disabilities education act (idea) 2004 (polloway et al. 2013). the level of parental support in the academic achievement of the sen is a good effort as embodied in the idea 2004 policy (burke, 2013). thus, sen’s academic achievement is a collaboration between various parties that requires collaborative practice in the construction of iep. in bronfenbrenner’s ecological theory, the closest environment to a child is his or her family (bronfenbrenner, u. 1977). morrison (1978) argues that the concept of comprehensive parental support is an actualization process of the potential of parents, to help parents find strengths and talents and to apply them to themselves and their families. support of parents greatly determines the achievement of the children in the goals set by the school. conway (2003) argues that parental support needs to be stimulated because it has a profound effect on children’s social development. the findings of arnold (2008) show that higher parental support determines high achievement of children’s academic. rohaty (2003) explain in her study in malaysia, often home conditions do not support children’s learning environment. while the parents of the working class are usually busy with work and less time to entertain the children. finally, parents fail to play a role in the academic achievement of special children. based on figure 1, it shows that the average use time of 7 16 years old students, based on 42 weeks in school and an average of 5.5 hours in school each day (primary and secondary), 2 hours of compulsory co-curricular time and 8 hours a day. compared to 52% of time spent at home and in the community, only 15% of a child’s time is spent at school (kementerian pendidikan malaysia, 2011). problem statement, previous studies on the involvement of sen parents in education (taib, 2009), iep construction (abidah abd rahman, 2014) and parent cooperation (khalid, yasin & hanafi, 2013) are relatively limited in malaysia when compared to studies conducted abroad. the academic achievement of the sen hearing problem is closely linked to the support and encouragement of parent with special need students. figure 1: students time usage (resource kementerian pendidikan malaysia, 2011) 35thilakavathy paskaran, mohd hanafi mohd yasin, parental support in the learning of ... however, parents are unable to help their children because they are too busy with their careers and lack of knowledge and interest in finding ways to help and improve their children’s academic achievement (landmark, robert & zhang, 2013). parents put many reasons to limit their participation in the sen education process of hearing problem students. the most common parental constraint is time, lack of knowledge about the educational process and lack of confidence in expressing opinions (yasin & kuan, 2009). furthermore, socio-cultural differences, socioeconomic status, parental education status and language barriers also have an impact on parental support (landmark, robert & zhang, 2013). parents cannot adapt when they are less interested and in a less conducive environment and are uncomfortable with their perceived personal background. personality and professional skills are also measure of the level of parental support in academic achievement (rehm, fisher, fuentes-afflick & chesla, 2013). family members especially parents play an important role as socialist agents in children’s life and have a significant impact on children’s development more at home than school (nazrah jamaludin, 2018). some parents are unaware of the importance of academic achievement for their children’s future (landmark, robert & zhang, 2013). the level of parents’ understanding of sen’s academic achievement of hearing problem is relatively low. in addition, parents are less exposed to detailed educational program implementation information at school (abdullah et al., 2015). generally, the community perception of the disabled with the assumption of individual abilities and skills is limited (zinaida ariffin., 2006). students with hearing disabilities, like other special needs students, have the same interests and aspirations as normal students. in fact, there are those with cognitive abilities that can produce higher academic achievement than normal students (tahir, mustafa & yassin, 2009). however, many students with hearing loss are excluded from learning because they fail to master the knowledge and skills taught in school. although provided with equal educational opportunities as a typical student, the hearing impairment experienced by these students remains a major obstacle to the communication and learning process. this is because students with hearing problems often have speech problems. this causes them to often feel alienated from the surrounding community, less confident and less energetic. however, this can be counteracted by the active role of parents support in the learning process of hearing-impaired children. there is no shortage of parents who are still unable to accept their children despite the many interventions that can be conducted at home to aid their learning and development. attitude, acceptance, engagement and expectations of parents have been identified as important indicators of the academic excellence of hearing-impaired students. therefore, a careful study should be conducted to identify and deepen the relationship of parent support to academic achievement of hearing-impaired students. method the study was a quantitative study conducted by means of a survey. the survey method has its own advantages as both quantitative and qualitative studies can be applied together. the fields of social science and education often apply survey methods based on non-experimental study design. this method collects information from a group of individuals or samples based on their response to specific questions (check & schutt, 2012). survey study design is typically used for large sample sizes in the data collection process, but in this study the survey method is considered to be the most appropriate design for collecting data from study samples with hearing loss. sampling was performed using purposive sampling method. the purposive sampling method is a non-probability sampling method. this method is used because the researcher needs to select a specific sample of the population according to the characteristics and objectives of the study (tashakkori & teddlie, 2003). methods of purposive sampling are also important for identifying and selecting someone who is knowledgeable or experienced about the phenomenon under study (cresswell & plano clark, 2011). to collect the survey data, the researcher used questionnaire method. the study population consisted of 50 students (form 1 to 5) with hearing impairment who were studying in a special classroom in seremban. using the method of krejcie and morgan (1970), a total of 22 students were selected as the sample at the 95% confidence level. according to maleske (1995), the most important thing to pay attention to during sampling is to ensure that the selected population and sampling are correct so that the findings of the study can be used to make inferences and generalizations about the study population. data were collected through a questionnaire instrument on parental support for academic achievement of hearing-impaired students. the social ecological theory of bronfenbrenner and the epstein parent involvement model has been used as a guide in this study on parental support for academic achievement. the questionnaire used consisted of a) parent support activities b) providing a home learning environment c) social interactions with children c) communication d) academic support 20 question items adapted from the sarana questionnaire (ministry of education malaysia, 2011) 36 journal of icsar; volume 4, number 2, july 2020: 34 42 the 2009 pisa international study (pisa: program for international student assessment), conducted by the oecd (organization for economic. cooperation and development) shows parents spend time with their children at home affects their children’s academic achievement (kementerian pendidikan malaysia, 2011). therefore, it is important for parents to evaluate their support with their child and take appropriate action to help their child achieve academic success. parent’s questionnaire provided will analyse the strengths and weaknesses in four areas regarding support (kementerian pendidikan malaysia, 2011): (i) providing a home-based learning environment, (ii) social interactions with children, (iii) communication with children, (iv) support for children’s excellence. the researcher, who is a sign language teacher, provided the instructions and explanations required by the respondents before and during the questionnaire distributed. respondents were given an hour and 15 minutes to mark their scores; with an average of two minutes to respond to each item. once completed, the questionnaires were collected to be analyse. the collection of questionnaires was reviewed to ensure that respondents had answered all the items in the study. the data were manually filled into statistical package for social sciences (spss) version 25 software for statistical analysis. findings and discussion parent support activities. the role of family members, especially parents who are willing to put the time and energy into providing full support is crucial in determining children’s interest and inclination to learn. a parent is the closest person to a child in a family. therefore, they play an important role in shaping children’s development (rohner & veneziano, 2001). parental support in the educational process in particular helps to develop children’s self-concept that directly influences their academic achievement (rohaty, 2003). there are many types of support activities that parents can provide to ensure children’s academic excellence, including involvement in providing a home-based learning environment, social interaction, communication and academic support. parents support level. the findings show that the level of parental support in terms of providing a home-based learning environment, social interaction, communication and support is in the ‘advanced’ category according to the recommendations proposed in the parenting effectiveness study document for pupil learning (kementerian pelajaran malaysia, 2015), while academic support falls into the ‘basic’ category. the ‘advanced’ category is interpreted as a moderate level of support, and the ‘basic’ category is interpreted as a low level of support. therefore, it can be concluded that many of the parents of hearingimpaired students still fail to provide full support to their children’s education. there are many forms of support that can be enhanced by parents as a catalyst for children’s academic achievement, especially in terms of academic support. behaviours such as helping children complete homework, reading together, praising and providing tuition classes should be encouraged to stimulate children’s interest in learning to achieve better academic performance. providing a home learning environment.the findings show that 90.9% of the parents or guardians of the respondents provided a home-based learning environment. this illustrates that parents have the awareness to provide appropriate facilities for students to study at home. the study also found that 72.7% of parents make sure that their student learning space is neat and clean. this finding also demonstrates the parents ‘commitment to fostering students’ interest in home learning as much as in school. mahamud, hassan & fakhruddin (2017), explained that home furnished with conducive space and environment is one of the essential requirements for effective learning process among students. this fact is supported by a study conducted by abd. razak (2011) on 1000 form 4 students in selangor has found that the majority of students expect parental support for their learning process to be reflected in providing a comfortable learning environment at home. despite the seriousness of providing a home-based learning space, the majority of respondents’ parents did not pay much attention to their home study schedule. 90.9% of students did not have a home study schedule. the use of home schedules helps students balance the time spent on learning and other activities. timetables also help students to discipline themselves and to diversify their daily activities. in addition, 68.2% of parents were found to not provide adequate supplemental books for children. the findings of the study also show that all parents of the respondents did not reduce the noise from radio or television while their children were studying. this should also be noted as the noise from the radio or television may affect the student’s attention. according to marchant et al., (2001), parents’ actions to ensure that their children use their time wisely and create appropriate home conditions for uninterrupted learning have a positive impact on their academic achievement. this is also supported by knollman et al., (2007) who stated that parents can improve students’ ability to complete assignments and homework by setting a good place and time for them. social interactions with children.social interaction in the family is very important for the development of 37thilakavathy paskaran, mohd hanafi mohd yasin, parental support in the learning of ... the children’s soul. ratnawati and sinambela (2000) explained that harmonious parental relationships with children can enhance their intelligence. this can be seen in the behaviour of parents who often invite children to talk and respond to them. such behaviour gives children the impression that parents are always willing to pay attention to them, which can directly improve them in the academic achievement. in addition, if family life is always taken care of especially by the parents, the children will appreciate the service and the sacrifice of the parents will motivate them to repay the service that has been poured out through hard work. the findings show that 68.2% of parents talk with their children daily. this is an easy way for parents to develop friendly and close relationships with children, especially in their early teens. according to abdul, syeda, madiha & qandeel (2015), it is important for parents to talk to their children on a regular basis as they will feel that there are people who appreciate and care about them over time. thus, they will not hesitate to share their feelings and express any concerns they may have to their parents, including in their studies. the findings also show that only 9.1% of parents eat with their children each day, while 59.1% of parents do not spend enough time with their children. previous studies by eisenberg et al., (2004) have reported that frequent parenting and children eating together have a positive impact on children’s learning and achievement, especially in terms of language development. according to larson (2008), eating together is an opportunity for parents to inculcate pure values and to cultivate praiseworthy attitudes in the children’s soul. fiese et al., (2002), on the other hand, states that eating together promotes intimacy between parents and children. with such close relationships, parents can provide advice and encouragement to their children’s education in a consistent manner, while children are more receptive to the guidance and teachings provided by parents. therefore, parents should increase their meal time with children as a step toward improving their academic achievement. grace, jethro & aina (2012), on the other hand, reported the importance of parents engaging in activities with children as a form of social interaction. according to grace, jethro & aina (2012), parents need to spend time in various activities both indoors and outdoors with children as it is an opportunity for parents to reach out to their children and immerse themselves in their lives. parents should also encourage children to engage in activities such as sports and recreation without any coercion as these activities can enhance children’s confidence and self-esteem in facing daily life challenges including school lessons. in addition, this study also found that only 31.8% of parents were aware of their children’s movements while 18.2% of parents were providing religious or moral education to their children, at least once a week. parents should devote more time to these activities as children develop within close family and environmental relationships. good social interactions between children and parents can have a positive effect on their behaviour and self-esteem, including in the learning process. according to sudjana (2006), students’ academic achievement is strongly influenced by their family environment and social interactions. grace, jethro & aina (2012) have stated that it is important for parents to monitor children’s activities and to apply moral values such as honesty, trust, respect and responsibility to help children develop positive self-concepts. and noble personalities. communication. communication is an important aspect of ensuring the well-being of a family institution. poor communication in the family is often characterized by relationships with family members contaminated with negative feelings such as jealousy and resentment, parental attitudes toward children’s learning and ignoring the need for children to learn comfortably (gerungan, 2006). therefore, parents are responsible for ensuring that these aspects are taken into account in the children’s academic development process. grace, jethro & aina (2012) have suggested that parents should discuss what their children go through at school regularly; including asking them about lessons learned, school work to be prepared, recent developments in the lesson, and so on. this recommendation is consistent with findings that show that 45.5% of parents talk about their educational progress while 50% of parents hear their children talk about events at school, at least two to three times a week. the findings of the study show that 18.2% of parents are aware of the day-to-day workload of children as well as the adherence of grace, jethro & aina (2012) the study also found that 50% of parents exchange their thoughts with their children, at least five times a week, with 18.2% of them doing so daily. in addition, 40.9% of parents were found to be aware of planning their child’s activities at least once a week. according to newchurch (2017), it is important for parents to take their own initiative to find out what their children think and do, especially in relation to their education. this can be done by talking to them regularly. it is not advisable for parents to wait until there is a problem reaching out to their children because at that time, children may no longer be interested in sharing what they have been through, but it may also be frustrating for parents to fail to help their children (pomerantz, grolnick, & price, 2005). academic support. the findings showed that 40.9% of the parents did not give praise and stimulation, 59.1% did not give a boost or motivation, 50% did not do reading activities, and 40.9% of the parents did not guide their children to complete homework. studies have also found that no parents provide tuition guidance for their children. 38 journal of icsar; volume 4, number 2, july 2020: 34 42 act as a reinforcement of children’s positive behaviour, so the same mechanism can be used to encourage their involvement in learning. students who are praised by both parents and teachers will be encouraged to repeat their behaviour and if this is practiced in the teaching and learning process, their academic performance will certainly improve. the study also found that none of the parents sent the respondents to a tuition guidance class. this may be due to the lack of appropriate tuition centres to support the learning of special needs students. however, parents may choose to provide tuition facilities at home for hearing-impaired children as a measure of enrichment and reinforcement of the materials learned at school. relationships between parental support level and student academic achievement. pearson correlation tests were conducted to identify the relationship between the setting of home learning, social interaction, communication and parental academic support for student academic achievement. the results of this test are represented by the pearson correlation coefficient, r shown in table 1. ** the correlation was significant at p <0.05 the findings in table 1 showed in the that there was (i) a strong and significant positive relationship between the provision of home learning and student academic achievement with r = 0.835, n = 22, p = .000; (ii) strong and significant positive relationship between social interaction and student academic achievement with r = 0.754, n = 22, p = .000; (iii) strong and significant positive relationship between student communication and academic achievement with r = 0.892, n = 22, p = .000; and (iv) strong and significant positive relationship between academic support and student academic achievement with r = 0.653, n = 22, p = .001. table 1. pearson correlation coefficient test results among these academic support activities, parental involvement in children’s homework has been emphasized by previous studies. hoover-dempsey et al., (2001) has reported that parental involvement in children’s homework affects their academic achievement. this process involves parents’ modelling, reinforcing and teaching activities that support positive development of children’s behaviour, attitudes and knowledge (eereka et.al, 2014). as parents monitor and help children prepare for homework, children have the opportunity to observe and emulate their parents’ behaviour, knowledge and skills. this is a process of teaching and modelling for children. further, repeated exposure to similar situations will serve as a reinforcement step for children. as such, active parental involvement helps children understand the importance of completing homework while changing their perceptions and attitudes toward learning in general. these changes are expected to motivate children to study more diligently. most of the parents of this study found that they did not pay much attention to the motivation aspect. according to ghazi et al., (2010) parents should encourage children to study hard by discussing the importance of education to them regularly; for example by telling the story of an individual’s success that can be exemplary, or by describing the hardships of someone who has to travel far and wide to leave loved ones to work due to poor academic standing. by explaining these causes and consequences, parents can increase their children’s intrinsic motivation, which in turn motivates them to become more engaged in their learning. in another study, henderlong & lepper (2002) stated that students’ intrinsic motivation can also be enhanced by giving praise and words of encouragement. unfortunately, most of the parents of the survey did not take them seriously. praises and words of encouragement 39thilakavathy paskaran, mohd hanafi mohd yasin, parental support in the learning of ... parental support activities that affect student academic achievement. multiple regression tests were conducted to identify parenting support activities (home learning, social interaction, communication and academic support) that significantly affected student academic achievement. the results of this test are represented in tables 2, 3 and 4. the regression models obtained through this study were f (4, 17) = 19.743, p = .000, r2 = .823. this model was significant at p <0.05. regression coefficients showed that parental support in the form of communication significantly affected students’ academic achievement (p <0.05). this finding is consistent with the results of the yovsi (2014) study that reported a significant relationship between students’ academic achievement and their parent-child communication. according to yovsi (2014), children who have good communication with parents have a table 2: regression model for the study variables table 3: regression anova table table 4: regression coefficients of the study variables the data obtained is an indication of the direct relationship that exists between parental support and hearing student achievement; whereas the level of parental support increases, student academic achievement will also increase. this gives the impression that as parents place more emphasis on aspects of the setting for home learning, social interaction, communication and academic support, students’ academic performance will improve. the findings of this study can be supported by the findings of hamid, othman, ahmad, & ismail (2011) who also found a positive relationship between parent involvement in terms of discussion, caregiving and communication with student academic achievement. zulkifli et al., (2011), explain that parents should pay close attention to the aspects of discussion, care and communication with children as a stimulus for them to study hard and achieve good results. 40 journal of icsar; volume 4, number 2, july 2020: 34 42 more open mind and are more motivated to succeed in their education. the data obtained are also in agreement with the findings of grace, jethro & aina (2012) which suggest that communication is one of the important aspects of parental involvement in children’s education that has a positive impact on students’ academic achievement. grace, jethro & aina (2012), explain communication helps reduce the generation gap between parents and children, especially adolescents and helps parents channel their aspirations into children’s education. conclusion the study highlighted the importance of parenting support activities to the academic achievement of hearing-impaired students. the strong and significant positive relationship (p <0.05) between providing a home-based learning environment, social interaction, communication and academic support with student academic achievement indicates that students’ academic achievement of hearing impairment, which is generally at a poor level, can be improved when parents increase their support activities at home. the aspects of communication that have been identified to significantly affect the academic achievement of students with hearing impairment (p <0.05) compared to other forms of support should be taken seriously by parents. in conclusion, the findings of this study hope to give parents, especially children with disabilities an awareness of the importance of their role in providing support for home-based learning environment, social interaction, communication and academic support to help children develop their potential, self-confidence and achieve better student academic achievement. suggestions for advanced study this study has explored the relationship between parental support level and the academic achievement of hearing-impaired students. to obtain more detailed information on parental support activities, qualitative data collection could be conducted on the respondents of the study. in addition, data can also be collected directly from parents compared to the students as in this study. this study can also be extended by using a larger number of samples as well as respondents with other types of disabilities. such studies are seen as important for making generalizations more accurate than the findings. references abdullah, n., yasin, m. h. m., deli, a. a. a., & abdullah, n. a. 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(2011). hubungan ِantara penglibatan ibubapa dan pencapaian akademik pelajar miskin di negeri selangor [the relationship between parental involvement and academic achievement of poor students in the state of selangor]. journal of islamic and arabic education, 3(2), 31-40. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p99 99 how urgent is mobile authentication in special need/education? a review systematic of cyber security and psychological approach bernadeta dhaniswara widyaningsih1, amadeus pondera purnacandra2 1 parahita padma institute, yogyakarta, indonesia 2 faculty of computer science, amikom, yogyakarta, indonesia *corresponding author e-mail: dhaniswarawidyaningsih@gmail.com abstract: the use of mobile apps due to the covid-19 pandemic for the distance learning process, learning media, entertainment, and payment instruments creates an awareness of how urgently cyber security is needed in special education. students, teachers, parents, and therapists, in special education who has interests and have the responsibility data, must be kept confidential or protected as the authenticity of their work, as well as the diversity of levels of disability, trying to study in a systematic review through scientific journal searches related to contemporary mobile authentication methods, authenticity. the review was conducted through several scientific search engines and mobile apps. the results show that authentication is a challenging study for mobile app (computing) developers but it is not easy to facilitate the unique, diverse needs of disability, and the privacy of personal data is still not following cyber security standards while the need for mobile apps in the health and education sectors is growing rapidly. keywords: cyber security, mobile apps, authenticity introduction why does education need to be wary of cyber security? there are at least three basic reasons, namely phishing, malware, and low awareness of cyber security. in 2017 a survey showed that education, health and social services are second only to the financial sector which is vulnerable to cybercrime attacks (https://www.savoystewart.co.uk/blog/sectors-reallyprioritising-cyber-security). in the 2021 survey, the education sector has even become the top cyber attack due to the influence of the pandemic (https://www.cobalt.io/blog/topcybersecurity-statistics-for-2022) especially related to phishing attacks commonly occur across email, mobile, social media, and phone calls. cyber security vulnerability in education is triggered by the use of mobile apps as a medium and learning process (mkpojiogu et al., 2021). south-east asia in the context of internet use in terms of number (10.23 hours per day achieved by the philippines, 3.19 hours for indonesia, and 2.29 hours on average for other countries in the world) and internet use for social media (4.49 hours per day achieved by the philippines, 3.19 hours per day in indonesia, and 2.29 hours per day for the world). countries in southeast asia, including indonesia, are recorded higher than the world average in terms of internet access and social media (https://www.reportingasean.net/in-numbers-a-look-atsoutheast-asias-online-behaviour/). ironically, 73.5% of the 533 parents of students with disabilities in indonesia admitted to having difficulty accessing the internet as a learning medium, especially during a pandemic and parental learning involvement (group, 2021; unesco, 2021). best practice from several countries outside southeast asia with low socioeconomic backgrounds, smartphones and mobile apps are used as good media, especially when it comes to maintaining social distancing. the mobile app is a medium that can be used optimally and http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p99 mailto:dhaniswarawidyaningsih@gmail.com https://www.savoystewart.co.uk/blog/sectors-really-prioritising-cyber-security https://www.savoystewart.co.uk/blog/sectors-really-prioritising-cyber-security https://www.cobalt.io/blog/top-cybersecurity-statistics-for-2022 https://www.cobalt.io/blog/top-cybersecurity-statistics-for-2022 https://www.reportingasean.net/in-numbers-a-look-at-southeast-asias-online-behaviour/ https://www.reportingasean.net/in-numbers-a-look-at-southeast-asias-online-behaviour/ 100 journal of icsar; volume 7, number 1, january 2023, 99 109 dynamically related to learning, telehealth or telemental health. the use of mobile apps in the learning process during a pandemic requires integration between sectors such as health (therapists, doctors, rehabilitation/clinics, caregivers); school (teachers, parents, peers/community); as well as mobile app developers (computing and human factors). the increasing implementation of education with special needs, especially in higher education, inclusive schools, or homeschooling as providers of education with special needs and the needs of the community for people with disabilities makes cyber security in the use of mobile apps need to be studied in this review. what can be done about mobile apps for people with disabilities? authentication is one of the cheapest and preventive ways related to cyber security. the matter related to authentication behavior have become an interesting discussion for people with disabilities because they are related to access, which is especially challenging for mobile app developers. basically, the need for authentication is access to declare user access with an on time code for data security and internet network. in line with the survey results from savoy-steward and cobalt, this search was carried out through three sectors related to authentication through mobile apps for disabilities, namely the sectors: computing, health, and education. method we used the search method of the preferred reporting items for systematic reviews and meta-analyses – prisma. the data is selected through four stages, namely: identificationentering keywords in search engines; screening-choice of manuscripts according to the intended theme; eligibility-by removing or sorting articles that are suitable and not suitable/excluded for sure reasons; to included-to get articles that match what we want (moher et al., 2009). in the excluded process, the reasons for the inappropriate articles were varied, including: there was an application development that did not explain authentication, while another article developed an attractive authenticated mobile app that was not aimed at users with disabilities. eligibility criteria and information sources in this review, a search was conducted from two study sources, namely: scientific writing studies and mobile app studies related to criteria and information about disability.the search was conducted through several search engines: acm, researchgate, google scholar, and sciencedirect, eric, springer, and pubmed. the search is carried out by typing the keywords "mobile app authentication for disability", "special education", "dyslexia", "cerebral palsy", "autism spectrum disorder", "alcoholic", "anxiety", "suicide", "dyscalculia", “dysgraphia”, “elderly”, “negative emotion”, “grief”, divorce”, “spouse death”, depression, “bipolar”, “otp”, “biometric”, “pin”, “gesture”, etc. scientific review inclusion criteria considered (1) target population: students with special need or disability; (2) primary outcome measures that target specific psychological disorders or symptomatology (i.e., anxiety, depression, social anxiety, stress, ptsd, alcohol abuse); (3) mobile app targeting physical or medical conditions (e.g., dyslexic, dysgraphic, dyscalculia, mental health, autism, cerebral palsy, etc.); (4) types of authentikasi through mobile applications (e.g. otp, pin, password, biometric etc); (5) mobile app in; computing, health, and education; (6) literature pertinent 2012-2022 year; (7) written in english; (8) published in the selected scientific databases. exclusion criteria consisted in (1) study protocols; (2) no authentication; (3) not for disability, mental health, clinics, etc; widyaningsih & purnacandra, how urgent is mobile authentication in special need … 101 mobile app review inclusion criteria considered (1) available on playstore/appstore; (2) good rating (i.e, 4s); (3) ada keterangan (education, health, community, etc); (4) registry (username, password, mobile number, etc); authentication (password, otp, pin, email, etc). exclusion criteria consisted in (1) the system cannot be operated; (2) non-indonesian or english figure 1. flow diagram systematical review result and discussion result(s) the theoretical basis in mobile app development is the human factor approach. the human factors needed are related to behaviour, physical characteristics, movement, cognitive, or human emotions as users of the applications that are built. it is easy if these factors are owned by the average person such as personal identity – name, place of residence, address, etc.; ability to remember – date of birth, name of father or mother; pets, etc.; emotional expression – laughing, smiling, frowning, etc. the challenge for mobile app developers is when the human factor approach is only owned by some and even becomes a person's characteristic because of a disability or condition. the challenge becomes more interesting when, for example, an application for autism is developed. for example, the application development described by kumar, k. p. & sivanesan, p. (sandeep et al., 2022) is related to autism spectrum disorder (asd). the human factor principle used is when the subject experiences an enthusiastic condition (interested or focused on one thing/object) so that the physician will give signs or reactions, for example: squeezing, outward appearance, vocal gestures, signs and positions, and eye. this happens because physically asd needs to focus. application development for people with disabilities is not enough for pre-clinical testing (with a certain time and amount) because of course it needs to be adjusted to the complexity of the needs and feedback provided by users. for example in asd which is also accompanied by cerebral palsy or hyperactivity, where there is likely to be a more complex id e n ti fi k a si s k ri n in g e li g ib il it y in cl u d e d acm eric pmc researchgate google scholar lainnya 5 10 22 17 10 3 15 12 35 20 17 3 id e n ti fi k a si s k ri n in g e li g ib il it y computing 9 health 21 special need/education 26 102 journal of icsar; volume 7, number 1, january 2023, 99 109 challenge related to changes in the pupil of the eye. this is a reasonable reason why an application test stops at prototype testing. table 1 shows that the disability category is developed by application developers based on human factors or existing situations and requires application and testing of prototypes to be made. authentication based on biometrics is something that attracts developers to make prototypes for people with disabilities. it takes a fairly complex effort and requires a crossprofessional and disciplinary approach to be able to capture the needs of people with disabilities. what should be understood that developers are very aware of disability is a condition that the privacy and security of user data must be maintained. however, this remains a challenge for application developers to solve the complexities of user/disability needs. table 1. mobile app developer for disability no category author app authentication 1 memory & cognitive (liebers & schneegass, 2020) audio & body reflection 2 negative emotion (nicholson et al., 2013) anger, worthwhile, and apprehension 3 elderly/parkinson/tr emor & dash (kieran et al., 2022) (qiu et al., 2019) (fuglerud & dale, 2011) (island & lewis, n.d.) (iqbal et al., 2020) feet authentication swipe otp glass device (vr) fingerprint & gps 4 dyslexia (renaud et al., 2020) otp & password (assisstive tech.) 5 visual impairment (warnars et al., 2021) braille ((assisstive tech.) searching journals related to the use of mobile apps in the health sector is quite time consuming. this is due to the difference in health on a large scale or can be classified as general to clinical-based application development. the basis for classifying disability is based on principles in the clinical field, namely: health promotion, intervention, and curation. the use of mobile apps in the pandemic era has also triggered several clinical actors in the pandemic era for reasons of social distancing and health services. there are two applications that are widely used in health monitoring or surveys, namely m -health apps for general data collection from the respondents being studied. general data such as biodata, physical data, to disease monitoring such as in the long term of more than three months can be done. regarding disability, this application can still be used, especially for long-term monitoring related to care monitoring of disability conditions, identification of accessibility, to complaints of people with disabilities in the pandemic era. the use of mobile apps in the field of clinical intervention arises when a disabled community needs services or assistance (eg alcoholics, alzheimer's sufferers, cerebral palsy, athletes, young mothers in order to learn to care for newborns or community mothers from rural or social backgrounds low-income families who require certain education) as well as interactive between community members and therapists. apps in this category can also be useful for analysts to identify phrases or tweets that indicate abnormal or harmful behavior (suicide/depression). a mobile app for the curation category is needed for people with disabilities who are in a condition of recovery, close monitoring, or rehabilitation. monitoring pediatric patients who specifically require personalized counseling and intervention is assisted by this mobile app. types of disability and services that appear in this category are coping strategies, consultation with experts in critical situations, as well as interactive between therapists/doctors/experts and caregivers or families in dependent conditions (unconscious, depression and suicide attempts, or critical situations). widyaningsih & purnacandra, how urgent is mobile authentication in special need … 103 table 2. mobile app for health disability no category author model 1. promotion/mental health/education/pre ventif (dantas et al., 2020) (nicholas et al., 2017) (christy & pillai, 2021) (barbaro & yaari, 2020) (macmillan uribe et al., 2021) (christakis et al., 2019) (radcliffe et al., 2021) survey & health needs survey & needs identified communication communication education & communication fun education accessibility 2 intervention of risk behavior (werner-seidler et al., 2020) (jiam et al., 2017) (kantorski et al., 2020) (omaki et al., 2017) (christakis et al., 2019) (garc et al., n.d.) interactive interactive interactive enrich languages interactive depression analysis or suicidal tendencies from comments or complaints 3 curation/rehabilitati on/recovery (zhang et al., 2020) (gupta et al., 2018) (domhardt et al., 2021) (meheli et al., 2022)meheli, s. (lem et al., 2021). (brodbeck et al., 2021) (dulin et al., 2021) (braund et al., 2022) interactive critical situation communication personalize emphaty coping long term monitoring long term monitoring in the pre-pandemic era, this application was intended for personal assistance in critical situations so that users needed prompts or detailed guidance. video on camera is needed to facilitate the remote process. in its development, mobile apps in this category are mostly used for assistance that requires high priority and secures privacy, so that users can personally disclose their secrets without having to provide their identity. in its development, users can choose a therapist or doctor according to their character or choice without having to share their identity even without a login and password. in terms of confidentiality and authentication, the developer hides the user's number and authentication is only enough to write a pseudonym or first name. there is no registration process for the installation of this application. regarding the user and the type of disability, this category is used for children with down syndrome who need to be on camera to practice speaking and interacting with the other person or therapist. face to face support (on camera) is also needed to assist users in situations of grief due to a spouse death or divorce. 104 journal of icsar; volume 7, number 1, january 2023, 99 109 table 3. mobile app for special need/education no category author model 1 community development/partisipat ion (zamin, 2019) interactive & feeling expression 2 knowledge/academic (laamanen et al., 2021) (whitelock et al., 2020) (uotinen et al., 2021) (madeira et al., 2015) (sung, 2020) (muhammad faizan khan et al., 2017) (cahyana et al., 2021) (novia et al., 2021) (bouck et al., 2018) (vieira et al., 2018) (rahim et al., 2018) (da silva et al., 2018) (abid et al., 2019) (ariffin et al., 2019) (özbek, 2021) (reynolds & joseph, 2021) (arias-marreros et al., 2020) (larco et al., 2021) (eroğlu et al., 2021) assessment assessment assessment knowledge academic spelling integrated learning learning engagement manipulation literacy enhancing improvement improvement improvement fun learning improvement improvement learning process improvement 3 care & wellbeing/support (rabih nabhan & nouhad kamel, 2021) (mohamed zain & mahmud, 2018) (wang et al., 2018) self confidence enhancing interaction & support learning support 4 outcome & qualification/society (shah, 2020) (lynch et al., 2022) (xie et al., 2018) self report self efficacy inclusion the basis for categorizing mobile app development in the field of special education in table 3 comes from the principle of inclusive education (molbaek, 2018). why use inclusive education categorization? the mobile app that was developed for special need/education is basically for self-development and also for interacting with other people (non-disabled and people with different types of disabilities). most of the development of mobile apps is in the academic field, especially for the purpose of fun learning and self-development. by writing down learning difficulties in the field of basic literacy, specific results are obtained for application development, especially related to development for dyslexia, dysgraphia, dyscalculia. the search from the mobile app for special needs/education can be seen in table 4. authentication analysis uses the standards from the national institute of standards and technology (nist) special publication (sp) 800-63 because it can analyze private and individual organizations and even governments in several cyber defense domains. widyaningsih & purnacandra, how urgent is mobile authentication in special need … 105 table 4. playstore for special need/education analysis no mobile app mail verific ation passw ord otp pin saving personal data standar nist sp 800-63 1 marbel fauna 4d – flashcard augmented reality 2 marbel huruf 4d – flashcard augmented reality 3 the autism helper   4 psikologimu     5 terapi wicara domain 2 6 evaluation checklist (atec) asd 7 aplikasi sehat jiwa new 8 procare: childcare app     9 khan academy kids     10 teman bumil     11 aku pintar aplikasi pendidikan terlengkap      12 teman diabetes    13 peduli lindungi     14 otsimo  15 m-health   the final result of the search lies in the nist sp 600-83 standard test. it appears that both the product's mobile app in indonesian and in english, even though it is available on the playstore/appstore, is not necessarily up to standard. this answers curiosity about the purpose of making this review regarding whether cyber security in the development of mobile apps for disabilities is urgent? the answer is very urgent. the main urgency has actually been seen in the results of the cobalt survey which showed that the pandemic resulted in an increase in the use of the internet, especially mobile apps for the learning process, so that the survey results led to cyber attacks in the education sector at the top. the results of a review of scientific writings and several car apps show that the findings of mobile apps that are not standardized by nist sp 600-83 further show that mobile app authentication for people with disabilities is urgent. as has been explained in the purpose of making authentication standards and how personal data including photos and videos both in 106 journal of icsar; volume 7, number 1, january 2023, 99 109 the authentication process and as personal data are increasingly attractive to the field of computing (application development). meanwhile in the health sector (in its development, telehealth began to develop using health-based applications and clinical or community interests to develop interaction and confidentiality as well as personal assistance), as well as education which also requires protection related to personal data to theft of work, then of course in development. in the future, cyber security guarantees are very much needed. conclussion authentication of mobile apps used by persons with disabilities or parties related to services for special needs/education in the context of application development, health, or education is very urgent, especially because the massive use of the internet during a pandemic makes these three areas vulnerable to cyber security attacks. this initial awareness is very much needed to be able to protect yourself from fraudulent phone calls, to the misuse of personal data, especially for people with disabilities. acknowledgements this search uses the search engine google so that several names of mobile apps appear which are then studied. this search is solely intended for scientific purposes and awareness regarding mobile app authentication behavior without the intention of attacking or demeaning related parties such as the application developers listed in this review. references abid, m., bhimra, m. a., mubeen, m., zahid, a. bin, & shahid, s. 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(2020). a mobile app implementing the international classification of functioning, disability and health rehabilitation set. bmc medical informatics and decision making, 20(1), 1–10. https://doi.org/10.1186/s12911-020-1019-1 1 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 teacher readiness towards the offer of malaysian skills certificate in special education integration programme in secondary schools suhaina suriman, mohd mokhtar tahar universiti kebangsaan malaysia,43600 bangi, selangor, malaysia. email: suhaina.cd@gmail.com abstract: the malaysian skills certificate (skm) is a skill certificate awarded to the students with special needs (mbk) who learn in special education integration program (ppki) in secondary schools after 5 years of learning duration beginning the year 2017. this certification is to provide opportunities for more mbk to be recognised in terms of skills that they possess and to produce more skillful learners among mbk. therefore, the purpose of this study is to identify the level of teacher readiness in the aspects of knowledge, skills and attitude of secondary ppki teachers towards skm offerings. this study is based on the thorndike theory by modifying the shullman pkik model, katz model and abc attitude model. this descriptive and inference review study uses a five-point likert scale questionnaire as an instrument. a total of 30 special ppki special education teachers were purposely selected in the petaling perdana district. the data obtained were analyzed using spss software. the findings show that teachers’ knowledge level is high, skills are moderate, and teachers’ attitude is high. the independent t-test shows no significant difference between teachers’ level of knowledge based on gender. one-way anova test shows that there is no significant difference between teachers’ skills and teaching experience and there is no difference between teachers’ attitude based on teacher’s academic qualification. the researcher hopes that the findings would help the ministry of education to improve the skills of the teachers by giving skm recognition to them before conducting vocational teaching. the success of teachers in training mbk students in vocational fields can produce students who are competitive, skillful and have a career that can contribute to themselves, families, communities and the country. keywords: teacher readiness, sijil kemahiran malaysia intellectual and social development factors are not barriers to all children to enjoy and benefit from education. it is a social responsibility of the community to ensure that individuals with special needs have similar access to education. this has been clearly stated in several international declarations (kpm special education division, 2008). thus, various efforts have been made to enable individuals with special needs to enjoy education in ways which are suitable for them and to empower them especially after they leave schools. among the efforts is the introduction of the secondary school standard curriculum for special education (kssmpk) in the malaysian education blueprint (pppm) which is now in the second wave. the curriculum aims to strengthen programmes for students with special needs by expanding the paradigm of vocational education through more flexible teaching and learning processes, which puts more focus on the needs of individuals with disabilities. this new curriculum approach is an alternative approach aimed at curbing problems and difficulties experienced by mbk during the learning process in the previous secondary school integrated curriculum (curriculum development division (kpm) 2016). the introduction of this new curriculum for special education is expected to enhance the learning power and intellectual ability of mbk, to foster disciplines in learning among them, to improve their memory functions and to have effective time management. in addition to strengthening individual learning, it can also empower mbks’ to move towards their dreams and goals by planning a career through a proper and effective learning culture with the guidance of a special education teacher thereby enhancing mbk’s future achievements (hayati & suhaida, 2014) the purpose of the school curriculum transformation is to restructure and improve the existing curriculum. the curriculum change from kbsm to kssm for special education is to ensure students with special educational needs are provided with the knowledge, skills and values relevant to the current needs in facing the challenges at the workplace particularly for this group (kpm, 2016). the implementation of this new curriculum based on vocational education for mbk is an effort to provide skills and capabilities towards career. this is because schools are the right place to deliver and prepare mbk with a supportive environment for future careers (noraini, 2013). 2 journal of icsar; volume 2, number 1, january 2018: 1-8 diagram 1. pck shullman model among the changes brought in kssm is that students with special needs are taught special skills so that they are skilful and able to translate what they have learnt at the future workplace and daily life. skills learned from form 1 until form 5 (five years) will entitle mbk to skm from the department of skills development when graduating from school based on the assessment through the curriculum and assessment standard document (dskp) by special education teachers (kpm, 2016). teachers are the key to education systems, policy makers and curriculum goals (johari et al., 2014). the first problem faced by special education teachers are they do not have the skm qualification to qualify them to conduct an assessment of the mbks’ skills before the students could receive the certificates. teachers who teach malaysian skills certificate should be equipped with knowledge and skills related to the goals, concepts, elements, criteria and learning outcomes (noor, 2013). having a high level of skills with certification and having good pedagogical skills will help teachers to facilitate an effective learning process (roslan, 2014). the second problem is that there are special education teachers who are not ready and are not interested in teaching vocational subjects. to ensure that each teaching objective is achieved, the teacher needs to be more prepared with effective teaching methods, reference materials, learning activities and schedule enough time for the teaching period. appropriate teaching methods should be tailored to the learning objectives as the objectives introduced in this vocational subject are to produce semi-skilled and skilled workforce to meet the national needs (pihie & asmiran 2011). this is because the special education teachers involved with vocational education do not have the right specific knowledge since they were not trained for technical and vocational education (noraini, 2013). it is therefore the duty of each individual teacher to continuously improve the quality of oneself and professionalism in training to equip themselves with generic skills and vocational skills (kurnia, 2013). furthermore, the attitude of special education teachers who are nonchalant and not interested in teaching is also a problem identified. teachers who have no interest in a particular field and are not physically and mentally prepared to teach negatively affect students’ academic performance (ismail & subki 2013). this study answers the following questions and hypotheses: (1) what is the level of knowledge, skills and attitude of special education teachers towards malaysian skills certificate?; (2) is there a difference in the level of special education teachers’ knowledge based on gender? h01: there is no significant difference in the level of special education teachers’ knowledge based on gender. (1) is there a difference in the level ofspecial education teachers’ skills based on teaching experience? h02: there is no significant difference in the level of skill of special education teachers based on teaching experience. (1) is there a difference in the level of special education teacher’s attitude based on academic qualifications? h03: there was no significant difference in the attitude of special education teachers based on academic qualifications the hypothesis test was carried out to answer question 2 until question 4 of the research questionnaire. for h02 the findings were obtained from t-test analysis while h03 and h04 were answered through one-way anova test. all hypothesis statements are in the form of null hypothesis. method the design of this study is a quantitative study using survey methods. this study is based on the theory of thorndike by modifying the shullman’s knowledge of content model (pck), katz’s skills model and abc attitude model. according to thorndike, individuals learn best when they are physically, mentally and emotianally ready to learn and they do not learn well if they see no reason for learning (adnie,2016). pck represents the blending of content and pedagogical into and auderstanding of new particular aspects of subject matter are organized, adapted and represented for instruction (shullman, 2011). the pck model shown in diagram 1. 3 suhaina s, mohd mokhtar t, teacher readiness towards the offer of malaysian skills . . . table 1. mean score interpretation for level mean score level 3.668-5.000 high 2.334-3.667 moderate 1.000-2.333 low source: majid (1990) table 2: respondents’ demography demography number percentage gender male 4 14% female 26 87% teaching experience 1-5 years 9 30% 6-10 years 15 50% 11-15 years 3 10% 16-20 years 3 10% 20 years and above 0 0 academic qualifications phd 0 0 master 3 10% bachelor degree 25 84% others 2 6% to give a briefing to the respondents and distribute questionnaires to them. a duration of 30 minutes was provided to the respondents at each school to complete the questionnaire. this type of instrument is chosen because it can provide more accurate feedback as respondents do not have to answer verbally to the researchers to response to these questions. questionnaire is the most effective method to obtain a large amount of data with low cost and it is also easily analyzed and administered (majid, 1990). according to chua (2014), the feature of a good instrument is that it must be appropriate to the respondents by having a systematic instrument format which is well-organized questions. data were analyzed based on 30 questionnaires collected from 2 ppki in secondary schools in petaling perdana, selangor. the data collected were analyzed using the statistical packages for social science (spss) version 20.0 to determine the level of readiness of special education teachers in the aspects of knowledge, skills, and attitudes towards the offering of skm, differences in teachers’ level of knowledge based on gender, differences in teachers’ level of skills based on teaching experience and differences in teachers’ attitude based on their academic qualifications. the level of readiness is analyzed based on mean score interpretation. in this case, the researcher used the indicator of mean score interpretation which was built by majid (1990) as shown in table 1. katz model has set three areas of managerial skills such as technical skill, human skilss and conceptual skills. technical skills is a knowledge about proficiency in a specific work, human skills refer to how to deal with people and conceptual skills are attitudes to work with ideas and concept. abc model of attitude suggest that attitude represent three elements i.e affect, behavior and cognitive. affect denotes the individual’s feelings about an object or matters, behavior denotes the individual’s intentions and cognitive refers to individual’s beleifs toward an attitude object (habibi, 2016) as the study aims to see the readiness of special education teachers, a number of special education teachers who teach at ppki secondary schools in petaling perdana district were chosen as samples of the population of selangor special education teachers through simple random sampling technique. the sample selection is done in a way where the researcher chooses a sample that will provide the data based on the knowledge they possess (noraini, 2013). the research instrument used in this study was a questionnaire consisting of 4 parts, namely: (i) respondents’ demographics, (ii) teachers’ knowledge about skm (iii) teachers’ skills related to skm and (iv) teachers’ attitude toward the offering of skm. respondents need to answer by marking (/) in the space provided by using likert scale in the form of very disagree (1), disagree (2), not sure (3), agree (4) and strongly agree (5) according to the information required. the researcher asked for permission from the school administration 4 journal of icsar; volume 2, number 1, january 2018: 1-8 table 3. the level of readiness of knowledge, skills and attitude of teachers according to the number of respondents readiness/ level low moderate high total knowledge 0 (0%) 14 (46.67%) 16 (53.33%) 30 (100%) skills 2 (6.66%) 17 (56.66%) 11 (36.68) 30 (100%) attitude 0 (0%) 3 (10%) 27 (90%) 30 (100%) table 4. mean score for teacher’s readiness level aspect mean score level knowledge 3.7603 high skill 3.2533 moderate attitude 4.1517 high overall total 3.7217 high table 5. the independent t-test result of female and male teachers’ level of knowledge. group n mean standard deviation df t p male 4 3.4500 .28577 28 -1.657 0.109 female 26 3.8173 .42543 p > 0.05 table 6. test results of one-way anova test for the level of teacher’s skill based on teaching experience sources ss df mean square f p between groups 1.93 3 0.643 2.726 0.065 within groups 6.135 26 0.236 total 8.065 29 p > 0.05 findings and discussion findings respondent demographic a total of 30 teachers were chosen as respondents for this study and it was found that 87% of them (n=20) are women, 14% (n=4) are male teachers. 30% of the special education teachers have teaching experience ranging from 1 to 5 years, 50% (n=15) have 6 to 10 years of teaching experience, while the rest have teaching experience between 11-15 years (n=3) and 16 to 20 years (n=3) with the same percentage of 10%. the findings on respondents’ level of education indicate that 10% of respondents have master’s qualifications (n=3), 84% of them (n=25) have a bachelor’s degree and the remaining 2% have other qualifications. three aspects of readiness to be examined are the readiness of knowledge, skills and attitude of special education teachers in ppki in secondary schools towards the offering of malaysian skills certificate as illustrated in table 2. knowledge, skills and teacher’s attitude on skm based on table 3, the level of each aspect of readiness is translated into percentage to differentiate between levels. table 4 shows the mean score of the overall level of readiness of the special education teachers in ppki on the offering of skm. the findings reveal the level of readiness of special education teachers in ppki in secondary schools towards the offering of skm in terms of knowledge, skills and attitudes. based on table 3, the mean level of the three aspects shows different figures. the attitude aspect was highest (4.1517), followed by knowledge aspect (3.7603) and the lowest aspect was teacher skills area (3.2533). overall, this finding shows that the level of teacher readiness is at a high level (3.7217). overall, the readiness of secondary ppki teachers is high. humans ability to understand and interprete whether in the form of observation or experience to the extent that it can be used in the consideration of making any form of decision is also referred to as skills (roslan, 2014). in this study, the mastery of skills among secondary ppki teachers showed moderate value. teachers who do not try to master the skills will not be up-to-date, stagnant and even might be obsolete. in this study, the skills are technical skills, human resource skills and conceptual skills. the findings of this study reveal that teachers show moderate level of skills with average mean value of 3.2533. teachers should have sufficient and high level of skills because that would ensure teachers’ self confidence when delivering teaching. attitude is one’s behavior, temperament and morals. attitude can change, due to feelings, circumstances or anything that is unpleasant attitudes are influenced by pleasures and surroundings. in the environment, people learn and know about many things and that’s where the attitude is shaped. in other words, attitude is the gift that comes from personal desire and the stimulation of the group. attitude will reflect the way and individual feels when he thinks, speaks or acts in any situation (nurul, 2017). 5 suhaina s, mohd mokhtar t, teacher readiness towards the offer of malaysian skills . . . table 7. one-way anova test on the difference of teachers’ attitude with academic qualification sources ss df mean square f sig. between group 0.551 2 0.275 2.255 0.124 within group 3.297 27 0.122 total 3.847 29 p> 0.05 in this study, teachers’ attitude shows a high mean value of 4.1517. most ppki teachers view the skm offering to mbk as a good effort and would give a lot of benefits. it is an effort to shape the students with special needs’ career in the future. continuous support and positive attitude of the teachers are very important to ensure that the process of teaching and learning could be done in a good and enjoyable environment. the difference in the level of teacher knowledge by gender an independent sample t-test analysis was conducted to identify the significant differences between male and female teachers’ level of knowledge. analysis of the findings is shown in table 5. based on the levene test, the value of sig, p = 0.299> 0.05, is not significant. thus, the variance is homogeneous. when the variance is homogenous, the t-test results will be referred to the value in the ‘equal variances assumed’ row. because the sig value is p = 0.612> 0.05, which is not significant, therefore, the null hypothesis is accepted. thus, the study found that there was no significant difference in the level of knowledge between male teachers (min = 3.4500, sp = 0.28577) and female teachers (min = 3.8173, sp = 0.42543) with t (28) = 1.657; p = 0.109> 0.05 [95% cl = -0.82138 to 0.08677] differences in the level of skills based on teaching experience in addition to identifying the differences between teachers’ level of knowledge based on gender using descriptive analysis, this study also conducted an anova test to examine the difference of teachers’ skills level based on their teaching experience as well as to see the difference in teachers’ attitude based on academic qualification. table 6 shows the results of a one-way anova test to see the significant difference in the level of teacher’s skills based on the teacher’s teaching experience. anova analysis (p> 0.05) showed that there was no significant difference between teachers’ levl of skills and teaching experience. the sig value is p = 0.065> 0.05, which is not significant. therefore, the null hypothesis is accepted. thus, the study found that there was no significant difference in the level of teacher’s skill with teacher teaching experience; p = 0.065> 0.05. the difference of attitude with academic qualification anova tests are conducted to identify the significant differences between teachers’ attitudes and academic qualifications. the results of the analysis in table 7. analysis of anova (p> 0.05) shows that there is no significant difference between the level of teacher attitude and academic qualification. the sig value is p = 0.124> 0.05, which is not significant. therefore, the null hypothesis is accepted. thus, the study found that there was no significant difference in the level of teacher’s attitude with academic qualifications; p = 0.124> 0.05. discussion the finding show that the readiness of secondary ppki teachers is high. this is supported by nurul (2017) in her study where special education teachers have high knowledge in conducting vocational subjects. jamaludin (2014) also agrees with this finding that teachers involved with vocational subjects have a high level of attitude, however, according to jamaliah, the level of knowledge and skills of the teacher is at moderate level. the result of the quantitative descriptive analysis found that teachers have high level of knowledge, moderate level of skills and high positive attitude towards skm offering. knowledge in this context is knowledge that involves pedagogical knowledge and knowledge of content that will shape the pedagogical knowledge of the content towards skm offering in ppki at secondary schools. extensive pedagogical knowledge can help teachers to think creatively and critically in teaching (habibi, 2016). knowledge of pedagogical content is a combination of content and pedagogy to form an understanding of how a topic of issue or issues is compiled, represented and adapted to the various interests and abilities of the students as well as being taught in the form of teaching and knowledge. (shullman, 2011). therefore, the knowledge of malaysian skills certificate is needed for a teacher to apply knowledge in teaching mbk students. an effective teacher is a teacher who has a high level of knowledge in the field (adnie, 2016). the study also found that there was no significant difference in the level of knowledge between male teachers. these findings are contrary to the findings 6 journal of icsar; volume 2, number 1, january 2018: 1-8 of the study by azlina (2008), and norhuzayanti (2013) which show that there is a significant difference between gender and teacher knowledge where male teachers are more knowledgeable than female teachers in the aspect of vocational knowledge. knowledge of content and pedagogy is a very important aspect for a teacher to possess in order to teach effectively. it refers to the teacher’s knowledge of the concepts and methods specific to the knowledge of pedagogical content as a combination of content and pedagogy to form an understanding of how a subject can be presented in the form of teaching (nik et al., 2012). according to shullman as cited in habibi (2016) a teacher will have an impact on his teaching if the teacher is knowledgeable. lack of knowledge in pedagogy and content as well as a combination of both puts great influence on teachers to think creatively and critically about their teaching. the study found that there was no significant difference in the level of teacher’s skill with teacher teaching experience the findings of this study are contrary to the findings of khalid (2009) which state that there is a significant difference between the level of teacher’s skill and the teaching experience. however, this finding is supported by fathi (2013) where there is no significant difference between the level of skills and teaching experience of special education teachers. skills are a key aspect of a teacher to engage with vocational teaching. this skill is very important to ensure that what is taught is acceptable and understandable by the individual who are learning. skills can be obtained if someone regularly performs the same training continuously (adnie, 2016). teacher’s skills have a high impact on teachers’ readiness to teach as skills are a key element in vocational teaching. while the level of knowledge and attitude among teachers is high, skills play a very important role in preparing special education teachers for skm offerings that could promise career opportunities for mbk with learning disabilities. based on the analysis of anova shows that there is no significant difference between the level of teacher attitude and academic qualification. this finding is supported by habibi (2016) and fathi (2013) who mention that there is no significant difference between the attitude and academic qualifications. this clearly shows that the level of academic qualification does not influence the attitudes of some people in certain matters. conclusion and suggestion conclusion teachers are the backbone of education system, the implementors of education policy and objectives. therefore, it is the responsibility of every teacher to be sensitive and prepared with the changes brought about in education. while the skm offers benefits to mbk, the involved parties such as the ministry of education should take into account the skills possessed by the teachers who have been appointed to teach mbk with skm offerings. the teacher’s ability to train mbk’s students in the vocational field can produce students who are competitive, skillful and manage to have a career that can contribute to self, family, community and the nation. sugestion skills need to be improved and among the proposed improvements are to provide skills training to secondary ppki teachers until they have obtained skm accreditation before these teachers could supervise their students with special needs in learning certain skills and obtaining the certificate. this will enable the skills to be delivered in line with the existing skills of the teacher. the acquisition of skills is also obtainable by providing in house training courses among teachers with skm and secondary ppki teachers who have not obtained skm. this sharing of ideas helps to increase knowledge, improve skills and instill positive attitudes among special education teachers for having a support group. practical exercises should be encouraged to allow special education teachers to have hands-on experience. additionally, if the skm offering is to be implemented in line with the second wave of pppm, teachers who need to teach mbk are teachers who have skm certificate. this is because their level of knowledge and skills regarding the skills required by skm are high compared to special education teachers who have no qualifications in skm. indeed, teachers’ knowledge, skills and attitudes are the key aspects of skm offering to mbk with learning disabilities in secondary ppki. special secondary education teachers should also have the initiative to enhance their knowledge, skills and self-esteem by reviewing the implementation of skm modules, seeking relevant reading materials and attending external courses whichever appropriate. this is to enhance knowledge and skills as well as confidence while in the classroom with mbk. related agencies and departments should devise plans to improve trainings provided for teachers and the content of the course so that the level of knowledge and skills can be enhanced in line with the positive attitude of teachers in the mbk curriculum change. 7 suhaina s, mohd mokhtar t, teacher readiness towards the offer of malaysian skills . . . references habibi, a. r. 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(2013). those who understand: knowledge growth in teaching. the journal of education, 193(3), 1-11. mohamed yusof, a., mohd ali, m., & mohd salleh, a. (2013). pendidikan vokasional pelajar berkeperluan khas ke arah memenuhi pasaran pekerjaan. proceedings of the international conference on social science research. 1189– 1196. 14 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 number 2 july 2020: 1427 therapeutic impact of fun learning on depression level among students at selected school in hospital premma kandasamy, mokhtar bin tahar universiti kebangsaan malaysia, selangor, malaysia e-mail: premmapadma@yahoo.com 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 amusementbased 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. keywords: therapeutic fun learning; depression; patients; school in the hospital. introduction the education development master plan (2013-2025) outlined the aspiration of the ministry of education malaysia to bridge the educational gap between location, socioeconomic level, and capacity of students through ongoing efforts and cooperation with relevant departments and agencies in creating the best education system and equipping facilities enabling students to explore every opportunity for their future benefit. the initiative promotes equality of access, equity and quality of education for all students regardless of their background, in line with the united nations educational, scientific and cultural organization’s (unesco) recommendation for equal education opportunities for all, including normal and disabled students. students with disabilities belong to a special needs group of students. this is because health problems often interfere with their daily activities, including schooling. they are often absent from school due to symptoms of illness, side effects of medication and the need to stay in the ward for further, repeated or follow up treatment. this causes them to miss the perfect teaching and learning process in the school like the other students. as these conditions continue for a long time, the interest and motivation for learning among these students with disabilities will diminish, and they will also face dropout problems if they fail to help. in addition to minimal academic achievement, students with mental health problems are also exposed to emotional distress because they are often depressed by negative emotions such as sadness and inferiority due to their less normal self-esteem like their family members or friends. if left unchecked, such emotional disorders can lead to more serious problems of depression. this is a challenge that not only has to be borne by the students; it also involves family, friends, teachers, the school and the ministry of education in general. in response to this concern, the ministry of education in collaboration with the ministry of health has set up a ‘school in hospital’ (sdh) facility to provide educational opportunities to students with learning disabilities who are required to stay in the hospital for long periods of time for treatment. . the existence of sdh enables students to continuously learn through the process of teaching and learning that is tailored to their physical condition and mental capacity. sdh began operations in 2011 at the kuala lumpur hospital, ampang hospital and serdang hospital. to date, there are 15 sdhs throughout the country including sabah and sarawak that ensure continued educational opportunities for students with disabilities, as well as serve as a vehicle for human capital development outside the context of conventional education. therefore, the structure of education at sdh is based on the willingness of students to learn with a relaxed, flexible and entertaining approach. therefore, teaching and learning in sdh is not only aimed at reducing dropout, but also with the aim of using education as a form of therapy to address the problem of emotional disorders such as depression among students. study background sdh in malaysia is an adaptation of several sdh models operating in australia, such as the children’s hospital, royal north shore hospital and sydney children’s hospital. teaching and learning at sdh is 15 journal of icsar; volume 4, number 2, july 2020: 14 -27 in line with the entertainment learning approach where teachers act as facilitators to help students who are certified by medical professionals to have the readiness to learn and to obtain written permission from their parents. highlights of previous studies show that basic components of entertainment such as singing, acting, storytelling and poetry have been used to enhance students’ learning motivation, especially in teaching and learning the language. elements such as humor, games and aesthetics contained in the entertainment discipline enable the students’ imagination and interest to learn. entertainment sessions are also interactive and fun. therefore, students are free to express themselves, express themselves or move in a controlled and relaxed manner during their learning. entertainment provides opportunities for students to learn in a lively learning environment. as such, the entertainment learning approach is expected to increase the focus and engagement of sdh students and help them overcome negative feelings while reducing the level of depression they experience. problem statement although generally healthy students have the same level of intelligence as healthy students, the symptoms of illness and the side effects of the medications taken may affect brain function and cause them to become tired and helpless. this results in a lack of focus and understanding of the lesson. due to the often disrupted learning process, the academic achievement of these students is usually at a minimum. this situation is worsening for students who need to be in hospital wards for long-term treatment. as a result, they lose interest in learning and deal with the problem of dropout. in addition to unsatisfactory academic achievement, students with health problems also face a variety of emotional disorders. the health problems they face limit their daily activities, causing them to become depressed. they often feel sad, inferior, marginalized, and less confident because they are no longer able to manage themselves. they also had to go through boring and painful days in the hospital without the presence of family and peers. this situation becomes more complicated as their health deteriorates despite various treatments. unfortunately, students with disabilities who are hospitalized often suffer from depression. the ministry’s initiative to establish school facilities in the hospital (sdh) in collaboration with moh is seen as the best effort to address the dropout of students with disabilities who are categorized as special needs students. not only does this program realize the aspirations of the nation to provide equal educational opportunities to all students regardless of their background, it can also serve as a form of therapy implemented through a variety of teaching approaches. this is clearly stated in the malaysian education development plan (2013-2025). therefore, the teachers involved should be wise to diversify their teaching methods to make it more accessible to students with health problems. in line with this, the entertainment learning approach has been described as one of the most effective teaching and learning methods for sdh students. highlights of previous studies have shown that the entertainment learning approach can reduce the emotional stress of students with disabilities. the humorous, seductive and aesthetic elements contained in the entertainment discipline help to reduce the negative emotions of the students and make their learning sessions more relaxing in a fun environment. an entertaining learning approach is expected to attract the engagement of sdh students and serve as a form of therapy for the common depression problems they experience. objectives of the study the research being conducted is intended for 1) identify levels of depression among sdh students through behavioral observation using the dsm-5 scale, 2) describe the therapeutic impact of an educative approach on depression of sdh students using the child depression inventory study questions the research conducted is based on the following research questions (rq): rq1: what is the level of depression among sdh students? rq2: what is the therapeutic impact of the teacher-led approach to depression among sdh students? study hypothesis the study was based on the following hypothesis: ho1: sdh students do not suffer from depression ho2: the entertainment approach does not affect the depression of sdh students signature of the study the entertainment learning approach is gaining the attention of teachers in designing more relaxing and effective teaching and learning activities. in addition to stimulating learning, this fun approach can also help students overcome the negative emotions they experience for a variety of reasons, thus helping to increase their motivation and participation in the classroom. the same implications are expected when the entertainment learning approach is used among sdh 16 premma kandasamy, mokhtar bin tahar, therapeutic impact of fun learning on... students to reduce their depression levels as a result of their health problems. as such, this study is expected to benefit a number of stakeholders, especially students and teachers of sdh and the ministry of education. for sdh students, this study provides an opportunity for them to continue their schooling sessions in a more enjoyable setting. the entertainmentbased approach will provide the opportunity and opportunity for them to actively engage in relaxing learning activities and not stress the physical, mental and emotional well-being of those who are already distracted by the health problems. this is expected to reduce the level of depression that these students experience. for sdh teachers, the findings of this study will provide a more detailed explanation of the potential of educating students to address student depression, particularly the method of using the elements of entertainment in teaching and learning sessions. this will help teachers design activities that meet the needs and abilities of sdh students. for the ministry, the findings of this study will serve as a reference point for designing support programs for special needs students, especially those with health problems, by considering entertainment education as one of the main teaching and learning methods. operational definitions therapeutic effects. in the context of this study, the therapeutic effect refers to the peace of mind experienced by sdh students as a result of the teaching and learning process carried out through the entertainment learning approach. entertainment. entertainment learns about teaching and learning approaches that are relaxed and fun with elements of humor, aesthetics and games. in the context of this study, entertainment learners represent teaching and learning sessions using the gamification method. depression. depression in this study refers to sadness as well as physical and emotional disorders such as lack of interest, lack of energy, difficulty concentrating and eating and sleeping disorders experienced by students with disabilities. school in hospital. school in hospital (sdh) is a school established in the hospital to provide continuing education for students with disabilities who have to stay in the ward for treatment. in the context of this study, sdh refers to sdh hospital of the national university of malaysia. literature review this chapter will discuss the background of students with health problems, their emotional and learning problems and the school of hospitalization in malaysia. the key concepts in this study including depression and entertainment education are also explained in detail in this chapter, based on the findings and findings of previous relevant studies. students with health problems according to oberstein (2012), a child has to show certain criteria to be categorized as a student with a disability; these include having an acute or chronic illness. in addition, the illness itself must also cause the child to have limited response and intelligence to the learning environment that is detrimental to his academic achievement. more importantly, the illness must create a special educational need for the child. students with health problems often have limited energy, ability and response to the stimuli from their environment due to ailments (such as asthma, diabetes, seizures, heart disease, haemophilia, kidney damage, cancer and so on) that negatively impact achievement their lessons (disability fact sheet, 2012). emotional problems of students with health problems the overnight stay at the hospital is not only pleasant for the children, but also their parents. these children had to leave their loved ones home to stay in the hospital ward for treatment. this invites sadness and discomfort within them. for students who are forced to go in and out of hospital repeatedly, this can lead to disturbed emotional and mental disorders and a decline in self-esteem (boucher, downing & shemilt, 2014) the scary hospital environment causes healthconscious people to suffer from stress and anxiety, especially if they have serious, chronic, and lifethreatening illnesses. the common fear of these students stems from anxiety about examinations and reports of health, pain, death, parental separation and insecurity (svavarsdottir, 2005). hospital environments and medical procedures that are so foreign to them cause students with health problems to feel angry, restless and helpless (fernandes & arriaga, 2010). in addition, they are exposed to many negative emotions because they do not understand why they need to stay in the hospital. they are confused about the state of health and the health procedures performed on them due to lack of information or because information is not being properly disposed of. parents often hide the health status of these students because they are afraid that they will not be able to accept the fact and feel sad. as a result, students with health problems often misunderstand and experience extreme shock. this condition if not managed properly can lead to mental disorders and depression among them. 17 journal of icsar; volume 4, number 2, july 2020: 14 -27 students with health problems also find themselves weak and helpless. this is because they are often unable to actively participate in physical activity due to the severity of the illness. this made them anxious and refused to take food and medicine. in addition, there are students who behave out of control, such as refusing to honor or listen to family members. this happened because they could not control their sadness and were disappointed to be left alone in the hospital ward. there are even those who do this because they feel their personal space has been compromised because they have to share the ward room with other patients. in addition, students with health problems also often suffer from emotional distress because they miss their siblings and close friends. they feel lonely because they don’t have friends to share stories and play. these makes them want to go home soon and are not interested in the healing process. this condition may result in them not providing the necessary cooperation in the treatment process. most sadly, many students with mental health problems suffer from fear of death. they often assume that children who stay long in the hospital ward will usually not recover and eventually die. this is a negative perception that should be avoided as it is the main cause of these negative emotions (memaj & agolli, 2015) student learning problems with health problems. although in general, students with health problems have a normal level of intelligence, however, the symptoms of illness and the side effects of drugs interfere with brain function making them difficult to concentrate, lack of understanding and slow thinking. they are often tired, sleepy, powerless and asleep in class. as a result, they are not comfortable with the learning process and can only show moderate or low academic achievement. this is in addition to the lack of attendance at the school that left them missing out on lessons. furthermore, as their health deteriorated, these students lost interest in learning. according to filce and lavergne (2015), students with health problems often face a variety of learningrelated issues due to the short-term and long-term effects of the illness that also affect their ability to learn. although the best option to save lives is to stay in hospital for treatment intensive, but these students had to compromise on the risk of dropout because they could no longer concentrate. this is coupled with high levels of fatigue and poor memory and reasoning (thies, 1999). school in hospital (sdh). children who are hospitalized due to illness usually cannot attend school sessions, especially if their health problems require prolonged treatment. this causes them to miss out on lessons and fail to achieve academic excellence like other normal children, even many who are left out. according to gabbay et al., (2000), one of the mechanisms for addressing dropout issues is to help children with disabilities attend regular schooling sessions and if they have to leave, they should be immediately ‘returned’ to school. therefore, it is important to ensure that these children have the opportunity to learn and participate in social activities in the hospital, as is often practiced in schools. in addition to establishing continuity in the schooling process and helping to smooth the process of return to school after recovery, such opportunities also create a feeling that they can also learn as normal children (arroyos-jurado et al., 2000). as a result, the establishment of schools in the hospital (sdh) in collaboration with the ministry of education malaysia (moe), ministry of health malaysia (moh) and the affected hospitals is seen as an opportunity to provide continuing education opportunities for students who have to stay in hospital ward for a long time but have a willingness to learn. the teaching and learning process at sdh is flexible and emphasizes the concept of entertainment. this is to create a conducive environment for children to learn without stress. in addition to ensuring the continuity of human capital development outside the context of conventional schooling, the entertainment learning approach is also expected to function as a form of therapy for students indirectly. this is expected to slightly increase the healing process (ministry of health malaysia, 2017) the establishment of sdh is in line with unesco’s goal of championing the idea of ‘education for all’ which is education for all and ‘continuous learning’ of continuous learning. sdh was already practiced in several developed countries such as australia, canada, the united states and the united kingdom before the same initiative was adopted by malaysia. sdh is organized according to the sdh model in australia namely the children’s hospital in westmead, royal north shore hospital and sydney children’s hospital in randwick, based on concepts that have been modified to meet the needs of students in malaysia. in addition to ensuring access to formal education to children with disabilities, the objectives of implementing sdh are, among other things, to stimulate them to continue their education while undergoing treatment. this commitment is also reflected in sdh’s mission statement to support the development of the self-esteem of sdh students through their individual readiness and ability to use the entertainment learning approach. sdh teachers typically receive clinical training through courses organized by the teacher education division, can teach a variety of subjects (multilevel) as well as a variety of subjects (multisubjects) as well as creative and engaging students. 18 premma kandasamy, mokhtar bin tahar, therapeutic impact of fun learning on... entertainment learning approaches. the ministry of education malaysia (moe) has introduced an entertainment approach to schools, especially primary schools, to support efforts to transform the teaching and learning process in the classroom in line with the aspirations of the education development master plan (2013-2025) that emphasize the mastery of 21st century skills. this includes significant paradigm shifts in conventional teaching and learning (pdp) to a more creative and dynamic teaching and learning method (pdpc) that is in line with current developments. the introduction of the concept of ‘fun learning’ is in line with the implementation of the primary school curriculum which emphasizes student-centered and interactive teaching and learning processes. through the entertainment learning approach, teacher teaching becomes more attractive for students as learning sessions become more enjoyable and filled with elements of humor, aesthetics, games, music and acting. the entertainment learning approach also provides the opportunity for students to translate the concepts learned in the process into fun activities. this stimulates student engagement and helps develop their intellectual, emotional and spiritual potential, as stated in the national philosophy goals. effective pdpc processes should take into account the psychological and emotional aspects of students, as well as the ease and enjoyment of their learning. therefore, a more relaxed approach such as entertainment education is seen as more relevant to the development of the current educational world (roselan, 2006). this is because the entertainment learning approach can still help teachers achieve the planned pdpc objectives without boring the students. the relaxing and entertaining approach to the entertainment learning method enhances the bond between teachers and students, creating a positive and anticipated learning environment. pdpc sessions filled with a variety of interesting activities such as role play, singing, games and acting are focused on student-centered learning (deen jack, 2012) that is the essence of 21st century learning. when students engage in entertainment learning activities such as singing, it indirectly helps them to express emotions as well as boost their self-confidence. entertainment genres used in entertainment learning approaches such as music, song, drama, cartoon and comedy can be used to stimulate social change in a more positive way. functional learning features. the aesthetics, humor, charm, music and entertainment contained in the entertainment discipline can reduce student discomfort while learning. this is because the entertainment learning approach reduces the level of fear and anxiety they have toward teachers. this is especially important for elementary students in sdh, as it has to deal with the learning environment and the unfamiliar teachers. having the teacher’s efforts to implement learning as little as possible helps these students adapt and prepare for learning. entertainment also creates a relaxed environment for students to learn, and this is especially important to reduce stress in them. students can easily learn lessons taught because of a conducive learning environment and appropriate to their health. students can participate in entertainment activities such as singing and acting while entertaining because there are no such elements as wrong or right, losing or winning, reward or reward practiced by the teacher in the teaching and learning process. in addition, entertainment learning activities also stimulate student engagement. this gives students an opportunity to interact with one another and build new friendships. this kind of relationship is important for sdh students to avoid feeling bored and lonely during the hospital stay, thus preventing depression. group entertainment activities can enhance teamwork, cooperation and tolerance among students. they are free to move around, express their opinions and speak out for success with their classmates. this directly helps them improve their self-confidence. learn entertainment as a form of therapy. therapy is usually used to correct the shortcomings in medical treatment to resolve the physical, emotional, and psychological problems. according to djohan (2006), therapy refers to the process of healing or recovery of emotional and psychological aspects. in the context of sdh, entertainment-based educational processes are also considered as a form of therapy. according to aida (2014), entertainment education that has been established as a teaching and learning approach in sdh has been used indirectly as a therapy to aid the healing process of students with health problems aida 2014). this is because education in sdh has been modified carefully to meet the needs of students who face various obstacles due to their health problems. in this context, teachers are expected to diversify their teaching methods, to suit their students’ physical and mental abilities, and to take into account their current health and readiness to learn. teachers also need to consider the factors of interest, talent and classroom environment before preparing to teach students with disabilities. in line with mainstream education, teaching and learning at sdh is also implemented with an interactive and student-centered approach with fun elements. the entertainment learning approach helps to stimulate learning, and serves as a form of therapy for students in sdh in forgetting their pain and boredom. in addition, entertainment also helps students improve their psychomotor skills as well as highlight their creativity (siti salmiah, 2014). students in sdh typically have a variety of emotional problems 19 journal of icsar; volume 4, number 2, july 2020: 14 -27 and difficulty concentrating due to health problems. they often feel uneasy and unprepared for learning, especially if the teachers who teach are unable to engage them in interesting activities. therefore, it is important for teachers in sdh to consider students’ emotional, psychomotor and cognitive readiness in formulating and implementing pdp activities especially in the ward to give positive impact to sdh students (normah & ruhaiza 2014). in essence, teachers should play an important role in reducing the discomfort and emotional problems of sdh students by adopting relaxing teaching and learning strategies such as entertainment. has stated that entertainment learning has a positive impact on children’s emotional development as it stimulates their happiness and interactions with one another. this feeling of happiness in turn influences the students’ performance in their lessons (guat, 2015). according to ahmad (2003), the rhythm of a particular song can help students improve their memory and reduce boredom. the information conveyed through the song is also easier to understand and to remember as it is accompanied by the happy emotions of the students. this is because the more interesting a piece of information is to someone, the easier it is for them to remember. in addition, music elements in entertainment activities also serve as psychiatric therapy for students with disabilities; the music gives them peace of mind and soothes those who are often disturbed by the illness. this can help reduce the symptoms of depression. depression, marcus et al., (2012) states that depression is a global burden of disease affecting people in many countries, with 350 million people believed to be suffering from mental illness. in the ‘the world mental health survey’ conducted in 17 countries, it was found that one in 20 people had symptoms of depression; while the national health and morbidity survey (nhms, 2017) statistics show that one in every five teenagers in malaysia suffers from depression. definition of depression. according to the american psychiatric association, depression is a serious mental illness and can affect one’s thinking and behavior. depression causes sadness and loss of interest in activities that were previously favored. one can get caught up in a variety of emotional and physical problems as a result of depression, including the inability to function normally at home, school or work. it is common for a person to experience a period of sadness / stress for several days due to certain factors, but if such negative feelings persist for several weeks or months, then the person is likely to suffer from depression. according to the world health organization (who, 2012), depression is a form of mental disorder characterized by depression, loss of interest, lack of energy, guilt and helplessness, sleep disturbance, loss of appetite and difficulty concentrating. these symptoms are often accompanied by anxiety disorders. if these problems occur repeatedly or become chronic and affect the ability of the individual to take on a day-today responsibility, then the person may be considered depressed. at worst, depression can cause a person to become involved in activities that are thought to be harmful or cause them to die, such as substance abuse and suicide attempts. the malaysian ministry of health (moh) defines depression as a mood disorder that causes a person to experience chronic depression, fatigue and lack of energy, irritability and loss of interest in daily activities that last for at least 2 weeks. according to moh, there is widespread misunderstanding of depression; although depression cannot be treated, it is not necessary to treat it as it can be lost on its own. depression is also considered a shame because it is associated with mental disorders; many fail to appear for proper treatment for fear of being labelled ‘insane’ or ‘crazy.’ in fact, there are some who associate depression with poor mood and mood. it is even worse when individuals suffering from depression are associated with religion and beliefs, for example labelled as ‘lacking faith’ and so on. indeed, such misunderstandings should be avoided so that individuals with depression can be helped as soon as possible before things get worse. health and depression factors. individuals with chronic illnesses are at increased risk for depression. this is because chronic illnesses often cause symptoms and pain that persists for a long period of time and cannot be completely restored (ibrahim, desa & thong, 2015). individuals who are diagnosed with chronic diseases should know how to adapt to the condition they are experiencing and the treatment they need to take. if the patient fails to get proper treatment and does not receive emotional, social and financial support, depression may occur. people with health problems such as heart disease, diabetes, cancer, alzheimer’s and stroke typically experience various forms of trauma to the brain, which can lead to depression (hanidah, 2013). in addition, the long-term use of medications such as sleeping pills, contraceptives, high blood pressure and steroids can also cause depression. linden et al, (2012) have reported that cancer patients are at increased risk for depression, three times higher than those with other health problems. this may be due to the rapid dissemination of cancer cells, the poor chance of a successful form of treatment as well as the side effects of treatment / medication (spiegel, 1996). the discussion on the learning and emotional problems of sdh students and the concepts and characteristics of entertainment in this chapter indicate that the entertainment learning approach has the 20 premma kandasamy, mokhtar bin tahar, therapeutic impact of fun learning on... potential to reduce the levels of depression in sdh students. method this chapter discusses the research methodology used in conducting this study. this chapter provides an overview of the study design, population and sample studies, sampling methods, research instruments, data collection, data analysis and research procedures. study design, the study was conducted using qualitative research design. according to taylor & bogdan (1984), qualitative data are descriptive, such as verbal expressions from interviews or written observations of human behavior. qualitative studies use natural approaches to understand situations / situations / phenomena in a specific context. this means that qualitative research does not manipulate any study variables (patton, 2002). consequently, qualitative studies typically do not use research procedures that can produce findings of numerical or statistical form (strauss & corbin, 1990), instead using approaches such as observations and interviews. population and sample, the population of this study was 250 of sdh students at the national university hospital of malaysia. the sample consisted of 24 sdh students selected for purposive sampling. the purposive sampling method was used in this study because the researcher had to select a specific sample to meet the objectives of the study outlined. purposive sampling helps researchers focus on the specific characteristics they want to study in a population. purposive sampling also helps the researcher answer the research question more precisely. although these sampling methods may not represent the study population well, for qualitative studies, purposive sampling is one of the best methods for obtaining isolated samples that correspond to the objectives of the study to be achieved. research instruments, two research instruments were used in this study, namely dsm -5 and child depression inventory. the dsm-5 is an instrument in the form of a checklist that is useful for assessing the level of depression of individuals ages 7 to 17 based on observations of the main symptoms commonly exhibited by patients, while the child depression inventory is a questionnaire-based instrument that can answered by most individuals including those with poor academic achievement for using language and sentences that are easy to understand. these instruments have been developed in english, then in order to meet the objectives of the study, both of which will be translated into english before use. dsm instruments -5. dsm-5 stands for diagnostic and statistical manual for mental disorders the 5th edition was updated in 2013. this manual was published by the american psychiatric association (apa) in 1994 and is an important reference source in the diagnosis of various forms mental problems such as autism spectrum, schizophrenia, bipolar disorder, depression, eating disorders and so on. there are nine symptoms listed by the dsm-5, namely, depression (irritability, irritability, sadness, crying); lack of interest / pleasure in doing something,; significant weight changes (5% increase or decrease) or changes in appetite; changes in sleep patterns (insomnia, excessive sleep), changes in psychomotor activity (stunted or overactive physical activity; guilt and helplessness; difficulty in thinking, concentrating and making decisions; and showing a tendency to injure or commit suicide. (2013), five or more of the symptoms listed in the dsm-5 should be detected in an individual for at least two weeks before being categorized as depressed, with one of them being ‘depressed’ or ‘lacking interest’. the degree of depression experienced at a given time is determined by looking at the number of symptoms identified in the patient. symptom group a; depression, lack of interest/ exitement, fatigue and energy deprovation. symptom group b; feeling guilty/useless, sleep changes, eating/weight loss, tendency to self-harm, dificulty concenreating. depression levels are determined by the following estimates: low:> 1 from group a symptoms, as well as 1 to 2 from group b symptoms moderate:> 1 from group a symptoms, as well as 2 to 3 from group b symptoms bad: all of the symptoms are from a, as well as> 3 of group b symptoms infant depression inventory. the children’s depression inventory (cdi) is a psychological assessment that can be used to determine the severity of depression-related symptoms. cdi was developed by kovacs in 1979 using the beck depression inventory (for adult depression diagnosis) as a guide. the cdi contains 27 items that can be evaluated by the patient based on what they think or feel about the symptoms, from a score of 0 to 2. the cdi items are classified into five main aspects, namely, ‘negative perception’, ‘interpersonal problems’, ‘inefficiencies’, ‘lack of interest/pleasure’ and ‘lack of confidence’. the total score given was calculated to assess the level of depression of the patient; the higher the score the higher the depression level. data collection techniques of data collection typically need to be considered for a number of factors such as information adequacy, methods used and ethical issues (zelditch, 1979). 21 journal of icsar; volume 4, number 2, july 2020: 14 -27 table 1. depression level type 0 – 24 low 25 48 medium 49 72 poor table 2. depression after and before pupil depression symptom 1 symptom 2 symptom 3 symptom 4 symptom 5 symptom 6 symptom 7 symptom 8 symptom 9 observation of behavior before learning 48 47 47 47 39 43 42 51 39 observation of behavior after learning 44 43 40 42 36 38 37 43 33 the therapeutic effects of entertainment on depression in school in hospital (sdh) students. this study is divided into two sections, the first section to look at the levels of depression in school in hospital (sdh) students through the observation of ten days (10) before and after teaching. the second part is to find out the therapeutic effect of using an educative approach to the depression in school in hospital (sdh) students. child depression inventory was provided to respondents to be answered before and after entertainment classes. levels of depression in school children (sdh) students by observation had nine symptoms that could be classified as: depression (symptom 1), lack of interest or excitement (symptom 2), changes in appetite/ significant changes in weight (symptom 3), exhaustion and energy deficiency (symptom 4), changes in psychomotor activity (symptom 5), sleep pattern changes (symptoms 6), feeling guilty and useless (symptom 7), difficulty in thinking, concentrating and making decisions (symptoms 8), shows a tendency to injure or commit suicide (symptom 9) for each symptom that occurs it will be evaluated using the dsm-5 scale. each act for ‘yes’ will be categorized as rare, sometimes, frequently. while for ‘no’ it will be interpreted as not. in this study, observing the behavior of school in hospital (sdh) students’ each ‘yes’ behavior was categorized as rarely = 1, occasionally = 2, frequency = 3 and no = 0. additionally, to detect therapeutic effects entertainment education is categorized in the form of a = 0, b = 1 and c = 2. it aims to facilitate the classification of depression levels in the school of hospital (sdh) students before and after the observation of behavior as well as the therapeutic effects of entertainment learning. to students in the school of hospital (sdh) before and after. in order to obtain data consistency, this study took ten days (10) before and after behavioral observation as well as the therapeutic effects of entertainment learning on school in hospital (sdh) students. researchers need to ensure that the techniques used can provide sufficient and accurate information / data (use time, energy and minimal cost) and do not interfere with the sample’s privacy and privacy or place themselves at risk or risk during the process information collection is performed. to find out the extent of pupil depression in this study, data were collected through observations based on the symptoms listed in the dsm-5. observations are carried out by researchers in the ward and the classroom, with the help of on-duty nurses. nursing assistance may be required to obtain information on pupil ‘sleep problems’ such as insomnia and excessive sleep because the researcher may not be in the ward all the time (especially at night) to observe this aspect. nursing assistance is also required to collect data on student ‘appetite / weight change’. in order to determine the effect of entertainment on student depression, data collection was conducted by distributing the cdi questionnaire to students, giving them the instructions they needed and then re-collecting the form for analysis. the process of collecting data via cdi is carried out twice; before and after the researcher conducts the learning of entertainment. the time period between these two data collection processes is set as one week, or after 3 sessions of entertainment. finding and discussion the present study was to find out more about the degree of depression among school-in-school (sdh) students through behavioral observation using the 5th edition diagnostic and statistical manual for mental disorders (dsm-5) as well as therapeutic effects. an educative approach to depression of sdh students using the child depression inventory. the methods used in this study are qualitative. a total of twenty four (24) respondents were assigned to this study. the respondents were students who were in the school of hospital (sdh) for a long time. this chapter will discuss their level of depression as well as 22 premma kandasamy, mokhtar bin tahar, therapeutic impact of fun learning on... figure 1: depression scale of in-school students (sdh) figure 2: graph of depression characteristics of school in hospital students (sdh) table 3: depression level type 0 – 24 low 25 48 medium 49 72 poor table 4: levels of depression characteristics using entertainment learning approaches sample features 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 before entertainment learning 15 22 19 28 17 20 12 11 6 20 23 23 11 19 19 16 21 26 19 19 after entertainment learning 11 22 19 24 14 20 9 11 4 20 23 23 9 19 19 14 17 21 16 19 23 journal of icsar; volume 4, number 2, july 2020: 14 -27 table 5: pre-behavioral observations of the students before the learning of entertainment made by day figure 3: observation graphs of students’ behavior prior to the entertainment behavior observations the plotted graph uses the sum of the scales from the survey results of the respondents’ group. according to the diagram above, the highest levels of depression before the observation of behavior are symptoms 8 which is difficult to think, concentrate and make decisions of 51 while after observation the number decreases to 43. in addition, the symptoms of significant decline after school amulets were symptoms 5 (changes in psychomotor activity) and symptoms 9 (indicative of self-injury or suicide), respectively, of 39 while after observation were decreased by 36 and 33. depression scale of behavioral behavior after and before education depression levels in the school of hospital (sdh) students were assessed on several levels: low (0 24), medium (25 48) and poor (49 72). according to the table above, the severity of depression observed during pre-school entertainment was in symptoms 8 (51) but after observation of the pupil behavior was observed the depression level of students in the school of hospital (sdh) showed a decrease of 43. 24 premma kandasamy, mokhtar bin tahar, therapeutic impact of fun learning on... table 6: observations on behavior of students after the entertainment made by day after observations behavior d a y o f st u d y f ee lin g d epr es si on l ac k of i nt er es t / f un c ha ng es in e at in g / w ei gh t l os s c ha ng es t ir ed ne ss an d l ac k of e ne rg y c ha ng es in p sy ch om ot or a ct iv it y sl ee p p at te rn c ha ng e f ee lin g gu ilt y an d us el es s d iffi cu lt ie s in t hi nk in g, f oc us in g an d m ak in g d ec isi on s in di ca te s a te nd en cy to ov er th ro w or to c om m it su ic id e day 1 44 44 40 43 36 38 38 44 34 day 2 44 44 40 43 36 38 38 44 34 day 3 44 44 40 43 36 38 38 44 34 day 4 44 44 40 43 36 38 38 44 34 day 5 44 44 40 43 36 38 38 44 34 day 6 44 44 40 43 36 38 38 44 34 day 7 43 42 40 41 36 37 36 42 32 day 8 43 42 40 41 36 37 36 42 32 day 9 43 42 40 41 36 37 36 42 32 day 10 43 42 40 41 36 37 36 42 32 students in the school of hospital (sdh) conducted before and after did not show that their levels of depression were low. observations of learners’ behaviors conducted before and after showed no significant decline but in order to measure the students’ level of depression they were on a moderate level show in tabel 1 and table 2. the plotted graph uses the sum of the scales from the survey results of the respondents’ group. based on the diagram above, characteristics 4 were highest (28) before the amusement technique used for the school in hospital (sdh) learning session and after the amusement learning technique was used for the students it showed a decrease of 24. in addition, the lowest depression characteristics before the learning technique of entertainment learning were characteristics 9 (6) but after the entertainment learning technique the depression characteristics decreased to 4. levels of depression characteristics using entertainment learning approaches levels of depression characteristics using the entertainment learning approach were measured using the low (0-12), medium (13 26) and poor (27 40) scales. based on the table above, characteristics 4 (28) shows the severity of depression before entertainment learning techniques are used in the learning of school in hospital (sdh) students. however, after the amusement approach was used it decreased to 24. characteristics 9 showed a low level of depression (6) before using the amphibious technique while thereafter it decreased to 4 show in table 3 and table 4. before observations behavior of students school in hospital (sdh) by day the graph above shows the change in behavior observed in the school of hospital (sdh) students before the entertainment day was created. on the first day of observation prior to learning entertainment performed the highest symptoms showed symptoms 8 difficulty in thinking, concentrating and making 50 decisions compared to other symptoms. however, it increased to 51 from the second to the eighth day and showed a decrease to 50 on the ninth and tenth days. in addition, pre-entertainment observations showed the lowest number of symptoms 9 to indicate a tendency to injure or commit suicide by 39. the amount shown was consistent and no change was shown from the first day until the tenth day of behavioral observation, show in table 5. 25 journal of icsar; volume 4, number 2, july 2020: 14 -27 figure 4: observation graphs of students’ behavior after entertainment learning table 7: differences before and after behavior of students school in hospital (sdh) by day before observations behavior after observations behavior d a y o f st u d y f ee lin g d ep re ss io n l ac k of i nt er es t / f un c ha ng es in e at in g / w ei gh t l os s c ha ng es t ir ed ne ss a nd l ac k of e ne rg y c ha ng es in p sy ch om ot or a ct iv it y sl ee p p at te rn c ha ng e f ee lin g gu ilt y an d us el es s d iffi cu lt ie s in t hi nk in g, f oc us in g an d m ak in g d ec is io ns in di ca te s a te nd en cy to o ve rt hr ow or to c om m it s ui ci de d a y o f st u d y f ee lin g d ep re ss io n l ac k of i nt er es t / f un c ha ng es in e at in g / w ei gh t l os s c ha ng es t ir ed ne ss a nd l ac k of e ne rg y c ha ng es in p sy ch om ot or a ct iv it y sl ee p p at te rn c ha ng e f ee lin g gu ilt y an d us el es s d iffi cu lt ie s in t hi nk in g, f oc us in g an d m ak in g d ec is io ns in di ca te s a te nd en cy to o ve rt hr ow or to c om m it s ui ci de day 1 48 48 45 46 40 43 42 50 39 day 1 44 44 40 43 36 38 38 44 34 day 2 48 47 45 46 39 43 42 51 39 day 2 44 44 40 43 36 38 38 44 34 day 3 48 47 45 46 40 43 42 51 39 day 3 44 44 40 43 36 38 38 44 34 day 4 48 47 48 46 40 43 42 51 39 day 4 44 44 40 43 36 38 38 44 34 day 5 48 47 48 48 38 43 42 51 39 day 5 44 44 40 43 36 38 38 44 34 day 6 48 47 48 48 38 43 42 51 39 day 6 44 44 40 43 36 38 38 44 34 day 7 48 47 48 48 38 43 42 51 39 day 7 43 42 40 41 36 37 36 42 32 day 8 48 47 48 48 36 43 42 51 39 day 8 43 42 40 41 36 37 36 42 32 day 9 47 46 45 48 39 41 41 50 39 day 9 43 42 40 41 36 37 36 42 32 day 10 47 46 45 48 39 41 41 50 39 day 10 43 42 40 41 36 37 36 42 32 26 premma kandasamy, mokhtar bin tahar, therapeutic impact of fun learning on... the graph above shows a change in the observation of the behavior of the school in hospital (sdh) students after the entertainment day was created. after the entertainment exercises were conducted for students in the school of hopital (sdh) who showed the highest change were symptoms 1, symptoms 2 and symptoms 8 (depression, lack of interest / excitement and difficulty in thinking, focusing and deciding) 44 from the first day until the sixth day. in addition, symptoms 2 and symptoms 8 on days seven through tenth showed a consistent number of 43 while symptoms 1 for days seven and ten showed a consistent amount of 42. the lowest number of observations after learning entertainment showed symptoms 9, which indicated a tendency to injure or commit suicide by 34 from day one to day six. however, the seventh to tenth days showed a decline from 34 to 32. differences before and after behavior of inhospital school students (sdh) by day based on the graph above, there are differences that can be made before and after the behavior of school in hospital (sdh) students by day. symptom 8 (difficulty in thinking, focusing and making decisions) showed the highest number of behavioral observations before the entertainment was conducted for students in the school of hospital (sdh) whereas after the behavior was reduced it decreased from day one to day ten. in addition, symptoms 9 (indicative of self-injury or suicide) were among the lowest of the symptoms that existed prior to the observation of behavior in the school of hospital (sdh) students. however, after observing the behavior of the students, it showed a decrease from 39 to 34. from the graph, symptom 5, which is a change in psychomotor activity from the first day to the tenth day before the behavioral observation was done in the school of hospital (sdh) students, showed an increase in the number between 36 and 40. after the behavioral observation was made to students in the school of hospital (sdh) were shown to be consistently 36 from the first day to the tenth show in table 7. based on the findings, there were changes before and after the entertainment was made to the school of hospital (sdh) students. this can be seen in terms of changing the number of days from the first day to the tenth day. also, the most noticeable symptoms are symptoms 5, symptoms 8 and symptoms 9 which are changes in psychomotor activity, difficulty in thinking, concentrating and making decisions and also indicate a tendency to injure or commit suicide. this is because the three symptoms have a drastic change as well as a consistent change. in addition, other church symptoms did not show significant change. therefore, the conclusion that can be made is that although the advice entertainment approach was conducted before and after the school in hospital (sdh) students, symptoms other than the symptoms 5, symptoms 8 and symptoms 9 did not affect the students in the school in hospital (sdh). it is possible that factors other than those listed as the reason for students in the school of hospital (sdh) did not react to the learned entertainment approach. conclusion this chapter delves deeper into the research that has been conducted. the main findings of this study are discussed including the implications of the current study. children’s emotions at preschool are at a more mature level especially in the context of social emotions (sohaimi abdul aziz, 1998). this study was conducted to further identify the degree of depression in the school of hospital (sdh) students and the entertainment learning techniques used to enhance their motivation to learn even in the midst of their illness and need of treatment. the learning environment in the hospital area is different from the atmosphere learning in ordinary schools and this can be stressful student. entertainment is defined as a way of teaching and learning that leads to a sense of fun and a lack of serious learning environment (isa et al., 2015). in addition, entertainment learning refers to learning content that enables students to enjoy learning, such as playing games. these therapeutic therapies can reduce stress and facilitate learning this study does not clearly explain the respondent’s age. the number of respondents in each age group was not clearly stated. future studies should also continue to be improved through the methodology used in the study area. the qualitative study of the respondents using the sample but chose different characteristics from those used in this study, for example, respondents with no parents / family. it will show different types of individual stress depending on their background. in addition to their personalities, they are also influenced by their peers. although families are with them, they feel more energized and inspired by the people around them and begin to take an interest in learning. in this study, due to time constraints and resources were conducted only in one hospital. for future research, respondents from other regions also need to be recruited to represent the entire country. in addition, the number of respondents is also a factor to consider. in the future, the number of respondents may be increased to find out more about respondents’ results. 27 journal of icsar; volume 4, number 2, july 2020: 14 -27 in addition, this study is a survey-only and student-only study. teachers also need to pay attention because the different ways of presenting it will impact the students. quality teaching delivery emphasizes teaching characterized by coherent presentation and sequential materials, adequate opportunities for student engagement in integrated training, regular and regular use of measurement and constructive feedback to students (taat, et.al, 2012). further studies can be performed qualitatively in order to obtain useful information for purposes of improvement over time. based on the findings of this study, it has been shown that the entertainment element is very suitable for teaching and learning for students in learning at school in hospital. learning through games can make the learning process more relaxed, stress-free, and fun. students also actively and enthusiastically engaged in a stress-free learning process that will facilitate students to understand a lesson. overall, based on the monitoring of depression levels, it was shown that symptoms 8 (difficulty in thinking, focusing and making decisions) had a significant decrease. according to the dsm-5, the depression level determined by the calculations indicates that the group of respondents or students is on the medium scale but this level of depression decreases after the therapeutic technique has been applied. the results can be seen through the findings of the child depression inventory (ikkk) where the 4th and 18th features of the self-esteem feature experienced significant decline. the learning approach through play is seen as a priority in the process of teaching and learning for children as play is a natural feature of children that can act as an intermediary and help improve children’s learning to an optimal level (haslinda, lilia & zanaton, 2015). for students participating in the sdh program, the entertainment learning approach is not only interesting for them to learn, it can also be a form of therapy in reducing boredom, alleviating pain as well as training their psychomotor and creative skills (siti, 2014). this is reflected in the results of the study in which symptoms 5 (changes in psychomotor activity) decreased with the use of entertainment in sdh learning. references arroyos-jurado e., paulsen, j. s., merrell, k. w., lindgren, s. d. & max, j. e. (2000). traumatic brain injury in school-age children academic and social outcome. j sch psychol.38, 571–587. boucher, s., downing, j. & shemilt, r. (2014).the role of play in children’s palliative care. children,1(3), 302–317. memaj, m., & agolli, i. (2015). reflections and experiences of parents during hospitalization of children and support provided by the staff at the paediatric hospital of tirana. journal of educational and social research, 5(3), 251-251. taat, m. s., abdullah, m. y., mohamad, b., talip, r., ambotang, a. s., & zain, s. (2012). pengajaran dan penyampaian yang berkesan. utusan borneo, b4. ibrahim, n., desa, a., & thong, n. k. c. (2015). kesan pengantara strategi daya tindak agama terhadap hubungan di antara kemurungan dan kualiti hidup pesakit buah pinggang tahap akhir (the mediating effect of religious coping strategies against the relationships between depression and quality of life am. jurnal psikologi malaysia, 29(1). oberstein, s. g. (2012).hospital-based educational services and the well-being of children with chronic illness: a self-study. college of education. paper 26. http://via.library.depaul.edu/ soe_etd/26 patton, m. q. (2002). qualitative evaluation and research methods. ed ke-3. (thounsand oaks, ca: sage publication inc siti, s. m. s. (2014). pengajaran seni kraftangan berorientasikan didik hibur di sdh [the teaching of handicraft art is oriented towards entertaining students at sdh]. prosiding seminar sekolah dalam hospital kali ke-2, 114-128. putrajaya: bahagian pendidikan guru, kementerian pendidikan malaysia. isa, w. m. w., amin, m. a. m., rozaimee, a., idris, w. m. r. w., rahim, n., & samaden, i. s. (2015). conceptual framework of edutainment animated series for children: a pious story. arpn journal of engineering and applied sciences, 10(3), 11061113. world health organization (2012). world suicide prevention day http://www. who.int/ mediacentre/events/annual/world_suicide_ prevention_day/en thies, c., & tscharntke, t. (1999). landscape structure and biological control in agroecosystems. science, 285(5429), 893-895. 31 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 5 no 2, july 2021: 31-38 the addictive game toward children with adhd luqyana dhiya amira1, abdul huda2, rizqi fajar pradipta3 1slb autis laboratorium um, malang, indonesia 2,3universitas negeri malang, malang, indonesia e-mail: rizqi.fajar.fip@um.ac.id abstract: games are a technology that is constantly evolving and very attractive to many people. high game usage will continue because of the increased quality of technology, especially smartphones. addictive game is the impact of the use of games that are not controlled. everyone has the possibility to addictive games, including children with special needs. for example, adhd is very attached to his favorite object. this study aims to determine the addictive characteristics of games on adhd, the impacts and treatment by people around the child. this study uses a qualitative research design with a single case study type. qualitative with this type of single case study conducted because of the uniqueness of the things to be studied and will be examined more deeply. the research subjects are children with adhd, seven years old, who are addicted to games. data collection was carried out through three techniques, interviews, observation, and documentation. the results showed that children with adhd are more vulnerable to addictive games and have a considerable risk than children in general. it can be seen in the characteristics and addictive impacts of games on adhd. keywords: addictive, game, smartphone, adhd, behavior introduction nowadays, children prefer to play smartphone games. children will play a game secretly with their parents if it is forbidden. according to henry (2010), games are inseparable from children’s daily lives. the number of gamers is increasing because the game triggers adrenaline and gives a sensation when played. children will be increasingly challenged to face the difficulties of the following levels. the number of addiction game users will continue to grow, accompanied by an increase in the quality of technology, especially smartphones, and the expansion of the internet network. it is easier to download games and use games that are many downloaded by users. a smartphone or cellular phone is a communication device that can be carried anywhere and used because of its small size and does not need to be connected to a wired network when accessing the internet. the smartphone has a function as a personal digital assistant. electronic devices are small and can be carried everywhere (wikipedia, 2019). games inside a smartphone also make it easier for users to use games freely wherever and whenever, but the simplicity needs to be questioned. if the game can be accessed everywhere and used at any time, it will increase the potential number of users who have an addiction to the game. addictive is something that is addictive and causes dependence on the users (kbbi). the game can be opium and make people always want to play it because it triggers adrenaline. the birth of new games and sophisticated smartphones that support game development will increase the number of people addicted to the game. the game has a good impact if the use is within normal limits and, according to the esrb reference, a rating system for game software (henry, 2010). however, excessive use of the game has a harmful impact. according to kuss and griffiths in beranuy et al. (2013), addiction is a form of attitude that feels bound to an object, affecting cognitive, social emotions, behavior, and real life. some of the effects caused by the addictive game are the emergence of psychiatric problems and stress. for example, on april 20, 1999, high school students in america named eric harris and dylan klebold killed 13 people and committed suicide. these students are fans of the 3d video game wolfenstein doom (henry, 2010). addictive cases to the game also appear in children aged five years in indonesia. children are hospitalized in mental hospitals because they have an addiction to smartphones (abdussalam, 2019). director of rsj jabar, dr. elly marliyani, said that currently, addictive smartphones could make children become people with mental problems. according to several sources, including online articles and research that has been done, said that adhd has a more considerable risk of gaming addiction. according to news on cbc news in april 2013, people with adhd and asperger’s are very vulnerable to addictive gaming (dwiputra, 2018). other articles also convey that children who often play games show symptoms of adhd (asrianti, 2018). dr. 32 journal of icsar; volume 5 number 2, july 2021: 31-38 perry renshaw, a psychiatrist from the university of utah researching addictive games for fifteen years, found that addictive games can occur more in children with adhd. in addition, according to research from the university of southern california, adolescents who use technology excessively have twice the risk of showing symptoms of adhd (ra, 2018). adhd is a developmental and neurological barrier characterized by difficulty in self-control, difficulty in attention or focus, hyperactivity, and impulsivity, which causes difficulty behaving, thinking, and controlling emotions, which hinder daily life (mangunsong, 2011). based on several previous articles, adhd has a more significant risk for addictive gaming, and children who often play games will show symptoms of adhd. previous research states that games can influence adolescent aggressive behavior (amanda, 2016). the study is in line with the following research, “the effect of online games on behavior change in children of samboja 1 junior high school,” which showed an effect of playing games on changes in student behavior. changes in behavior occur in children in general, as well as children with special needs. for example, adhd is a child with special needs who have characteristics that are constantly changing, impulsive and unpredictable. currently, there are many cases caused by the addictive game. hence, the need for further studies on the risk of addictive games on adhd to take precautions and intervene earlier when addictive symptoms arise can control the use of games on children with special needs. method this research uses a qualitative method with a case study approach. according to sukmadinata (2005), qualitative research analyzes phenomena, events, social activities, attitudes. this type of qualitative research is very suitable for analyzing this research. this type of research is a case study. according to bungin (2005), some of the strengths of case studies are that they provide information about variables and processes that require broader explanation and understanding, provide insight into the basic concepts of human behavior, and present data or findings to build greater and more profound research. the presence of researchers in this study is as an instrument or research tool. according to sugiyono (2018), data collection is carried out through various places or circumstances, sources, ways, and natural settings. data collection techniques are by interview, observation, and documentation. checking the validity of the data from the three data collection techniques used by researchers is triangulate data. data analysis was carried out before going data collection, during data collection, and after data collection. after the interview, the researcher analyzes the answers of the interviewees. if the answers are not satisfactory, the researcher will conduct an interview again, to a certain extent, to obtain data that is considered credible. qualitative data analysis is carried out continuously until it is complete so that the data is already saturated (miles & huberman, 1984). data analysis was performed using three techniques, data reduction, data presentation, concluding, and data verification. data reduction is summarizing, choosing main points, focusing on essential things, grouped by themes and answer patterns. the next step after data reduction is data presentation. the presentation of data in qualitative research is in the form of a brief description and charts. the conclusion in qualitative research is a new finding that has never before existed. findings in the form of descriptions or pictures of previously still faint objects after being investigated again become clearer (sugiyono, 2018). the first is the stage of research preparation that prepares things needed when research, research design, insights on the study of theories related to research to understand the fundamental problems. the second is data collection with the three techniques, interviews, observation, and documentation. after that, it is processed by data reduction and data triangulation. data reduction summarizes choosing things that often appear in research and grouped according to the focus of the answers. after the reduction is made, the next is the presentation of data. again, the presentations have been grouped and categorized according to aspects that have been found. the third step is concluding and verifying data. finally, conclusions with valid and consistent data evidence, the study’s conclusions can be said to be credible. finding and discussion finding addictive characteristics of games in adhd are grouped into three broad lines, a) communication and language, b) behavior, c) psychological symptoms. the addictive characteristics of smartphone games on adhd can be briefly seen in table 1. communication and language the first characteristic of communication and language is that children experience delays in verbal communication skills. children should communicate verbally with others at the age that children cannot and imitate game sounds. second is the child always conveys desires and answers instructions in repetitive 33luqyana dhiya amiraa, abdul hudab, rizqi fajar pradipta, the addictive game toward . . . table 1. addictive characteristics of smartphone games on adhd no aspect characteristics 1 communication and language having delayed verbal communication skills conveying desires and answering instructions or questions in repeated language the child imitates words, sounds, notes, and rhythm in the game 2 behavior imitate the action in the game there are many ways that children do so they can play the game just focus when playing games 3 psychological symptoms children’s feelings change easily it cannot be controlled to stop playing games up to tantrums when prohibited from playing games table 2. addictive impact of smartphone games on adhd no aspect impact 1 attitudes and behavior • indifference and impatience in routine • self-harming behavior • conduct behaviors that harm others 2 academic ability • less learning interest • concentration is easily distracted when studying. • the child's academic ability is delayed table 3. addictive handling efforts to smartphone games on adhd no handling efforts 1 use of the game is stopped 2 avoid war-themed shows or attacking things 3 lower the facilities that support children playing games 4 encourage children to do fun activities 5 be firm and consistent 6 provide the therapy to children 7 good cooperation from parents, teachers, and people around language. for example, the words that he repeated such as going to “eat, eat, eat, pee pee pee, no no no, stop stop stop.” the third is that the child imitates words, sounds, notes, and rhythm in the game almost every time. children talk as if they are playing games, such as “attack, move forward, destroy.” the child always murmurs sounds he hears in games, like ju ju ju ju, em em em em, and other unclear sounds. behavior, behavior that appears in adhd is an addictive game, and the first is that the child imitates the action in the game. the behavior of imitating movements is done suddenly, when eating, learning, playing, children suddenly imitating action in games, such as lying down, climbing, hiding behind objects, shooting, and others. sometimes the items around are also used as firing or pistols, such as pens, pencils, and books. second, children do many ways to play games by looking for hidden smartphones. even in places that are difficult to reach, he still finds it. children steal the opportunity to hold people’s smartphones around and download the game themselves if the desired game is not on the smartphone he is holding. the third is the child’s focus when playing games. children with adhd have the unique characteristics of being inattention, hyperactive and impulsive. conversely, when a child with adhd is addicted to the game, the child will focus and concentrate fully on his game until there is no response when called. psychological symptoms, here are some psychological symptoms that appear as addictive characteristics of smartphone games in adhd. the first is that children’s feelings are more easily changed. children with adhd can easily change their feelings and emotions caused by things that are not liked or certain things. when the child is angry, the child will bang on the table, banging hands, with furious noises. second, the child cannot be controlled to stop playing games. the child is angry and upset. third, children are angry to tantrums when they are prohibited from playing games. some efforts such as prohibiting children from playing games are also made. addictive child responses to the game will become angry and tantrums. fourth, angry children slam objects like doors, smartphones. the child is angry, panicked, uncomfortable, and the child can bang himself on the floor. these characteristics have an impact on children’s daily lives. addictive smartphone games on adhd can impact two things, a) impact on attitudes and behavior, b) impact on academic ability. the addictive impact of smartphone games on adhd can be briefly seen in table 2. impact on attitudes and behavior, the impact on attitudes and behaviors that arise is an indifferent attitude to the routine that he should do when children play games. when children play games, children will ignore eating, bathing, to school. children will be angry when children play games, then invited to eat or go to school. the second is to conduct self-harming behavior. children hurt themselves or self-abuse. when prohibited from playing games, the child hurts himself by lying on the floor, banging his head, rolling in front of the school paving. children can also endanger themselves when imitating sports movements, such as climbing and jumping from high places. the third is that the child performs behaviors that endanger others. for example, the child has seen a war-themed game. it can affect the attitude of children, and children will be 34 journal of icsar; volume 5 number 2, july 2021: 31-38 more courageous. when a child is beaten and pushed by his brother, the child responds to push and hit. then he quickly gets emotional when tempted, then hits spontaneously. in addition, the imitation behavior done by children is to use items around them used as tools for shooting. this behavior can endanger others when the child is holding a real weapon. impact on academic ability, children with adhd barriers that are being addicted to games show three impacts on academic ability, and the first is lack of interest in learning. children prefer playing games rather than learning. children always run to the teacher’s room to play games on the computer. children must be forced so that children want to go to the classroom to learn. the second impact on academic ability is concentration easily distracted when studying. the child’s concentration is very easily distracted by the things he uses to demonstrate the game. as a result, when entering into learning, children become unfocused. for example, the child makes a “bang bang bang bang bang,” pencil is used for toys while saying “re re re re re.” the third impact is that the child’s academic ability is delayed. learning outcomes in children with the concentration that easily distracted is less so that academic results are achieved later than when children with adhd are not addicted to the game. the surrounding environment has made efforts to deal with addictive games for children, including families and teachers. the opinions of psychologists also support the results. there are seven points of handling efforts made in children with adhd that are addictive to the game. efforts to deal with addictive smartphone games on adhd can be briefly seen in table 3. first, the use of the game is stopped. even if the child plays the game for only a short time, he will be reminded of the game and behave imitatively or imitate the behavior and sound in the game. in addition, children are not allowed to play games because when children are given time to play first, children are increasingly angry, and difficult to be invited to the classroom to learn. second, avoid war-themed shows. children’s behavior is very influential on the theme of the game being played. children play war-themed games, so children imitate shooting action and imitate gunshots. children also attack, push and hit others. third, reduce the facilities that support children playing games. the internet quota is reduced or turned off, the wifi speed is lowered, and the quality of the smartphone is lowered so that when children want to play games, children cannot play because of limited facilities. fourth, encourage children to do fun activities and sports. children are invited to exercise to take advantage of excessive movement in children to be easier to be invited to learn or do valuable activities. then, children are better given real games, like biking and jumping rope. fifth, be firm and consistent so that children know what to do and what should not be done, and the child is more focused when listening. firmness and alertness to teachers can also reduce the risk of children doing behaviors that endanger themselves or others. sixth, giving therapy to children in order to change their behavior periodically. some therapy can be given to children with adhd who are addicted to games, behavioral therapy to increase concentration. concentration exercises such as tracing, inserting beads, and coloring needs to be done to increase the child’s concentration so that it is not easily hit. fourth, behavioral therapy improves obedience so that children obey the instructions given, and consistently children want to do without being given a prompt. this therapy can also reduce the effects of addictive games on children and can control children to stop playing. the following therapy is sensory integration therapy. sensory integration therapy is used to utilize excessive energy and movement of children. the seventh treatment effort is good cooperation from parents, teachers, and people around. lack of cooperation will result in inconsistent interventions. the inconsistency of giving interventions to some people will have a significant impact on children’s behavior. children will become lazy and at the will of their own accord. good cooperation includes communication links between parents and teachers so that the handling given to children is consistent and everyone around does not give games to children. discussion some addictive characteristics of the game in adhd are grouped in communication and language. the first is children experiencing delays in verbal communication skills. the task of developing children aged 0-6 years is learning to speak. children learn to speak from imitation (yusuf, 2001). therefore, children hear game sounds more often than talking to people around them. children only imitate game sounds and make children experience delays in verbal communication with others because what children say is game sounds. the second characteristic is that the child conveys desires and answers instructions or questions in a repetitive language such as “eating, eating, drinking drinking drinking, pee pee, playing games, no-no, yes yes yes yes, what is nothing.” it is consistent with the opinion of hallahan, kauffman & pullen, 2019 in mangunsong (2011) that one of the identical characteristics in adhd is perseverative behavior, behavior that tends to repeat activities continuously. the third characteristic is that children imitate words, sounds, notes, and rhythm in games. children always imitate words, sounds, and a rhythm at any time. sometimes children mumble with voices 35luqyana dhiya amiraa, abdul hudab, rizqi fajar pradipta, the addictive game toward . . . that are not clear and have no meaning. it follows the characteristics of hyperactivity in adhd, where children always talk excessively and issue language that has no meaning (dsm iv, 1995 in baihaqi and sugiarmin, 2006). addictive characteristics of the game in adhd are also seen in the behavioral aspect. first, the child imitates the action in the game. according to an article on republika.co.id that refers to dr. perry renshaw, the impact of excessive playing games, adhd symptoms will appear, impulsive and hyperactive, so children with adhd that are addictive to the game will also experience an increase in hyperactivity and impulsivity. increased hyperactivity is shown when children imitate action in games, such as shooting, lying down, climbing, and others. according to santrock, 2002 in marlina (2015), children with adhd do many physical activities. in addition, according to young (2009), addiction makes someone fantasize about games when doing other things. the second behavior is that children do many ways in order to be able to play the game. according to griffiths (2008), there are symptoms in someone who is addicted to the game. one of them is to do everything possible to play the game. it is the same as that done by children with adhd who are addicted to games. for example, the child seeks a hidden smartphone, steals the chance to hold the smartphone, and downloads the desired game if it is not on the smartphone he is holding. the third is the child’s focus when playing games. it is supported by the opinion of eva (2015) that children with adhd will focus on the things they like, like playing games. psychological symptoms include the addictive characteristic aspects of gaming on adhd. the first psychological symptom is that the child’s feelings change quickly, seen when the child is more easily angry with things that he does not like, then returns happy when he gets what he wants. following lemmens et al. (2009), there are several addictive characteristics to the game: withdrawal, being an emotional child, easily moody, and being quick to get angry when not playing games. it can be seen when angry, and the child is banging on the table, banging hands, making loud noises. second, the child cannot be controlled to stop playing games. according to marlina (2015), impulsivity is the ability to control behavior. adhd addicted to games will find it very difficult to control their behavior to stop playing because playing games is their desire. the third is that the child will be angry to tantrums when prohibited from playing games. children are angry, panicked, uncomfortable, anxious, and perform behaviors that endanger themselves (self-abuse) and others. according to marlina (2015), children with adhd have impulsivity because children are always impatient if they want something, including games. angry behavior of children to tantrums, when prohibited from playing games, is also caused by impulsivity in children. addictive smartphone games on adhd can impact two things, a) impact on attitudes and behavior, b) impact on academic ability. the impact on attitudes and behaviors that arise is that of indifference to routine. according to the article on alodokter.com, addictive children find it difficult to play other more valuable activities. children will be angry when playing games, invited to eat, take a bath, or do another routine. children also experience eating disorders and sleep patterns when the child is playing games. it was also conveyed by griffiths (2008) that children with addictive games will experience eating disorders and sleep patterns. the second is self-harming behavior. children with adhd will do dangerous actions without thinking before (marlina, 2015). it also happens to children with adhd who are addicted to games. children will conduct self-harming behavior or self-abuse, without the child thinking in advance that his actions will endanger himself when children imitate the action in the game, such as climbing, lying down, jumping to and fro, and jumping from a height like cupboards. third, children perform behaviors that endanger others. according to marlina (2015), children with adhd can perform dangerous actions without thinking beforehand, such as easily repaying punches and encouraging others who hit them. in addition, the child always imitates the child’s game action, using the surrounding items to be used as a gun. it will endanger others when children hold real weapons. in addition, it is also caused by controlling disrupted behavior, so that it can harm another person in around (west & hardy, 2005). children with adhd’s addictive game barriers also show three impacts on academic ability. first, lack of interest in learning. according to chen and chang (2008), one addictive aspect is a compulsion, a constant urge to play games. when children are invited to learn, children will find ways to be able to play games. the child will run to look for games when the child is learning time. the following opinion also supports this behavior that the characteristics of adhd are complex for children to start learning activities (baihaqi & sugiarmin, 2006). second, concentration is easily distracted with objects around the child. these objects are used to demonstrate behavior in games, such as shooting. sometimes books are also used as smartphones as they are being played. based on dsm iv (westwood, 1995 in marlina, 2015), children’s activities, including learning, are often abandoned by children because their concentration is easily distracted by things that are considered attractive, such as surrounding items that they can use to demonstrate game movements. the third is the academic ability of children experiencing delays. it is due to the small learning outcomes of 36 journal of icsar; volume 5 number 2, july 2021: 31-38 children due to the concentration of children who are easily distracted. difficult children concentrate on the tasks they do, challenging to complete, children tend to avoid tasks that use much effort. in addition, children are also not concentration when working on assignments (rief, 2005 in mangunsong, 2011). according to schoenmacker et al. (2018), adhd does not affect addictive alcohol or drugs, but it is addictive due to the effects of child behavior. in contrast to games, adhd, which lacks attention that causes gameplay habits, increases, so special handling is needed for addictive games on adhd. they are handling efforts that have been made by parents and teachers, as well as opinions from psychologists about the handling of addictive smartphone games on adhd. the first is that the use of the game is stopped because even if only briefly, the child will still remember the game, and the child will imitate what he sees, both behavior in the game to the language. if the child is given little time to play, the child will find it challenging to release the game. children will not want to do routines and are increasingly angry. griffiths (2008) said that if various attempts have been made but still fail, the child must be prohibited from playing games. second, avoid war-themed shows or things that attack because children will imitate shooting movements, gunshots, jumping from heights, climbing, and of course, the behavior is hazardous. this effort is consistent with henry’s (2010) opinion, which avoids fps or first person shooter-themed games, which use a first-person perspective with a shoot-out theme. third, reduce the facilities that support children playing games. in an article on kompas.com, parents can decide not to use a wifi internet connection to reduce addiction in children. this effort is one of the efforts to reduce facilities that support children to play games. fourth, encourage children to do fun activities. this effort is in accordance with the opinion of griffiths (2008), the child is taken to a place that he likes in real life, doing actual activities, but still stimulates adrenaline. it is done so that children get the same pleasure when in real life. fifth, be firm and consistent. opinions from baihaqi & sugiarmin (2006) say the same thing, the beginning of an intervention is the stipulation of clear, firm rules and instructions supported by people. firmness and consistency so that children know clearly what can and cannot be done. firmness and alertness can also prevent children from doing harmful behavior. sixth, giving therapy to children. therapy given to children with adhd is expected to be able to change their behavior periodically. some therapy can be given to children with adhd who are addicted to games, behavioral therapy (increasing concentration). according to griffiths (2008), behavioral therapy is given with specific interventions according to children’s barriers. for example, children have concentration obstacles easily and are given interventions to improve concentration, such as tracking the path, inserting beads, and coloring. furthermore, behavioral therapy increases obedience aimed at making children obedient to the instructions and regulations that have been set and do without being given a prompt. it is consistent with the following opinion. first, several things are done related to behavioral management, namely, the child is given instructions and responses or consequences (rief, 2005 in mangunsong, 2011). second, sensory integration therapy should also be applied to children with hyperactivity, especially adhd, such as transferring objects, jumping on a trampoline, riding a swinging bridge, seesaw, and sliding on a skateboard. sensory integration therapy can reduce hyperactivity and overcome the lack of attention in children (yasri, 2014). seventh, good cooperation from people around. the handling of adhd is an additional treatment that supports the surrounding environment for handling (mash and wolfe, 2005 in eva, 2015). fourth, teachers can provide learning methods that can improve academic abilities in children. addictive adhd games are difficult to focus on, so the child’s academic ability is slow, so the appropriate learning method is needed. one of them with the inquiry method. according to wibowo (2019), the inquiry method can improve academic abilities in children with adhd and increase children’s enthusiasm when learning to focus on learning. the same thing is done by people around, including parents, to stay away from the game and make other efforts to help the child’s development. everyone must work well together so that the addictive level of games in children decreases. adhd and addiction are very related. the addictive of the children, increasing the level of inattentive, hyperactivity, and impulsiveness of adhd. children with adhd who have impulsive, hyperactive, and inattentive behaviors will exhibit a more considerable risk of addiction than children in general. it is supported by spiliotopoulos et al. (2012) that someone who has symptoms of impulsivity, hyperactivity, and symptoms of less attention will have a higher risk of addictive games. the relationship between adhd and addiction to games has also been proven in observational studies by hyun et al. (2015) and also proven by pharmacological studies that adhd drugs, namely methylphenidate, and atomoxetine, can reduce game addictive symptoms (park, lee, sohn, & han, 2016; weinstein & weizman, 2012). the addictive level of adhd that is addictive to games is higher than children in general who also have addictive games, which can be seen from the characteristics and addictive effects of games on adhd in this study. furthermore, it can be strengthened from research conducted by kim et al. (2020). the study was 37luqyana dhiya amiraa, abdul hudab, rizqi fajar pradipta, the addictive game toward . . . conducted on addictive adhd games and non-addictive adhd games. they are working on a questionnaire used to detect addictive levels in the game, which is the young internet addiction scale (yias). as a result, addictive adhd games get high scores compared to kids in general who are addictive games. thus, it shows that there is a close relationship between adhd with addictive games. in addition, the study also resulted that there was a higher inhibitory function of sensory integration in adhd with addictive games compared to children in general who were addicted to games. conclusions based on the research results obtained that adhd with addictive games has a considerable risk than children in general who are addictive games. it is shown from the characteristics of adhd, which have an addiction to the game. addictive characteristics of the game on adhd in aspects of communication and language: the child has a delayed ability to communicate verbally, the child conveys desires and answers instructions or questions with repeated language, and the child imitates words, voices, tones, and rhythm in the game. in the behavioral aspect: children imitating the action game, children do many ways to play games, and children focus when playing games. characteristics are also seen with psychological symptoms: children’s feelings change easily, children cannot be controlled to stop playing games, and children get angry to tantrums when prohibited from playing games. these characteristics have an impact on children’s daily lives. addictive smartphone games on adhd can impact two things: attitudes and behavior and academic ability. in attitudes and behaviors, the impact is that children are indifferent to routines, children do behaviors that endanger themselves, and children do behaviors that endanger others. the impact on academic ability is lack of interest in learning, concentration is easily distracted when learning, and the child’s academic ability is delayed. seven efforts that can be made to handle addictive smartphone games toward children with adhd: 1) the use of games to be stopped, 2) avoid war-themed shows, 3) reduce facilities that support children playing games, 4) encourage children to do fun activities, 5) be firm and consistent, 6) provide therapy to children, and 7) good cooperation from parents, teachers, and people around. references abdussalam, m. s. (2019). usia 5 tahun dirawat di rsj, tribun jabar.9. amanda, r. a. (2016). pengaruh game online terhadap perubahan perilaku agresif remaja di samarinda. ejournal ilmu komunikasi, 4(3), 290-304. asrianti, s. (2018, september 28). studi: ada kaitan kecanduan gim dengan adhd. republika.co.id. retrieved from: https://www.republika.co.id/ berita/gayahidup/parenting/18/09/28/pfrm6t349studiada-kaitankecanduan-gim-dengan-adhd, retrieved on 15 oktober 2019 baihaqi, m, i, f, & sugiarmin, m. (2006). memahami dan membantu anak adhd. bandung. pt refika aditama beranuy, m., carbonell, x., & griffiths, m. d. (2013). a qualitative analysis of online gaming addicts in treatment. international journal of mental health and addiction. 11(2), 149-161. doi 10.1007/s11469-012-9405-2 bungin,b.(2005).analisis data penelitian kualitatif. jakarta: rajagrafindo persada chen, c. y. & chang, s. l. (2008). an exploration of tendency to online game addiction due to user’s liking of design feature. asian journal of health and information sciences, 3(1-4),38-51. dwiputra, k. o. (2018, november 2). terapi khusus untuk atasi kecanduan game online. klikdokter. com. retrieved from: https://www.klikdokter.com/ infosehat/read/3617417/terapi-khusus-untuk atasi-kecanduan-game-online eva. (2015). psikologi anak berkebutuhan khusus. malang: universitas negeri malang griffiths, m. d. (2008). internet and video-game addiction.(ca essau der.), adolescent addiction: epidemiology, assessment, and treatment. london: academic press (s. 231-267). henry, s. (2010). cerdas dengan game, panduan praktis bagi orangtua dalam mendampingi anak bermain game. jakarta: pt gramedia pustaka utama hyun, g. j., han, d. h., lee, y. s., kang, k. d., yoo, s. k., chung, u. s., & renshaw, p. f. (2015). risk factors associated with online game addiction: a hierarchical model. computers in human behavior, 48, 706-713. kim, m., kim, d., bae, s., han, d. h., & jeong, b. (2020). aberrant structural network of comorbid attentiondeficit/hyperactivity disorder is associated with addiction severity in internet gaming disorder. neuroimage: clinical, 27, 102263. https://doi. org/10.1016/j.nicl.2020.102263 lemmens, j. s., valkenburg, p. m., & peter, j. (2009). development and validation of a game addiction scale for adolescents. media psychology, 12(1), 77-95. . https://doi. org/10.1080/15213260802669458. mangunsong, f. (2011). psikologi dan pendidikan anak berkebutuhan khusus. depok: lembaga pengembangan sarana pengukuran dan pendidikan psikologi 38 journal of icsar; volume 5 number 2, july 2021: 31-38 marlina. (2015). asesmen anak berkebutuhan khusus pendekatan psikoedukasional. padang: unp press miles, m. b & huberman, m.a. (1984). qualitative data analysis. london: sage publication park, j. h., lee, y. s., sohn, j. h., & han, d. h. (2016). effectiveness of atomoxetine and methylphenidate for problematic online gaming in adolescents with attention deficit hyperactivity disorder. human psychopharmacology: clinical and experimental, 31(6), 427-432. ra, c. k., cho, j., stone, m. d., de la cerda, j., goldenson, n. i., moroney, e., ... & leventhal, a. m. (2018). association of digital media use with subsequent symptoms of attention-deficit/ hyperactivity disorder among adolescents. jama, 320(3), 255-263. schoenmacker, g. h., groenman, a. p., sokolova, e., oosterlaan, j., rommelse, n., roeyers, h., oades, r. d,. faraone, s.v., franke, b., heskes, t., vasquez, a. a., claassen, t., buitelaar, j. k. (2018). role of conduct problems in the relation beetween attentiondeficit hyperactivity disorder, substance use, and gaming. european neuropsychopharmacology, 30, 102113. https:// doi.org/10.1016/j.euroneuro.2018.06.0 03 spiliotopoulos, d., tzoannos, e., stavropoulou, p., kouroupetroglou, g., & pino, a. (2012, july). designing user interfaces for social media driven digital preservation and information retrieval. in international conference on computers for handicapped persons (pp. 581-584). springer, berlin, heidelberg. sugiyono. (2018). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. sukmadinata, n. s. (2005). metode penelitian pendidikan. bandung: remaja rosdakarya west, r & hardy, a. (2005). theory of addiction. london: blackwell publishing ltd wibowo, e. w. (2019). application of inquiry methods for academic achievement of children with attention deficit hyperactivity disorder in inclusive schools. jurnal penelitian dan pengembangan pendidikan luar biasa, 6(1). retrieved from: http://journal2.um.ac.id/index. php/jppplb/article/view/9076 wikipedia. (2019). asisten digital pribadi. retrieved from https://id.wikipedia.org/wiki/asisten_ digital_ pribadi yasri, h. t. (2014). efektivitas terapi sensori integrasi terhadap penurunan perilaku hiperaktif anak adhd di pusat terapi fajar mulia ponorogo. undergraduate thesis. retrieved on 21 april 2020, from e-reserve universitas islam negeri maulana malik ibrahim. young, k. (2009). understanding online gaming addiction and treatment issues for adolescents. the american journal of family therapy, 37(5), 355372. doi: 10.1080/01926180902942191 yusuf, s. (2001). psikologi perkembangan anak dan remaja. bandung: remaja rosdakarya journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 instruction to authors journal of icsar, is the right place for publishing papers in science education, especially in the field of special need education. research manuscript in the field of special need education will be accepted for review. guiding principles an acceptable manuscript will meet the following general criteria: it reports a worthwhile contribution to science. the methodology used is explained with sufficient detail so that other capable scientists could repeat the experiments. conclusions are supported by data, manuscripts is concise, well written, and understandable. manuscript format manuscripts should be uploaded to the system of the journal "journal of icsar" and set in a standard format, title, author, address and email, abstract, keywords, introduction, materials and methods, results and 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results and equipped with a discussion. unit of measurement used should follow the prevailing international system. all figures and tables are placed separately at the end of manuscript pages and should be active and editable by editor. journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 conclusion conclusion should be explained clearly. suggestion placed after conclusion contains a recommendation on the research done or an input that can be used directly by consumer. references all references mentioned in the references should be written using the american psychological association (apa) style and arranged from a to z. the article has 10 new references or more and 80% of the journal. most references are the main ones (last five years). template file could be downloaded in the website: http://bit.ly/template_journal_of_icsar journal of icsar issn (print): 2548-8619 issn (online): 2548-8600 volume 2 number 1 january 2018 page 1-93 journal of icsar is journal of special education, publisher articles on the research and development in special education. editor-in chief mohammad efendi, universitas negeri malang, indonesia section editor sopingi, universitas negeri malang, indonesia editorial board koay teng leong, universiti brunei darussalam, brunei darussalam mohd mokhtar tahar, universiti kebangsaan, malaysia mohd hanafi mohd yasin, universiti kebangsaan, malaysia safani bari, seameo sen, malaysia saida ulfa, universitas negeri malang, indonesia burhanuddin, universitas negeri malang, indonesia ahmad samawi, universitas negeri malang, indonesia fattah hanurawan, universitas negeri malang, indonesia arif fathoni, universitas negeri malang, indonesia technical editor imam safi’i administrator mochamad eko bp editorial address department of special education, faculty of education, state university of malang, jl. semarang 5 malang, building e2. lt. 2, telp. 0342-551312 pswt 229 395. e-mail: icsar2017@um.ac.id, website : http://journal2.um.ac.id/index.php/icsar publication schedule journal of icsar, publish two times in a year (january and july) manuscript submission manuscript should be written in ms words format. figure, illustration and picture included in the manuscript file. send the manuscript directly to http://journal2.um.ac.id/index.php/icsar manuscript publishing feasible manuscript was determined by editorial board after obtaining recommendations from peer reviewer. manuscript revision is author responsibility and manuscripts that are not feasible will be returned to the author indexing by http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 mailto:icsar2017@um.ac.id http://journal/ http://journal/ journal of icsar issn (print): 2548-8619 issn (online): 2548-8600 volume 2 number 1 january 2018 page 1-93 teacher readiness towards the offer of malaysian skills certificate in special education integration programme in secondary schools suhaina suriman, mohd mokhtar tahar 1 – 8 the book of pop up augmented reality to increase focus and object recognition capabilities for children with autism mohammad arief nazaruddin, mohammad efendi 9 – 14 participation of students with hearing impairment in inclusive classes siti musayaroh, imas diana aprilia 15 – 18 using text with pictures in primary school to improve reading comprehension for hearing impaired students abdul rahim razalli, renate olga thomas, nordin mamat, noreha yusuf 19 – 27 the evaluation of higher order thinking skills assessment of special needs education students with guided inquiry method imam yuwono, chairil faif pasani 28 – 31 token economy to improve concentration among students with learning disabilities in primary school noor azreena a aziz, mohd hanafi mohd yasin 32 – 36 the effect of functional play towards gross motor skill for children with autism susi marta handayani, sudarsini, endro wahyuno 37 – 42 parents’ engagement in mathematics learning among deaf child liong kon thai, mohd hanafi mohd yasin 43 – 51 the effect of computer-based image series media toward description writing skills of a student with intellectual dissability in the grade vii smplb fenty ayu prastikawati, abdul huda 52 – 56 the implementation of phonic method in teaching vocabulary in speaking to visually impaired students in slb a (visual impairment) donni prakosha, abdul salim, sunardi 57 – 61 the development of crocheting teaching material for student with hearing impairment in smalb imai larasati, sopingi 62 – 66 the effectiveness of health education learning module based on webquest among special education instructors alijah ujang, norlidah alias, khairul azhar jamaludin, syed ismail syed noh 67 – 70 the economic burden of families with autism spectrum disorders (asd) children in malaysia sazlina kamaralzaman, hasnah toran, suziyani mohamed, nazmin abdullah 71 – 77 learning support for students with special needs at a public university from the perspective of non academic staffs manisah mohd ali, tarmizi ahmad, norshidah mohamad salleh, rosadah abd majid 78 – 81 http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 the effectiveness of inclusive education and child protection training on understanding inclusive education subject matter munawir yusuf, salim choiri, gunarhadi 82 – 87 the dynamic holistic development of human potentials and wellbeing: implication on educational policies rosadah abd majid, manisah mohd ali, norshidah mohd salleh, aliza alias, ramesh kanapathy, khadijah said hashimyuw 88 – 93 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p001 1 cite this article: ediyanto, e., aqilah, t., s., & efendi, m. (2022). perspective about individual with special needs: a short note. journal of icsar, 6(1), 1-1. perspective about definition of individual with special needs from several scientific fields: a short note from editorial board ediyanto ediyanto*, thalsa syahda aqilah, mohammad efendi department of special education, universitas negeri malang, malang, indonesia *e-mail: ediyanto.fip@um.ac.id abstract: this short article aims to offer an understanding that there are several points of view about individuals with special needs. some of these points of view may differ in defining individuals with special needs. so that the optimization of a felicitous life for individuals with special needs may not match what they actually need. keywords: special needs, perspective, individual with special needs short note the main wealth owned by the earth is humans, who have unlimited variety. one of the highlights is individuals with special needs. in the context of special education, the term’ individual with special needs refers to abilities or activities that are considered essential or even necessary for people (vehmas, 2010). the term “special needs” appears to refer to individuals who are recognized as having cognitive, mental, emotional, physical, or social needs who after diagnosis may require therapeutic intervention or special care by a qualified specialist (alkahtani, 2016; kauffman, hallahan, pullen, & badr, 2018). meanwhile, the context of counseling guidance embeds a definition in the form of conditions where children face differences with children’s conditions in general, both in physical, cognitive, and psychological factors, and require proper handling according to the needs of the child (lisinus & sembiring, 2020). on the medical side, individuals with special needs have medical conditions, biological and health service requirements that tend to be different from people in general in supporting their life functions (rothman, 2010; pollard et al., 2014). so, it can be concluded that individuals with special needs are those with special needs in terms of the emotional, social, physical, mental, or cognitive need for health services, guidance, counseling, and education different from individuals in general. this understanding is certainly based on the experts’ opinions or studies in their fields. but what do they really need for individual with special needs? it is needs more comprehensive research is required in the future. references alkahtani, m. a. (2016). review of the literature on children with special educational needs. journal of education and practice, 7(35), 70-83. kauffman, j. m., hallahan, d. p., pullen, p. c., & badar, j. (2018). special education: what it is and why we need it. new york: routledge. lisinus, r., & sembiring, p. (2020). pembinaan anak berkebutuhan khusus (sebuah perspektif bimbingan dan konseling). medan: yayasan kita menulis. pollard jr, r. q., betts, w. r., carroll, j. k., waxmonsky, j. a., barnett, s., degruy iii, f. v., ... & kellar guenther, y. (2014). integrating primary care and behavioral health with four special populations: children with special needs, people with serious mental illness, refugees, and deaf people. american psychologist, 69(4), 377-387. rothman, j. c. (2010). the challenge of disability and access: reconceptualizing the role of the medical model. journal of social work in disability & rehabilitation, 9(2-3), 194-222. vehmas, s. (2010). special needs: a philosophical analysis. international journal of inclusive education, 14(1), 87-96. http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i12022p001 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p237 237 improving reading skills of beginning deaf students through global reflective maternal methods controlled learning motivation putri kartika ningsih*, mohammad efendi, ahmad samawi universitas negeri malang, malang, indonesia *e-mail: putrikartika.nh@gmail.com abstract: deaf students have barriers to listening skills, so they need appropriate and structured instruction for teaching early reading. researchers combined mmr and the global method into the global reflective maternal method (mmg) for early reading learning for deaf students at the elementary level. learning motivation needs to be owned by students both intrinsic and extrinsic. through this research, the researcher wanted to know the effect of the application of mmg on the early reading skills controlled by the learning motivation of the basic level deaf students in slb madiun regency. the real experimental method (true experimental) was applied in this study with a pretest posttest control group design. the results pre-test of the initial reading skills of the control group had an average of 33.5% with less criteria, and the experimental group had an average of 28.6% with less criteria. the post test of the control group had an average of 32.8% with less criteria, and the experimental group had an average of 62.1% with sufficient criteria. based on the significant test through t-test mean pre-test and post-test and compare the results of t-test with t-table 5%. the results of the significance test showed t = 3.42 < t table 5% = 1.79 then the results were significant. reinforced the results of the hypothesis test with the results of 3.42 < 1.79 which means the global reflective maternal method (mmg) has an effect on the beginning reading skills of basic deaf students in slb madiun regency. the results of the observation of the learning motivation of the control group and the experimental group showed that the motivation of the experimental group was better than the control group. and when compared, the learning outcomes of the experimental group were higher than the control group. keywords: global reflective maternal method, early reading, learning motivation introduction beginning reading emphasizes and prioritizes recognizing letter symbols and reciting symbols consisting of letters, syllables, words and simple sentences (zubaidah, 2013). beginning reading skills are learning activities to recognize written language, recognition and mastery of phoneme language symbols for elementary level students (rim, 2019), including deaf students. in line with sari, (2014) that reading skills in deaf children need to be given so that their vocabulary is not poor and their intellectual abilities develop optimally. in fact, deaf children entering school do not yet have initial reading skills. winarsih, (2010) in his research found 38 severely deaf children with normal iqs, entered school with the condition of being unable to speak or speak. due to the inhibition of the ability to hear, it causes deaf children to experience obstacles in processing language information through their hearing, either using or not using hearing aids (kauffman and hallahan, 2011) so that language development is hampered. bintoro, (2011) explained that language disorders in the deaf include the scope of expressive and receptive abilities or a combination of both, language disorders including processing and producing speech (phonology), semantics, syntax and morphology and difficulties that appear in deaf children, namely the ability to understand meaning. (in terms of social communication and pragmatics). http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 238 journal of icsar; volume 6, number 2, july 2022, 237 249 beginning reading teaching has several methods, one of which is the global method. learning to read the beginning of the global method according to mulyati, (2011) begins with the presentation of images that refer to the meaning of the sentences presented, after the child is introduced to sentences, then the process of deglobalization. that is the process of breaking down sentences into smaller units, namely into sentences into words, words into syllables, and syllables into letters. however, it is not accompanied by a synthesis (reassembly). the structured reading teaching certainly makes it easier for children to learn to read, but this is different for deaf children. because children have difficulty in listening skills, of course, they need appropriate teaching instructions to teach reading. based on these conditions, there is a language teaching based on the characteristics of deaf students, namely the maternal reflective method (mmr). teaching reading with the reflective maternal method (mmr) applies multiple role capture techniques through conversation in order to obtain reflective abilities and discovery learning (bintoro, 2011). with the acquisition of reflective abilities, deaf children can experience good language. teaching early reading to deaf students requires teaching instructions that are in accordance with the characteristics of students and are able to help children to recognize. so, researchers are interested in combining the maternal reflective method (mmr) and the global method into a method of teaching early reading for deaf children to become the global reflective maternal method (mmg). the teaching of early reading with mmg is carried out in stages, capturing multiple roles and having a reflective stage, so that deaf students are able to learn to read beginning well. in addition to applying appropriate reading teaching methods, students need to have motivation to learn. motivation has an important role in determining how much students will learn from academic activities and how much students will learn from the activities they do or from the information they encounter (slavin, 2018). through this study, the researcher wanted to know the effect of applying the global maternal reflective method on early reading skills controlled by the learning motivation of basic deaf students in slb madiun regency. method the research method applied in this research is the true experiment. pretest posttest control group design was carried out in order to take into account the magnitude of changes in the independent variables on the dependent variable controlled by the intervening variable before and after being given treatment. the application of the global reflective maternal method (mmg) is an independent variable, which will have an influence on the dependent variable, namely early reading skills. the intervening variable affects the relationship between the independent and dependent variables, but in this study the effect is not prioritized, learning motivation is the intervening variable in this experiment. the criteria for the research subjects are: 1) basic level deaf students (grades 1,2, and 3); 2) students are not familiar with letters, syllables, words and sentences; 3) students have not been able to pronounce letters, syllables, words and sentences with clear articulation and intonation. so, there were 24 research subjects consisting of 12 elementary level deaf students in slb madiun regency as a control group and 12 elementary level deaf students in slb madiun regency as an experimental group. data collection techniques to determine the effect of the application of mmg on the initial reading skills of the basic level deaf students were carried out through an oral test with pre-test and post-test of early reading skills in the control and experimental groups. the collection of data on the assessment of the learning motivation of deaf students was carried out by means of participation observation. researchers observed and assessed students' learning motivation during the learning process based on indicators of learning motivation for the control group and the experimental group. ningsih, efendi, samawi, improving reading skills of beginning… 239 calculations carried out to show the effect of the application of mmg on the initial reading skills of deaf students at the elementary level were using the t-test formula for reobservation by comparing the mean pre-test and post-test of the experimental group. furthermore, the significance test was carried out by comparing the t-count value with the ttable 5%. and to test the hypothesis. the results of the assessment of motivation to learn to read the beginning of the experimental group in the form of qualitative data. then the data analysis of the results of the assessment of the learning motivation of deaf students was carried out by describing the results that had been obtained when the researchers made direct observations during class learning and compared the learning outcomes (post-test) in the control and experimental groups and the analysis was carried out by conducting a literature review. result and discussion result(s) pre test of beginning reading skills of deaf students in slb madiun regency control group and experiment group the average pre test for the control group is 24.91, the average percentage is 34.61% criteria less.assessment table pre-test for deaf students in the control group: table 1. pre-test for early reading skills in the control group no subject name score pre test percentage (%) criterion 1. ra 30 41.7 less 2. bi 18 25 less 3. nu 28 38.89 less 4. fa 36 50 less 5. af 18 25 less 6. da 18 25 less 7. ad 30 41.67 less 8. za 31 43.1 less 9. in 36 50 less 10. si 18 25 less 11. ni 18 25 less 12. ke 18 25 less average 24.91 34.61 less table 2. pre-test for early reading skills in the experimental group no subject name score pre test percentage (%) criterion 1. az 31 43.05 less 2. hb 18 25 less 3. ib 18 25 less 4. af 35 48.61 less 5. an 18 25 less 6. fi 18 25 less 7. di 18 25 less 8. ki 18 25 less 9. an 38 52.77 less 10. di 20 27.8 less 11. ta 22 30.6 less 12. in 20 27.8 less average 22.83 31.71 less 240 journal of icsar; volume 6, number 2, july 2022, 237 249 post test of beginning reading skills of deaf students in slb madiun regency control group and experiment group the average post test for the control group is 23.66 the average percentage is 32.87% criteria less. assessment table pre-test for deaf students in the control group. table 3. post-test for early reading skills in the control group no subject name score post test percentage (%) criterion 1. ra 29 40,3 less 2. bi 18 25 less 3. nu 18 25 less 4. fa 36 50 less 5. af 18 25 less 6. da 18 25 less 7. ad 35 48.6 less 8. za 30 41.7 less 9. in 28 38.9 less 10. si 18 25 less 11. ni 18 25 less 12. ke 18 25 less average 23.66 32.86 less the average post-test for the experimental group was 45.42 with an average percentage of 62.91% with sufficient criteria. the following table shows the post-test assessment of the deaf students' initial reading skills in the experimental group. table 4. post-test for early reading skills in the experimental group no subject name score post test percentage (%) criterion 1. az 50 69.44 suffice 2. hb 48 66.7 suffice 3. ib 36 50 less 4. af 68 94.4 verry good 5. an 45 62.5 suffice 6. fi 35 46.6 less 7. di 37 51.4 less 8. ki 36 50 less 9. an 68 94.4 suffice 10. di 40 55.6 suffice 11. ta 42 58.3 suffice 12. in 40 55.6 suffice average 45.42 62.91 suffice effect of global reflective maternal method (mmg) on beginning reading skills for the basic level deaf in slb madiun regency the calculation of the effect of msg on early reading skills was carried out by repeated ttest. by comparing the mean results of the pre-test and post-test of the experimental group. the following are the results of calculating the effect of the global reflective maternal method (mmg) on the beginning reading skills of basic deaf students at slb madiun regency. based on the calculation, it is found that the value of t = 3.43 with df = 11. next is to compare t count with t table 5%. based on the results of the comparison of the value of t arithmetic with t table 5%, it shows that t = 3.42 < t table 5% = 1.79 then the results are significant, the following is a picture of the percentage point distribution of the t table. ningsih, efendi, samawi, improving reading skills of beginning… 241 table 5. recapitulation of the calculation t-test subject x1 x2 x12 x22 1 50 31 2500 961 2 48 18 2304 324 3 36 18 1296 324 4 68 35 4624 1225 5 45 18 2025 324 6 35 18 1225 324 7 37 18 1369 324 8 36 18 1296 324 9 68 38 4624 1444 10 40 20 1600 400 11 42 22 1764 484 12 40 20 1600 400 quantity 545 274 26227 6858 figure 1. percentage point distribution t table the result of calculating t-count is 3.42 and to test the hypothesis, the way to do it is to compare the value of t-count with the specified value, which is 5% (0.05). so the comparison result is 3.42 < 1.79 which means h0 rejected and h1 accepted. based on the comparisons made, it can be concluded that the global reflective maternal method (mmg) has an effect on the beginning reading skills of basic deaf students in slb madiun regency. learning motivation of basic level deaf students in the control group and experiment group at s in slb madiun regency observation of learning motivation of basic level deaf students at slb madiun regency in the experimental group and group was carried out by observing five indicators of learning motivation measurement, namely: 1) enthusiasm for learning in learning; 2) don't give up quickly; 3) perseverance in learning; 4) praise; and 5) feeling happy with the way the teacher teaches in the classroom. measurements were made to determine the level of learning motivation shown by students when learning took place. the measurement of learning motivation in the control group was carried out by researchers by observing students directly when the teacher gave learning. the following are the results of observing the learning motivation of deaf students.(control group) based on observations, 5 subjects looked easy to give up when experiencing difficulties, 12 subjects showed boredom and 12 subjects looked less happy when the teacher gave lessons. (experimental group) based on observations, 12 subjects looked happy when they received praise, 9 subjects did not give up easily when experiencing difficulties in learning, 10 subjects showed that they were not bored with learning, 12 subjects looked happy when they read 242 journal of icsar; volume 6, number 2, july 2022, 237 249 correctly together with the teacher giving a thumbs up and 12 the subject looks happy when the teacher gives lessons. discussion(s) pre-test of deaf students beginning reading skills at slb madiun regency in the control group and experiment group results of calculating pretest reading skills of deaf students in slb madiun regency in the control group have an average of 33.5% criteria less, while the results of the pretest in the experimental group has an average of 28.6% criteria less. it can be concluded that both groups have poor initial reading skills. the lack of initial reading skills in elementary level deaf students is influenced by several obstacles. with the difficulty of hearing in deaf children, it results in the development of speech and language. according to kirk, (2009) that the problems that arise and are experienced by deaf children are in the ability to communicate, speak and speak. in general, deaf children have difficulty in articulation, speech problems and limited speech. in line with boothroyd's opinion (in bintoro, 2011) that some of the consequences that arise due to deafness are obstacles in terms of perceptual, communication and language. as a result of impaired hearing function for other deaf children explained by mudhar & rafikayati, (2017) that deaf children have difficulty communicating verbally, both expressively (speaking) and receptively (understanding other people's speech), thus creating obstacles for deaf children in communicating with the environment. the obstacles that occur in the ability to communicate in the deaf child are not influenced by the child's intelligence level (iq), because the iq level of deaf children is on average the same as normal children. mudhar & rafikayati, (2017) explained that deaf children in general have the same distribution of iq scores as normal children, even if there are difficulties, they are more oriented to speaking, reading and writing skills. but because there are obstacles in the ability to hear, there are obstacles in the cognitive field as well as problems in the field of education (bintoro, 2011). constraints that arise in the ability to communicate for deaf children, of course, affect student achievement. because the knowledge that is conveyed through sound can arouse the mind and place a person in the ranks of intellectual human beings. rim, (2019) deaf children have difficulty communicating with the environment, so it is not uncommon for deaf children to enter elementary school without having initial reading skills. reinforced by ningsih, (2020) that the inhibition of the ability to hear in deaf children greatly affects the development of children's knowledge. based on the explanation above, it can be concluded that the hearing impairment experienced by deaf children results in the child's communication skills with the surrounding environment and hampers the child's academic development in terms of reading and writing. so, it is not uncommon for deaf children not to have early reading skills when entering elementary school. this condition is not caused by the level of intelligence of the child, but rather the existence of obstacles in the ability to hear, because through sound can accelerate the development of communication, language and children's achievements. post test of deaf students beginning reading skills at slb madiun regency in the control group and experimentl group (post-test control group) learning to read is a complex activity, so minor problems along the way of learning to read can slow or disrupt the process (sousa, 2017). the results of the posttest in the control group showed poor results with an average of 32.8%. given conventional teaching, there needs to be changes or new creative innovations in learning so that students ningsih, efendi, samawi, improving reading skills of beginning… 243 will be more interested in learning. and there needs to be a change in the style of delivery or instruction in teaching reading. sousa, (2017) explained that inadequate reading instructions are the cause of children's difficulties when learning to read. some children have reading problems because they do not receive adequate reading instruction in the skills needed for decoding, such as concepts of print properties, recognizing letters and principles of the alphabet, perhaps the child does not have enough opportunities for systematic and focused practice in decoding words. which are actually. as a result, they fail to develop the mental lexicon in the brain that is important for promoting reading fluency and comprehension. giving reading instructions in learning to read the beginning, the teacher needs to determine the right teaching method and according to the characteristics of students. due to the different learning styles of students, teachers need to prepare appropriate teaching styles for students so that students will learn easily, quickly and be able to retain and apply concepts more easily for further learning (dewi, 2015). other reading problems in children according to sousa, (2017) are not inherent in children's mistakes, but are caused by classrooms and school systems that have not provided an appropriate learning environment. schools located in high poverty areas often compete for limited materials and resources. the availability of facilities and infrastructure also affects the achievement of children learning to read. sinaga, (2021) in his research explains that the literacy environment in the classroom affects children's early reading ability and the availability of rich literacy resources and appropriate arrangements can support the development of early reading skills. based on the explanation above, it can be concluded that the achievement of children learning to read early can be influenced by the ability of the teacher in determining the appropriate teaching method for early reading and in accordance with the characteristics of the child, the teacher's ability to provide instructions for teaching early reading that are fast and easy to understand by children, and the availability of literacy resources. for children. (post-test control group) the post-test in the experimental group was carried out after the subject received initial reading learning by applying the global reflective maternal method (mmg). based on the post test, the average score for the control group was 62.1% criteria sufficient. compared to the results of the pre-test, it showed that the treatment was able to improve the basic reading skills of deaf students from less to enough. based on these conditions, it can be concluded that the provision of treatment in teaching early reading carried out by researchers by applying mmg has an effect on the beginning reading skills of basic deaf students in slb madiun regency. teaching early reading to deaf students needs to apply appropriate teaching methods, so that students are able to achieve learning objectives. in line with halimah's explanation, (2014) that the teaching method of beginning reading has its own advantages and disadvantages, the best method is the method that best suits the characteristics and needs of students. reinforced by yuliana, (2017) that early reading learning packaged through the selection of methods according to student characteristics will make early reading learning more meaningful, students learn to read and write more easily because reading learning is delivered in stages and a process that is in accordance with students' thinking characteristics. sousa, (2017) explained that social, cultural or physical problems are not factors that cause someone to have difficulty reading. rather, it is conscientious but untrained teachers who use outdated programs and methods, so teachers must have extensive knowledge of effective strategies and diagnostics in approaching students so as to be able to provide appropriate reading instructions. the same thing was explained by puput, (2018) that teaching reading using the right method will support children to be able to learn well. 244 journal of icsar; volume 6, number 2, july 2022, 237 249 teachers play an important role in guiding children to learn to read. according to rafika, (2020) that one of the factors causing difficulty in early reading is the inappropriate variation of teacher teaching which can cause students to have difficulty learning to read. reinforced by sari, (2020) that teachers are required to be able to create interesting learning, if the teacher succeeds in creating meaningful and memorable learning for students, students will be more interested in participating in learning. in line with the presentation. based on the explanation above, it can be concluded that students who have difficulty in learning to read early, teachers must be able to determine and apply appropriate teaching methods to be applied in learning to read beginning for deaf students at the basic level. the effect of global reflective maternal method (mmg) on beginning reading skills of elementary deaf students at slb madiun regency the results of the significant test calculation show that t = 3.42 < t table 5% = 1.79, so the results are significant. this shows that there is a significant change in the initial reading skills in the experimental group before and after the implementation of mmg. based on the results of the hypothesis test, it shows that 3.42 < 1.79 which means that the global reflective maternal method (mmg) has an influence on the beginning reading skills of basic deaf students in slb madiun regency. these changes indicate that the global reflective maternal method (mmg) is appropriate for teaching early reading for deaf students at the elementary level. the basic concept of the global reflective maternal method (mmg) is that this method is a combination of two methods between the maternal reflective method (mmr) combined with the global method. mmr is a language teaching method that is widely applied to deaf children because mmr is based on the characteristics of deaf children who do not yet speak. in line with harista's research, (2019) that the reading comprehension ability of students who study with mmr has better learning outcomes than the ability to read with students who study with conventional methods. reinforced by fia's explanation, (2020) that the maternal reflective method (mmr) is a solution to reading difficulties in deaf children. teaching reading beginning with the global method begins with introducing pictures and sentences as the basis for learning mmp. through the process of deglobalization (the process of parsing sentences into smaller units, namely into words, syllables and letters), then children undergo the mmp learning process without the process of reassembling (synthesis). the effect of applying the global method on early reading skills according to dewi, (2017) that the application of the global method has a positive effect on early reading skills. herianti's explanation, (2020) that the global method is an easy method for students to understand, because teaching begins with reading the complete sentence under the picture, reading sentences without pictures, breaking them down into words, breaking words into syllables and outlining syllables. words into letters. based on the advantages of each method, the researchers combined the two methods into one, namely the global reflective maternal method (mmg). the global reflective maternal method (mmg) is a method of teaching early reading for deaf students by training literacy in a structured manner by introducing sentences globally. it begins by displaying an image that refers to the sentence that will be the teaching material. the teaching process is carried out through a deglobalization (stripping from sentences into words, words into syllables and words into letters) but there is no synthesis (reassembly) through writing activities. as well as train children's skills to be able to pronounce simple sentences, words, syllables and letters well through reflection activities. early reading teaching at mmg continues to apply deglobalized teaching, as learning to read requires a gradual reading program with components that support phonemic awareness, alphabet principles, vocabulary development, comprehension, and fluency and ningsih, efendi, samawi, improving reading skills of beginning… 245 developmentally appropriate literature completes this process to provide a relevant reading experience and fun (sousa, 2017). this is in accordance with the phase of learning to read described by sousa, (2017) that the first phase is the pictorial stage, when the child's brain takes pictures of words and visually adjusts them to the shape of the letters of the alphabet. the second phase is the phonological stage where the brain begins to decode letters (graphemes) into sounds (phonemes). the third stage is the orthographic stage where children are able to recognize words quickly and accurately. the combination of mmr with the global method is carried out in order to provide an appropriate and meaningful beginning learning experience for deaf students at the elementary level. ribudini, (2002) in his research explained that combining several methods allows students to be more effective and students are able to learn to read quickly and fluently. strengthened by ason, (2021) in his research explained that by combining the spelling method, the sound method and the alphabet method into one and poured into letter card media, it was able to significantly improve the early reading ability of elementary level students. learning motivation of basic level deaf students control group and experiment group at slb madiun regency (control group learning) motivation measurement of learning motivation in the control group was carried out by researchers by observing students directly when the teacher gave lessons. there are 5 questions based on five indicators of learning motivation measurement carried out by observing the spirit of learning in learning, not giving up quickly, perseverance in learning, praise and feeling happy with the way the teacher teaches in the classroom. measurements were made to determine the level of learning motivation shown by students when learning took place. based on the comparison of the assessment of learning motivation with the results of learning to read beginning (post-test) on 12 control group subjects, it shows that the subject looks happy when he reads correctly along with the teacher giving a thumbs up, but the subject has poor. this is because 5 subjects seem to give up easily when experiencing difficulties, 12 subjects show boredom and 12 subjects look less happy when the teacher gives lessons. the attitude of not giving up easily is an attitude that must be possessed by students in developing their attitudes and abilities. in line with farida's opinion (2014), that the unyielding attitude of the learner has an impact on optimal learning achievement. an unyielding attitude in dealing with any problems that come your way is able to make yourself of good quality (us, supardi 2015). and with an attitude of not giving up easily when facing problems, it can increase learning motivation which affects learning achievement (sulastri, 2013). monotonous learning can affect students' learning motivation, so students feel bored in learning. in line with najib, (2016) that teachers must be able to provide teaching that is not boring and with a teaching method that is able to build student learning motivation, one of which is by providing meaningful for students. the determination of teaching methods needs to be considered carefully by the teacher, because the learning process is boring and monotonous where the teacher only explains the material with lectures without using learning media can make students passive (sabrina, 2017). in line with ginanjar, (2015) that the application of learning methods that are able to develop children's creativity will affect students' learning motivation. giving rewards in the form of a thumbs up and a smile can increase learning motivation and solve the boredom experienced by students when learning. giving rewards to students needs to be done by teachers as a sign of acceptance of the behavior shown by students and as 246 journal of icsar; volume 6, number 2, july 2022, 237 249 an effort to foster motivation for students to repeat behaviors that have an influence on student achievement. in line with surbakti, (2019) that the provision of rewards can have an influence and foster interest and improve student learning outcomes. reinforced by gultom's research, (2020) that the provision of rewards in the form of awards is able to have a significant influence on student learning outcomes. learning motivation, which is formed from several factors, has a relationship that affects student learning outcomes. so that the determination of the right learning method for students needs to be planned and prepared in such a way as to help students build and increase learning motivation and to achieve meaningful learning goals for students. (experiment group learning) motivation measurement of learning motivation in the experimental group was carried out when the treatment was carried out by researchers through learning to read the beginning of basic deaf students, this was done to measure students' learning motivation when the mmg was applied. the results of the assessment of motivation to learn to read the beginning of the experimental group in the form of qualitative data. the results of the observation were 12 subjects looked happy when they received praise, 9 subjects did not give up easily when they had difficulties in learning, 10 subjects showed that they were not bored with learning, 12 subjects looked happy when they read correctly together with the teacher giving a thumbs up and 12 subjects looked happy. when the teacher gives lessons. based on the results of the comparison on student learning outcomes (post-test) showed that 1 subject who gave up easily had sufficient learning outcomes, 3 subjects who gave up easily and had boredom had poor learning outcomes, 7 other subjects had sufficient learning outcomes, and 1 with low learning outcomes study very well. giving praise by the teacher to students with a thumbs up and a smile can give recognition or appreciation, so students will be more enthusiastic and active in learning. manizar, (2015) explains that giving extrinsic motivation to students for their success is able to provide the maximum effect on efforts in learning. in line with romas, (2016) in his research explains that by giving praise, student achievement is higher than students who do not get praise. reinforced by amirudin, (2020) that giving rewards has a good effect on student learning outcomes. so the teacher plays an important role in building student learning motivation, by giving praise. manizar, (2015) explains that teachers have an important role in growing extrinsic motivation. not easy to give up when experiencing difficulties shown by the subject when learning which is indicated by the readiness of students to imitate and repeat the pronunciation of sentences, words and syllables is an intrinsic motivation that arises from within the individual. according to manizar, (2015) basically students want to learn driven by their own desires, so independently students are able to determine the goals that can be achieved and the activities that must be carried out in order to achieve learning goals. and the teacher has a role to provide motivation and encouragement for students to always have the motivation to learn. the sense of not being bored is shown by the enthusiastic attitude of the subject when waiting for teaching materials in the form of a big book, reading the beginning, seeing the prepared pictures and being enthusiastic when thickening writing, and students really waiting when the researcher gives reflection. varied learning by using interesting learning media can increase student motivation. in line with putriana, (2021) that students' learning motivation decreases because the delivery of material that is less varied, less interesting, less fun and less creative has an impact on student achievement. treatment carried out in this study was to apply the global maternal reflective (mmg) method with the help of a big book in early reading. with the reflection stage, where students get justification for their pronunciation followed by giving praise and the imitation stage, it is able to increase student learning motivation. the use of big books which contain dotted ningsih, efendi, samawi, improving reading skills of beginning… 247 pictures and writings can increase students' curiosity and enthusiasm to see pictures and the desire to thicken dotted writing. in line with ghaniya, (2017) that big books are appropriate to use in early grades because they look attractive and build students' interest in reading. these steps are able to grow students' learning motivation, both intrinsic and extrinsic motivation. when compared with the learning outcomes (post-test of pre-reading skills), 1 of 9 subjects had very good learning motivation and 8 subjects with sufficient learning outcomes. 1 subject with good learning motivation has poor learning outcomes and 2 subjects with sufficient learning motivation have poor learning outcomes. these conditions indicate that learning motivation affects learning outcomes. conclussion beginning reading skills in the control group before and after conventional learning had the same results with an average of 33.5% and 32.8%. this condition is caused by the inhibition of the child's listening ability, so that the learning outcomes of reading are less. as well as conventional learning that is less precise, less innovative and less fun causes low student learning motivation because students feel bored and are not interested in learning. in contrast to the experimental group, the pretest was 28.6% with poor criteria and post-test with sufficient criteria. the increase was influenced by applying the global reflective maternal method (mmg). mmg is able to provide appropriate and fun learning for children, because learning to read is done in a structured manner, there is a process of reflection and evaluation of pronunciation, using interesting learning media and the provision of rewards in learning so as to encourage student learning motivation. these conditions affect student learning outcomes. in accordance with the significant test results through t-test mean pre-test and post-test and compare the results of t-test with t-table 5%. the results show t = 3.42 < t table 5% = 1.79 then the results are significant. reinforced the results of the hypothesis test with the results of 3.42 < 1.79 which means the global reflective maternal method (mmg) has an effect on the beginning reading skills of basic deaf students in slb madiun regency. references amirudin, a., nurlaeli, a., & muzaki, i. a. 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(2013). kesulitan membaca permulaan pada anak diagnosa dan cara mengatasinya. yogyakarta: universitas negeri yogyakarta 9 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 the book of pop up augmented reality to increase focus and object recognition capabilities for children with autism mohammad arief nazaruddina, mohammad efendib abrawijaya university of malang bstate university of malang email: annajihad@gmail.com abstract: one of the extreme behavioral indicators experienced by children with autism is the difficulty of focusing through the object carefully, especially the objects that cannot attract their attention. to overcome these obstacles, medium or media that can bridge the characteristics of children with autism is needed. books with pop up augmented reality can be a solution. the purpose of this research is to describe the feasibility of the use of books with pop up augmented reality format to improve the focus and recognition of objects for children with autism. therefore, the design used in this research is planning design, and the respondents are students of sdlb laboratorium of autism um. based on the results of the research, the utilization of pop up augmented reality book was able to increase the autistic student appreciation on objects introduced to him. the indicator can be seen from the increased interest in design, the duration of observation, exploration of curiosity, mastery of message content, communication when observing objects or thing introduced to them.. keywords: pop-up augmented reality, autism, object recognition looking closely at the physical performance seen in children with autism and normal children, if we do not pay attention to the behaviors that the child with autism show, we may have difficulty recognizing the difference. some children with mild autism when performing certain activities are not impressed that the person concerned is autistic. children identified as autistic doesn’t appear to have a fundamental suspicion that they resemble others and others just like them. conditions experienced by children with autism begin to be identified when the concerned involved in interaction and social communication. the apparent differences in children with autism and normal children, systematically behave in many ways of interact, and often the behaviors played by children with autism doesn’t reflect the capacity of the child according to their chronological age or mental age. generally, behaviors of autistic children are identified differently normally, some of them are: (1) ignoring others, (2) appearing insensitive to the needs, feelings and thoughts of others, (3) don’t want to meet or express facial expressions when speaking, (4) don’t like to touch (don’t want to hug or hold), (5) can not cooperate, share or wait their turn, (6) prefer to play alone, and (7) less interest in games that must use imagination. similarly, the inability to communicate and speak, the indications are: (1) slow speech, (2) having problems in speaking and understanding of people’s conversation, (3) unable to communicate well, (4) speaking in strange tones, such as singing or speaking of robots, (5) difficult to start a conversation, (6) often repeating the same word but not understanding what it means. however, it should be noted that some of them are mentally late in the same mental age, but not least among those with above-average mental-intellectual abilities, and can develop normally. the american psychiatric assocation (apa) identifies on the base appearance, autism children appear to have social weaknesses shown through their inability to build social and emotional relationships with others, the field of communication is shown in the development of obstructed language and speech, and the emergence of a pattern that is maintained and repeated in behavior, interests and activities (hildayani, 2007). this condition occurs because children with autism are selectively over-stimulated, lacking the motivation to explore the environment, lack of self-stimulation responses that interfere with social integration, and have a unique response to reinforcement, particularly reinforcements of self-stimulation (handoyo, 2003), no empathy, lacking the ability to develop friendships, his speech is accentuating knowledge / recurring, poor non-verbal communication, extraordinary absorption of certain subjects, odd attitudes (atwood, 2005). the ability to socialize this indication happens gradually causing them far behind compared to peers (martin, 2010). 10 journal of icsar; volume 2, number 1, january 2018: 9-14 table 1. assessment criteria guidelines interest to the design duration of observation exploration of curiosity mastery of message contents communication score very enthusiastic > 30 minutes observation of the object is very detailed the memory of the object is very good very responsive 4 quite enthusiastic 21-30 minutes observation of the object is quite detailed the memory of the object is quite good quite responsive 3 less enthusiastic 11-20 minutes observation of the object is less detail the memory of the object is not good less responsive 2 not enthusiastic < 10 minutes observation of objects is not detailed the memory of the object is very bad not responsive 1 strategy and media (manual and digital) as a tool for effective interaction between teachers and students with autism. by considering its characteristics, the use of manual and digital combination learning materials designed in pop up augmented in reality format can be a means of educative therapy for autistic children. because the learning materials in pop up augmented reality format, viewed from the technical and visual side can be very revolutionary. this media is able to make the reader dissolved emotionally and feel when the interaction with the object of the story, the reader seems to be part of the amazing thing, because the reader feels a role when starting to open the book page (sabuda, 2005). based on these thoughts, this research will explicitly expose the essence of the presentation of pop up augmented reality books to fill the gap of interesting, innovative, and modern learning materials for children with autism in elementary school level. the background of the design and testing of books in pop up augmented reality format is all kinds of book (story or encyclopedia) in circulation only present a visual flat and provide graphical information only, without highlighting the interactive side of the reader. method the purpose of this research is to analyze prototype of teaching materials in the form to improve the power of focus and recognition of objects in children with autism by utilizing books with pop-up augmented reality format. the methodology used in this research is a descriptive procedural design, design model that outlines the steps to produce a product. procedural step design research begins with the identification of the problems studied through reference-related and empirical data in the field. according to the world health organization (who) identification, general behavioral indicators that often appear in autistic children include: (1) language or communication is flat, speech a little bit or even not speech, often repeating words, sentences with weird vowels (2) lack of responsiveness in relationships with others, (3) relation with the environment shows rigid routines, exhibits a very inflexible interest, (4) responses to sensory stimuli often seem deaf, frantic to sound a particular sound, very sensitive to sound, playing with light or reflection, playing withdrawal when touched, (5) behavioral gaps that are sometimes very good or very late, for example clever reading but not understanding the meaning, clever drawing in detail but not able to button clothes, good at puzzles but very difficult to follow orders. however, in fact, not all of these symptoms are present in autistic individuals, because the symptoms seen in autistic children are so varied that no autistic child is really the same in all of his behavior. whatever the condition, an attempt to diagnose early childhood is suspected to have autism, is the right step toward the effort to autism children can be handled immediately through the process of learning intervention in an integrated manner. thus more open opportunities change toward normal behavior. pharmacologic and nonpharmacologic therapies are indicative of anxiety, severe agitapsychomotor, extreme sensitivity to environmental stimuli, but they do not significantly reduce the symptoms of autism (hasdianah, 2013). treatment is usually tailored to the needs of the child. many psychosocial interventions have some positive evidence. some forms of treatment are better, but their clinical outcomes are mostly tentative. specially sustained education programs and early behavioral therapy interventions can help autistic get personal care, social skills, work skills, reduce symptoms severity and maladaptive behavior. one effort to provide an accurate education service for autistic children for self-development requires 11m arief n, m efendi, the book of pop up augmented reality to increase focus . . . . table 2. recapitulation of prototype trial results as limited no respon-dents interest to the design duration of observation exploration of curiosity mastery of message contents communication total before after before after before after be-fore after before after before after 1 wim 2 4 2 4 2 4 1 4 2 4 9 20 2 isa 1 4 2 4 3 4 1 4 3 4 10 20 3 dav 2 4 1 4 2 4 3 4 2 4 10 20 4 aza 1 3 1 4 1 3 1 3 1 3 5 16 amount 6 15 6 16 8 15 6 15 8 15 34 76 % 37.5 93.75 37.5 100 50 93.75 37.5 93.75 50 93.75 42.5 95 difference (%) 56.25 62.5 43.75 56.25 43.75 52.5 of the indicators used as the basis for the assessment of the prototype of teaching materials in the form of pop up augmented reality books include: interest in design (increased by 56.25%), observation duration (increased by 62.5%), exploration of interest (43.75% ), mastery of message content (increased by 56.25%), and communication (43.75% increase). qualitative comment after the test of book with pop up augmented reality format can be interpreted that prototype of instructional materials in the form of book with pop up augmented reality format in general according to the respondent (4 students) can be a good, unique and fun learning media. this media can give the impression of experience to the child to interact directly with the object. in terms of concept design, some of the indicators used as the basis for the assessment of prototype book with pop up augmented reality format are very familiar, funny and adorable because the background looks original as if the animal lives in the book naturalye. similarly, from the content side, from the students’ responses, the prototype looks easy to learn and understand because the information support is quite complete. the respondents’ (2 teachers) qualitativeassessment result compilation of the s of the of the prototype of the book with the format of pop up augmented reality, in general according to the respondents’ ratings (teachers), the book can be categorized very well. through this media students are easier and faster to learn something because it is assisted by a unique visual. the impact can provide excellent learning motivation to the students, so they always give priority to reading as entertainment. from the design side, pop up augmented reality media already represents the child’s visual needs in the learning process as this book accentuates the visual side of the text . the design style featured in the pop up augmented reality is able to give a strong stimulus for children to use it because not only the visual is easily digested by children but also the surprising element of the book makes the child based on these data, then analyzed critically and synthesized in the form of design concepts relevant to the needs of the subject. based on the characteristics of the media to be produced as well as considering the goals, strategies, creative programs, then in the concept of designing a book media with pop up augmented reality format should pay attention to visual messages and verbal messages. after the media design is created, the evaluation of the products that eventually communicated to the audience. optimization of the design is done after the evaluation phase through the prototype feasibility test. the subjects of this research were autistic students sdlb laboratorium state university of malang identified as follows: lightweight autistic students who have no intellectual barriers, can communicate well, can understand the command, and can read the book. the data collection technique was done by recording the student’s response on a certain period of time, ie the students before being given the book and after being given the book with pop up augmented reality format. to achieve these objectives, the data collection instrument used in this research was in the form of observation sheet and interview result. for observation sheets of assessment criteria and assessed aspects, as follows table 1. findings and discussion findings the data was collected through written documents and direct records, after selection and verification, the results can be presented in the following description in table 2. based on table 2, it is known that the result of prototype feasibility test of instructional materials in the form of book with pop up augmented reality as a whole has increased significantly (52.5%). some 12 journal of icsar; volume 2, number 1, january 2018: 9-14 amazed at his first sight. while the displayed content is quite interesting because it already represents the type of animal that is very popular in the community, easy to be understood because the language used is also very familiar. discussion some efforts to empower autistic children through education require high cost considering that the autism spectrum varies and requires different educational tools. this condition often presents counterproductive thinking among educational bureaucrats if it touches on the cost of education for children with autism. because the cost incurred for the empowerment of children with autism or other special needs children is considered not worth the resulting productivity contribution (efendi, 1999). whatever the problem, they need qualitative education services as mandated by law no. 20 of 2003 on the national education system article 32. the implication is that children with special needs including children with autism as well as the other normal children need the same opportunities. the . based on the result of the experimental analysis, the design of prototype of learning media in the form of pop up augmented reality book is overall able to increase the autism student appreciation significantly (table 2). some of the indicators used as the basis for the assessment of the prototype of teaching materials in the form of pop up augmented reality books include: interest in design, product observation duration, curiosity exploration, and mastery of message content increased above 50% average, while for communicative value of product below 50%. the eligibility of a pop-up book as a learning bridge has 3d illustrations, which can give the impression that pop-up books can stand up and can be driven by the reader. at that time, pop ups can provide a more interesting visualization of the story. starting from the view of images that look more have dimensions, images that can move when the page is opened or the part is shifted, there are parts that can change shape, have a texture like the original object, even some parts that can issue sound. things like this that make the story presented more fun and interesting to enjoy. another fact that makes pop ups interesting and different from story books with ordinary illustrations, pop ups will surprise every page and can invite amazement when the page is loaded. pop up books have the ability to reinforce the impression to be conveyed in a story, so nuance more felt. dimensional visual appearance makes the story even more noticeable, especially with the surprises given in each page. images presented can suddenly appear from behind a page or a building can stand majestically in the middle of the page. by way of this visualization, the impression you want to display can be more conveyed (online; www.robertsabuda. com). augmented reality as a technology combines two-dimensional and three-dimensional virtual objects into a real three-dimensional environment. then, these virtual objects are projected in real time. unlike virtual reality that completely replaces reality, augmented reality complements reality. this makes augmented reality appropriate as a tool to help the user’s perception and interaction with the real world. information displayed by virtual objects helps users carry out activities in the real world. augmented reality itself as the work of the development of human thinking in creating a new technology, it can also give a positive influence in its use (nazaruddin, 2016). in addition, augmented reality can be accessed and modified in such a way that can be enjoyed by the general public. however, in reality there are still many people who do not understand and know what augmented reality is. whereas augmented reality is a technology that can bridge between people with objects, so it looks more interactive and help human life with innovations that are always there. the suitability of designing book products with pop up augmented reality format shows that this product substantially needs to be developed further as an alternative media to support learning. the existence of the media in the books form with all kinds of variations to support learning in children with special needs, especially children with autism, still remain an important part. the results of national survey of 14 provinces on the implementation of curriculum 2013 special education field, the use of textbooks as the most classified traditional media is still the main menu of learning support for children with special needs, and in quantity according to the recognition of new principals meet 21% of the needs. while in terms of technical quality according to the stakeholder assessment the textbooks of children with special needs can meet 66% of the established standard (efendi, 2016). on that basis, it is undeniable that textbooks with pictorial formats are very effective in improving the understanding of deaf students, especially in terms of the ability to listen and understand the meaning of language, the ability to read and understand the meaning of language, the ability to write and understand the meaning of language (efendi, 2017) . in other formats, picture module books are effective in science subjects in deaf children at sdlb (marzuqi & sihkabuden, 2017). based on the experience, book products with pop-up augmented reality format as an innovation of two-dimensional media that fluctuate into 3-dimensional media, then with the help of digital technology metamorphose into new media with 13m arief n, m efendi, the book of pop up augmented reality to increase focus . . . . multimedia format. with the continuous development of pop-up and augmented reality media into textbooks, teachers assume that this media will provide a positive value for them in digesting information to learn something new, because that is presented enough to attract the attention of children. character design and color layouts used in this format book, able to represent visual works that can be enjoyed by children with special needs. for visual in augmented reality itself also has been able to distract children’s attention to the book served (nazaruddin, 2016). multimedia in pop up augmented reality for teachers, when applied to textbooks is very supportive in teaching and learning process in autistic children, because autistic children basically need a lot of recognition of an object. more and more similar media applications in autism learning have been found to stimulate the birth of the conversation among them (jusoh & majid, 2017). similarly, the use of interactive multimedia animation in learning has a positive effect, ie, the resulting effect not only increases students’ interest and motivation, but also indirectly improves the ability of children with learning disabilities in reading (yahya and tahar, 2017). departing from the description, the intervention of pop-up augmented reality technology in textbook certainly makes it easier for students to understand and see the proportion of real formation of the object delivered. keep in mind, the book pop up augmented reality as a product of technology originally produced to meet the recreative device can be used as a medium of learning in children with special needs, especially children with autism. being viewed technically and visually the book pop upaugmented reality as educational material is quite revolutionary, because in addition to having advantages that highlight the impression to be conveyed in a story that makes readers dissolved emotionally. pop upaugmented reality books will bring readers to feel they can interact with story objects, “readers seem to be part of that amazing thing, because they feel they have a role when they open a book page” (sabuda, 2005). on that basis, the design style shown in pop up augmented reality can stimulate the child, because in addition to the visual easily digested by children, also pop up augmented reality has a surprising element that makes children amazed at their first sight. similarly, from the content side, the content displayed is quite interesting because it already represents the type of animal that is very popular in the community, easy to understand and understand because the language used is very familiar. conclusion and suggestion conclusion the impaired communication and interaction in children with autism with variations often make teachers difficult do learning intervention. the presence of prototype of media product in the form of pop up augmentend reality book with all its advantages based on the result of feasibility test has gained positive appreciation. some of the indicators used as the basis for the assessment of the feasibility of prototype teaching materials in the form of book with pop up augmented reality format include: interest in design, product observation duration, curiosity exploration, and mastery of message content and communicative products. suggestion to obtain maximum results on the utilization of media in the form of popup augmentend reality book with all the advantages of the children with special needs, it is suggested that the implementation needs to assist teachers of special education trained in the utilization of information technology and communication, especially mastery of gadgets. please note, the implementation of this technology attention of children more distracted to object augmented reality than to its reading content. so the role of accompanying teachers is needed to assist them in conveying the information contained in the book. reference atwood, t. (2005). sindrom asperger. jakarta: pt serambi ilmu semesta direktorat pslb (2004). prioritas kebijakan pendidikan bagi anak autis. jakarta: direktorat pslb kemendiknas republik indonesia. efendi, m. (1999). peranserta pendidikan luar sekolah dalam pengembangan sumberdaya manusia penyandang cacat melalui pemberdayaan kemandirian. jurnal visi, 1(1). efendi, m. (2016). pengantar pendidikan anak berkelainan (translate: introduction to education for special need child). malang: universitas negeri malang press. efendi, m. (2017) the effectiveness of the pictorial book to improve the understanding of deaf students about nature and environment in elementary school. journal of icsar, 1(2), 103-108. 14 journal of icsar; volume 2, number 1, january 2018: 9-14 handoyo. (2003). autisma: petunjuk praktis dan pedoman materi untuk mengajar anak autis dan perilaku lain. jakarta: pt bhuana ilmu. hasdianah (2013). autis pada anak: pencegahan, perawatan, dan pengobatan. yogyakarta: nuha medika hildayani, r. (2007). penanganan anak berkebutuhan khusus. jakarta: universitas terbuka. jusoh, w., & majid, r. a. (2017). using picture exchange communication system to improve speech utterance among children with autism. journal of icsar, 1(1), 46-49. marzuqi, a. & sihkabuden (2016). the development of science learning module for childrent with hearing impairment. jurnal penelitian dan pengembangan pendidikan luar biasa, 1(1): 7276. nazaruddin, m. a. (2016). the validity of augmented realtty pop up books and papperfold to increase interest in reading in elementary deaf cildren. prosiding international conference on special education for south asia region-6, kuala lumpur, 29 januari 2016 martin, l. (2010). financial palnning for autis child. yogyakarta: kata hati sabuda, r. (2005). winter’s tale: an original pop-up journey. new york: little simon yahya, a., & tahar, m. m. (2017). interactive animation multimedia for knowing the words (cv+cv) for student with learning disabilities. jurnal penelitian dan pengembangan pendidikan luar biasa, 4(1), 1-6. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p020 20 parental involvement in the implementation of personal hygiene practices for students with special needs munirah md sofi*, mohd hanafi mohd yassin universiti kebangsaan malaysia, bangi, malaysia *e-mail: munirahmdsofi92@gmail.com abstract: this study aims to identify the level of parental involvement in the implementation of personal hygiene practices for children with special needs in klang district. this study used a quantitative design, a survey study that utilized questionnaire method in data collection. the questionnaire instrument used in this study was taken from the previous study and modified according to the research objectives. the reliability value for the instrument was 0.87 and this instrument had been validated by two experts in the field of special education and language. the questionnaires were distributed using google form to the target parents. a total of 100 parents were selected by simple random sampling as respondents. data obtained through the questionnaires were analyzed using ‘statistical package for the social science’ (spss) version 23.0 in the form of descriptive analysis. the findings showed that the total mean score for the knowledge level of parents was 4.70 which was very high. meanwhile, the mean score level for the parental involvement in the personal hygiene care of students with special needs was 4.47, which was also very high. the findings also showed that there was a significant relationship between the knowledge and practice of parents in the hygiene care of special needs students. in conclusion, the level of parental involvement was very high in the hygiene practice of students with special needs in klang district. it is hoped that this study can increase the awareness of personal hygiene among students with special needs through the role played by the parents. keywords: knowledge of personal hygiene, parental involvement, students with special needs. introduction personal hygiene practices are important in maintaining and developing the physical and health of an individual (çelik & yüce, 2019). according to nur anieqah and suziyani (2019), personal hygiene is a set of practices associated with the preservation of health and a healthy living. preservation of health is important to prevent any dangerous diseases such as hand, foot and mouth disease (hdfm), measles, dental caries, diphtheria and so on. hygiene also ensures that students have a strong immunity to fight infectious diseases such as the pandemic influenza, which is an emerging flu virus that has never circulated before. these influenza viruses have the ability to mutate or exchange genetic material between various influenza viruses. subtype a influenza virus is easily spreadable among humans. therefore, good hygiene practices can reduce the risk of students to be infected with dangerous life-threatening diseases. this study is important to be conducted because it has a great impact especially on children with special needs, teachers, parents, families, schools, and the local community. studies on parental involvement are very important to help the relevant parties to determine the best policies for the students in school. according to nor maisarah and shahlan (2018), parental involvement can help them understand the curriculum and activities that children learn. parents' knowledge in their child's education at school will help them make decisions about their child's education at home. in the special education curriculum of students with learning http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i12022p020 sofi & yassin, parental involvement in the implementation of personal hygiene … 21 difficulties, they are exposed to self–management subject. in this subject, they will be taught to practice personal hygiene by bathing, brushing teeth, washing hands and so on. the activity will be more effective if the parents also enforce this practice at home as a mandatory routine. recently, the world was shocked by the latest discovery of the corona virus or better known as covid-19. the virus has caused thousands of people to lose their lives around the world. unattended hygiene aspects are said cause the pandemic virus. according to who (2020), covid-19 is an infectious disease caused by the recent discovery of a strain of corona virus, a type of virus that will cause lung infections in humans. the virus is very contagious through respiratory droplets or contact. according to the mysejahtera website (2020), those at risk for covid-19 infection are children, the elderly aged 65 and above, patients with chronic diseases as well as patients with low immunity and pregnant women. so, children need to be cared for as best as possible to prevent them from becoming the victims of covid-19 infection. poor health among school students is due to the lack of awareness about personal hygiene (sarkar 2013). children with special needs suffer many things especially because of their lack of ability to take care of themselves including personal hygiene (ola et al, 2019). children should be taught about personal hygiene as it affects their health (damayanthi & ranganatha 2017). in some cases, children with special needs had a higher risk for infection and developing more dangerous diseases as a result of covid-19 (unicef 2020). personal hygiene practices provide a framework that can be used to maintain lifelong personal health. clearly, personal hygiene practices should be nurtured in children with special needs to ensure a healthier and better life quality. schools are the best place in shaping children’s personal hygiene practices at an early stage (ebru & zeyneb 2019). nevertheless, parental involvement in early childhood intervention is a manifestation of cooperation that has a positive impact on the social development of children’s academic success (faradilla & rosadah, 2017). child hygiene interventions should be performed at an early age. this is because children early education about personal hygiene at an appropriate age helps to reinforce this practice in their minds. parents and teachers should work together to inculcate personal hygiene practices in children. children with special needs have problems managing themselves. however, parents should be responsible for applying routine personal hygiene to the children with special needs by ensuring that the children clean themselves at home before going out to school. the application of routine personal hygiene for students with special needs will give them more comfort and health. parents should not leave it entirely to the school to manage their child’s personal hygiene. parental involvement in pupils’ education begins at home with parents providing a safe and healthy environment, appropriate learning experiences, support and a positive attitude towards school (masa & mila 2017). this study was conducted with the aim of finding out the level of parental involvement in the implementation of personal hygiene practices for students with special needs. the specific objectives of this study are as follows: a) to identify the knowledge level of parents in the implementation of personal hygiene practices for students with special needs according to family income; b) to identify the level of parental practice in the implementation of personal hygiene practices for students with special needs according to gender; and c) to study the relationship between the knowledge and practice of parents in personal hygiene of students with special needs. hoover-dempsey & sandler et al. (2005, feng lui et al. 2010) have proposed four types of parental involvement namely parental encouragement, parental modeling, parental reinforcement and parental instruction. parental affective support to engage students in school or learning-related activities is the focus of parental encouragement (hoover-dempsey & 22 journal of icsar; volume 6 , number 1, january 2022, 20 29 sandler 2005, feng lui et al. 2010). parental modeling is related to the learning that students can gain from parental pro-social behaviors. parental reinforcement focuses on “parental reinforcement behaviors that act to develop and maintain student attributes associated with positive learning outcomes” (hoover-dempsey & sandler 2005, feng lui et al. 2010). parental instruction occurs in social interactions between parents and child during engagement activities when the parties engage in shared thinking related to learning strategies, processes, outcomes, and engage in the educational strategies (hoover-dempsey & sandler 2005, feng lui et al. 2010). method this study used a survey quantitative design. the study population used is parents of children with special needs who participate in special education integration programs for learning difficulties in national (sk) or national type (sjkc) primary schools in klang, selangor. this study uses a sample consisting of 100 parents of students with special needs in klang district who were selected by simple random sampling method. researchers have used the studies of rajendran (2001), habib (2005), zahara and nik azleena (2007), sukiman, noor and uzi (2013) as well as nur anieqah and suziyani mohamed (2019) in the construction of the questionnaire instrument. the instrument of this questionnaire was also linked to the hoover-dampsey parental involvement mechanism model which was modified according to the objectives of the study as well as the views of expert supervisors in the field. this questionnaire instrument had three parts, namely parts a, b and c. part a had 6 items about the demographic information of the respondents. part b contains 15 items that aimed to identify the level of parental involvement in the aspects of knowledge on children's personal hygiene. section c also had 15 items regarding parents' practices on children's personal hygiene. sections b and c used a 5-point likert scale. data were analyzed using statistical package for the social sciences software. based on the mean score value, an analysis of the respondents’ answer scale was formed. the level of each dimension obtained based on the mean score value will determine the mean range according to table i. the researcher analyzed the standard deviation and score to see the level of knowledge and practice of parents. spearman test data were analyzed inferentially between the levels of parental knowledge and the level of parental practice in the personal hygiene care of children with special needs. the following is a table of analysis of the study data. table 1. the levels by the mean score value mean score level 1.00 – 1.89 very low 1.90 – 2.69 low 2.70 – 3.49 moderate 3.50 – 4.29 high 4.30 – 5.00 very high result and discussion result(s) respondent background table 2 shows a study of 100 respondents who answered the questionnaire that was distributed online using google forms. the majority of respondents were male which was 68 (68.0%) compared to 32 females (32%). the children age group showed that children between 9 to 12 was the most which was 69.0%, followed by the age 7 to 9 which was 25% and only 6% comes from the age group of 13 to 15. most of the respondents (59%) were self-employed, sofi & yassin, parental involvement in the implementation of personal hygiene … 23 28% worked at the private sector and 13% worked for the government. household income items showed that only 2 people had an income less than rm1000, 18 people had an income between rm1000 to rm2000, 30 people had an income between rm2000 to rm3000 and 50 people had an income above rm3000. the last item which was parental education showed that most parent which were 38 had an stpm and below, followed by diploma (35 people), degree (24) and the least was the master’s degree which was only two people (2%). table 2. profile of study respondents items respondent frequency percentage (%) relationship father 15 15.0 mother 85 85.0 child gender male 68 68.0 female 32 32.0 age group 7 – 9 years old 26 26.0 10 – 12 years old 68 68.0 13 – 14 years old 6 6.0 occupation government 15 15.0 private 28 28.0 self-employed 57 57.0 income less than rm1000 2 2.0 rm1000 – rm2000 18 18.0 rm2000 – rm3000 31 31.0 more than rm3000 49 49.0 education level stpm 39 39.0 diploma 35 35.0 degree 23 23.0 masters 3 3.0 parental knowledge level in personal hygiene practice table 3 showed the result of a descriptive analysis of the knowledge level of the parents about personal hygiene care of students with special needs. the table shows that the level of knowledge of parents on personal hygiene care of students was 'very high' for each item, which was more than 4.30 except for item b10 which was 'high' (3.5 4.29) based on the level of mean score value (table 1). items b2 showed the highest mean of 4.97, in which most parents strongly agreed that personal hygiene is able to maintain human health. meanwhile, the lowest mean was b10 (4.17), for the statement ‘infectious diseases spread rapidly in a closed environment such as in schools.’ items that also had a high mean of 4.93 were b5; 'washing hands with soap can kill bacteria and germs', b11 'children need to take a bath after doing any outdoor activities' and b12 'the basics of personal hygiene starts at home.' three items recorded the mean of 4.90 namely b1 'personal hygiene includes taking care of the body, clothing and environment', b3 'educating children on the basic knowledge of personal hygiene is important in order to reduce the risk of infection' and b6 'personal hygiene can prevent the spread of infectious diseases'. meanwhile, b4 'personal hygiene is important in increasing self-confidence in a child' recorded a mean of 4.87 followed by 4.7 for item b9; 'hand, foot and mouth disease (hfmd) is one of the infectious diseases among children aged six years old and below'. statement b14 which was ‘children should use toothbrushes that are small in size and appropriate to the size of the teeth’ recorded a mean of 4.6. items b7 and b8 also had the same total mean value of 4.57. items b15; ‘nail cutting should be done at least once a week’ and b13, ‘dental examination should be done every 6 months’ recorded a mean value of 4.53 and 4.50 respectively. 24 journal of icsar; volume 6 , number 1, january 2022, 20 29 the overall mean score for the level of knowledge of parents in the personal hygiene care of students with special needs was 4.70 with a standard deviation of 0.32, which indicated a very high level because it exceeds 4.30. based on these findings, the majority of respondents had a high level of knowledge in the aspects of personal hygiene of their children. the findings of this study are in line with the study of nur anieqah & suziyani (2019) and meher & nimonkar (2018) who argued that the level of knowledge of parents is high in personal hygiene. the findings of this study contradict the study of ali et al. (2013) that oral and nail hygiene care is the weakest among children. the main sources of information on the basics of personal hygiene are through family, friends and school teachers (albashtawy 2015). thus, this statement emphasizes on the importance of the role of parents in the personal hygiene of children. table 3. descriptive analysis of knowledge level no knowledge items mean sd interpretation 1 personal hygiene includes taking care of the body, clothing and the environment. 4.93 0.29 very high 2 personal hygiene is able to maintain human health. 4.88 0.43 very high 3 educating children about the basic knowledge of personal hygiene is important in order to reduce the risk of infection. 4.95 0.22 very high 4 personal hygiene is important in increasing selfconfidence in a child. 4.87 0.34 very high 5 washing hands with soap can kill bacteria and germs. 4.85 0.36 very high 6 personal hygiene can prevent the spread of infectious diseases. 4.91 0.29 very high 7 most childhood infectious diseases are related to personal hygiene. 4.54 0.67 very high 8 diarrhea, skin diseases and dental diseases are diseases that are often closely linked to poor personal hygiene. 4.58 0.62 very high 9 hand, foot and mouth disease (hfmd) is one of the most common infectious diseases among children aged six years and below. 4.50 0.72 very high 10 infectious diseases spread rapidly in enclosed environments such as in schools. 4.20 0.87 high 11 children need to take a shower after doing any outdoor activities 4.78 0.46 very high 12 the basics of personal hygiene starts at home 4.86 0.40 very high 13 dental check-ups should be done every 6 months 4.49 0.63 very high 14 children should use a toothbrush that is small in size and suitable for the size of the teeth 4.61 0.53 very high 15 nail trimming should be done at least once a week 4.61 0.63 very high average mean 4.70 0.32 very high these findings were further analysed using kruskall wallis test to answer question 1. question 1: what is the knowledge level of parents in the implementation of hygiene practices for students with special needs according to family income? h0: there is no difference in the knowledge level of parents in the implementation of hygiene practices of students with special needs according to family incomes. ha: there is a difference in the knowledge level of parents in the implementation of hygiene practices of students with special needs according to family incomes. the chi-square analysis shows the value is 3.27 with asymp. sig is 0.35> 0.05. therefore, there is no difference in the level of knowledge of parents in the implementation of hygiene sofi & yassin, parental involvement in the implementation of personal hygiene … 25 practices of students with special needs according to family income. so h0 is accepted and ha is rejected. the level of parental practice in personal hygiene care of students with special needs table 4 shows a descriptive analysis of parental personal hygiene practices of students with special needs. the table showed the level of parental practice in personal hygiene of students was 'very high' for each item, which was more than 4.30 except items c1, c3 and c4 which were at a level of 'high' (3.5 4.29) based on the level of mean score value (table 1). items c8 showed the highest mean of 4.83; most parents strongly agreed that they applied the practice for children to wash their hands after playing on the ground and touching animals. meanwhile, the lowest mean was c3 (3.84), for the statement ‘undergoing a dental check-up every 6 months. table 5. descriptive analysis of parental practice levels no practice items mean sd interpretation 1 i change new toothbrushes for my kids every 3 to 4 months 4.21 0.96 high 2 i encourage my children to brush their teeth at least twice a day 4.55 0.69 very high 3 i have a dental checkup every 6 months 3.84 0.86 high 4 it take at least a minute each time they brush their teeth. 4.00 0.84 high 5 i prepare fluoridated toothpaste while brushing the teeth 4.34 0.74 very high 6 i instruct the child to bathe at least once using soap after doing outdoor activities 4.51 0.81 very high 7 hand washing has five steps 4.46 0.66 very high 8 i make sure my children wash their hands after playing on the ground and touching animals 4.83 0.43 very high 9 i make sure my children wash their hands with soap before eating 4.65 0.56 very high 10 i make sure my children washes their hands with soap after eating 4.65 0.53 very high 11 i provide private towels for the child 4.76 0.49 very high 12 i encourage children to change their dirty clothes after sweating 4.63 0.58 very high 13 i encourage my children to wash their hair at least twice a week using hair shampoo 4.49 0.81 very high 14 children are taught not to share personal equipment such as hairbrushes, hats 4.49 0.69 very high 15 i teach my children to use handkerchiefs or tissues while sneezing. 4.66 0.56 very high average mean 4.47 0.42 very high the items that also had the second highest mean of 4.76 were c11 ‘using private towels and not sharing it’, followed by c15 for items ‘using handkerchiefs or tissues while sneezing’. two items that recorded a mean of 4.65 were c9 ‘washing hands with soap before eating’ c10 for items ‘washing hands with soap after eating’. items c12 ‘encouraging children to change dirty clothes after sweating’ recorded 4.63, followed by items c2 ‘brushing children’s teeth at least twice a day’ which was 4.55. items c6 recorded a mean of 4.51 for the statement ‘take a bath at least once with soap after doing outdoor activities’. 26 journal of icsar; volume 6 , number 1, january 2022, 20 29 meanwhile items c13 and c14 recorded the same mean of 4.49 for items ‘washing hair at least twice a week using hair shampoo’ and ‘children are taught not to share personal equipment such as hair brushes, hats’. items that scored 4.46 were c7 for the statement ‘hand washing has five steps’. the last item that exceeded 4.30 was item c5 for the statement ‘prepare fluoridated toothpaste while brushing teeth’ with a mean of 4.34. the next items were less than 4.30 such as c1 which recorded a mean of 4.21 for the statement ‘change children’s toothbrush every 3 to 4 months’ and c4 for the statement ‘brush the teeth for at least a minute’. the overall mean for the level of parental practice in personal hygiene care of students with special needs was 4.47 with a standard deviation of 0.42 which indicated a very high level because it exceeds 4.30. the findings of this study are also supported by the study of nur anieqah & suziyani (2019) and aburaghif (2015) which showed that the level of parental practice in child hygiene is high. question 2: what is the level of parental practice in the implementation of hygiene practices for students with special needs according to the gender of the child? to answer the research questions, kruskal wallis test was used to see the significant level of parental practice according to the gender of the child. h0: there is no difference in the level of parental implementation of hygiene practices of students with special needs between the child’s genders. ha: there is a difference in the level of parental implementation of hygiene practices of students with special needs between the child’s genders. the chi-square analysis shows the value is 0.57 with asymp. sig was 0.45> 0.05, so there is no difference in the level of parental implementation of hygiene practices for students with special needs between genders. so h0 was accepted and ha was rejected. the findings of this study are in contrast to the study of dominika guzek et al. (2020), who found that women have high personal hygiene practices. question 3: is there a relationship between the level of knowledge and the practice level of parents in the implementation of hygiene practices for students with special needs? to answer the research questions, the spearman test was used to see the significant level of parental practice relationship. h0: there is no relationship between the knowledge level and the level of parents' practice in the implementation of hygiene practices for students with special needs. ha: there is a difference between the knowledge level and the level of parental practice in the application of hygiene practices of students with special needs. the analysis by spearman rho correlation test known that the coefficient of .693 means that this study has a strong relationship between the level of knowledge and the level of practice of parents in personal hygiene care of students with special needs. discussion(s) this study was conducted to examine the level of parental involvement in implementing personal hygiene practices for students with special needs in klang district. this study is important to be conducted to see the achievement of the role that parents have played to provide a better life for their children. this achievement is seen from the involvement of parents through the aspects of attitudes shown in the practice of personal hygiene of students. harris and goodall (2005) state that parental involvement represents many different parental behaviours as well as parenting practices such as parental aspirations for their child’s academic achievement, parental communication with their children about school, parental participation in school activities, communication of parents and teachers about the child, and parental rules at home that are considered educationally relevant. this study measures the level of involvement through the knowledge and practice level of parents in implementing personal hygiene practices on their children. according to ralph sofi & yassin, parental involvement in the implementation of personal hygiene … 27 (1999), parental involvement is generally an important factor in explaining the outcomes of practice but not knowledge. however, many studies showed that there is a significant relationship between knowledge and practice that is consistent with the findings of this study in which there is a significant relationship between knowledge and practice of parents. according to istvan danka (2009) each type of knowledge is basically a practice; knowledge theory is an example of a boundary line that is always given attention in practice. practice is formed through the knowledge possessed. thus, knowledge is closely related to parental practice. this study found that the knowledge attitude of parents is high in the aspect of child hygiene and it is not influenced by family income. this study is in contrast to the study of nida mubeen and nighat nisar (2015), who found that family income influences parental knowledge in children’s personal hygiene care in pakistan. these findings showed that low family income does not prevent parents from gaining knowledge about their children's personal hygiene. knowledge about hygiene can be leaned through the mass media whether printed or not such as television, radio and newspapers. the literacy rate of malaysians is high, reaching 95 percent (bernama 2017). this makes it easier for parents to gain knowledge through reading the relevant material. the findings of the study showed that parental involvement is high in their children's personal hygiene practices. according to epstein there are two forms of parental involvement namely home and school based involvement (1992, 2001, hoover dempsey & sandler 1997, 2005, feng lui et al. 2010). this study only looked from the point of view of parental involvement at home through the role played by the parents at home related to personal hygiene practices on their children such as changing their child's toothbrush every 3 or 4 months, providing personal equipment that should not be shared such as combs, tooth brushes and towels as well as various other practices that should be carried out at home to ensure the personal hygiene of their child. a model of parental involvement mechanisms showed it involved encouragement, modelling, reinforcement and instruction from parents. items that show parental encouragement are items c2, c12 and c13. aspects of parental modelling can be seen in items c1, c3, c4 and c7. whereas, the aspect of parental reinforcement can be seen in items c5, c8, c9, c10, and c11. the aspects of parental instruction can be seen in the items c6, c14 and c15. the mean values for each aspect of encouragement, reinforcement and instruction were very high. but for modelling, it is only high. children’s attitudes are always shaped by parents and people around them (kaelan 2019). lack of modelling by parents regarding hygiene will make it difficult for the children to apply hygiene practices. therefore, parents should show a good example and model to their children in terms of personal hygiene so that they have a stronger hygiene practices. in encouraging the parents’ involvement in implementing personal hygiene for students with special needs, teachers play an important role in informing and sharing the knowledge about personal hygiene practices that have been taught in school. this is so that students can practice hygiene practices at home with parental guidance. this collaboration will also be stronger if teachers can involve other communities such as nearby health clinics to give talks to parents and students. thus, this study helps to increase the awareness among the parents so that they can be more active in the application of hygiene practices of students, especially those with special needs. conclussion this study shows that the level of parental involvement is high based on two aspects, namely the knowledge and practice of parents in the hygiene of students with special needs. 28 journal of icsar; 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(2007). kajian tinjauan kesediaan guru-guru sejarah menerapkan kemahiran pemikiran sejarah kepada para pelajar. jurnal pendidikan, 32, 119-137. retrieved from http://journalarticle.ukm.my/196/1/1.pdf http://dx.doi.org/10.18203/2394-6040.ijcmph20182655 https://academicjournals.org/journal/jdoh/article-full-text-pdf/87f91b153127 https://www.iosrjournals.org/iosr-jnhs/papers/vol8-issue3/series-5/e0803053343.pdf http://scholar.google.com/scholar?hl=en&btng=search https://doi.org/10.3390/pathogens9121011 https://doi.org/10.4103/jehp.jehp_56_16 http://journalarticle.ukm.my/196/1/1.pdf 100 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 2 july 2018 a comparative study on regular students’ sensitivity at the inclusive education of junior high school and senior high school in surakarta arozi setiawan, abdul salim, sunardi universitas sebelas maret, indonesia e-mail: arozisetiawan@gmail.com abstract: sensitivity is an ability to understanding an individual which is implemented into knowledge, attitude, and behavior. this study is aimed to know the level of regular students’ sensitivity at the inclusive education in the level education of junior high school and senior high school. the subjects of this research are the students of junior high school and senior high school, each of them is 45 students. the technique of collecting the data uses questionnaire. the technique of analyzing the data uses the normality test, homogeneity test, and independent t-test. the result of this research shows that the distribution of the data is normal, homogeny and the average of sensitivity value’s regular students at the level of junior high schoo is 127.98, while the average of sensitivity value’s regular students at the level of senior high school is 133.89. based on the result, it can be concluded that regular students’ sensitivity toward the children with special needs at the senior high school is higher than junior high school. keywords: sensitivity, inclusive education, regular student, children with special needs. introduction inclusive education is an alternative to fulfill the needs of children with special needs toward disability that he or she bears (florian, 2008). social and academic development of children with special needs in making friendly environment and not discriminate where they can participate in joint activity are in inclusive education (lundqvist, et al., 2015). therefore, nowadays education placement in indonesia was changed from mainstreaming to inclusive, so inclusive education is established as the government’s purpose to fulfill the needs of children with special needs (evitasari & lestari, 2017). darma & rusyidi (2016) said that inclusive education is a manifestation the equivalence of education without discrimination where the children with special needs can get equal education in the regular class with their friends. inclusive education in indonesia has been mentioned in peraturan pemerintah no. 70 tahun 2009 (regulation government number 70 year of 2009) about pendidikan inklusif bagi peserta didik yang memiliki kelainan dan memiliki potensi kecerdasan dan/atau bakat istimewa (inclusive education for the disability students and having special intelligence), the first article mentions “inclusive education is a system of education which gives chance for all students who have certain disability and special skill or intelligence to get similar education or learning as the normal student generally”. thus, in the implementation of inclusive education in indonesia refers to peraturan pemerintah no. 70 tahun 2009 (regulation government number 70 year of 2009), where the children with special needs have education and service which is suitable with their needs in the inclusive education (martika & salim, 2017. inclusive education is the answer of pessimist point of view toward children with special needs, where the peer is the setting to reach equality and participation in inclusive education (fitriana & sulthoni, 2017). peer’s positive support, self-esteem support, increasing of academics and social work are the positive impacts of inclusive (flem & keller, 2000). related to children with special needs, they are the icon which is pointed for a student who needs help based on his ability or disability in order to improve their potency, where they need also to interact with others, such peers of students with special needs or regular students (diahwati, hariyono, & hanurawan, 2016). in that interaction, normal children are learned to care with other children’s needs and having tolerant toward children with special needs and shaped the children with the higher empathy than children who never mingle with children with special (kusumastuti, yusuf, & himawanto, 2017). in social inclusive, we are ready to change and adjust the system, environment, and activities related to all people and also considering people’s needs, where it is not only disabilities children who have to adjust their self among the set, so these need sensitivity. talking about sensitivity, this tends to social sensitivity. lohman, zenger, & weschler (2015) say that social sensitivity is the ability to sense how others think and feel, and of behavioral flexibility i. e., the ability to act appropriately on the basis of these understandings. the sensitivity of children with special needs includes positive act and empathy (foley et al., 2007). the aspects of sensitivity are the understanding ability which is related to understanding, responding, and express in the act (kusumastuti, 2017). 101arozi setiawan, abdul salim, sunardi, a comparative study on regular students’ sensitivity at the . . . . table 1. score of regular students’ sensitivity at smp subject score subject score subject score subject score subject score 1 126 11 130 21 125 31 112 41 115 2 123 12 128 22 118 32 125 42 132 3 141 13 112 23 128 33 122 43 120 4 133 14 137 24 115 34 136 44 145 5 142 15 133 25 136 35 120 45 140 6 147 16 121 26 133 36 131 7 127 17 126 27 128 37 145 8 134 18 123 28 115 38 129 9 129 19 116 29 141 39 126 10 112 20 102 30 139 40 141 table 2. score of regular students’ sensitivity at sma subject score subject score subject score subject score subject score 1 120 11 120 21 155 31 141 41 137 2 117 12 119 22 157 32 136 42 139 3 165 13 128 23 136 33 116 43 137 4 130 14 118 24 119 34 153 44 155 5 125 15 130 25 134 35 139 45 126 6 139 16 130 26 128 36 124 7 114 17 137 27 141 37 135 8 118 18 131 28 146 38 143 9 116 19 132 29 144 39 134 10 124 20 145 30 134 40 158 method the method of this research uses comparative method. comparative means “comparison”. according to purwanto (2010), a comparative study is a research which compares between two or more groups in a variable. the method used is a comparative study. by using comparative method, the data are compared and can be concluded. the subject of this research is the regular students of inclusive education in surakarta at smp and sma, each of them consists of 45 students. the data are collected by sensitivity questionnaires which consist of three aspects of knowledge, attitude, and acts of the research of kusumastuti (2017). reliability of measurement uses cronbach alpa’s measurement reliability with the trustworthiness of the knowledge aspect is 0.965, the attitude aspect is 0.826, and acts aspect is 0.934. the data are analyzed by the normality test, the homogeneity test, and t-independent test with spss 23. findings and discussion finding the results of the data of regular students’ sensitivity toward children with special needs at inclusive education presented in the table 1 and 2. the research related to regular students’ sensitivity at the inclusive education was done by wibowo & anjar (2015) concluded that children with special needs tunadaksa did not experience difficulty when socializing with classmates, they can be accepted well by their friends. it means that regular students have been empathy or being sensitive toward children with special needs to study together in the classroom. the next study was conducted by hadjar (2010) is about regular students’ empathy at the smp (junior high school) showed revealed that regular students’ empathy toward children with special needs were high. other research was done by yudhanto (2016) was about regular students’ social interaction with the children with special needs at the level education of sma (senior high school), one of the result was in the nonacademic activity, non-disabilities students always help disabilities students to guide them for a just go to the canteen, mosque, bathroom, library, and also teacher’s office. based on the several previous studies, it can be concluded that the level of regular students’ sensitivity toward children with special needs at the inclusive education of smp and sma has been good. therefore, this research purposed to compare the level of regular students’ sensitivity toward the children with special needs at the inclusive education of smp and sma in surakarta which has been the city of inclusive, and the result can be used to the develop the next study related to sensitivity at the inclusive education. 102 journal of icsar; volume 2, number 2, july 2018: 100-104 table 3. normality test, one-sample kolmogorovsmirnov test junior high school senior high school n 45 45 normal parametersa,b mean 127,98 133,89 std. deviation 10,387 12,732 most extreme differences absolute ,056 ,085 positive ,053 ,085 negative -,056 -,067 test statistic ,056 ,085 asymp. sig. (2-tailed) ,200 ,200 a. test distribution is normal. b. calculated from data. homogeneity test homogeneity test is used to know the variation of the variable score for the research subject, whether it is homogeny or not. the results of the homogeneity test are presented in table 4. based on the table 4, it can be known that the result of the homogeneity test shows significant value is 0.225. because p = 0.225 > 0.05, can be concluded that variation of the data are homogeny. independent t-test independent t-test is used to compare both of the sample averages, whether it is similar or different. the result of independent t-test about regular students’ sensitivity at smp and sma are presented in table 5. based on the table 5, it can be seen sig. value (2-tailed) is 0.018 < 0.05. it means that there is between difference between the average score of regular students’ sensitivity toward the children with special needs at inclusive education of smp and sma. the statistics of the both group are presented in table 6. based on the table 6, it can be seen sig. value (2-tailed) is 0.018 < 0.05. it means that there is the difference between the average score of regular students’ sensitivity toward the children with special needs at the inclusive education of smp and sma. the statistics of both groups are presented in figure 1. table 4. homogeneity test test of homogeneity of variances score levene statistic df1 df2 sig. 1,493 1 88 ,225 table 6. descriptive statistics n mean std. deviation smp 45 127,98 10,387 sma 45 133,89 12,732 table 5. independent samples test f levene’s test for equality of variances t-test for equality of means sig. t df sig. (2-tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed 1,493 ,225 -2,413 88 ,018 -5,911 2,449 -10,779 -1,043 equal variances not assumed -2,413 84,589 ,018 -5,911 2,449 -10,782 -1,041 figure 1. diagram of regular students’ sensitivity at the smp and sma normality test normality test is used to know whether normal or not about distribution of the data on variable research. the results of the normality test by using kolmogorov-smirnov are presented in table 3. based on the normality test in table 3 by using kolmogorovsmirnov, the result was sig value. the data at the smp and sma were 0.200 (0.200 > 0.05). it means that the data of smp and sma are the normal distribution. 103arozi setiawan, abdul salim, sunardi, a comparative study on regular students’ sensitivity at the . . . . discussion based on the research findings, the regular students’ sensitivity to inclusive education at the level of sma was better with the average value 127,98 than at the level of smp with the average value 133,89. despite the sensitivity value of smp was lower than sma, it did not mean that the sensitivity was low so. the level of sensitivity at smp was good, but better sensitivity was at the level education of sma. as the research of hadjar (2010) that regular students’ empathy was running from 55 students with the percentage 56,7%, low classification of 42 students with the percentage 43,3% so regular students’ empathy could be concluded. it revealed that regular students at the level of education of smp in caring, empathy has been good. despite the difference in average values was not much, but the sensitivity of regular students in inclusive education must be increased. it needed the collaboration of the school to conduct learning activity such as peer teaching, cooperative learning, training in order the ability of regular students’ caring toward children with special needs in the class can be better. the resulting study of kusumastuti, yusuf, & himawanto (2017) was about awareness training for the children with special needs toward regular students in inclusive education such there were many regular students who ever help them with the resulting study was shown by 60%, the superiority and challenges of children with special needs have not known by regular students. it could be seen by students with special needs who knew how the regular students treat them was only 50,83%. these were facts that actually regular students have had the caring ability for the children with special needs in inclusive education where many regular students have helped them. but, it was not optimally caused by lack of regular students’ caring about the superiority and challenges which were faced by children with special needs, so that regular student could not understand them well. therefore, the teenagers of regular students were lack of social ability and their knowledge related to other people. people who have higher social ability could concern more, helpful, and empathy (hazadiyah, 2013). likewise, the good or not the sensitivity of regular students toward children with special needs at the level education of junior high school and senior high school in inclusive education depend on the social ability of regular students in inclusive education. conclusion based on the research, it can be concluded that average value of regular students’ sensitivity toward the children with special needs at the level education of sma (senior high school) was higher than at the level education of smp (junior high school). it is better for the school to give the program for the regular students in inclusive education to increase regular students’ sensitivity toward the children with special needs. regular students at the inclusive education can be a source of information and motivation for the children with special needs. in every event, the school must provide cooperative peers for the regular students and children with special needs, so the sensitivity of regular students can be better. the higher sensitivity of the regular students toward children with special needs can increase self-confident of children with special needs in inclusive education, likewise, a social problem which is faced with disabilities in inclusive education can be overcome. references darma, i. p., & rusyidi, b. (2016). pelaksanaan sekolah inklusi di indonesia. prosiding ks, 2(2), 223–227. diahwati, r., hariyono, h., & hanurawan, f. (2016). keterampilan sosial siswa berkebutuhan khusus di sekolah dasar inklusi. jurnal pendidikan: teori, penelitian, dan pengembangan, 1(8), 16121620. evitasari, t. s., & lestari, r. (2017). hubungan antara dukungan sosial dengan kepercayaan diri pada siswa sma inklusi (doctoral dissertation, universitas muhammadiyah surakarta). fitriana, d. a., & sulthoni, s. (2017). inclusive education implementation at sdn sumbersari 1 malang. jurnal penelitian dan pengembangan pendidikan luar biasa, 3(1), 46-53. flem, a., & keller, c. (2000). inclusion in norway: a study of ideology in practice. european journal of special needs education, 15(2), 188-205. florian, l. (2008). inclusion: special or inclusive education: future trends. british journal of special education, 35(4), 202-208. foley, j. t., tindall, d., lieberman, l., & kim, s. y. (2007). how to develop disability awareness using the sport education model. journal of physical education, recreation & dance, 78(9), 32-36. hadjar, d. (2010). empati siswa reguler terhadap siswa berkebutuhan khusus di kelas inklusi smp negeri 18 malang. skripsi jurusan bimbingan dan konseling & psikologi-fakultas ilmu pendidikan um. hazadiyah, d. d. (2013). hubungan antara kompetensi sosial dan kepercayaan diri pada siswa (studi pada siswa kelas x madrasah aliyah negeri 2 kota bandung). (doctoral dissertation, uin sunan gunung djati bandung). 104 journal of icsar; volume 2, number 2, july 2018: 100-104 kusumastuti, g., yusuf, m., & himawanto, d. a. (2017). the need of disability awareness training for regular students in inclusive school. international journal of recent engineering science, 3(4), 15-19. kusumastuti, g. (2017). pengembangan model pelatihan sensitivitas terhadap anak berkebutuhan khusus bagi siswa reguler di sekolah inklusi. (doctoral dissertation, universitas sebelas maret). lohman, k., zenger, j. h., & weschler, i. r. (2015). some perceptual changes during sensitivity training. the journal of educational research, 53(1), 28-31. lundqvist, j., mara, a. w., & siljehag, e. (2015). inclusive education, support provisions and early childhood educational pathways in the context of sweden: a longitudinal study. international journal of special education, 30(3), 3-16. martika, t., & salim, a. (2017). comparative study of regular teachers’ special education pedagogy competence level in elementary and senior high inclusive school. journal of icsar, 1(1), 32-35. peraturan pemerintah no 70 tahun 2009 tentang pendidikan inklusif bagi peserta didik yang memiliki kelainan dan memiliki potensi kecerdasan dan/atau bakat istimewa. purwanto. (2010). metodologi peneltian kuantitatif untuk psikologi dan pendidikan. yogyakarta: pustaka pelajar wibowo, s. b., & anjar, t. (2015). studi kasus pola relasi sosial anak berkebutuhan khusus (abk) tuna daksa yang berada di sd umum (inklusi) di kota metro. jurnal sosiohumaniora, 6(1), 2223. yudhanto, r. (2016). interaksi sosial difabel dalam sekolah inklusi di sma negeri 8 surakarta. (doctoral dissertation, universitas sebelas maret). 37 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 the effect of functional play towards gross motor skill for children with autism susi marta handayani, sudarsini, endro wahyuno universitas negeri malang, indonesia e-mail : susi145marta@gmail.com abstract: the development of gross motor skill for children with autism mostly is not appropriate with their chronological age. particularly, it is occurred to the coordination ability such as throwing and catching ball, which emphasized on the strength, endurance, and movement direction. this research was conducted by using single subject research method with a-b-a design and using frequency and percentage as measurement unit. the research subject was a child with mild autism. the research result showed that: mean level of mean improved from baseline-1 of 31.32%, intervention of 61.7%, and baseline-2 of 82.15%. data of overlap percentage between baseline-1 and intervention condition was 0%. functional play could improve gross motor skill in throwing and catching ball in the strength, endurance, and movement direction. therefore, functional play – sitting and lying on the gym ball – could be made as recommendation in improving or optimizing gross motor skill such as throwing and catching ball to the children with autism. keywords: functional play, gross motor skill, throwing and catching ball, child with autism spectrum disorder moving and playing are activity that mostly loved by children. in the children activities, absolutely, it cannot be separated from the use of their body parts. every child has different ability in functioning their body parts (limbs). through playing activity, it can assist basic movement mastery such as crawling, jumping, running, throwing, and so on. playing activity is also able to improve better physical condition elements such as speed, strength, endurance, elasticity, balance, and so forth. children with autism included into children with special needs who have neuro-biological disorder with the constraint of brain nerve function which related to the communication, motor, social, and attention function. autism is complex developmental disorder in which the symptoms including the difference and inability in various aspects such as social communication, gross motor skill, soft motor skill, and also inability to perform social interaction. children with autism commonly conduct repeated action such as clapping hand, moving around, running back and forth, and so on. such the children in their age, children with autism also love to play game, although their movement seems imperfect. one of movement that can be seen when the children with autism do playing is ability in throwing and catching. there are children with autism who have good motor coordination; however, they infrequently have bad motor coordination such as they are unable to play throwing-catching game. children with autism have difficulty in coordinating and planning their movement such as throwing and catching movement (konggres nasional autisme indonesia, 2003). as with the development of gross motor skill in the age of 0-7 years old, throwing ability start in the age less than 1 year, while catching ability start in the age of 2 years old. these abilities are well-developed in the age of 6 years old where the children are able to throw and catch the ball for the distance of 2 meters (age, 2012). in this developmental step, it shows that children have owned good shoulder stability and good coordination, thus the children are able to perform throwing and catching activities accurately, with appropriate movement direction and adequate strength. throwing and catching are both of gross motor skill movement. this movement needs the work of body’s upright muscles, which are back, arm, and hand muscle. it is in line with the statement of sukamti (2007) that gross motor skill movement is ability which needs most of children’s body part coordination. gross motor movement involves large muscles such as hand muscle, arm muscle, leg muscle, and the whole children’s body. activities which use large muscles are non-locomotor skill movement, locomotor movement, and manipulative movement. non-locomotor movement is movement activity that performed without moving body to the other place, for example, pushing, folding, pulling, and bowing. locomotor movement is movement activity that performed by moving body from one place to another, for example, running, jumping, walking, and so on. while, manipulative movement is manipulation movement activity, for example, throwing and catching. 38 journal of icsar; volume 2, number 1, january 2018: 37-42 throwing and catching ball activity is manipulative non-locomotor movement. throwing and catching ball activity performed by large muscles in the arm and hand area and also need back muscle in the upright position. these activities need strength and endurance from shoulder and arm muscles. strength is skill of certain muscular group to generate energy during contraction. endurance is certain muscular or muscular group ability to endure an activity in certain times. according to rehuluna (2013), throwing and catching ball by using both hands are bilateral coordination, which is ability to use both sides of body in the same time where those both sides of body are controlled and coordinated. coordination ability affected by postural (core) control and shoulder stability. postural (core) control is ability to keep the body in controlled position when it is in contrast with gravity. good postural control is necessary to determine stable position in the arm and leg movement and to keep the head in optimal position. whereas, shoulder stability refers to the ability of shoulder joint muscles to keep the shoulder in stable position. shoulder control is ability to move hand in controlled and accurate way. condition of gross motor skill towards children with autism in the service center for children with autism (pusat layanan anak autis) at second semester academic year of 2014-2015 showed various types. many children seemed to have gross motor development as with their actual age, thus the children were able to do coordinated movement. some children had gross motor ability that not appropriate with their chronological age. their gross motor skill was under their chronological age development. for example, there was 6 years old child with autism who owned gross motor development such 3 years old child. children that actually should be able to jump and walk on narrow road still have difficulty to do these activities. the same thing for throwing and catching ability, their movement seems rigid and weak. throwing and catching movement are lack of coordination and weak strength in throwing movement. according to brower (2007), children with autism, in general, have lower motor skill than their peers, both qualitatively and quantitatively. one indicator of motor disorder or motor clumsiness, in the case of children with autism, showed by lack of ability in motor activities, particularly for tasks which need complex motor coordination and movement skill, for instance is activity of throwing and catching ball. frequent and fun training will be able to assist in strengthening children’s coordination in order to do more complex activities. fun activity for children is playing. the term of playing, basically, is an activity that conducted repeatedly solely for fun and there is no goal or target. functional play is playing activity expected to be foundation for more complex (integrated) gross motor skill. functional play is an activity that characterized by repeated muscular movement. according to johnson (triharso, 2013), this kind of playing activity is called as motor play because it needs motor or physical skill. functional play can improve physical, muscular strength, and gross motor skill. sutadi, bawazir, & tanjung (2003) state that functional play can be defined as children who use repetition in physical, language, and something manipulation action, based on their needs on physical activities. many elements of playing in the playground can be seen as functional play. repeatedly perform sliding activity, playing seesaw, swing away, and bounce back sitting on gym ball can be considered as functional play due to those activities conducted in repetition. activities that can be performed with gym ball are sitting, lying on the stomach, and lying on the back over the ball. therefore, functional play using gym ball, repeated movement in the sitting and lying position can be fun playing tool for children. thus, elements that can be established on functional play activity, are gym ball activity including: strength, endurance, coordination, and accuracy or focus to the postural and shoulder area in order to improve bilateral coordination and motor planning. those elements are necessary for children while they perform activity of throwing and catching ball. method the study used experimental method with single subject research (ssr) design. ssr is a method which purposes to obtain data by observing whether any effect of intervention. ssr design used in this research was a-b-a. the research subject was a child with special needs, which was a 7 years old male child with mild autism. in this research, the independent variable was functional play. this research used medium gym ball playing tool with diameter of 1 meter. the child have got intervention by sitting and lying on the stomach over the gym ball. the dependent variable was the child’s gross motor skill, which was ability in throwing and catching ball where the indicators of throwing were throwing ball to the front, throwing ball upward, throwing ball to the right side, throwing ball to the left side, and throwing ball backward. while, the indicator of catching ball was catching ball from the front side. aspects that became assessment goal were strength, endurance, and accuracy as well as movement direction in throwing and catching ball. 39susi marta h, sudarsini, endro wahyuno, the effect of functional play towards gross motor skill . . . . table 1. data recapitulation of research result of the gross motor skill towards child with autism condition day tototal percent a1 1 9 30% 2 9 30% 3 10 33,3% 4 10 33,3% 5 9 30% b 6 14 46,6% 7 12 40% 8 18 60% 9 18 60% 10 22 73,3% 11 23 76% 12 23 76% a2 13 23 76% 14 25 83% 15 25 83% 16 26 86,6% graph 1. trend estimation for baseline-1 (a1), intervention (b), and baseline-2 (a) the research instrument was assessment sheet of action test to observe and measure child’s gross motor skill while he performed activity of throwing and catching ball. in the baseline-1 (a1), the researcher gave score based on total number of throwing ball to the front, upward, backward, to the right side, and to the left side that could be performed by the child in 5 repetitions (5 experiments). minimum distance that expected in this research was 2 meters from child’s standing position. whereas, for throwing ball to the right side, left side, upward, and backward, repetition for more than 5 times was considered. in the activity of catching ball, it was measured by how many times in 5 repetitions the child was able to catch the ball with the distance of 2 meters. the ball used in this research was rubber ball with diameter of 20 cm. in the intervention condition (b), the given intervention was sitting on the gym ball with bounce back movement, sitting on the gym ball with back and forth movement repeatedly thus the child tried to maintain his position by holding on the ball. then the child was lying on the stomach over the gym ball with the stomach on the gym ball and the ball was moved back and forth repeatedly. when the gym ball moved to the front, child’s arm should be straight backward with the palm touched mattress, thus the child’s weight would be on his shoulder. in the baseline-1 (a1), the researcher gave score based on total number of throwing ball to the front, upward, backward, to the right side, and to the left side as well as catching ball accurately that could be performed by the child in 5 repetitions. the obtained data then converted in percentage (%). analysis used in this research was analysis in condition and analysis among conditions. change analysis in condition is analyzing the change of data in a condition such as baseline condition or intervention condition. analysis among conditions is analyzing the change of data among conditions such as from baseline to intervention condition. findings and discussion findings ssr design used in this research was a-b-a. this design consisted of 3 conditions. the first was, baseline-1 condition (a1) in which student’s initial ability was measured without any interventions with the duration of 5 sessions. the second was intervention condition (b) in which the researcher gave intervention to the subject with the duration of 7 sessions. the third was baseline-2 condition (a2) in which student’s final ability was measured in many sessions without any interventions with the duration of 4 sessions. table 1 is data from research result in percentage. the following is the result of data analysis. analysis in condition condition that would be analyzed was baseline-1 (a1), intervention (b), and final condition without any interventions (a2). the analysis components as follow: duration in the baseline-1 phase (a1) was 5 sessions, intervention phase (b) was 7 sessions, and baseline-2 phase (a2) was 4 sessions. baseline-1 condition (a1) had the estimation of upward trend due to score in that condition showed the improvement although the score difference was not too large. in the intervention condition (b), the estimation was upward trend due to the score in that condition showed various improvements. it means that subject had gross motor improvement after given by intervention of functional play using gym ball. line in the baseline-2 condition (a2) had estimation of upward trend. 40 journal of icsar; volume 2, number 1, january 2018: 37-42 graph 2. trend stability for baseline-1 (a1), intervensi (b), and baseline-2 (a) tabel 2. visual analysis result in each condition condition a b a2 duration 5 7 4 trend estimation (+) (+) (+) trend stability stable variable stable data record stability and range level the change of level 30% 30% ------------(0%) 76%46,6% --------------(+29,4%) 86,6% 76% ----------(+10,6%) graph 3. data of overlap condition from intervention to the baseline-1 (a1) condition in determining trend stability, this research used stability criteria of 15% (sunanto et al., 2005). the result of each condition as follows: (1) stability range in the baseline-1 (a1) was 4.9; mean level was 31.32, upper limit was 33.81 and lower limit was 28.8. thus the trend stability in baseline-1 condition (a1) was 100%, in which it means that the data was stable. (2) stability range in the intervention (b) was 11.4; mean level was 61.7, upper limit was 67.2 and lower limit was 56. thus the trend stability in intervention condition (b) was 28.5%, meaning that the data was unstable (variable). (3) stability range in the baseline-2 (a2) was 12.9; mean level was 82.1, upper limit was 88.64 and lower limit was 75.66. thus the trend stability in baseline-2 condition (a2) was 100%, meaning that the data was stable. the following is graph of trend stability for those three conditions in graph 2. in the baseline-1 condition (a1), data record showed by upward (+) trend. intervention condition (b) had upward (+) trend, and also the same for baseline-2 condition (a2) due to the score that obtained by subject improved. data in the baseline-1 condition (a1) was taken with range of 30%-33.3% with flat trend score. in the intervention condition (b), it had score improvement with the range of 40%-76%, meaning that, the data was unstable. while in the baseline-2 condition (a2), the score had improvement with the range of 76%-86.6%. baseline-1 (a1) condition showed equal (=) meansing flat, intervention condition (b) had improvement thus the data showed positive (+), while in the baseline-2 condition (a2), it had score improvement thus the data showed positive (+). the following is table of analysis result for those three conditions, show in table 2. analysis among conditions analysis among conditions is the change of data among conditions. components to the data analysis among conditions as follows. number of variable that would be changed from baseline-1 condition (a1) to intervention condition (b) and from intervention (b) to baseline-2 (a2) was one (1), gross motor skill towards child with autism. trend between baseline-1 condition (a1) to intervention (b) and from intervention (b) to baseline-2 (a2) was upward trend (improved). it means that target behavior improved after given by intervention. the change of trend stability between baseline-1 (a1) to intervention (b) was stable to variable. while, trend stability from intervention (b) to baseline-2 (a2) was variable to stable. gross motor skill in the baseline-1 (a1) condition to intervention (b) had difference of 16.6%. it showed that the intervention was affected to the target behavior. while, gross motor skill in the intervention (b) to baseline-2 (a2) had no difference with the obtained data of 0%. 41susi marta h, sudarsini, endro wahyuno, the effect of functional play towards gross motor skill . . . . table 3. result of analysis among conditions compared condition b to a1 b to a2 number of changed variable 1 1 the change of trend and its effect (+) (+) (+) (+) the change of trend stability stable to variable variable to stable the change of level 16.6% 0% overlap percentage 0% data of overlap percentage from intervention (b) to baseline-1 (a1) was 0%. based on the result of overlap percentage, this data of 0% showed that the intervention – functional play by using gym ball – was affected to the improvement of gross motor skill, which was throwing and catching ball. the following is the result of analysis among conditions, show in table 3. discussion based on the analysis result of processed data, it was found that, overall, functional play by using gym ball which aims to improve gross motor skill had positive effect to the improvement of gross motor skill towards child with autism. from the obtained data, the subject could throw ball in the distance < 1 meter and the higher frequency of repetition resulted in weaker subject’s strength in throwing ball, the distance and throwing direction became more inappropriate as what’s expected. in his activity, the subject should be directed for most of times both visually (imitating the researcher) and verbally. the subject had difficulty in throwing ball upward in which the throwing direction tended to the front. posture in throwing ball to the right and left side still needed to be corrected and directed. in catching ball in the distance of 2 meters, the subject still had difficulty. this finding is supported by johnson (cited in triharso, 2013) and tedjasaputra (2001). according to johnson (triharso, 2013), functional play is playing activitey expected to be foundation for more complex (integrated) gross motor skill, characterized by repeated muscular movement. this activity is called as motor play because it needs motor or physical skill. it can improve physical, muscular strength, and gross motor skill. tedjasaputra (2001), state that functional play can be defined as children who use repetition in physical, language, and something manipulation action, based on their needs on physical activities. repeatedly perform sliding activity, playing seesaw, swing away, and bounce back sitting on gym ball can be considered as functional play due to those activities conducted in repetition. therefore, functional play using gym ball, repeated movement in the sitting and lying position can be fun playing tool for children. in the condition of intervention, which was through activity of sitting and lying on gym ball, it showed improvement to the gross motor skill with the indicator of result for throwing ball upward, backward, to the right side, to the left side, and catching ball. it was showed through the result of analysis in condition. trend estimation in intervention condition (b) showed an improvement. the change of level in the intervention condition (b) and baseline-2 condition (a2) showed positive (+) result. in the phase of baseline-1 (a1), mean level was 31.32% and then improved in the phase of intervention (b) with mean level of 61.7% and phase of baseline-2 (a2) with mean level of 82.15%. it showed that functional play by using gym ball could be affected to the improvement of subject’s gross motor skill. the result of analysis among conditions showed that the research subject had improvement in the baseline-1 (a1) to intervention (b) and from intervention (b) to baseline-2 (a2). the researcher did not see overlap the data from intervention (b) to baseline-1 (a1). overlap percentage from this research was 0%. the smaller overlap, the better effect of intervention to the target behavior (sunanto et al., 2005). based on the data analysis that been explained above, it could be proved that the effect of intervention by using functional play activity could improve gross motor skill towards child with autism in which before intervention the research subject had difficulty in throwing and catching ball, especially in the endurance and strength. the research subject was able to throw ball to the front with the distance of 2 meters in proper posture for 5 times. the subject could throw ball upward, backward, to the right side, and left side. the subject was able to catch ball with the distance of 2 meters. subject’s endurance and strength showed improvement as well as there was an improvement for posture and direction. therefore, it means that subject could meet success criteria. conclusion and suggestion conclusion this research aims to know the effect of functional play by using gym ball towards the gross motor skill, in the term of throwing and catching ball. based on characteristic found in the study, it showed that subject’s gross motor skill, particularly movement which needs 42 journal of icsar; volume 2, number 1, january 2018: 37-42 optimal postural control, still inappropriate in stability and shoulder control. the subject’s gross motor skill, which was throwing and catching ball, showed improvement as follows: (1) child’s ability in throwing ball to the front, upward, backward, to the right side, and left side showed improvement in endurance, strength, and movement accuracy. (2) ability in catching ball with the distance of 2 meters showed improvement in agility. (3) functional play through repeated movement – by sitting and lying on gym ball – could improve postural control ability, stability, and shoulder control. postural control is necessary to perform upright position, while stability and shoulder control are necessary to manage strength, endurance, and movement direction. postural control, stability, and shoulder control are important element/component in gross motor skill of upper body parts such as arm and hand. it means that functional play by using gym ball could improve gross motor skill towards children with autism. suggestion for the school teacher, it is suggested to make finding can be used as reference for overcoming student’s problems, especially gross motor problem in throwing and catching ball. for the next researcher, it is suggested to make this research result as guidance to find new invention in order to develop this research or the next researcher can use this research in testing other children, even not children with autism. reference age, p. (2012). pengantar dasar tumbuh kembang anak. seminar dan workshop pusat layanan autis kota malang. brower, f. (2007). 100 ide membimbing anak autis. penerjemah: novita heny. jakarta: essensi erlangga group. rehuluna, m. (2013). pemrosesan sensori dan kemampuan motorik. malang : seminar dan workshop pusat layanan autis nasional. sutadi, r., bawazir, l. a., tanjung, n. (2003). konggres nasional autisme indonesia. penatalaksanaan holistik autisme. jakarta: pusat informasi dan penerbitan universitas indonesia sukamti. (2007). diktat perkembangan motorik. yogyakarta: fik uny sunanto, juang., takeuchi, koji., & nakato, h. (2005). pengantar penelitian dengan subjek tunggal. criced university of tsukuba. tedjasaputra, m. s. (2001). bermain, mainan dan permainan. jakarta: grasindo triharso, a. (2013). permaianan kreatif educative anak usia dini. yogjakarta: c.v andi offset. universitas negeri malang. (2010). pedoman penulisan karya ilmiah; skripsi, tesis, disertasi, artikel, makalah, tugas akhir, laporan penelitian. malang: universitas negeri malang. veskarisyanti. a., galih. (2008). 12 terapi autis paling efektif & hemat untuk autisme, hiperaktif, retardasi mental. yogyakarta: pustaka anggrek. 62 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 the development of crocheting teaching material for student with hearing impairment in smalb imai larasatia, sopingib asdn 2 suruh (inclusion), trenggalek, indonesia buniversitas negeri malang, indonesia email: larasatii350@gmail.com abstract: the goal of this research is to produce the crocheting teaching material that fit the characteristics and needs of students with hearing impairment. this research used borg & gall (1983) development research design. the result of material expert validation data analysis shows that mean value 71%, 94% of learning expert, 93% of media expert, and 100% of linguist. the result of performance test analysis on three students with hearing impairment shows effectiveness value 64.96. based on expert validation data and students performance test result analysis, it can be concluded that teaching material is valid and effective to be used as reference in crocheting learning activities. keywords: teaching material, crocheting, student with hearing impairment the regulation of national education minister number 22 year 2006 stated that the academic content of subjects for smalb a, b, d, e experienced modifications and adjustments from regular high school. the contents of academic field turned into 40%-50% and vocational field contents turned into 60%-50%. then, kementrian pendidikan dan kebudayaan (2015) mentioned that the vocational skills exist in smalb are culinary, fashion, cosmetic, it, automotive, and handicraft. the scopes of skill learning material are different based on the disability. one smalb that follows the regulation of national education minister number 22 year 2006 is smalb kemala bhayangkari trenggalek. skill learning held in smalb kemala bhayangkari trenggalek are fashion and handicraft for students with hearing impairment. the handicraft skill learning is focused on crocheting of tissue place. the learning of crocheting in smalb kemala bhayangkari trenggalek class x is accompanied by a classroom teacher. the classroom teacher is the only learning resources because there is no crocheting teaching material fits the characteristics and necessities of students with hearing impairment. widodo & jasmadi (2008) stated that teacher is a facilitator for student and not the only learning resources. teacher as a facilitator should be able to motivate and cultivate students to learn, so they could actively build their own knowledge and interest. widodo & jasmadi (2008) mentioned that teaching material has to fit the students’ characteristics and necessities. but, the teaching material used in smalb kemala bhayangkari does not fit the characteristics of students with hearing impairment. the used teaching material does not contain concrete illustrations so that the material is difficult to be understood. the words used in the teaching material do not suitable for students. there are many words in english that actually can be replaced with bahasa indonesia (such as purse that can be replace with dompet, eye catching that can be replaced with menarik, note that can be replaced with catatan, and so on). besides that, the used teaching material does not contain the crocheting competencies that must be mastered by the students. widodo & jasmadi (2008) stated that teaching material must contain learning materials in detail so the learning purposes can be achieved, while the crocheting materials in the used teaching material is very general. the used teaching material does not contain neither basic crocheting steps’ illustration nor the crocheting variation steps’ illustration. the patterns presented in the used teaching material are not whole and the rest are described. those descriptions are very abstract and difficult to be understood by students with hearing impairment. widodo & jasmadi (2008) added that evaluation is a feedback and a tool to measure the students’ achievement level. while the exercises and evaluations contained in the used teaching material is very lack. somantri (2005) stated that hearing impairment is a state of hearing loss that makes someone not be able to capture the various stimulations primarily through his or her sense of hearing. the loss of hearing makes students with hearing impairment need an adjustment in the learning activity including the adjustment of learning resources in the 63imai larasati, sopingi, the development of crocheting teaching material for student . . . . form of teaching materials. according to brinkley (2011), westwood (2003), and pangestuti (2014) statement, can be concluded the things that must be considered in arranging the teaching materials for students with hearing impairment are: 1) providing a clear illustration, it is better to avoid useless illustrations even if they are good in appearance. too many illustrations that are not related to the material will make the child’s attention split on unnecessary things; 2) giving an emphasis to important words; 3) avoid giving instructions, directions, or commands in one sentence using conjunction “and”; 4) use easy-toread writing arrangements and layouts; 5) using active sentences and avoiding the usage of passive sentences; 6) simplifying the language used in teaching material; 7) presenting an explanation in points rather than in paragraph form. the incompatibility of teaching materials makes the crochet learning activities in school less developed. students become passive because the learning activities are centered on the teacher as the only learning resource for students. in addition, students’ insight into crocheting material becomes very limited. during the learning activities students only make a tissue place, so that, the students can only crochet three kinds of basic stitches to make a tissue place, such as: chain stitch, single stitch, and double stitch. beside these three stitches, students are still unfamiliar with other basic stitches as well as other basic stitches variations. therefore, the arranging of crocheting teaching material that fits the characteristics of students with hearing impairment is needed. the purpose of this research and development is to produce crocheting teaching material that fits the characteristics and needs of students with hearing impairment class x in smalb kemala bhayangkari trenggalek method the research and development method in this research refers to borg & gall (1987) research and development method which is adjusted to the needs of research. the development steps by borg & gall (1987) are: (1) research and information collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, (7) operational product revision, (8) operational field testing, (9) final product revision, (10) dissemination and implementation. in detail, the research and development of crocheting teaching materials for students with hearing impairment go through several stages as follows. the first was researching and data collection. at this stage, the researcher analyzed the needs of teaching materials and did a small-scale research. the second was planning. at this stage the researcher identified the skill curriculum, prepared the rpp or lesson plan, developed an assessment instruments based on learning objectives in the form of exercise and evaluation questions, and formulated the components of teaching materials. the third was developing the initial product. the fourth was expert validation containing material expert validation, learning expert validation, media expert validation, and linguist validation. the fifth was the initial product revision. the sixth was field trial. seventh was final product revision. the data collection method done in this research was need analysis of teaching material with observation and interview, questionnaire filling, and product trial. the qualitative data were obtained from observations and interviews and advices from experts. thw quantitative data were obtained from the questionnaires and product trials in the form of a percentage of prevalence and teaching materials. the data collection instruments used in this research were observation sheet and interview, questionnaire, and student performance sheet. the data analysis in this research was qualitative data analyzed of observation and interview result, qualitative data analyzed of experts’ advices, quantitative data analyzed of expert validation, and quantitative data analyzed of student test. the qualitative data of observations and interviews result were briefly described. qualitative data of expert’s suggestions and advices were described specifically in terms of the teaching material improvement aspects. quantitative data analysis of expert validation used was the validity formula of teaching materials from akbar (2015). furthermore, the results of expert validation analysis were matched with the validity criteria of akbar (2015). the students’ pretest and post test scores were analyzed using the formula from akbar (2015). the effectiveness of teaching materials was analyzed using ordinal t-test from supardi (2013). findings and discussion findings the result of material expert validation data analysis showed that the average validity score of 71%. the scores refer to valid criteria with small revisions. the material expert suggested adding the sequence number to the illustration of how to make a chain stitch and single stitch. before the revision, the illustrations were only given a description of “step 1, step 2, etc.” while after revision, the illustrations were accompanied by a serial number according to the steps of making a 64 journal of icsar; volume 2, number 1, january 2018: 62-66 chain stitch and a single stitch. the result of learning expert validation data analysis showed that the average validity score of 94%. the scores refer to very valid criteria. the learning expert suggested that: 1) adding dots after question on evaluation question; 2) adding answer choice about evaluation page 30 number 3; 3) adding the instruction before the picture on the evaluation page 4 number 1; 4) replacing the evaluation of page 20 number 4 because it is less suitable for multiple choice questions; 5) replace the instruction “jawablah dengan singkat”. the exposure to the revision of instructional materials are: 1) before the revision, the evaluation question was not equipped with the dots at the end of the question, whereas after the revision, the evaluation question is equipped with dots; 2) before the revision, there were only six choices on the evaluation question page 30 number 3, while after revision, the choices is added one; 3) before the revision, the question on the page 4 number 1 only contained the question about the tool name in the picture, whereas after the revision, the question is completed with a command to pay attention to the picture first; 4) before the revision, the question of multiple choice number 4 page 20 was more appropriate for the essay, whereas after revision, the question is replaced by the question of the symbol name in the picture; 5) before the revision, the command on the question was “jawablah dengan singkat” while after the revision, the command is changed to “jawablah pertanyaan dengan benar”. the result of media expert validation data analysis showed the average validity score of 93%. the scores refer to very valid criteria. media expert suggests that the front cover illustrations not only feature finished crochet product, but also crocheting tools and materials. before the revision, the illustration of the cover material was a picture of a crochet wallet, whereas after the revision, the illustration of the teaching material was a picture of a knit bag, yarn, and crochet hook. the result of linguist expert data analysis showed the average validity score of 100%. the scores refer to very valid criteria. the linguist suggested that: 1) separating the preface and gratitude into two different pages; 2) adding a glossary in the teaching materials. the exposure to the revision of instructional materials are: 1) before revision, the introduction and thank you were on page ii, while after revision, the introduction is on page ii and gratitude is on page iii; 2) before revision, there was no glossary on the teaching materials, while after revision there is a glossary on the teaching materials. the results of students pretest and post test scores analysis showed that the value of t = 64.96. while theoretical t for the trust level of 95% and the df of 2 of one tail test is 2,920. teaching materials can be stated effective if t arithmetic ≥ of t table. in addition to quantitative data obtained qualitative data based on observations of researcher. the parts of the teaching materials that need to be improved are the writing of “karakteristik” and “modifikasi” as well as the addition of illustrations on the chapter of wearable crochet. the revision of teaching materials are: 1) before revision, there were “karakteristik” and “modifikasi” in the material exposure, while after revision, the word is changed to “ciri” and “merubah”; 2) before the revision, the material exposure in the sub-chapter crocheting by the pattern and designing the design of wearable objects only contained the points without illustration, whereas after revision, the exposure of the material is equipped with illustrations. discussion the results of research and development conducted by researcher is a crocheting teaching material for students with hearing impairment of class x in smalb kemala bhayangkari trenggalek. based on the data analysis of experts’ validation and student testing, it is known that the teaching material is valid and effective to be used. but the teaching materials still have some weaknesses. this teaching material contains limited material in accordance with competency standards and basic competencies in smalb kemala bhayangkari trenggalek. in addition, the teaching material is developed in the form of print. the instructions delivery in the teaching materials of how to crochet only through two-dimensional pictures so the delivery of the material more leverage when accompanied by teacher direct demonstration. therefore, the usage of teaching materials still requires the assistance of classroom teachers so the students can ask the teacher when they find any difficulties. the developed crocheting teaching material not only has some weaknesses but also has several advantages compared to general teaching materials. the teaching material is developed according to the characteristics of students with hearing impairment and competency standards and basic competencies in the school. purnomo (2011) conveyed that the accuracy of teaching materials prepared by teachers will help the students ‘reasoning process to understand basic concepts, to develop students’ understanding, to motivate students to develop their thinking, and to develop thinking creativity. teaching materials that fit the students’ characteristics ease students in learning so the students’ learning outcomes can improve. this is consistent with the mufidah (2016) that there are differences in student learning outcome that using developed teaching materials and students using general teaching materials. student learning outcome using developed teaching materials is higher than student 65imai larasati, sopingi, the development of crocheting teaching material for student . . . . learning outcome using general teaching materials. moreover, the developed teaching materials are attractively designed. shinta (2014) reveals that attractively designed teaching materials add the students’ motivation in learning. the developed teaching material is designed with bright colors. in addition, the design on the cover contains picture of crochet bag, crochet hook, and crochet yarns that represent the entire content of teaching materials. the developed teaching material contains materials, crocheting instructions, exercise questions, evaluation questions, supplementary information, summaries, crochet patterns, and glossaries. kristian (2016) concluded that complete and continuous teaching materials can be a solution in learning activities. the materials in the developed teaching material are described in simple language and equipped with an example in the form of pictures. how to crochet basic stitch and basic stitch variations are presented step by step with concrete illustrations. widodo & jasmadi (2008) stated that the making of teaching materials should aim to clarify and facilitate the presentation so the presentation not to be very verbal. in addition, there are exercise questions and evaluations at the end of the chapter. according to widodo & jasmadi (2008) evaluation needs to be submitted so that students are able to measure or evaluate their own learning outcomes. the crochet patterns are presented whole and clued (like the number of chain stitch). the teaching materials are also equipped with glossary to ease the students to find out the terms that exist in the teaching material. additional information is helpful to increase students’ knowledge related to the crocheting field. conclusions and suggestion conclusion the crocheting teaching material for students with hearing impairment in smalb kemala bhayangkari trenggalek has been through validation test by material expert, learning expert, media expert, and linguist. as the result, teaching material deserve to be a reference in students with hearing impairment crochet learning activities. teaching material also has passed field trials on students with hearing impairment in smalb kemala bhayangkari trenggalek. as the result, the teaching material is effective used as a reference in students with hearing impairment crochet learning activities in order to achieve the expected competence. suggestion suggestions are given to several parties, namely: (1) teachers are expected to understand the content of crocheting teaching material and provide individual assistance to students who have difficulty in crochet learning, teachers are expected to provide performance training to students to make students more creative and skilled in crocheting, teachers are expected to develop knitting materials for advanced competencies so that the learning will be more effective, (2) the students are expected to be able to understand the material in the crocheting teaching material and do the exercises as well as the self-evaluation, the students are expected to master the basic technique of crocheting and crocheting a wearable objects independently so that the students have enough skill when they graduate, students are expected to ask teachers or to anyone who mastered the crocheting field when encountering difficulties, (3) further research is expected to develop crocheting materials on advanced crocheting competence, further research is expected to develop teaching materials with more broadly research subjects and research locations, further research is expected to develop teaching materials until the dissemination stage, (4) the developed teaching materials only tested on three students with hearing impairment of class x in smalb kemala bhayangkari trenggalek. the results of trials on three students with hearing impairment indicate that teaching material is feasible and effective. but the effectiveness of teaching material has not been tested for more students. therefore, before the dissemination, the developed teaching materials should be tested on the more broadly research subjects and research locations. references akbar, s. (2015). instrumen perangkat pembelajaran. bandung: pt remaja rosdakarya. brinkley, d. (2011). supporting deaf children and young people: strategies for intervention, inclusion and improvement. london: continum international publishing group. from bookzz, (online), (https://bookzz.org), accessed 14 nopember 2016. borg, w. r., & gall, m. d. (1983). educational research: an introduction. new york: longman inc. kementrian pendidikan dan kebudayaan. (2015). buku panduan program transisi ke pasca-sekolah bagi peserta didik berkebutuhan khusus di sekolah luar biasa dan sekolah inklusi. jakarta: direktorat pembinaan pklk diknas. kristian, n. (2016). pengembangan bahan ajar menulis laporan penelitian berbasis pengayaan skemata bacaan. jurnal pendidikan: teori, penelitian, dan pengembangan, 1(2):203-213. 66 journal of icsar; volume 2, number 1, january 2018: 62-66 mufidah, a. (2016). pengembangan buku saku sebagai bahan ajar geografi pada materi dinamika hidrosfer dan dampaknya bagi kehidupan di kelas x ipa sma negeri 1 gedangan. swara bhumi, 1(1), 32-38. pangestuti, n. r. (2014). pengembangan panduan pembuatan pola dasar busana wanita untuk siswa tunarungu smalb pembina lawang malang. unpublished undergraduate thesis. malang: faculty of education state university of malang. purnomo, d. (2011). pengembangan bahan ajar matematika sebagai sarana pengembangan kreativitas berpikir. aksioma, 2(1), 1-8. shinta, r. n. (2014). pengembangan modul pembelajaran penjumlahan dan pengurangan bilangan bulat dengan pendekatan ctl berdasarkan kurikulum 2013. mimbar sekolah dasar, 1(2), 142-147. somantri, s. t. (2005). psikologi anak luar biasa. bandung: pt refika aditama. supardi. (2013). aplikasi statistika dalam penelitian edisi revisi. jakarta: change publication. westwood, p. (2003). commonsense methods for children with special educational needs4th edition. london: roulledge falmer. from bookzz, (online), (https://bookzz.org), accessed 14 november 2016. widodo, c. s., & jasmadi. (2008). panduan menyusun bahan ajar berbasis kompetensi. jakarta: pt journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p125 125 braille for physics ediyanto ediyanto*, thalsa syahda aqilah universitas negeri malang, malang, indonesia *e-mail: ediyanto.fip@um.ac.id abstract: the demand for learning media for those who have visual impairments in learning physics is growing. braille letters that cannot accommodate physics equations and symbols are an impediment that must be addressed promptly. the technique that can be used is, of course, to present a new version of current braille. the braille form for physics in this article is still a work in progress. we are eager to collaborate with professionals in physics and braille. in addition, as a follow-up, we will consider validating and constructing a braille physics dictionary utilizing 3x3 braille forms. keywords: braille, physics, visual impairments, students introduction physics concepts can be represented in several forms. there are at least four formats of representational ability in physics (kohl & finkelstein, 2005, rosengrant, etkina, & van heuvelen, 2007), namely verbal, mathematical, graphic, and image. the ability of representation determines how individuals solve problems and construct their knowledge. for instance, individuals with the potential for verbal presentation will be able to solve problems in oral form, similarly, to individuals with other representational abilities. representation in physics learning is essential for students to attain holistic comprehension (yesildag hasanebi & günel, 2013). each individual can have one or more prominent representational abilities. development of braille accessibility of knowledge for blind people has been fought for since the 17th century. francesco lana terzi suggested a reading system specifically designed for blind people in his work entitled ‘prodromo overo saggio di alcuune invenzione nouve.’ the work concluded that people with disabilities who were born blind could write and hide their secrets in code and understand the answers in the same code’ in 1670 (chirone & dassa, 2008). it is one of the new milestones in reading systems because it is different from general reading systems. in 1808, charles barbier de la serre, who would later be captain charles barbier, was an artillery captain in napoleon’s battalion. he published an expediography table and published his writing procedures in 1809 (bullock & galst, 2009). barbier created this to facilitate communication on the battlefield through writing at night. the system is known as écriture nocturne or night writing, where the paper will be scratched using a stylus and will produce raised dots (sadato, 2005). however, the military captain can see. in addition, valentine haüy developed a pedagogical system for children with visual impairments to learn by reading roman letters using their sense of touch (warne, 2016). formerly, these embossed letters were made by people who could see. valentine haüy adapted the ordinary people reading system by modifying the printing of characters in embossed letters. this system was designed to aid blind people to read by recognizing ordinary letters through their sense of touch, and the writing system through typographic composition (oliphant, 2008). http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p125 126 journal of icsar; volume 6, number 2, july 2022, 125-128 louis braille, who later created the braille system, studied using this pedagogical system at the institution royale de jeunes aveugles or the royal institute for blind youth, a boarding school for the blind in france. considering that l. braille was completely blind when he was five years old, he tended to quickly absorb the lessons given by his school with his remaining visual memory (jiménez et al., 2009). in their development of learning using embossed letters, braille and his friends experienced significant difficulties. then, in 1823, barbier wrote to the royal institute for blind youth, asking for permission to test his findings on the children who attended the school. the test result suggested that children could easily recognize letter marks in the form of raised dots. after that, the braille system was introduced in france. although it faced various rejections, this system was eventually adopted and increasingly popularized. result and discussion braille for physics) default form of braille figure 1. default form of braille braille code is a writing system that enables blind and partially sighted people to read and write through touch. braille consists of patterns of raised dots arranged in cells of up to six dots in a 3×2 configuration. each cell represents a braille letter, numeral, or punctuation mark. some frequently used words and letter combinations also have their own single-cell patterns (https://brailleworks.com/braille-resources/braille-alphabet/). figure 2. default braille form for alphabet and number. (source: https://www.geeksforgeeks.org/braille-system-light-class-8-physics/) https://brailleworks.com/braille-resources/braille-alphabet/ https://www.geeksforgeeks.org/braille-system-light-class-8-physics/ ediyanto & aqilah, braille for physics 127 new form of braille braille for physics code is a writing system that enables blind and partially sighted people to read and write through touch. braille for physics consists of patterns of raised dots arranged in cells of up to nine dots in a 3×3 configuration. the first column shows the formula (ex. force), mathematical notation (ex. sigma), and the default form of braille). cell 1x1 represents that the braille letters are written according to the default form of braille, cell 2x1 represents that the characters written represent formulas, while cell 3x1 represents that the characters written are symbol notations. (a) (b) (c) figure 3. braille for physics, (a) the dot in cell 1x1 means the default braille form, (b) the dot in cell 2x1 indicates writing the formula character, and (c) the dot in cell 3x1 indicates writing the symbol notation character. examples of usage in physics force is the change in momentum over time which can be written mathematically as equation 1). 1) by using braille for physics it can be interpreted as shown in figure 4. figure 4. example of using braille for physics to write formulas future directions the braille form for physics in this article is still an idea that needs to be developed further. we as researchers are very open to collaboration with experts in the field of physics and braille. in addition, as a follow-up, we will think about validating and developing a braille physics dictionary using 3x3 braille forms. references bullock, j. d., & galst, j. m. (2009). the story of louis braille. archives of ophthalmology, 127(11), 15321533. chirone, e., & dassa, l. (2008). seventeenth-century inventions and drawings in the francesco lana’s works. jiménez, j., olea, j., torres, j., alonso, i., harder, d., & fischer, k. (2009). biography of louis braille and invention of the braille alphabet. survey of ophthalmology, 54(1), 142-149. f = δp _ t 128 journal of icsar; volume 6, number 2, july 2022, 125-128 kohl, p. b., & finkelstein, n. d. (2005). student representational competence and self-assessment when solving physics problems. physical review special topics-physics education research, 1(1), 010104. oliphant, j. (2008). “touching the light”: the invention of literacy for the blind. paedagogica historica, 44(1-2), 67-82. rosengrant, d., etkina, e., & van heuvelen, a. (2007, january). an overview of recent research on multiple representations. in aip conference proceedings (vol. 883, no. 1, pp. 149-152). american institute of physics. sadato, n. (2005). how the blind “see” braille: lessons from functional magnetic resonance imaging. the neuroscientist, 11(6), 577-582. warne, v. (2016). “so that the sense of touch may supply the want of sight”: blind reading and nineteenthcentury british print culture (pp. 57-78). routledge. yeşildaǧ-hasançebi, f., & günel, m. (2013). effects of argumentation based inquiry approach on disadvantaged students' science achievement, 53, 197-214. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p007 7 services of the worship house of the padepokan dhammadipa buddhist house of worship for people with disabilities m. ilham nurhakim*, yayuk yuliati, fadillah putra universitas brawijaya, malang, indonesia *e-mail: nurhakimilham73@gmail.com abstract: attention to disability is still not evenly distributed. the right to practice worship was not under the needs of disabilities. this study assesses the services of the padepokan dhammadipa arama buddhist vihara in batu city for disabilities. the theory used in this study uses the theory of planned behavior and the theory of social action. data were collected through in-depth interviews and observations. the data were tested for validity using data triangulation and analyzed using pattern matching, explanations, and time series analysis. the results showed that vihara administrators did not discriminate against disabilities because the basic principle of buddhists is compassion. services that have been provided are in the form of physical services like guardrails and non-physical services like assistance for the mobilization. the existence of this service is influenced by the understanding of disabilities and the urgency of providing services for disabilities. efforts that continue to be made include innovating in the form of development systems and concepts, adding facilities and infrastructure at the vihara, and increasing the participation of buddhists in providing input and suggestions regarding disability services in places of worship. the hope is the existence of physical disability services will increase the security and comfort of people with disabilities in carrying out worship like normal people. keywords: services for houses of worship, vihara, physical disabilities introduction attention to disability groups to obtain equal treatment for this is still considered to be less (mujimin 2007; thohari, 2014). some of the visible things are the services they get when they do their daily activities outside the room. the comfort and security that they cannot feel because of the fear of crime lurking is a strong reason for them to rarely engage in independent activities in the environment around us (ramli, 2017). if anything, it's likely that this only happens in big cities. the activities carried out also cannot be too far from the residence. this makes them do more daily activities at home, including worship activities. worship is not only done in big events but every day to meet spiritual needs (lubis et al., 2017) . disability groups are usually only found during worship activities on major holidays. apart from being together for reasons of togetherness and annual activities, security and comfort are guaranteed. this is because they are around loved ones who are ready to help if there are difficulties during the worship process. they also have the desire to worship every week or even every day. the reason for easy access to worship is one of the barriers (thohari, 2014; rahayu, 2019). the service of worship is an equal right that they need to get (ridlwan, 2015; syafi'ie, 2014). the current reality is that worship support services for disabled groups are still minimal and not widely distributed. so far, research on the availability of worship services for people with disabilities is still limited to places of worship for muslims (maftuhin, 2014) and christians ( treloar, 2002; carter, 2020) which focus on mosques (yumadhika & sholihah, 2019) and churches. this study will discuss buddhist worship services at the vihara which are still very rarely carried http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 8 journal of icsar; volume 6 , number 1, january 2022 7 19 out, even though the right to worship is the right for everyone in all religions, considering that indonesia is a country that recognizes buddhism. legislation already regulates this in detail in houses of worship. the minister of public works regulation 30/prt/m/2006 has regulated the design of accessible places of worship as public buildings (the law governing) human rights are owned by all humans in the world. the rights they get include the right to life, education, work, worship, health, marriage, politics, and other rights (mujimin, 2007; ridlwan, 2015). with these human rights, all people, including minorities, get the same treatment without exception. one of the minorities who do not deserve discriminatory treatment is the disability group (fernandes, 2018). this is reflected in law number 4 of 1997 concerning persons with disabilities that "every person with disabilities has equal rights and opportunities in all aspects of life and livelihood." disability in the public's mind is only people who from birth directly experience physical disability. getting old can also cause a person to become disabled, which is characterized by decreased memory, vision, hearing, and physical power. the researcher interviewed a bante bhiku at padhepokan dhama dhipa arama he said "the older a person gets, the quality of his senses will decrease, that's where the people need help" (w/28/01/21). physical disabilities can whack everyone, including the elderly. older people have less sense of worldliness and are closer to god. accessibility of places of worship services is needed to support the safety and comfort of disabled buddhists in worship. the need for synergy between the administrators of the vihara house of worship and people with disabilities is an interesting discussion to be studied more deeply. the basic essence of worship is comfort, and security in getting closer to god. this can be realized well and beautifully when buddhists with disabilities also get the same right to accessibility services as normal people without exception. services in places of worship that were discussed to facilitate the worship procession for disabled groups included access roads to places of worship, toilets, location directional signs, wheelchairs, and braille. this service is a standard requirement for a disability-friendly public building. availability is intended for groups of disabilities that have a classification based on their type. it is hoped that this research will be able to answer the problem of buddhists with physical disabilities in carrying out worship safely and comfortably. method this study uses a case study in how to explore a particular case and involves the collection of various resources (sugiyono, 2017). this study aimed to determine attitudes to disability buddhists regard to disability services refers to the theory of planned behavior and social action theory. this research is focused on (1) analyzing the views or perceptions of the vihara administrators towards people with physical disabilities, (2) analyzing the form of services provided by the vihara to people with physical disabilities, (3) analyzing what factors influence the services in the vihara, and (4) analyze the form of services that suit the needs of disabled buddhists in the monastery. the research was carried out at the padepokan dhammadipa arama buddhist vihara in batu city. the research was carried out on february 17 may 15, 2021. the methods used in obtaining and collecting data were in-depth interviews and observations (yin, 2013). in-depth interviews were conducted to obtain data on views on disability, services at the temple, factors that affect services at the monastery, and efforts to improve services at the monastery for people with disabilities. in-depth interviews were conducted with 4 informants, using semi-structured interviews with informants at the vihara. the following names are pseudonyms to protect the privacy of participants. the following are the research participants shown in table 1. nurhakim, yuliati , services of the worship house of the padepokan dhammadipa buddhist … 9 test the validity of the data for the study of accessibility in the monastery using data triangulation, examination of data that utilize something else for outside these data to check or as a comparison of these data (moelong, 2017) . data analysis techniques used by pairing pattern, creation of an explanation (explanation), and time series analysis (yin, 2013). table 1. research participants no name position/degree information 1. bhiku sj banthe buddhist clergy living at the vihara 2. mr. af stab vice president vice-president at the buddhist college within the vihara. area 3. mr. pa stab lecturer previously he was banthe at the vihara and now a lecturer at stab 4. atasilani un atasilani attasilani is a woman who lives the life of an ascetic and lives in a monastery result and discussion result(s) the vihara administrator's view on physical disabilities the vihara administrator's perspective on disability. based on the results of interviews with participants who are vihara administrators, the following are their views on disability. a horse buddhist emphasis on "love ", live for the happiness, well-being and benefit many people. its motto the affection this on all creatures including disability. they deserve the right form of spiritual. (sj bhiku, interview, april 30, 2021). buddha was equally not differentiate by looking at the condition of disability, where the puja here even if they may do according to the ability that doing (mr. af, interview, 30 april 2021). the buddhists in the monastery recognize the existence of disabilities without any distinction. disability also has a role in carrying out worship at the vihara without any restrictions or negative assumptions from the community there. in connection with this response, it is associated with an attitude (attitude or behaviour) which becomes a view on the object, namely the disabled community. whether in the form of support, partiality, likes or dislikes, it also affects a person's behaviour towards disability itself. attitude means the tendency to respond to an object. in this case, it is relate d to how important it is for buddhists, including people with disabilities, to come to the monastery. judging from the aspect of the attitude of the buddhists at the monastery, there is a feeling of pity for those who have shortcomings so that empathy arises. these conditions we show sympathy and empathy for people whose disabilities a sense the touch to help (mr. pa, interview, may 3rd, 2021). in line with that atasilani un also said that they have the same rights in carrying out activities like normal people without any discrimination behaviour. the need for disability services is very important to support the continuity of their activities while at the vihara. this form of service needs to be put into concrete action at some point in time (atasilani un, interview, 3 may 2021). 10 journal of icsar; volume 6 , number 1, january 2022 7 19 this attitude is included in the affective component. this attitude represents a person's feelings about the object of attitude, including feeling good or not, happy or not happy with the object. from interviews with informants who had given the exposure, there is empathy and sympathy to her disability and get discrimination in society. this is not in accordance with buddhists who apply the principle of compassion to fellow human beings. they have the same rights as normal people in general. behaviour open is show informant that attitudes to disability is not unlike a normal person in general. the relevance of this can be interpreted with the motives of social action on the basis of rationality according to weber (ritzer, 2010). this type of action is an "affective action" which is dominated by feelings or emotions without any intellectual reflection and conscious planning (spontaneous action). such a sudden feeling of empathy and sympathy from the buddhists in the monastery indicates an unplanned act of affection. this is like a feeling of compassion for people with disabilities to respect and appreciate each other. the view of buddhists at the vihara sees that the condition of physical disability can be identified with social models. the social model approach sees disability as a form of social and political construction (millati, 2016). the social model identifies whether there is discrimination or negative exclusion from the surrounding environment (intentionally or not). society is the main factor in the perception of disability itself. in the past, the social model was a form of reaction to the medical model of disability, which was an analysis of the body as a machine that had to be improved to conform to normative values (pale y, 2002). the existence of a social model assumes that disability is still impairment, but it should not be considered as a disability. the current social model reflects the social conditions in which it is introduced, and that the impact on the lives of people with disabilities will increase if the emphasis is on reflecting socially in society (levitt, 2017). people with disabilities who are climbing stairs are assisted by novices (disciples) at the vihara by directing them to a wheelchair accessible path. the form of assistance obtained becomes more inclusive. the social model of disability focuses on the attitudinal barriers that people with non-standard bodies face (goering, 2015). the person still has an impairment related to climbing stairs, but it should not be considered a disability, because that person can reach the same location even without climbing stairs. the administrators at the vihara see that there is no difference between people who are physically normal and those with disabilities. this trait is reflected because of the teachings of the buddha which prioritizes love and compassion for others. this principle of compassion has been taught by all buddhists to all living beings, including people with physical disabilities. this attitude will change, and society in general will view disability as the new normal (bunbury, 2019). the form of mutual assistance between buddhists without physical disabilities and people with physical disabilities will create positive synergies in providing comfort in worship. people with disabilities have equal rights in getting warmth in society. they are entitled to honor in the form of social, economic, educational and even spiritual. whatever they do is seen as equal before god. this form of happiness and well-being is not only limited to thoughts, but also in good deeds and words. the context of buddhist worship does not limit and differentiate by looking at the physical condition of its followers. buddhists with disabilities get waivers in carrying out worship at the vihara, there is no need to push beyond their limits. their limitations in worship are considered to represent them in carrying out worship at the vihara. disability has an important role in the development of religion; there is no distinction or perceived discrimination against those with physical disabilities. nurhakim, yuliati , services of the worship house of the padepokan dhammadipa buddhist … 11 responses related to attitudes towards buddhists with disabilities are related to attitude towards the behaviour. the form of attitude or position to respond positively or negatively to a behaviour (fishbein & ajzen, 1975). the temple administrator explains that there is no sense of being higher in rank than those who have shortcomings. there is a feeling to love those who are different from normal people in general, this feeling is in the form of empathy and sympathy for the existing disabled people. buddhism is a teaching of love. the buddha taught the dharma out of love for the world. parents must carry out the "four great residences of mind" taught by the buddha in raising children (toharuddin, 2016). the four residences are: metia – love or good will karuna – love mudita – sympathetic pleasure upekkha – equanimity or calm mind the attitude shown by the temple administrator is in accordance with the values of compassion of the buddha's teachings. the action is a representation of an act of affection, an act that shows affection. this action is a form of feeling that arises from emotions that are not aware of the spontaneity (ritzer, 2010) from the vihara administrator to people with physical disabilities, by seeing their shortcomings, empathy and sympathy for fellow humans arise. people with disabilities deserve the highest respect and everything is based on a sense of humanity. respect for disability is a teaching in buddhism that gives equality to all human beings. compassion is the principle of affective action that provides a stimulus to the temple administrators to be sensitive to people with physical disabilities. there are no differences in views of normal people in general, on the contrary there are actions to help those who have physical disabilities in carrying out worship at the vihara. services available at the temple take a deeper look at the services provided by the vihara administrators to the physically disabled, to support the ease of mobilizing worship at the vihara. so far, the services at the vihar have not been widely implemented because buddhists are a minority so that there are very few people with disabilities. buddhists are a minority in indonesia, so people with disabilities are not very visible (bikhu sj interview, 30 april 2021). the service at the monastery which currently exists as an inclined plane for disability beside the stairs. moreover, the architecture of the building is stairs, so it is not possible to walk alone and there must be assistance (mr. pa, interview, 3 may 2021). in line with this, the informant said that the vihara also provided non-physical services for people with disabilities. older buddhists are given a seat or a place in the back to worship at the monastery. there are also inclined planes, but they still need help. there are non-physical services, such as we provide information and worship mobilization assistance (atasilani un, interview, 3 may 2021). the interview below shows the physical and non-physical services available at the vihara. 12 journal of icsar; volume 6 , number 1, january 2022 7 19 signs or symbols for the need for whatever form of disability it takes to be developed, even need to be in the scriptures, such as braille . services in the form of assistance from the novices automatically also help them when they are at the vihara (mr. af, interview, 30 april 2021). the importance of services for the disabled in carrying out all activities in the vihara. ease of mobility is important to continue to do. however, because there are not many buddhists, services in the form of assistance can be directly represented by the novices (disciples) at the vihara in their movements during worship there. this advice will be given by banthe and the bhikus who are there to always help or direct buddhists who want to worship at the vihara, including people with disabilities. discussion(s) seeing these conditions, the above application is included in the traditional action of max weber. this action is spontaneous without any reflection or planning of behaviour as common actions exist (ritzer, 2010). the habit of helping others or helping others is supported by an old tradition that has been taught, namely helping each other. the above actions are habits that are always there to help. as stated by one of the buddhists in the monastery, if there are people with disabilities who come to the monastery for puja on sundays, automatically the samaners will immediately help, either in the form of direct assistance or directing them to the intended puja or meditation place. . regarding services for disabilities, this can refer to the discussion of subjective norms, the circumstances in which an individual's environment accepts or does not accept the behaviour shown so that people will show that behaviour is accepted by society (ajzen, 1991). someone who has subjective attitudes and norms that support certain actions will be very helpful in supporting the control behaviour he has (seni & ratnadi, 2017). if we look at the aspect of habits or subjective norms that have existed so far, services at the vihara are influenced by intentions or intentions to help people with disabilities. subjective norms see a tendency towards objects from the environment related to individual behaviour, to see how far the services at the vihara are and how far the reach or efforts of these services are for people with disabilities. according to ajzen and fishbein (1975) subjective norms are influenced by two determinants, namely self-perception (normative beliefs) and motivation to meet these expectations (motivation to comply) (fishbein & ajzen, 1975). based on the results of interviews, worship services at the vihara are related to these two determinants. individual motivation to meet the expectations of others (significant other) is indicated by the existence of non-physical services that are highly prioritized for people with disabilities in worshiping at the monastery. subjective norms can be seen as dynamics between the impulses perceived by individuals from others around them and the motivation to follow their views (motivation to comply) in doing or not doing certain behaviours. so far, people with disabilities are welcome to carry out worship as usual. acceptance for persons with disabilities can be seen from the existing services. intention to provide services can be influenced by several aspects. according to (jogyanto, 2007) subjective norms make the perception of the beliefs of others that will affect the intention to perform or not perform the behaviour under consideration. intention is a factor that can influence a person's behaviour (french et al., 2005), especially in providing services that will be provided to people with disabilities. the results of in depth interviews are also supported by the results of field observations. based on observations, there are two types of services for people with disabilities at the vihara, namely physical services and non-physical services. physical services include the nurhakim, yuliati , services of the worship house of the padepokan dhammadipa buddhist … 13 availability of inclined planes, directions for places, handrails for people with disabilities and guardrails so that people with disabilities do not fall. assistance is also in the form of additional chairs for the disabled to sit at the back of the puja when they cannot sit crosslegged. persons with disabilities can be encouraged to be independent to carry out activities (beatson et al., 2020). this service is provided to facilitate the mobility of worship during puja and meditation at the monastery. although it is still not complete, this physical service is sufficient to help mobilize people with disabilities to places of worship. non-physical services are assistance services for people with physical disabilities in carrying out activities or mobilization at the vihara. non physical accessibility is in the form of information services needed by disabilities (nafri, 2019) that provide convenience for people with disabilities as an effort to realize equal opportunities (roebyantho, 2006). the form of guidance assistance to them when they want to go somewhere such as when going to a pagoda or mobility to a place of meditation. other forms of non-physical assistance also include assistance in the form of carrying a cradle when there is a staircase, and assistance being pushed by a wheelchair when passing an up or sloping road. this service has been around for a long time, even the novices or disciples in the monastery are ready to help them if there is no family to help when puja at the monastery. the norms shown by the vihara administrators are included in the behavioral encouragement that needs to be carried out. it is appropriate when there are people with physical disabilities who come to help them in making it easier to worship at the vihara. this makes the fulfilment of expectations for people with physical disabilities who come to get good treatment from the vihara administrators. the vihara administrator will also add services that are needed by the people. this attitude of openness is shown by the vihara administrators, so that people with disabilities feel comfortable and safe in worshiping. these conditions include traditional actions, namely actions that become habits without any planning from an individual. these actions exhibit habitual behavior, without conscious reflection and planning (ritzer, 2010). this habit is common when carrying out worship activities, namely novices automatically help people with disabilities when they need their energy and assistance. this is intended so that people with physical disabilities feel safe and comfortable in carrying out their worship at the vihara. factors affecting disability services at the temple every place of worship, including the vihara, knowingly or unknowingly has services for the disabled. however, the suitability of needs for disability services is also considered in providing services for physical disabilities. therefore, it is important to analyze what factors influence the physical disability services available at the vihara. the existence of supporting factors provides an important role in terms of controlling one's behaviour control. likewise, the individual will feel what the impact will be, whether it is positive or negative. factors affecting their physical disability services in the monastery there are two kinds of perceptions associated with behavioural control (perceived behavioural control). perceived behavioural control is defined as the perceived ease or difficulty to perform the behaviour (ajzen, 1991). the existence of supporting factors plays an important role in controlling behaviour control (seni & ratnadi, 2017). according to azjen as quoted by nur, azjen defines perceived behavioural control as how far a person believes or feels capable of doing something. this variable is determined by the individual's beliefs regarding the strength of both situational and internal factors to serve the behaviour. the more a person perceives himself to be capable, the greater a person's intention to perform an action. if a person perceives himself to have the resources to provide services to 14 journal of icsar; volume 6 , number 1, january 2022 7 19 people with disabilities, then this perception is related to the intention to provide services to people with disabilities. perception of control behaviour is influenced by two determinants that control beliefs (control beliefs) and power control (power of factor). the discussion this time refers to the power of control, namely the factors that influence individual perceptions regarding the availability of the necessary resources, either in the form of behaviour or reducing behaviour. perceptions of behavioural control can influence decisions made by individuals regarding services for people with disabilities and help analyse what factors influence the availability of services for people with disabilities. the following are the main factors that influence physical disability in worshiping at the vihara. factors affecting lack of understanding of disabilities one of the factors that influence the availability of disability services is the lack of understanding of the need for physical disabilities. there are several physical disabilities suc h as physically disabled, deaf, visually impaired with their respective physical deficiencies. in depth understanding of their needs can then be realized in the form of physical and nonphysical services for buddhists with disabilities when worshiping at the vihara. so far there has never been a specific service for people with disabilities when carrying out worship at the vihara. this ignorance factor is an obstacle for disability services for people with disabilities to access services at the vihara. the people with disabilities who come also do not know if there are services for them. the following is what the researcher explained during the interview to gather information on the factors that affect disability services at the vihara. there are not too many disabled buddhists at the dhamapadipa arama vihara. knowledge of disability is still lacking. (atasilani un, interview, 3 may 2021). buddhies people has the right to worship independently in the monastery. the monastery must provide it whether it is later used or not. when there is a service, if someone visits them feel comfortable and easy mobility (atasilani un, interview, may 3rd, 2021). understand would disabilities can affect people of disabilities in the temple service. this understanding should be shared by buddhists who are administrators in temples and buddhists in the wider community, and especially for people with disabilities. these perceptions need to be harmonized together for the future progress of the vihara, especially for the development of physical disability services. perceptions at the vihara indicate that behavioural control is related to the intention to provide services to people with disabilities. some of the vihara administrators do not know the various types of disabilities. in fact, this is needed to find out the service needs that suit them because every physical disability has different needs. so far, there has never been a specific disability service for buddhists in carrying out their worship at the vihara. these factors are an obstacle for disability services to access existing services at the vihara. people with disabilities also do not know what advice or input they can give regarding services during puja at the vihara. from this, understanding disability is considered very important, which can later be considered for disability services. the importance of services for disabilities in the temple nurhakim, yuliati , services of the worship house of the padepokan dhammadipa buddhist … 15 the second influencing factor is how important the services for the physically disabled in the vihara are. so far, buddhists in indonesia are still a minority, in contrast to buddhists in majority countries, such as thailand, sri lanka, myanmar, and india. at the vihara padephokan dhamadhipa arama there are also not too many people who come to the house of worship. buddhists in indonesia are different from the majority buddhists, such as sri lanka, myanmar, thailand, and laos. because the number is a minority, it is very rare to see those who have a disability (bikhu s j, interview, 30 april 2021). service disabilities are not really needed in the monastery. there are no plans to direct services for the disabled. there were only one or two people who came. but that doesn't mean it's neglected, but there is no specific direction to get there (pak pa, interview, may 3, 2021). this is also supported by the results of field observations. during the observation at the vihara, the researcher also did not meet disabled buddhists who worship at the vihara, especially during this pandemic, because the mobility of worshiping at the vihara is still limited due to covid. provision of services depends on the number of people with disabilities. it is necessary to consider whether it is necessary to provide special services for physical disabilities, or only to provide direct assistance to them in facilitating their worship. if there are few buddhists, then special services are not needed, but that doesn't mean they don't come without being served (bhiku s j, interview, 30 april 2021). the statement above indicates that disability services in particular are still not prioritized considering that there are still very few people. even so, efforts to continue to improve in providing services for physical disabilities will continue to be made, both in the form of providing services for access to mobility for buddhists with disabilities as well as direct assistance to worship at the monastery. bhikus as a driving force in buddhists will be present in the midst of the community to provide prayers and direct motivation to people who cannot attend the vihara. the researcher sees that the concept of rationality above is in accordance with the social action of instrumental rationality as proposed by max weber. conscious consideration and selection that will relate to action becomes a tool that can be used in achieving a goal (ritzer, 2010). individuals or groups have various goals and desires and on the basis of these criteria can determine a choice between the goals to be achieved. the vihara administrators consider and make conscious choices in making decisions that are in accordance with current conditions. the information and data obtained are used to solve existing barriers or limitations in providing services for people with disabilities, so as to create a sense of security and comfort in worship. instrumental rationality actions are actions that are determined by the expectations of disability behaviour in the vihara. this hope can be conveyed to the administrators and buddhists in the monastery as input or suggestions for providing services for physical disabilities at the monastery through careful calculations based on experience or the rationality of services that can be realized. the results of the interview above illustrate the importance of understanding for physical disabilities and the importance of disability services for future 16 journal of icsar; volume 6 , number 1, january 2022 7 19 realization so that there is collaboration between vihara administrators and people with disabilities. efforts to improve services for physically disabled at the monastery from the start, we all need to understand that people with disabilities have the same rights in carrying out any activity, one of which is worship. efforts to increase the understanding that people with disabilities need equality with buddhists in general to get services that suit their needs. mutual understanding and openness between the temple administrators and buddhists with disabilities will foster mutual trust and participation of people with disabilities in worshiping at the monastery. they have the right to get comfort in worshiping directly at the vihara. there is no difference in spiritual rights between normal and disabled people, so that equality is created in carrying out worship. from this, the spirit for disability equality can be created in worshiping at the vihara. there needs to be communication between the parishioners and the temple administrators why there should be services for the disabled (mr. pa, interview, 3 may 2021). continuation of informants at the vihara. surely, if there is such collaboration, the disability will be more comfortable, appreciated and humanized as normal people in general (atasilani u n, interview, may 3rd, 2021). the fulfillment of services for people with disabilities is a basic right that should be accepted. this is an indicator of justice for the whole community. these basic rights should be obtained fairly and equitably for all groups, including those with disabilities. this needs to be emphasized considering that various groups with disabilities are vulnerable to obstacles in accessing services. having the same rights in performing worship is the right of everyone, including people with physical disabilities. physical disabilities need to get the same equality to get services at the vihara according to their needs. accessibility for disabilities is important to meet needs and reduce imbalances, so as to create human welfare by integrating social justice (yiing et al., 2013). mutual understanding and openness of the vihara administrators to the disabled will create a sense of trust that the vihara is an accessible place for worship. existing services need to be improved even better in the future, so that people with disabilities can feel comfortable and safe in carrying out worship at the vihara. new breakthroughs for people with physical disabilities, must be made for real implementation that they can feel. one of these efforts is the existence of innovations in the form of systems and ideas in the realization of the development of physical buildings at the vihara. the system was created as input or suggestions for physical disabilities when at the vihara what kind of service they wanted so far in carrying out their worship. the physical development of buildings also needs to be improved in accordance with the needs of people with physical disabilities. this innovation will certainly have a direct impact on people with disabilities. the second effort is the addition of services at the vihara's house of worship so that it is more accessible to use. these additions are in the form of improving the quality of buildings such as physical services (1) inclined planes, (2) braille letters, (3) ram, (4) special guiding blocks (guiding blocks), (5) toilet for people with disabilities, and (6) places for the blind. this nurhakim, yuliati , services of the worship house of the padepokan dhammadipa buddhist … 17 is an innovation in adding services to the vihara in the future to make it more accessible for people with disabilities. the hope is to provide convenience for disabled buddhists in worship. the last effort is the need for the participation of disabled buddhists in providing suggestions for the progress of the vihara. the participation is in the form of a dialogue between the vihara administrators and people with disabilities. the meeting can be a meeting point between the two parties. providing an understanding of the accessibility of persons with disabilities which will change the paradigm regarding discrimination, of course providing a strategy for increasing participation (syaifurrohman & erowati, 2020). people with disabilities can contribute ideas and input. the temple management can accommodate these ideas, so that they become the main reference in providing good service at the monastery. the hope is that there will be collaboration from all parties and those who are responsible for the development of the vihara even better. conclussion and confession conclussion(s) vihara administrators recognize that there are disabilities that they also have the same degrees and the same rights as normal people in general. this attitude or behavior can be reflected in the buddhist principles that prioritize compassion for fellow human beings, like physical disabilities. this attitude of behavior illustrates positive and affectionate actions for people with disabilities, sensitivity to sympathy and empathy for people with disabilities to get proper rights in carrying out activities like other normal people. services for people with disabilities at the vihara actually already exist but do not fully cover all physical disabilities. there are some services that are still not fully built or delivered. factors that affect the two: (1) understanding the needs of disabilities are still not deep and (2) the importance (urgent) their service for physical disability in the monastery. it is hoped that in the future there will be new breakthroughs to provide accessible disability services to provide services that are in accordance with the needs of physical disabilities. the need for innovation for a system that is able to accommodate disabilities in worship, as well as providing additional services for complete houses of worship for people with disabilities so that they can be independent in coming to places of worship. of course it requires the collaboration of all elements, such as temple administrators and also people with disabilities who can actively participate in providing suggestions for the progress of the monastery in order to provide appropriate services for physical disabilities. confession this research is the final project of the thesis to fulfill the target of graduation from the master of social sciences universitas brawijaya malang in 2021. we would like to thank all those who have helped to complete this research. especially the supervisors, the academic community of the universitas brawijaya campus and the administrators of the vihara, banthe, bhiku, samanera and atasilani who have helped in completing this research, this research would not have been completed without the help of all parties. acknowledgement m. ilham nurhakim is a postgraduate student at universitas brawijaya in the field of social sciences major in development sociology. he is currently completing his thesis on buddhist perspectives on disability and disability services at the vihara. 18 journal of icsar; volume 6 , number 1, january 2022 7 19 references ajzen, i. 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(2013). achieving sustainable development: accessibility of green buildings in malaysia. procedia social and behavioral sciences , 101 , 120–129. https://doi.org/10.1016/j.sbspro.2013.07.185 yumadhika, r., & sholihah, ab (2019). design of mosque ablution areas for disabled: evaluation of ministerial regulation of public works and public housing no. 14/2017. journal of architectural research and design studies, 3(1). https://doi.org/10.20885/jars.vol3.iss1.art2 171 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 2 july 2018 life skills education for people with disabilities at blind orphanage “tuah sakato” west sumatra indonesia jendriadi, warlan sukandar, rona rossa stkip adzkia padang, indonesia email : rumbenasli@yahoo.co.id abstract: this research was done because there is still the wrong assumption in the society that it will be ashamed if one of the family members has suffered from a disability. even, they do not ready to receive him. one of the disabilities cases is blind. it is indicated by not being able to see either totally or partially. the blind people are caused by the different background. some suffer are congenital birth, this blindness occurred since they were born. then, the others happened when they are still teenagers and even adults, which is caused by several factors such as illness, accident, style of reading, or blindness is an undetectable cause. this research tries to reveal the various life skills education provided by the administrators of blind orphanage tuah sakato in west sumatera so that the cynical and apathetic impression on the blind disabled patients will be reduced or even lost by knowing the various life skills that they get during their education. thus, there is no longer the assumption that people with blind disabilities are only used as a sacrifice for begging on the streets or just working as a masseur only. in addition, this research also tries to describe the impression of alumni after taking education at blind orphanage tuah sakato west sumatra indonesia. the method used in this research is qualitative descriptive with direct participation approach. the techniques used are observation, interview and participate in their daily activities. the results of this field research obtained a lot of information about life skills provided by the managers for their students. by providing many life skills, their students are ready to return to the community. there are many life skills that are providing there. they are; preparatory classes, massaging skills by recognizing the structure of the human body, the ability of foreign languages, the ability to cook, the ability to play music, memorize the qoran and recitation of the qoran with rhythm, the ability to make speeches and they also got the counseling guidance so that they can be optimistic to look for their future. from the interviews that the authors conducted to the alumni of blind orphanage tuah sakato who had completed his education there, the results obtained that 90 percent said they are very satisfied with life skills education that has been given by the managers of blind orphanage tuah sakato and they feel like getting a new family and they are also assisted to find work. keywords: life skills education, disability, blind introduction education is a process of self-realization in which an individual realizes and develops all of his potential. education can take place at any time and in any place. everyone, both children and adults, experience the process of education through what is encountered or what is done. according hamalik (2005) that the function of education is essentially, is to prepare learners “prepare” means that learners are essentially not ready, but need to be prepared and is preparing itself. this refers to the process that takes place before the learners are ready to plunge into real life. education when associated with the discussion of life skills (life skills) focused on schools and schooling systems, departing from the universalization that continues to expand and increase. life skills, especially day-to-day life skills, are increasingly perceived as important for personal and collective lives that often face the phenomena of life with issues at the private, local, national, regional and global levels almost everyone is educated and conducts education. because education is never separated from human life. children receive education from their parents and when the children are moving towards adulthood, they are also tasked to educate their children (pidarta, 2013) one of the hallmarks of community life is a continuous and sustainable change known as modernization. people’s lives enter a new phase, globalization. the advancement of information technology has eliminated geographical and cultural barriers. since there is no more partition in the nature of nan has seemed to shrink this, in fact there is no partition between us in particular in terms of achieving education. education does not recognize boundaries of race, religion and even physical. nevertheless, the discrimination felt by people with disabilities still continues today even though the quantity has begun to decrease. anni for example, since childhood she suffered from polio. conditions 172 journal of icsar; volume 2, number 2, july 2018: 171-174 known that soleh was a blind “obviously there was a summons for me, but the campus did not know i was a person with a disability. when i arrived, they were shocked, and then i was rejected for a variety of reasons, like no lecturer for people with disabilities. just keep saying, let’s just say i’m not there. let me adjust that later. whether i will succeed or not, that will be my business. consider all the same and treat all students in the same way, “said akhmad soleh. soleh also considered that many schools are labeled inclusive but have not fully understood the concept and ideology. settling needs to be done, and the main thing is to improve the school manager’s mindset. persons with disabilities need not be privileged, they should be treated equally. if the education sector is more friendly, they can prove that limitations are not an obstacle. anni juwairiyah is a women’s organization activist and has been a member of east kalimantan legislative council. while akhmad soleh was able to hold a doctorate, worked as a civil servant in bantul regency, yogyakarta, and taught at several universities. as academics, of course we have a very strategic role so there is no more gap between disabled and nondisability. if one may wish, no one is willing to seek trials with either partial or total loss of sight. but the wheels of life must run, they have hope to welcome a much brighter future ahead of the limitations they have. they do not need to be pitied, they do not need to be spoiled, they just need a belief from us that they also have the abilities that normal people has. like an angler language, they do not need fish, but they just need a bait so they can survive in a long time. the fishing line they expect is called skill or life skills to make them grow and grow. the era that we are currently passing is already must demanding people to be a winner by risking competence. the main source of competence is good human resources (anwar, 2004) in the root words, according to sumarni (2002) skills is another meaning of the skill. but this concept seems too narrow from the true meaning. so the term skills can be interpreted with other contexts of skill. the function of learning life skills education is to help guide, train, encourage, shape and develop the learning function that is done by and become the responsibility of the teacher, that is the teacher or the trainer so that the student can make changes to him according to the purpose (alquranulkarim digital, 2017) therefore, with life skills education will be able to provide supplies to anyone without knowing any status. because in the eyes of god all we have the same rights. what distinguishes others is the level of piety. as contained in the qur’an letter of al-hujurat verse 13 that force her to use a wheelchair wherever go. school times are the heaviest period her feels as a child. she told of how hurt she was when she saw other children taking gym or dancing lessons, while she could only sit in front of the class. fortunately, her parents in kebumen, central java trained her for a strong mentality. despite facing many obstacles to education in public schools, in fact anni can get through all that. even up to the college bench at sebelas maret university, solo, central java. whereas according to anni, inclusive schools have many roles for people with disabilities. not only to gain knowledge, learning in public schools gives them the opportunity to foster self-confidence. now she is the chairman of the indonesian association of persons with disabilities in east kalimantan. she is also active in aisyiah women’s organizations, and encourages local governments to open inclusive schools for people with disabilities in the province. unfortunately according to her, many schools only put inclusive predicate without applying the correct system. but so far, there has been no positive response from the education environment. “if we want to lead to an inclusive society, i think it is more appropriate that the education system being implemented is inclusive education. so not with special schools for people with disabilities only. this system has advantages, such as people with disabilities will feel confident, not distinguished from others, and get nothing like the other kids get. this system is also more competition for people with disabilities, competing with other students despite their limitations, “she continued. a similar experience is experienced by akhmad soleh. he is a blind doctor who graduated from the state islamic university, sunan kalijaga, yogyakarta. various refusals are always given by the school manager he wants to attend, from elementary, junior high, to university. not infrequently, parents and themselves have to argue with school leaders in kudus or pemalang, central java, where he spent his childhood and adolescence. many schools refuse to accept akhmad soleh by reason of not having teachers who can teach the blind. he sometimes even had to ask the school manager to assume he was not in the class, and carry out the teaching and learning process as usual. soleh did not ask to be privileged and considered to have special needs. what he remembers most is when a private university where he has received his undergraduate education refuses to accept it, even though he has sent a notification letter received as a student. soleh had taken the entrance exam at the university and was graduated. the university then sent a summons to send soleh to college. on the first day of soleh’s arrival to the university, there was a rejection because it was only 173jendriadi, warlan s, rona r, life skills education for people with disabilities at blind . . . . bunda, kalumbuk, kuranji subdistrict, padang city of west sumatra. this orphanage has the content of being a leading and reputable social service and rehabilitation institution in sumatra to produce ethical and ethical disabilities people with the skills to live independently. while the mission of this social home is to improve the professionalism of structural, functional, technical and managerial officials in quantity and quality, increase cooperation with various levels of work, optimize the potential and social resources, improve facilities and infrastructure disabilities services, and empower the potential and service recipient capabilities. based on the psbn booklet state that psbn of west sumatra provinces (2017) that people with disabilities are people who can not see because the eye is damaged or can not count the fingers at a distance of 1 meter in front of it by using the sense of sight. bina netra is a social home that provides social rehabilitation to people with disabilities. as for the purpose of providing services to clients is to restore a sense of self-esteem, self-confidence, love of work, awareness for achievement and responsibility to family and society. furthermore, to improve the physical and skill abilities in social life, increasing the participation of families and communities in the business, the welfare of disabled people inadequate massage skills. according to (hadi, 2005) that blind is another term of visual impairment. life skills education for disabled people at bina netra social institution of west sumatera mukti (2004) state that the purpose of life the skills development orientation is to provide a meaningful learning experience for learners that matches what is needed in everyday life. indeed, disabled persons including the blind have the same right and opportunity to receive education, whether it be islamic religious education or awards. based on the results of observations and interviews of the authors with some speakers at social institutions bina netra west sumatra, administrators trying to provide excellent service to the clients with full affection and patience. beyond what the authors estimate, there are many life skills given to clients. initially, the authors suspect that the life skills received by clients who are studying at social institutions bina netra is the ability of massage alone. apparently everything is not right. due to many other skills they get among them. physical and mental guidance almost all clients are not ready with the conditions they are experiencing. the only thing ready is a person who from birth has a vision defect. with their closed “o mankind, we created you from a man and a woman and made you nation and tribe so that you may know one another. verily the most honorable among you by allah is the most pious among you. allah is the knower, the knower. method this research is a research that will examine the problems that are social and dynamic. therefore, the research method that researchers use is qualitative research to determine how to find, collect, process and analyze data research results. this qualitative research can be used to understand social interaction, for example by in-depth interviews so that clear patterns will be found. in this study the researcher chose the type of qualitative research then the data obtained must be deep, clear and specific. further explained by sugiyono (2009) that the collection of data can be obtained from the results of observation, interview, documentation, and combined / triangulation. in this study researchers used data collection techniques with observation, documentation, and interviews. results and discussion profile of bina netra social institution of west sumatera psbn tuah sakato was built on july 22 1993 through the assistance of oecf japan loan of fiscal year 1992/1993 and 1997/1998. panti started to operate on december 2, 1994 with the initial number of clients 20 people for the working area of west sumatra province. as of april 1, 1995 the number of clients plus to 30 people and then on april 1, 1996 increased again to 50 people until now. on april 1, 1998, eselonering came down as an orphanage in social department with type b through minister of social affairs decree no 25 / huk / 1998 dated april 15, 1999. then in december 1998 a structural official was assigned and changed the name of the institution from psbn kalumbuk padang to psbn tuah sakato padang. with the enactment of law no.22 of 1999 on otoda and continued with the governor’s decision number 22 of 201 on continued organization and administration of the technical implementation of the service, the psbn tuah sakato become uptd in the social offices of west sumatra. bina netra social house is located at wisma 174 journal of icsar; volume 2, number 2, july 2018: 171-174 vision they did not mean they were safe. they are still struggling to get treatment at the community sense health center. because, if not treated their eyes will become enlarged and will have a bad effect on their eyesight. in the activities of physical and mental guidance, there are some activities that they get among them sports guidance, orientation and mobility guidance, health guidance, character guidance, guidance of islamic studies and maintenance of personal and family health. when ramadhan is coming, the clients must attend pesantren ramadhan so that they understand with islamic value and also they be a mubaligh to inform about of islamic religion to the society. one of their activities we can see in the figure below. social guidance there are some services that clients obtain by clients related to social guidance among others; guidance of daily life, guidance of relations and social integrase, recreation and meeting of children and parents of clients. business / work skills guidance some of the guidance obtained by clients include massage and sihatsu, fingerprinting skills, traditional musical instrument skills, voice vocal guidance, handy craft skills, braille arabic courses and computer program braile. entrepreneurship guidance one of the most central concepts of life skill education programs is that education is expected to solve problems that arise because education must be able to synergize lessons into a life skill or skill in the hope that graduates will be able to solve problems which he is and will face. one of them is to create a job. although not able to see, the students in panti bina netra still taught skills that support them to be independent. one of which is by training the flower arranging using the sense of touch they have. they participate in the training of activities and skills training with passion and enthusiasm. for more details we can see on the figure below. conclusions from the results of observations and interviews of authors with resource persons in the social organs blind kalumbuk obtained conclusion that basic education is a process realized by individuals who should not discriminate the physical background of a person. all are entitled to be treated fairly and humanely. there are several life skills acquired by clients in the social estates of neighboring west sumatra, including: physical and mental guidance, social guidance, business / work skills guidance and entrepreneurial guidance. references alquranulkarim digital. (2017). quoted from https:// tafsirq.com/49-al-hujurat/ayat-13. anwar. (2004). life skills education, concepts and applications. bandung : alfabeta. hadi, p. (2005). independence of the blind. jakarta : kemendiknas. hamalik, o. (2005). curriculum and learning. jakarta: bumi aksara. mukti, a. (2004). buletin lpm of education, quantum transformation of idealisme. malang: uin maulana malik ibrahim tarbiyah faculty. pidarta, m. (2013). the foundation of education. jakarta : rineka cipta. sumarni, s. (2002). journal of islamic education science. yogyakarta : uin sunan kalijaga. sugiyono. (2009). quantitative research methods, qualitative and r & d. bandung: alfabeta. 153 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 2 july 2018 the effectiveness of course review horay method on social sciences learning achievement of visually impaired students hermawan, kresna hertantio putro, sugini universitas sebelas maret, indonesia email: hermawan@fkip.uns.ac.id abstract: this study aims to determine the effectiveness of the course review horay (crh) method of the social sciences learning achievement of 5th-grade students with visual impairment of slb a ykab surakarta. this research is an experimental research of pre-experimental type research in the form of one group pretest-posttest design. the population in this study are 4 5th grade students of visual impairment in slb a ykab surakarta. data were analyzed by using non-parametric analysis wilcoxon signed rank test (wilcoxon signed rank test). the results showed that the average value before using crh method was 10, while the mean value after using the crh method was 40. based on the results of the study, it can be concluded that the course review horay method is effective to improve the social sciences learning achievement 5th-grade students with visual impairment slb a ykab surakarta. keywords: course review horay (crh) method, social sciences learning achievement, students with visual impairment. introduction visually impaired children are categorized as children with visual abnormalities. hallahan et al. (1997) define visual impairment as someone with 20/20 or less vision visibility on the corrected eye (e.g. with glasses) or has a very narrow field of vision with the widest diameter distance, not more than 20 degrees. one problem of visually impaired children at school is their low learning achievement. it happened because the cognitive development of visually impaired children tends to be obstructed compared to normal children in general (soleh et al., 2011). tillman (sunanto, 2005) reveals that visually impaired children have low ability to integrate all facts they have learned, so it seems as if all the visually impaired children’s educational experience is kept in a separate room. thus, the above explanation indicates that impairment can affect the learning achievement of the children. the facts show that the low learning achievement of visually impaired children at school is caused by internal and external factors. internal factors are the lack of students’ understanding of the concept of the material taught and the lack of students’ learning motivation. in addition, the achievement of learning is also influenced by external factors, namely the unsuitable teachers’ teaching method with the students’ way of thinking and the teachers do not motivate the students to learn (daryanto & raharjo, 2012). it applies to most subjects taught, at school. one of them is the social sciences. problems found by researchers in the field is that the understanding of 5th-grade students with visual impairment of slb a ykab surakarta about historical figures of hindu-buddhism and islam in indonesia was low. it was shown by their test score was in the range between 60 until 69. visually impaired students cannot use the regular learning standards and need support and attention in obtaining information. principles that must be considered in the learning process of visually impaired students is a concrete experience, unification between concepts, and learning by doing (sunanto, 2005). in order to achieve the learning objectives, wahab (2007) suggests several teaching methods that suitable with the characteristics of social sciences, namely: lecture method, observation method, discussion method, question and answer method, and simulation method. the learning process in slb a ykab has used a certain method on a certain subject, but still dominated by the lecture method. it makes the students have low understanding caused by the teachers’ method. students feel bored and sleepy in the classroom because the method used cannot encourage students to play an active role in learning. besides, the method cannot generate students’ interest in learning. adhering to the principles of teaching and learning method for visually impaired students that suitable with the characteristics of subjects, it is expected that learning objectives can be achieved. the researcher chose one method according to the characteristic of social sciences, namely the discussion method. discussion method is an activity where people can talk together to share and exchange information about a particular topic. the use of discussion technique cannot be applied as a stand-alone method, because discussion as a teaching method is a tool for students to learn. 154 journal of icsar; volume 2, number 2, july 2018: 153-157 table 1. statistic data of pretest score pretest n valid 4 missing 0 mean 10.00 median 12.50 mode 15 std. deviation 7.071 sum 40 percentiles 25 2.50 50 12.50 75 15.00 table 2. frequency distribution of pretest score pretest frequency valid 0 1 10 1 15 2 total 4 the first activity begins with the planning or also the provision of stepping stones as the basis for discussions such as giving questions, problems, or topics. a suitable learning method appropriate to the method of discussion is the course review horay (crh) method. aris (2014) explains that “course review horay (crh) is a test of the students’ concept of understanding by using a box filled with questions and numbered to compile the answers. the earliest students get the correct sign should immediately shout hooray or other yells”. this method can create a festive and fun class atmosphere since every group that can answer correctly can shout hooray (kasna et al., 2015). based on the background, this research is titled “the effectiveness of course review horay (crh) method on the social sciences learning achievement of 5th-grade students with visual impairment of slb a ykab surakarta.” method in this research, the method used is an experimental research method with one group pretest-posttest design. this method is chosen since the researcher wants to explore the causal relation of giving course review horay (crh) to the learning achievement of social sciences of historical figures of hindu-buddhist and islam in indonesia for 5th grade visually impaired students. in this research design of one group pretest-posttest, the experimental unit is treated with two measurements. the first measurement (t0) is performed before treatment is given, and the second measurement (t1) is performed after the treatment is performed (nazir, 2005). this research contains two variables, namely: 1) independent variable, namely the use of crh method, and 2) dependent variable, namely the learning achievement of social sciences material of historical figures of hindu-buddhist and islam in indonesia. the population in this study are 4 5th grade students with visual impairment of slb a ykab surakarta. there was no sample in this study due to the low number of population, thus all students are the subject of the research.. this research used the low number of samples. so the sample is the entire population. sujarweni (2014) argues that saturated sampling is a technique for determining the sample when all members of the population are used as samples. this is carried out when the population is relatively small, less than 30 people. thus, the sample of this study is all 4 5th grade students with visual impairment of slb a ykab surakarta. data in this research was collected using a written test of objective, in the form of a short question. this test consists of 20 questions and it was given at the first measurement (t0) before the treatment was given, and the second measurement (t1) was performed after the treatment was carried out. the technique used to analyze the data is nonparametric quantitative analysis techniques by using wilcoxon sign rank test which is given the symbol z using spss program version 23. findings and discussion findings this research was conducted from 11th to 15th september 2017 at slb a ykab surakarta, jalan hos cokroaminoto no 34 jebres, surakarta. subjects in this research are 5th-grade students with visual impairment of slb a ykab surakarta, with total subjects are 4 students. the results include pretest and posttest score of students obtained during the research. the data on students’ test scores in table 1. from the statistical data of pretest score in the table 1, it can be seen that the mean score of learning achievement from 4 visually impaired students of 5th grade in social sciences of historical figures of hindubuddhist and islamic in indonesia before treatment was 10.00, with the highest (maximum) score was 15, the lowest (minimum) score was 0, the median score was 12.50, the frequent (mode) score was 15, the standard deviation was 7.071, and the total (sum) score was 40. from the data above, it can be presented in the frequency distribution data of the pretest value as in the table 2. 155hermawan, kresna hertantio p, sugini, the effectiveness of course review horay method . . . . figure 1. histogram of pretest score result figure 2. histogram of posttest score result table 3. statistical data of posttest score statistics postest n valid 4 missing 0 mean 40.00 median 30.00 mode 20a std. deviation 27.386 sum 160 percentiles 25 21.25 50 30.00 75 68.75 table 4. posttest value frequency distribution posttest frequency valid 20 1 25 1 35 1 80 1 total 4 table 5. comparison data of pretest and posttest value no students’ name (initial) score pretest posttest 1 jia 15 80 2 lr 15 25 3 af 10 35 4 mpp 0 20 average score 10 40 figure 3. histogram of pretest and posttest score result the frequency distribution above can be presented in the form of the histogram graph as figure 1. after treatment, the next step is posttest. table 3 is the data score of posttest. from the statistical data of posttest score in the table 3, it can be seen that the mean score of learning achievement of 5th grade students with visual impairment of social sciences of historical figures in the hindu-buddhist and islam in indonesia after treatment was 40, with the highest (maximum) score was 80, the lowest (minimum) score was 20, the median score was 30, the common (mode) score was 20, standard deviation was 27.386, and the total students’ score was 160. the frequency distribution data of the posttest score obtained by the students can be seen in the following table 4. the frequency distribution data above can be presented in the form of the histogram graph as figure 2. based on the pretest and posttest data score, it can be seen that the comparison of pretest score before treatment and posttest value after treatment is as table 5. based on data of pretest and posttest score comparison in the table 5, it can be seen that the average score of social sciences learning achievement of historical figures of hindu-buddhist and islamic in indonesia before using crh method is 10. meanwhile, the average score of students’ social sciences learning achievement after using crh method is 40. the difference between 156 journal of icsar; volume 2, number 2, july 2018: 153-157 are invited to play while learning. in this case, the students play by shouting “hurray” when they can answer the correct answer from the teacher. crh method can also increase interest in learning of visually impaired children in learning social sciences, this is supported by the findings from kasna et al. (2015) in his research entitled the effect of course review horay (crh) method of student learning achievement, the results showed that students become more concerned when learning, learning conditions become more conducive, and students’ enthusiasm for learning increases. increased student learning interest affects the score of their learning achievement. crh learning methods can also encourage children to be more active in learning. the method can make the class more cheerful and fun because the students can interact directly with a group and receive material taught by the teacher. in accordance with (huda, 2014) states that cooperative learning encourages students to work together in groups to be responsible for their own learning process and to enhance the learning process of group members. by applying the crh method, visually impaired students have no difficulty in playing an active role in learning, because in crh methods there is more interaction between individuals in groups than before to help each other in learning the material taught by the teacher. this is supported by (kasna et al., 2015) that applied the course review horay (crh) method to improve student activity and learning outcomes. it is known that the students’ activity in learning increases because they are not bored during the lesson. in addition, student learning outcomes also increased conclusion based on the results of research and discussion that has been described previously, it can be concluded that the course review horay (crh) method is effective to improve 5th grade visually impaired students’ social sciences learning achievement of slb a ykab surakarta. this research is expected to become an alternative intervention to enhance the social learning achievement of visually impaired students. references aris, s. (2014). model pembelajaran inovatif dalam kurikulum 2013. yogyakarta: ar-ruz media daryanto., & rahardjo, m. (2012). model pembelajaran inovatif. yogyakarta: gava media. hallahan, d. p., kauffman, j. m., & pullen, p. c. (1997). exceptional learners: introduction to special education (7th ed.). boston: allyn and bacon. the average score indicates that there are different conditions before and after treatment. the graph as figure 3 is the histogram graph of pretest and posttest score of students’ social sciences learning achievement. based on the result of preexperiment research of one group pretest-posttest design conducted by the researcher, it can be seen that course review horay (crh) method is effective to improve the social sciences learning achievement of historical figures of hindu-buddhist and islam in indonesia of 5th grade visually impaired students’ of slb a ykab surakarta. it can be proven from the results of data analysis showed that the visually impaired students’ social sciences learning achievement increased after being taught by using crh method. it can be seen from the average score of students’ pretest was 10 and increased to 40 at posttest. discussion the result of pretest shows that the visually impaired students’ social sciences learning achievement is low. this can be seen from the average pretest score of the students is 10. the low learning achievement of the visually impaired students is due to the cognitive development of the visually impaired students tends to be obstructed compared to the normal child (soleh et al., 2011), thus they have difficulty in understanding the abstract concept. this opinion is supported by tilman’s statement that children with visual impairment are weak in terms of understanding (sunanto, 2005). it is known that visually impaired students feel bored and sleepy in the classroom because the method used cannot encourage students to play an active role in learning. besides, the method cannot generate students’ interest in learning. therefore, the visually impaired children need courage and motivation so that the desire and the courage to participate in learning can increase, so the researcher applies the crh method in social sciences learning the material of historical figures of hindubuddhist and islam in indonesia. in the posttest stage, social sciences learning achievement of visually impaired children increases as researchers used crh method in learning. this can be seen from the mean pretest score of the students from 10 increased to 40 at posttest. crh methods can be applied to learning as this method is interesting for students. this method can make learning atmosphere in the classroom to be not monotonous because it is inserted with entertainment so the atmosphere is not stressful, added by “hurray” or other yells that can attract students to learn. in line with the statement, hamid (2011) stated that the method of learning crh is one of the fun learning strategies and can make the classroom atmosphere to be cheerful since the students 157hermawan, kresna hertantio p, sugini, the effectiveness of course review horay method . . . . hamid, s. (2011). metode edutainment. yogyakarta: diva press. huda, m. (2014). model-model pembelajaran. yogyakarta: pustaka pelajar. kasna, i. m. f. p., sudhita, i. w. r., & rati, n. w. (2015). penerapan model pembelajaran crh (course review horay) dengan bantuan permainan ular tangga untuk meningkatkan hasil belajar siswa pada mata pelajaran matematika kelas ii sd. mimbar pgsd undiksha, 3(1). nazir, m. (2005). metode penelitian. jakarta: ghalia indonesia soleh, d. h. p., abidin, z., & ariati, j. (2011). pengaruh metode jarimatika terhadap prestasi belajar matematika siswa tunanetra sekolah dasar slb negeri 1 pemalang. jurnal psikologi, 10(2), 115125 sujarweni, v. w. (2014). metode penelitian: lengkap, praktis, dan mudah dipahami. yogyakarta: pustaka baru press. sunanto, j. (2005). mengembangkan potensi anak berkelainan penglihatan. jakarta: departemen pendidikan nasional. wahab, a. a. (2007). metode dan model mengajar. bandung: pt. alfabeta. 163 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 2 july 2018 family counseling program for parents who have autistic children nurhastuti, fatmawati universitas negeri padang, indonesia email: tutibakar@gmail.com abstract: the unpreparedness of parents in taking care of the interests of children with autism will make children continue backward and not ready for the future. in such conditions, it is necessary to support for parents in caring for children with autism. this study was conducted aiming to provide support to parents of children with autism so that the problems arising from the existence of an autistic child can be minimized or even eliminated together. in addition, this research can also be used as a reference for parents who have children with autism in an effort to maintenance and cure children with autism. this research is a qualitative descriptive study. qualitative research is considered more appropriate to determine the family counseling program for parents who have children with autism in the autism institute yppa padang. the approach used in this study is deemed appropriate for understanding and motivating parents of children with autism with all complexity as subjective beings. keywords: autism, parents, family counseling. introduction all parents expect to have healthy, boast and perfect children, but sometimes the reality is not in accordance with the wishes. some parents get what they want, but some others do not. some of them have children with special needs, such as autism. autism is one of the extensive neurobiological development disorders in children. autism is not the mental disorder, but autism occurs because of developmental disorders in the brain that is not able to function properly. autism is grouped into pervasive developmental disorders located in someone’s nervous system (pratiwi, 2013). the term autism is used to denote a psychotic phenomenon in unique and prominent children who are often called kanner syndrome characterized by empty facial expressions as if they were daydreaming, lose their mind and it’s hard for others to attract their attention or invite them to communicate (budiman, 2011). autism is a complex developmental disorder involving communication, social interaction and imagination activity. the symptoms begin to appear before the child is 3 years old (suryana, 2004). the parent’s first reaction when their child is said to be troubled is disbelief, shock, sadness, disappointment, guilt, anger, and refusal (danuatmaja, 2008), (suteja, 2014). not easy for parents whose children have autism to experience this phase, before finally reaching the stage of acceptance there is a time for parents to think and do not know what action to take (delhpie, 2009). acceptance of parents greatly affects the development of autistic children later on (wijayakusuma, 2011). the attitude of parents who can’t accept the fact that their child has an autism disorder will be very bad impact, because it will only make the autistic children feeling not understood and not accepted as they are, a child with autism disorder is still a child who needs attention and love from parents, relatives, and family. (huzaemah, 2010). the emergence of wrong parents’ behavior towards autistic children is caused by the perception, understanding, and lack of knowledge of parents about children with autism and how to handle it (danuatmaja, 2008). the first stage of the process of handling autistic children is empowering, that is the process of counseling for parents who aim to elicit acceptance response and also the positive behavior of children with autism (yuwono, 2010). family counseling can provide the mental strength of parents with autistic children who grow differently than children in general (latipun, 2008). counselors are expected to provide empowering and useful solutions for parents, families, and children with autism itself. through this family counseling, it is expected that parents can overcome the problems that may arise because of autistic children so that parents can overcome the problems around them and solve the problem by themselves. 164 journal of icsar; volume 2, number 2, july 2018: 163-166 method this research was a descriptive qualitative research that was a method in researching the status of a group of people or an object with the aim to describe systematically, factually and accurately about the facts or phenomena that were investigated (cevilla, 2014). this study was conducted at the institute of autism yppa padang with the number of parents who have children with autism were 13 parents. the subjects of the study were determined by using consecutive sampling which was by recording the parents who had autistic children according to the inclusion and exclusion criteria to fulfill the eligible amount of analysis. this research has been conducted for 2 months, it was between july 2014 until september 2014 at the institute of autism yppa kota padang. determination of the location of this study was based on the consideration that the selected location can reduce the time constraints and funds owned by the researcher because the location is easy to reach. in addition, the researcher easily gets access to the location to facilitate the search for necessary data. data collection techniques used in this study was interviews, observation and literature study. in this research, the technique of analyzing data and data analysis were done in several stages: organizing data; categories, themes, and patterns of answers; seeking alternative explanations for data; as well as writing the research results. findings and discussion findings parental acceptance of the presence of children with autism disorders, various things can happen to the parents. parents were usually stressed, disappointed, discouraged, search for treatment everywhere, all worried about the future of their children and others. this is confirmed by williams & wright (2007) who said that the family will go through a series of emotions when their children are said as autism. it varies in every family, and each family has its own emotional journey (nainggolan, 2016). some families have gone through a long diagnostic process and some have to wait a long time for consultation. some find the process so fast that they have little time to think about the consequences of managing their emotions (mulana, 2013). in some children, diagnosis is easier to make when the child is younger and in some, the diagnosis is difficult because the problem is easy. all of this can affect how parents will think about what they should do (safaria, 2010). (susanto, 2014) according to williams & wright (2007), all parents have different responses and feelings when their child is diagnosed with autism. some of the reactions are as follows: (1) relief, if parents understand about autism and know how to seek expert help; (2) guilt, is the feeling of parents who worry if they do the wrong thing during pregnancy or nurturing; (3) losing, if dreams of their children before birth and when they were young can’t be fulfilled; (4) fear of the future, because the family is very afraid of the future of their children and must change their children’s future; (5) looking for information, the family wants to gather as much information as possible and find other families to share experiences. even if there are some families who may avoid information and try to ignore it. problems with parents, shock, and stress will lead to new diseases, disharmony in the family will be fatal, such as the occurrence of divorce. work productivity decreases and can impact on lay-offs. eventually, this family will withdraw from the community. here the presence of a counselor is needed before causing a more bad impact. based on the research results towards the informants, the result was obtained as follows: (1) children with autism are more often with their mothers than their fathers. besides because the father is the head of the family who responsible for providing a living to the family, it is also a mother has a psychological closeness to their children; (2) most of the parents who have children with autism in the institute of autism yppa padang city have undergraduate education background; (3) the majority of informants are muslims; (4) the most parents’ job is entrepreneurship. counseling is a process that occurs in a person’s relationship with an individual, that is individual who has problems that can’t be overcome by themselves, with a professional who has obtained training and experiences to help the client solve their problem. while the meaning of the family is a bond of living fellowship on the basis of marriage between adults of different kinds who live together or a man or a woman who is alone with or without children, either her own child or adoption and resides in a household (pujosuwarno, 2007). thus, family counseling is essentially an application of counseling to a particular situation. this family counseling focuses on issues relating to the family situation and the organization involves family members. the process of implementing family counseling for parents who have children with autism is done with three stages, namely. the first interview at this stage, the counselor initiates to communicate with a parent who has an autistic child. 165nurhastuti, fatmawati, family counseling program for parents who have autistic children . . . . communication is done by telephone to convey the problems that they experienced in the form of complaints related to the handling of children with autism. intermediate interview at this stage, the counselor acts as a guide but always tries to avoid taking over the role of parent. the counselor should be neutral and refrain from interfering in a family member’s personal affairs, facilitating free and pleasant communication, and also encouraging each family member to participate in the counseling process. the last interview family counseling takes several weekly or monthly sessions. family counseling can be stopped if family members involved in the family counseling process can work well together as a group to solve problems related to the treatment of autistic children in the family. after several family counseling activities also indepth interviews and observations, it can be concluded that several family counseling roles for parents with autistic children are as follows: develop a good relationship, implementation of family counseling is able to develop good relationships between family members who have children with autism. a harmonic relationship between family members, in the family counseling that researchers have done, it is emphasized the concept that the family is the primary learning environment for every individual. therefore, families should be able to provide the best example of education for children, especially for families who have children with autism acceptance of family members towards autistic children in the family, after family counseling, it appears that the acceptance of parents and all family members to autistic children is characterized by the presence of attention and affection, giving time to participate in the activities of children and not expecting too much in children. develop an emotional appreciation, implementation of family counseling that researchers do is the providing the knowledge about the way parents in giving treatment to children with autism so that emotional appreciation grows in children with autism. feelings of wanting to help from family members to autistic children, family counseling conducted by the researchers turned out to affect all family members. all family members are aware that an autistic child living in the family needs support and assistance so that his or her insight does not have a negative effect on the child or the family. a sense of love for children with autism, it influences to grow affection from all family members to family members who suffer from autism. developing problem solving alternatives, implementation of family counseling is able to develop problem-solving alternative related to the handling of autistic children in the family. identifying the cause of the problem, family counseling is a place to identify the source of problems surrounding the presence of autistic children in the family. family counseling can find the problems that exist because through this counseling every member of the family dares to open in revealing all the problems. solving problems ideas, if this family counseling can be done, it means that autistic children will get two help as well as internal therapy to solve problems that come from themselves and external therapy to solve problems with the environment. applying one of the alternatives in problem solving, after all family members are able to identify the cause of the problem, family members are trained to apply one alternative problem-solving. therapy, all family members are able to do therapy for children with autism. therapy here is meant to provide special training in children with autism by providing positive reinforcement (reward/praise). development of knowledge and skills of children with autism, family members can do developmental therapy in children with autism. in developmental therapy, the child will be studied his interests, strengths and developmental levels, then enhanced his social, emotional and intellectual abilities until the child is really progressing up to his symbolic interactions. the benefits of family counseling in helping parents who have children with autism can be seen in the development of children with autism in some ways as follows: (1) the development of the physical state and skills of an autistic child, such as: self-help (such as dressing, eating, bathing), helping others (such as helping to clean beds and floors, helping fallen friends), basic skills (such as reading, writing, drawing, counting), play skills (such as biking, skating, swimming); (2) the development of language skills, such as: codes, cues and the use of fingers to communicate words; (3) the development of emotional states, such as emotional calm, form of emotional distribution, and skills to complete various tasks; (4) the development of attitudes and behavior. laying the foundation of love and affection in children with autism can be done by the family to grow self-confidence so that autistic children are able to answer the challenges of life and get the achievement. through family counseling, there will be instilled a sense of responsibility to each family member to solve problems together in dealing with children with autism (howard, 2012). 166 journal of icsar; volume 2, number 2, july 2018: 163-166 latipun. (2008). psikologi konseling. malang: umm press. mulana, m. (2013). anak autis: mendidik anak autis dan gangguan mental lain. jogjakarta: ar-ruzz media group. nainggolan, j. a. (2016) penyesuaian diri orangtua dan keberfungsian keluarga yang memiliki anak penyandang autisme di samarinda. journal psikologi, 4(2). pratiwi, r. p. (2013). kiat sukses mengasuh anak berkebutuhan khusus. yogyakarta: arruzz media. pujosuwarno, s. (2007). bimbingan dan konseling keluarga. yogyakarta: menara mas offset. safaria, t. (2010). autisme. yogyakarta: graha ilmu. suryana, a. (2004). terapi autisme, anak berbakat dan hiperaktif. jakarta: progress. susanto, s. e. (2014). penerimaan orang tua terhadap kondisi anaknya yang menyandang autisme di rumah terapis little star. psikosains (jurnal penelitian dan pemikiran psikologi), 9(2), 140152. suteja, j. (2014). bentuk dan metode terapi terhadap anak autisme akibat bentukan perilaku sosial. edueksos: jurnal pendidikan sosial & ekonomi, 3(1). wijayakusuma, h. (2011). psikoterapi anak autisme. jakarta: pustaka populer. williams, c., & wright, b. (2007). how to live with autism and asperger syndrome, strategi praktis bagi orangtua dan guru anak autis. cetakan pertama. jakarta: dian rakyat. yuwono, d. (2010). pengembangan model program bimbingan dan konseling berbasis karakter di sekolah dasar. jurnal bimbingan konseling, 3(1). 73-75. conclusion some conclusions to be found from this research are 1) the role of family counseling for parents who have children with autism includes developing good relationships, developing emotional rewards, developing problem-solving alternatives and implementing one alternative problem-solving; 2) the benefits of family counseling in assisting the therapy process conducted by parents who have children with autism can be seen in the development of children with autism in some ways as follows: (a) physical development; (b) the development of language skills; (c) the development of emotional state; (d) the development of attitude and behavior. based on the research, it is found that the family counseling is a good alternative method for the family who have children with autism. the inclusive school can implement this method for caring an effective counseling to the parents with autistic children. reference budiman, m. (2011). penanganan dini bagi anak autis. jakarta: intisari. cevilla, c. g. (2014). pengantar metode penelitian. jakarta: universitas indonesia. danuatmaja, b. (2008). terapi anak autis di rumah. jakarta: puspa swara. delhpie, b. (2009). psikologi perkembangan (anak berkebutuhan khusus). sleman: intan sejati klaten. howard, a. l. (2012). family psychology. sciencebased intervention. woshington dc: apa. huzaemah. (2010). kenali autisme sejak dini. jakarta: pustaka populer obor. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p110 110 using pabami media to improve early reading of cerebral palsy students in the 1st class of the elementary school for children with special needs neny yuniarti a,*, yohanes subasnob aslb ypac kota malang, malang, indonesia bstpipi malang, malang, indonesia *e-mail: yuniartineny10@gmail.com abstract: the ability to read is the most basic competency to master competencies in other subjects. learning to read which was carried out at elementary school for children with special needs (sdlb) ypac malang city found that one out of three (1/3) students of cerebral palsy in 1st class had problems with early reading. one of the causes of not optimal students' reading ability is because teachers tend to only use printed books. appropriate and interesting media is needed so that students can have reading skills as expected. the purpose of this study is to describe the use of pabami media to improve early reading skills in students of cerebral palsy in the 1st class at sdlb ypac malang. this research is a classroom action research designed in 2 cycles, each cycle consists of 3 meetings. the learning media used is pabami which is equipped with cards of letter, syllable, and word. data were collected by observation and test techniques. pabami media is declared effective if the posttest results in the second cycle are higher than the posttest scores in the first cycle, with learning mastery indicators reaching a value of 75 or more. the results of the study concluded that pabami media was effective for improving early reading skills of students with cerebral palsy. keywords: early reading; cerebral palsy; pabami media introduction education for students with special needs requires a separate service pattern, especially for students with disabilities according to their level of physical and intellectual ability. students with intellectual disabilities have limited thinking, specifically in abstract (yuniarti & subasno, 2020). students with cerebral palsy are included in the quadriplegic group caused by disorders of the nervous system. cerebral palsy is characterized by abnormalities in movement, attitude or body shape, coordination and sensory disturbances caused by damage during brain development (atmaja, 2018). the physical and/or intellectual specificity of students with disabilities requires special education services in accordance with the law of the republic of indonesia concerning the national education system number 20 of 2003 in article 32 paragraph (2), which states that “special education is education for students who have difficulty levels. in participating in the learning process due to physical, emotional, social and/or potential abnormalities of intelligence and special talents. included in this group are those who have physical disabilities or are physically disabled. they also experience difficulty in reading words, reading comprehension, written expression, and mathematics which represents spectrum disorders of approximately 5% to 15% of the school-age population (grigorenko et al., 2020; subasno et al., 2021). related to education, reading is one of the most important elements in education. reading is one aspect of teaching indonesian that plays an important role. reading is the key to student success in school. the ability to read fluently is the basic capital for student success in various subjects at school. students who have a high reading interest will excel in school, on the other hand students who have low reading skills will have low learning achievements (marlina, http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i12022p110 yuniarti & subasno, using pabami media to improve early reading… 111 2019). therefore, it is important for teachers to apply various methods or strategies that can be used to support reading skills for students with special needs (nikolaraizi et al., 2012). at this initial reading stage, it is oriented towards basic level reading skills, namely students can change written symbols into meaningful sound pronunciations (fauzia & kustiawan, 2017). in learning to read, which was carried out in 1st class at ypac elementary school for children with special need (sdlb) in malang city, it was found that out of all 3 students in 1st class, totaling 3 students with cerebral palsy, only 1 student was able to read while the other 2 students had difficulty reading. thus, it can be seen that 2 out of 3 students with cerebral palsy experience difficulties in reading. in other words, 2/3 students (67%) have problems with reading. seeing the results of learning to read, according to the researcher, it is not optimal or does not meet the requirements in mastering reading competence. the students' reading ability that has not been optimal is because teachers have only used printed books in learning to read or have not used appropriate and unattractive media and paid less attention to students in learning to read. based on the above problems, a media is needed to overcome the inability or obstacles in learning to read. teacher and researcher should use varied media for teaching reading to children with special need, especially media that involves senses (subasno et al., 2021). azhar, (2015) defines media as a tool that conveys or describes teaching messages. in the teaching and learning process, the recipient of the message is the student. the messenger (media) integrates with students through their senses. students are stimulated by the media to use their senses to receive information. the media that the researcher uses to overcome the problems of early reading in grade i cerebral palsy students is the baba mini board media, hereinafter referred to as pabami. pabami is a media development from sarana baba. the form of the baba facility is a facility for learning to read quickly, in the form of a baba alphabet box and a baba alphabet cupboard. during the implementation of reading learning, the baba alphabet box is held by students and the baba alphabet cupboard is placed in front of the class which can be used by teachers or students (ribudini, 2002). the mini baba board media or pabami developed by the researcher is a rectangular board with a length of 25 cm and a width of 40 cm. the board is made of plywood whose edges are angled or a list of aluminum. on the board there is a row consisting of five sap or rows as a place or pedestal to put picture cards, syllable cards and word cards. the use of pabami media (mini reading boards) in learning to read is supported by the sas (synthetic structural analytical) method. the sas method according to abdurrahman, (2012) is a learning method that begins with reading the picture followed by reading the sentence under the picture. the next stage is reading the sentence without the help of pictures (structural process) and the sentence is analyzed into words, syllables and letters (analytic process). the synthetic process is recombining letters into syllables, syllables into words and words into sentences. the implementation of the sas method learning is carried out using pabami media. based on this background, the researchers felt interested in conducting classroom action research as a solution to the problems of early reading faced by cerebral palsy students in the 1st class of sdlb ypac malang city. method this research is classroom action research which is understood as an action research (action research) conducted by the teacher as well as a researcher in the class together with other people (collaborators) by designing, implementing and reflecting on collaborative and participatory actions that aim to improve or improve the quality (quality) of the learning process in the classroom through a certain action (treatment) in a cycle” (arikunto et al., 112 journal of icsar; volume 6 , number 1, january 2022, 110 115 2006). based on this understanding, the researcher modified the steps of classroom action research which included pre-cycle, cycle 1 and cycle 2. pre-cycle is a learning activity where cerebral palsy students have difficulty learning with the previous learning media. in this pre-cycle, a test is used which is used as initial data (pretest). cycle 1 is an action consisting of planning, including the determination of learning materials (early reading with pabami media) and determining the time allocation for its implementation. actions, covering the entire process of teaching and learning to read vowels, syllables and simple words with the media pabami. observation carried out simultaneously with the learning process includes the implementation of teacher actions, student activity in learning and student learning outcomes. reflection, including the analysis of learning outcomes and at the same time compiling a plan for improvement in the next cycle. cycle 1 was held three times and the third meeting was used as a post test. cycle 2 is the same activity as cycle 1 with the addition of repetition of material and addition of syllable reading vocabulary. cycle 2 was held in 3 meetings; the last meeting as a post test. figure 1: classroom action research cycle data collection techniques used in this study consisted of observations and field notes, interviews, and document studies. observation techniques and field notes are used to assess the learning process and increase students' creativity. the observation technique is also used to observe the symptoms that appear in the learning process about the seriousness of students when participating in learning, the ability of students to ask questions. the results of observations from each cycle will be calculated, the results of which will be analyzed to see the increase in the ability to add up in this classroom action research. observations in this study used 3 kinds of instruments, namely instruments to examine teacher activities, instruments to assess student activity and instruments to assess students' ability in summing up. the three types of instruments have 4 options with scoring 3 for option a (very good), 2 for option b (good), 1 for option c (enough), and 0 for option d (not enough). with the scoring for each item on the observation instrument, it is possible to obtain maximum results or ideal conditions, both in teacher activities and student activities. the maximum result is meant if the overall item has a research result of a with a score of 3. however, the maximum or ideal result will not be easily achieved. therefore, the researcher limits the achievement of the student's summing ability if the total score with the scoring shown by the results of observations on teacher and student activities reaches at least 65% of the ideal conditions. interview technique was used to determine student responses to the learning process. the final test was used to collect data about student learning outcomes. data processing is done by using percentage calculations. for this reason, the formula used is f percent (p = f/n x 100%) where p is the percentage, f is the total number of assessment frequencies of observation p r e -c y c l e planning action observati on reflection planning action observati on reflection c y c l e -1 c y c l e -2 planning action observati on reflection yuniarti & subasno, using pabami media to improve early reading… 113 items multiplied by scoring, and n is the total number of ideal observation items (sudjana, 2002). the data analysis in this research is descriptive qualitative based on the results of observations on achievement motivation and learning outcomes, with the following steps: (1) doing reduction, namely checking and re-recording the data that has been collected; (2) interpreting, namely concluding whether in this learning there is an increase in creativity and learning outcomes or not (based on observations); (3) perform inference, i.e. conclude whether in this learning there is an increase in creativity and learning outcomes or not (based on the results of observations); (4) formulating steps for improvement for the next cycle or in the field implementation after the cycle ends based on predetermined inferences; (5) conclusions are drawn based on the analysis of the results of observations that are adjusted to the research objectives and then poured in the form of interpretation, namely in the form of a statement (sugiyono, 2019). result and discussion result(s) in the initial condition, the initial reading learning for 1st class students at sdlb ypac malang city was still not successful because some students still could not. based on the pretest results on pre-reading before using pabami media, the following data were obtained: cpr students scored 60 and sya students scored 55. both students have different characteristics of physical and mental abilities, even though they are factually classified as spastic cerebral palsy. the student with the initial’s cpr is a female student identified with spastic cerebral palsy. he is a serious person and always pays attention when the teacher explains learning in class, so he is quick to respond to learning activities even though sometimes his attention is easily divided on a new object. in addition, he is very communicative and willing to ask questions or ask for help if he encounters difficulties in learning. this student is easy to get tired when he is active for too long due to his physical condition. the student with the initials sya is a female student who is very cheerful and loves to sing. in addition to their physical condition, which is experiencing obstacles, these students also experience problems in pronunciation, so that when they are invited to communicate, they are not very fluent and do not respond to learning. so, what is said when learning takes place, especially when asking questions, the speech is less fluent and less active. based on the learning outcomes and student conditions above, it is necessary to improve the quality of learning. therefore, this study tries to use pabami media in early reading learning as an alternative to the problems faced, with the aim of increasing the initial reading ability of 1st class elementary school students at ypac slb malang city. in the first cycle, based on the results of observations of the teacher's actions in the learning process, 86.7% were carried out, which means that the teacher's actions in delivering the material were good, but the teacher still dominated the class and always gave guidance to students when using pabami media. teachers in using pabami media during demonstrations did not involve students. assessment of student activities during the learning process obtained the results of 86.7% for cpr students and 83.3% for sya students, which means that the attention, enthusiasm and attention of students is good. however, on the observation sheet it is known that students still have difficulty reading with natural media. based on the results of observations during the learning process, the percentage value was 86.7% for cpr students and 80% for sya students, which means that students have shown an increase in their reading skills with pabami media but are still not so skilled. for the results of the oral reading test scores obtained by cpr students it reached 70 and for sya students it reached a score of 65 so that it did not meet the specified indicators of success, namely the criteria for learning completeness scores of 75 or more. therefore, the researcher will continue in cycle 2. in other 114 journal of icsar; volume 6 , number 1, january 2022, 110 115 words, in the first cycle, an increase of 10 points has been achieved, which is the difference between pre-test and post-test (60-70 for cpr and 55-65 for sya). in the second cycle, based on the results of observations, the teacher's actions in the learning process were carried out 100%, which means that the teacher's actions reached the maximum conditions to create an ideal and conducive learning atmosphere. assessment of student activities during the learning process obtained results of 100% for cpr students and 100% for sya students, which means enthusiastic and good interest, and students are skilled and appropriate in using pabami media in the learning process of early reading. besides, students can complete the tasks given by the teacher properly and correctly. based on the observation results of the assessment of the student learning process with the pabami media, the results were 100% implemented, this indicates an ideal situation, which is reflected in the whole process, where students can follow it well; this is another important thing that is shown by students is the mastery of pabami media in the process of learning early reading. the results of the oral reading test scores using the pabami media obtained a score of 85 for cpr and 80 for sya. in other words, in the second cycle, an increase of 15 points was achieved, which is the difference between the test in the first cycle and the test in the second cycle (7085 for cpr and 80-65 for sya). the increase in students' ability or achievement in initial reading after being given action or treatment using learning media in the form of pabami can be shown in the following tables 1. table 2. comparison of the results of observing student learning rated aspect cpr sya cycle 1 cycle 2 cycle 1 cycle 2 enthusiasm in the learning process a a a a pabami media generate interest and attention of students in learning of early reading a a a a active in asking or asking things that are not understood b a b a answer the teacher's questions a a a a students can follow the steps in using pabami media for the learning process of early reading a a a a skills in using pabami media b a b a accuracy in using pabami media b a b a be serious about doing the job a a a a responsibilities for assigned tasks a a b a completing assignments on time b a b a percentage of activity items 86.7% 100.0% 83.3% 100.0% table 3. comparison of the results of the student assessment process assessment rated aspect cpr sya cycle 1 cycle 2 cycle 1 cycle 2 imitate the teacher reading letter cards, syllables and words on pabami a a a a arrange letter cards, syllables and words on pabami as requested by the teacher a a a a read the card letters and syllables that have been compiled a a b a arrange your own card letters and syllables into simple words on pabami b a b a reading the word cards that he had compiled on papami b a b a reading test in pre-cycle 60 55 reading test in cycle 1 70 85 reading test in cycle 2 85 80 percentage of activity items 86.7% 100.0% 80.0% 100.0% yuniarti & subasno, using pabami media to improve early reading… 115 discussion(s) the early reading ability of cerebral palsy students who are still weak, requires a proper response by a teacher, in accordance with their duties and responsibilities. the use of pabami media in early reading learning is an alternative problem solving in this study. pabami equipped with word cards is a tool and media for learning to read that is very useful for students with cerebral palsy. it is very useful to refer to the results of classroom action research in this study; where each research subject experienced an increase in reading ability at the basic level of changing written symbols (word cards) into meaningful sound pronunciations, as stated by fauzia & kustiawan, (2017). this mini-sized baba board can be placed directly within reach of children with cerebral palsy who have limited movement in their physics, especially in the hands. pabami can also be used by teachers and students at the same time (ribudini, 2002), and becomes a learning medium that is in accordance with the characteristics of students with cerebral palsy. this is also in line with what was conveyed by nikolaraizi et al., (2012), that various methods or strategies can be used by teachers to support reading skills in students with special needs. conclussion based on the data and studies that have been carried out, it can be concluded as follows: 1) pabami media is one of the learning media used for early reading learning in 1st grade students of sdlb ypac malang; 2) with pabami media it is proven to be able to improve early reading ability in 1st grade students at sdlb ypac malang; 3) the increase in early reading learning is indicated by an increase in the achievement of test scores students: cpr from a score of 60 points in the pre-cycle, increasing to 70 points in cycle 1, and further increasing again to 85 points in cycle 2; meanwhile syafrom a score of 55 points there was in pre-cycle, increased to 65 points in cycle 1, and further increased by 80 points in cycle 2. reference abdurrahman, m. (2012). pendidikan bagi anak berkesulitan belajar. rineka cipta. arikunto, s., suhardjono, & supardi. (2006). penelitian tindakan kelas. bumi aksara. atmaja, j. r. (2018). pendidikan dan bimbingan anak berkebutuhan khusus. pt remaja rosdakarya. azhar, a. (2015). media pembelajaran. raja grafindo persada. fauzia, a., & kustiawan, u. (2017). multimedia interaktif untuk meningkatkan kemampuan membaca permulaan siswa tunagrahita. orthopedagogia, 3(1), 6–12. grigorenko, e. l., compton, d. l., fuchs, l. s., wagner, r. k., willcutt, e. g., & fletcher, j. m. (2020). understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. american psychologist, 75(1), 37–51. https://doi.org/10.1037/amp0000452 marlina. (2019). asesmen kesulitasn belajar (1st ed.). kencana prenada media group. nikolaraizi, m., vekiri, i., & easterbrooks, s. r. (2012). investigating deaf students’ use of visual multimedia resources in reading comprehension. american annals of the deaf, 157(5), 458–473. https://doi.org/10.1353/aad.2013.0007 ribudini, s. (2002). rancangan pembelajaran membaca permulaan yang efektif di sekolah dasar. cope: caraka olah pikir edukatif, 6(1). https://doi.org/https://doi.org/10.21831/jig%20cope.v6i01.5419 subasno, y., degeng, n. s., pali, m., & hitipeuw, i. (2021). the effectiveness of multiplex teaching method in mastering vocabulary for deaf students. european journal of educational research, 10(4), 1649–1667. https://doi.org/https://doi.org/10.12973/eu-jer.10.4.1649 sudjana. (2002). metode statistika. tarsito. sugiyono. (2019). metode penelitian pendidikan (3rd ed.). alfabeta. yuniarti, n., & subasno, y. (2020). efektivitas media dekak-dekak pada operasi penjumlahan 1-10 bagi siswa tunagrahita ringan kelas 1 slb-ypac kota malang. jurnal pelayanan pastoral, 1(1), 49–55. https://ejournal.stp-ipi.ac.id/index.php/jpp/article/view/143 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p230 230 balabolka software to improve the ability to access electronic learning resources for visual impairment students dirham gumawang andipurnamaa,*, dikdik mantera wigunaa, budi susetyoa, ranti noviantib auniversitas pendidikan indonesia, bandung, indonesia, buniversitas negeri malang, malang, indonesia *e-mail: dgandipurnama@gmail.com abstract: 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 learning resources. 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%. mean intervention phase level (b) in rf subject was 75.64%. mean baseline phase level 2 (a2) in rf subject by 81.9%. 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. keywords: balabolka software, electronic learning resources, visual impairment students introduction visual impairment is a condition of individuals who faces abnormalities or impaired function of the sense of vision (sambira, 2018: 1). in general, people think that visual impairment is blind, but this is not the case because visually impairment can be classified into several categories. some experts such as djaja rahardja and sujarwanto (2010) define the visual impairment into three (3) categories, they are blind, functional blind and low vision with the obstacles of visual impairment students they face,these conditions require special services to meet their needs, including learning needs in school. one of the students’ need with visual impairments is the ability to access information, such as accessing electronic learning resources. according to aect (1977) learning resource is as all sources (data, people, and goods) that can be used by students as a source or in combination to facilitate learning and include messages, people, materials, tools, techniques, and the environment. while according to mulyasa (2010) learning resources are references, objects, and materials used for learning activities. learning resources can be divided into two categories, there are printed learning resources and electronic learning resources based on information and communication technology (ict). the use of ict as a learning media can use computer devices as innovative learning media (suci & irfan, 2019: 50). the statement was reinforced by munir (2009) arguing that the use of computers and computer networks provides an opportunity for every learning to access electronic learning materials presented in interactive activity through computer networks. the challenges faced by students with visual impairments in mastering actual computer devices will be easier to learn if the sense of sight can function. the students with http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p230 andipurnama, wiguna, susetyo & novianti, balabolka software to improve … 231 visual impairments use their sense of hearing and touch as the main tool to get information about the surroundings, including when they access the computers. the students with visual impairments need auditive tools when accessing learning resources from computers. the audio aspect is an important aspect for students with visual impairments, so an assistive technology is needed that can process learning resources from computers into auditive learning resource information to improve their abilities. with thedevelopment of ict , it is very possible to use a technology that can help the daily needs of individuals, especially students with visual impairments. the audio media that can be used to access computers by students with visual impairments is job access with speech (jaws). according to sommerville (2003: 5) the software includes not only the program, but also all the documentation and configuration of the associated data, which is necessary to make the program operate correctly. how the jaws screen reader application works is that the computer explains the display on the monitor screen with sound, starting from what menus are available, to inforing where the cursor is located on the computer (tiolina,2019). however, there are shortcomings of jaws. the original jaws version was quite expensive. furthermore, jaws software can only be accessed on a computer device or or notebook. information that can be listened to at that time cannot be stored in audio format to be accessed in the future or accessed on media other than the computer. the dialect of jaws sounds mostly uses foreign language vocals, so it is not easy to understand what the software reads, especially for those who lack understanding of foreign languages. balabolka software is an assistive technology product that can be used as an audio media when operating a computer. balabolka is a text-to-speech software (titis, 2022:75). according to pelton (1993: 93) the task of the text to speech system is to convert plain text into speech. in this case, the software converted all written text into an audio file and saved its written and audio (amelia, 2017). balabolka software is a freeware software, where the computer software is free to use without a time limit. thus balabolka software users can get it for free. through the use of balabolka software, it is hoped that students with visual impairments can be helped in accessing learning resources from computer electronic media easily, and practically. method the researcher used a quantitative approach of experimental methods with a single subject or single subject research (ssr). the ssr design used in this study is a-b-a. the procedure for implementing the a-b-a design in this study is to researchers determine the behavior to be changed as a behavioral target that can be observed and measured, in this study, namely the ability of students with visual impairments to access electronic learning resources. the subject in this research were the rf subject of 7th grade students with visual impairments at slbn in kota bandung, who capable of operating a computer and jaws programs. the instruments used in this study are the performance tests for student in accessing electronic learning resources before and after using balabolka software. validity test through expert judgement (assessment carried out by experts or experts who are competent in their fields). the data collection technique used in this research is the performance tests. the performance test aims to measure the improvement of students' initial abilities and after being treated using balabolka software. the aspects measured are the ability to access and the speed of accessing electronic learning resources with balabolka software. writing a percentage is the number of correct answers from a test compared to the overall number of test questions then multiplied by 100%. 232 journal of icsar; volume 6 , number 2, july 2022, 230 236 the data that has been processed is then analyzed to find out the extent of the level of stability of the development of the subject's ability which is often called trend stability, displayed in tables and graphs. the components that must be analyzed under conditions are (1) condition length, (2) directional tendency, (3) level of stability (stability level), (4) data trace, (5) range, dan (6) rate of change (level change). while the components of analysis between conditions include (1) variables that are changed, (2) changes in directional tendencies, (3) changes in stability and effect, (4) changes in data levels, and (5) overlapping data (overlap). result and discussion result(s) baseline 1 (a1) is the condition in which measurements of target behavior are carried out in a natural state before any intervention is given (sunanto, et al.., 2006: 41). baseline 1 (a1) aims to look at students initial ability to access learning resources from computer devices before being given intervention using balabolka software. the activity is carried out by providing tests in the form of questions about accessing learning resources from computer electronic media through student worksheets given to students four times the test, which is done once every session. intervention (b) is the condition when an intervention has been given and the target behavior is measured under that condition (sunanto, et al.., 2006: 41). intervention activities are carried out by conducting learning activities using balabolka software. then the researcher conducts an evaluation at the time of learning. the evaluation is carried out at the end of the learning activity using the same student worksheet as the test during baseline phase 1 (a1). baseline 2 (a2) aims to look at the ability to access rf subjects' electronic learning resources after intervention. the activity carried out in the baseline phase 2 (a2) is to see the student's ability to access electronic learning resources such as during the baseline phase 1 (a1) by giving the same test as the test at baseline 1 (a1) and intervention (b). 53.753.755.555.5 68.572.268.5 75.975.977.7 83.383.379.681.483.383.3 0% 20% 40% 60% 80% 100% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 p e rc e n ta g e o f a b il it y t o a cc e ss e le ct ro n ic l e a rn in g r e so u rc e s (% ) development of ability to access electronic learning resources for rf subjects graphic 1 development of ability to access electronic learning resources for rf subjects baseline 1 (a1) intervention (b) baseline 1 (a1) andipurnama, wiguna, susetyo & novianti, balabolka software to improve … 233 graphic 2 development of time speed of accessing electronic learning resources on rf subjects analysis in conditions is the analysis of data changes in a condition e.g. baseline conditions or intervention conditions (sunanto, 2006: 68). the following table showed visual analysis in rf subject conditions table 1 visual analysis results under conditions rf subject no condition a1 b a2 1 length of condition 4 8 4 2 estimated directional tendency (+) (+) (+) 3 stability tendency stable 100% variable 50% stable 100% 4 data traces (+) (+) (+) 5 stability and range levels stable 53,7%-55,5% variable 72,2%-77,7% stable 79,6%-83,3% 6 level change 55,5%-53,7% 1,8 (-) 83,3%-68,5% 14,8 (+) 83,3-79,6 3,7 (-) analysis between conditions is a change between conditions, for example from baseline conditions to intervention conditions. the following presented visual analysis between subject conditions baseline 1 (a1) intervention (b) baseline 2 (a2) 234 journal of icsar; volume 6 , number 2, july 2022, 230 236 table 2 summary of visual analysis results between conditions subject rf no condition b / a1 a2 / b 1 number of variables 1 1 2 change in tendencies and their effects (+) (+) (+) (+) 3 change in stability stable to variable stable to variable 4 level change 68,5%-55,5% = 13% (+) 83,3%-83,3% = 0% (=) 5 data overlap 0% 25% discussion(s) some of the keyboard functions to access the tools in the operation of this balabolka software can be seen in the table 3. based on the results of data analysis, it can be showed that the improvements in the baseline phase 2 (a2) which has previously been given intervention using balabolka software. the improvement in the ability to access electronic learning resources gave results of 27.3%. in addition, based on recording the speed of time obtained by students also increased. in the baseline phase 1 (a1) the first session with a time of 47 minutes 25 seconds and in the baseline phase 2 (a2) of the last session with a time of 45 minutes 1 second. comparison and development of mean levels in learners before and after the intervention using balabolka software, it can be seen from the percentage of mean levels in the baseline phase 1 (a1) of 54.6%, intervention (b) of 75.64% and the baseline phase 2 (a2) of 81.9%. mean levels from baseline phase 1 (a1) to baseline phase 2 (a2) before and after using balabolka software increased by 27.3%. balabolka software is a text to speech (tts) program, which is software that can convert text to voice form. all voices installed on the computer are supported by balabolka software. the advantages of balabolka software are easy to learn for students with visual impairments. another advantage of balabolka software can convert various types of text formats into audio formats. text operated in balabolka software can use indonesian vocal operated with vocalizer damayanti software. according to joko, abdul and sunardi (2022:548) to change the english accent to indonesian using nuance vocalizer expressive tts 5.4. to create the speech, the users can control the standard play-pause-stop buttons on the keyboard (mcclellan, 2011). balabolka and jaws software can be said to have the same purpose of converting various texts into audio on computer devices. previous research from safaruddin, yunus, and efrina (2013) stated that jaws can improve typing skills in visually impaired students where jaws still uses audio in foreign languages. the features in balabolka software are not owned by jaws, making balabolka software have advantages. this application is effective for improving students listening skills to understand the text of the procedure (titis, 2022:77). in addition, balabolka software is free software for a medium that focuses on the ability to listen so that it is in accordance with the characteristics of students with visual impairments who rely on the sense of hearing and touch. according to yayuk (2016: 26) the emergence of listening media using balabolka starts from this condition where teachers must provide decent and economical media to be made individually by the teacher himself. andipurnama, wiguna, susetyo & novianti, balabolka software to improve … 235 table 3 commands through keyboard functions in balabolka software ctrl+n function: open a new document ctrl+z function: command to restore to the previous state/ undo ctrl+g function:: to replace number type text with word type f5 fungsi: to repeat a previously read reading of the text ahift+ctrl +f4 fungsi: to output all open documents f2 fungsi: to enlarge the appearance of letters (can be used for students who are low vision) ctrl+o function: open a new object/file ctrl+f function: to search for a word specifically/f ind f3 function: to search for the next word f6 function: to pause pronunciatio n ctrl+alt+ left function: to reduce the rate value shift+ctr l+g function: to translate the language ctrl+s function: saves the file in text format (*.bxt) and balabolka documents (*.bxt) ctrl+alt+ s function: saves a file with a different name ctrl+w function: saves the file into audio form f7 function: to dismiss pronunciatio n / stop f8 function: to read highlighted text ctrl+alt+ up function: to increase the pitch value ctrl+f8 function: to split and convert text into audio formats ctrl+r function: to replace specific letters/words /sentences thoroughly/r eplace alt+f4 function: to exit the software application f9 function: to read out the text that is in the clipboard ctrl+up function: skip reading in the previous paragraph ctrl+alt+ down function: to minimize the pitch value ctrl+alt+ right function: to increase the rate value ctrl+a function: to block the entire text ctrl+dow n function: passing readings in the next paragraph ctrl+alt+ pgdn function: to decrease the volume value ctrl+alt+ pgup function: to increase the volume value f1 function: to view help conclussion based on the results, balabolka software has been proven to improve the ability to access electronic learning resources for visual impairment student. references aect. (1977). definition of learning technology: aect definition and terminology task force. jakarta: pt. raja grafindo persada. 236 journal of icsar; volume 6 , number 2, july 2022, 230 236 amelia, m. (2017). utilizing balabolka to enhance teaching listening. in fifth international seminar on english language and teaching (iselt 2017) (pp. 40-43). atlantis press. dewi, s. z., & hilman, i. (2019). use of ict as a source and medium of innovative learning in elementary schools. indonesian journal of primary education, 2(2), 48-53. herawati, y. w. (2016). integrating character education and local genius through balabolka in teaching listening. lingua, 11(1), 21. mambela, s. (2018). overview of psychological problems and social problems of individuals with visual impairments. buana pendidikan: jurnal fakultas keguruan dan ilmu pendidikan, 14(25), 6573. mulyasa. .(2010). education unit level curriculum. bandung : pt remaja rosdakarya munir. (2009). distance learning based on information and communication technology. bandung: alfabeta. panggabean, t. y. s., & ati, s. (2019). jaws (job access with speech) screen reader evaluation for access to visually impaired information at yayasan komunitas sahabat mata semarang. jurnal ilmu perpustakaan, 6(3), 701-710. pelton. (1993). voice processing. new york: mcgraw-hill. pramono, t. p. r. (2022). improving students'ability in speaking of procedural text with balabolka ('text to speech'). elite journal: international journal of education, language, and literature, 2(2). rahardja, djaja & sujarwanto. 2010. introduction to special education. surabaya: unesa safaruddin, m. y., & efrina, e. (2013). pengaruh program jaws terhadap kemampuan mengetik pada tunanetra di psbn tuah sakato padang. jurnal penelitian pendidikan khusus, 2(3). sediyono, e. (2010). making text to speech application as a medium to help communication of people with the deaf. penelitian pada fakultas teknologi informasi universitas keristen satya wacana salatiga. sommerville. (2003). software engineering/sixth edition. penerbit erlangga. sunanto, juang, et al. (2006). research with a single subject. bandung: upi press. supriyanto, j., fadlil, a., & sunardi, s. (2022). designing text to speech applications for earthquake information. j-sakti (jurnal sains komputer dan informatika), 6(1), 544-552. 120 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 2 july 2018 roadmap for un 2030 education agenda for learners with special educational needs of department of education, pangasinan division ii, philippines donato balderasa, marites tabugab, jupiter lopez petillac a schools division superintendent, department of education, philippines beducation program supervisor, in-charge of special education, department of education, philippines cmangaldan integrated school special education center, department of education, philippines e-mail: jupiter_petilla@gmail.com abstract: the un 2030 education agenda is a global platform directed towards creating opportunities for learners with special educational needs (lsens) for their holistic development and eventual mainstreaming in the society. the schools being the catalysts of societal transformation are focal points for the provision of instruction and intervention that emphasize inclusion, equity and gender equality among learners. policies, programs, activities as well teachers’ training and orientation must be crafted to address the proper mainstreaming and placement of lsens that will prepare them for self-independence and enhancement of their skills while ensuring that incidents of gender bias and bullying is eliminated, thus creating a wholesome learning environment. the objectives of this paper are mainly focused on the following areas; emphasis on the level of awareness of the goals of un 2030 education agenda; assess the level of effectiveness of initiatives and activities for implementation; point out the severity of the problems that hinder implementation. a plan of action reflected as the roadmap in order to attain the un 2030 education agenda was conceptualized. descriptive-analytical method of research was employed with survey-questionnaire as its data-gathering instrument. respondents were teachers and stakeholders of the eleven (11) special education centers of deped division of pangasinan ii. from the data gathered, it was concluded that respondents have a very high awareness of the goals of un 2030 education agenda, the initiatives and activities to be undertaken were perceived very much effective while the problems were moderately severe. the findings indicated that principals should keep track of the activities being implemented to ensure alignment with the set of goals, stakeholders must work collaboratively to intensify the implementation of the activities and that applicable solution must be thought of to minimize the problems encountered. hence, principals in unison with the teachers and stakeholders must religiously implement the plan of action to ensure achievement of the goals on providing inclusive, equitable and gender equality education for learners with special educational needs of deped, pangasinan division ii, philippines. keywords: inclusive education, equitable education, gender equality, children with special educational needs (lsens) introduction the united nations 2030 agenda for sustainable development is a plan of action for people, planet, and prosperity. it came into force during the un summit in new york on september 25-27, 2015. it was adopted by un member countries as stakeholders that seek to build on the gains of millennium development goals and complete what has not been attained. there are 17 sustainable development goals and 169 targets which are deemed critically important and indispensable requirements in the attainment of sustainable development where no one is left behind (united nations, 2015). for its education agenda, it was succinctly spelled out in goals 4 and 5 that inclusive and equitable education that promote lifelong learning opportunities for all and achievement of equality and empowerment of all women and girls, respectively are of primordial concern (united nations, 2015). it is a global platform directed towards creating opportunities for all including children with disabilities for their holistic development and eventual mainstreaming in the society (dizon et al., 2012). the school being the catalyst for societal transformation is the focal point for the provision of instruction and intervention that emphasizes inclusion, equity and gender equality among learners. the schools division office of pangasinan ii is at the frontline to craft policies, programs, and activities to address mainstreaming of special needs children that will prepare them for self-independence and enhancement while ensuring that gender bias and bullying is eliminated, thus creating a wholesome school-wide environment. inclusive education is concerned with all learners with a focus on those who have traditionally been 121donato b, marites t, jupiter lopez p, roadmap for un 2030 education agenda for learners . . . . excluded from educational opportunities such as learners with special needs and disabilities, children from ethnic and linguistic communities. (unesco, 2009). it is about how we develop and design our schools, classrooms, programs, and activities so that all students learn and participate together (ainscow, 2005). it usually impinges on human rights, dignity, and equalization of opportunities. it is the process by which a school attempts to respond to all pupils as individuals by reconsidering its curricular organization and provision. through this process, the school builds capacity to accept all pupils from the local community who wish to attend and, in so doing, reduces the need to exclude pupils (decs, 1998). equitable education is the means to achieving equality in learning. it intends to provide the best opportunities for all students to achieve their full potential and act to address instances of disadvantage which restrict educational achievement. it involves special treatment/action taken to reverse the historical and social disadvantages that prevent learners from accessing and benefiting from education on equal grounds (unesco, 2015). gender equality is a global priority and inextricably linked to its efforts to promote the right to education and support the achievement of the sustainable development goals, in particular, sdg 4 and sdg 5 through the education 2030 framework for action. gender inequality in education affects both girls and boys, and women and men, but girls and women are still more often disadvantaged. (unesco, 2015). learners with special educational needs (lsens) are one of the most marginalized and excluded groups in society. facing daily discrimination in the form of negative attitudes, lack of adequate policies and legislation, they are effectively barred from realizing their rights to health care, education, and even survival. they are less likely to attend school, access medical services or have their voices heard in society. their disabilities also place them at a higher risk of physical abuse and often exclude them from receiving proper nutrition or humanitarian assistance in emergencies. (unicef, 1989). schools division office (sdo) of pangasinan ii located in binalonan, pangasinan, philippines has eleven (11) recognized special education centers that spearhead in the implementation of inclusive education. the centers are as follows; bautista central school sped center, binalonan north central school sped center, juan c. laya central school sped center, manaoag central school sped center, mangaldan integrated school sped center, nantangalan elementary school sped center, narciso ramos elementary school sped center, san fabian integrated school sped center, san san nicolas west central school sped center, tomana elementary school sped center and villasis central school sped center. these schools cater educational needs of both regular and special educational needs children. lsens are first provided with relevant instruction in self-contained classes in order to prepare them for mainstreaming in regular classes. through appropriate instructional strategies and devices and implementation of various programs, cognitive, affective and physical attributes of children were being developed. they learn together in an inclusive classroom and school environments where discrimination is not allowed. it is in the context of having all children to learn together wherever possible regardless of any difficulties or differences they may have (unesco 1994) and the principles of efa (education for all) that the school has derived its vision and mission to provide quality basic education for all children, youth, and adults and bring out equal opportunities for all learners. the concept of mobilizing efforts to realize a worldwide transformation of creating a culture of inclusive and equitable education and achievement of gender equality is an inspiring agendum that the schools have to undertake to be at the forefront of the educative process. as a paraphrase to the famous statement of neil armstrong during the historic landing on the moon that this initiative is a small step for a school, a giant leap for the world. the school, being at the grassroots level lays down the foundation of a good future for all children. the formative years are delegated for the development of concepts, skills, and competencies inside a battlefield which is called the classroom. this research paper is conceptualized for the purpose of coming up with a proposal, a plan of action for implementation geared towards the attainment of a school where lsens are educated alongside with the regular students for life-long learning, accorded equal treatment, provided activities suited to their capabilities and more importantly, establish a welcoming environment for all types of learners. it focused on determining factors contributory to the school-based implementation of un 2030 education agenda focused on inclusive, equitable and gender equality education for children with disabilities. in particular, it dealt with the following specific problems; (1) level of awareness of teachers and stakeholders of the goals of un 2030 education agenda on inclusive, equitable and gender equality education; (2) degree of effectiveness of school initiatives and activities to implement inclusive, equitable and gender equality education in the school; (3) severity of the problems that will hinder implementation of inclusive, equitable and gender equality education; and (4) plan of action to implement inclusive, equitable and gender equality education for children with disabilities. 122 journal of icsar; volume 2, number 2, july 2018: 120-128 table 1. relative values were used to determine the level of awareness of the objectives of inclusive. statistical limit relative values descriptive equivalent symbol 4.21 – 5.00 5 very high awareness vha 3.41 – 4.20 4 high awareness ha 2.61 – 3.40 3 moderate awareness moa 1.81 – 2.60 2 slight awareness sa 1.00 – 1.80 1 no awareness na table 2. relative values were used to determine the degree of effectiveness of school initiatives and activities to implement inclusive. statistical limit relative values descriptive equivalent symbol 4.21 – 5.00 5 very much effective vme 3.41 – 4.20 4 much effective me 2.61 – 3.40 3 moderately effective moe 1.81 – 2.60 2 slightly effective se 1.00 – 1.80 1 not effective ne table 3. relative values were used to determine the degree of seriousness of the problems that will hinder implementation of inclusive. statistical limit relative values descriptive equivalent symbol 4.21 – 5.00 5 very much severe vme 3.41 – 4.20 4 much severe ms 2.61 – 3.40 3 moderately severe me 1.81 – 2.60 2 slightly severe se 1.00 – 1.80 1 not severe ns the proponents believe that in order to develop a plan of action that will serve as the roadmap in the implementation of un 2030 education agenda focused on providing inclusive, equitable and gender equality education for children with disabilities, the conduct of a research is necessary. generation of data as to the level of awareness of teachers on the goals of education agenda, degree of effectiveness of school initiatives and activities to be implemented and severity of the problems that will be encountered will be beneficial in conceptualizing measures to implement programs to actualize an inclusive, equitable and gender equality education for children with disabilities. method descriptive-analytical method of research is employed in this paper. it determined extensively the awareness of inclusive, equitable and gender equality education among teachers and stakeholders, the effectiveness of school initiatives and activities to be undertaken, the severity of problems that hinder implementation and the plans of action to implement the un 2030 education agenda. the researchers developed and utilized a survey questionnaire as a data-gathering instrument. it was floated/ administered to the target participants which is composed of 50 teachers and 25 parents/stakeholders of the 11 special education centers. validation of survey questionnaire was likewise carried out. the following relative values were used to determine the level of awareness of the objectives of inclusive, equitable and gender equality education, table 1. the following relative values were used to determine the degree of effectiveness of school initiatives and activities to implement inclusive, equitable and gender equality education in the school, table 2. the following relative values were used to determine the degree of seriousness of the problems that will hinder implementation of inclusive, equitable and gender equality education, table 3. after the floating of survey-questionnaire to the respondents, retrieval and tabulation of responses followed. analyses and interpretation of processed data were undertaken by the proponents which led to the drawing of conclusions that included significant findings and recommendations on the research completed. a plan of action for eventual implementation of school initiatives and activities was also indicated herein. findings and discussion findings the level of awareness of teachers and stakeholders of the goals of the un 2030 education agenda on inclusive, equitable and gender equality education there was very high awareness of the goals of the un education agenda among teachers and stakeholders of the 11 special education centers of sdo pangasinan ii as indicated by the average weighted mean of 4.421. table 1 presents the facts and details relative to this analysis. specifically, the goal of ensuring that all learners acquire knowledge and skills needed to promote sustainable development (x=6.64) elicited very high awareness among respondents while that of ensuring that all girls and boys complete free, equitable and equality primary and secondary education leading to relevant and effective learning outcomes (x=4.58) yielded very high awareness. similarly, the goal of eliminating all forms of violence (x=4.54) and eliminating harmful practices (x=4.54) had both very high awareness results among teachers and stakeholders. when it comes to ending all forms of discrimination against all women and girls everywhere (x=4.52) provided very high awareness. 123donato b, marites t, jupiter lopez p, roadmap for un 2030 education agenda for learners . . . . table 4. level of awareness of the goals of the un 2030 education agenda on inclusive, equitable and gender equality education goals of un 2030 education agenda mean de 1. ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. 4.58 vha 2. ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. 4.33 vha 3. substantial increase of number of youth and adults who have relevant skills, including technical and vocational skills for employment, decent jobs and entrepreneurship. 4.29 vha 4. eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities and indigenous people and children in vulnerable situations. 4.26 vha 5. ensure that all youth and a substantial proportion of adults, both men and women achieve literacy and numeracy. 4.23 vha 6. ensure that all learners acquire knowledge and skills needed to promote sustainable development. 4.64 vha 7. build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all. 4.28 vha 8. end all forms of discrimination against all women and girls everywhere. 4.52 vha 9. eliminate all forms of violence. 4.54 vha 10. eliminate all harmful practices. 4.54 vha average weighted mean 4.42 vha (lac) sessions and in the different staff conferences that they attended. ditto on the part of stakeholders whose awareness on disabilities and the need to fulfill the rights of special children to be educated were given through information dissemination campaigns and orientations conducted. further, the observance of different celebrations that dwell on the abilities of children rather than their disabilities was undertaken on a division and schoolwide settings. gone are the days when celebrations were confined to the lsens, they have become inclusive in nature so that disability awareness campaigns are continuously upheld. teachers and parents or guardians are effective partners in the planning and execution of various activities that ensure successful staging and attainment of intended goals and objectives. the degree of effectiveness of school initiatives and activities to implement inclusive, equitable and gender equality education in the school the degree of effectiveness of school initiatives and activities to implement inclusive, equitable and gender equality education for children with disabilities was very much effective (vme) as revealed by the average weighted mean of 4.41. table 5 shows the analysis of the data gathered. the table further proves that the goals to ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education (x=4.33), substantial increase of number of youth and adults who have relevant skills, including technical and vocational skills for employment, decent jobs and entrepreneurship (x=4.29), build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all (x=4.28), eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities and indigenous people and children in vulnerable situations (x=4.26) and ensure that all youth and a substantial proportion of adults, both men and women achieve literacy and numeracy (x=4.23) all had very high awareness perception of the respondents, table 4. the findings indicated was a reflection that majority of the combined responses of the participants had a very high awareness of the various goals of un 2030 education agenda. this is attributed to the fact that all centers were being updated and given technical assistance in the implementation of inclusive education. concepts on inclusion, equitable education, and gender equality have been well disseminated to the teachers during in-service training, school learning action cell 124 journal of icsar; volume 2, number 2, july 2018: 120-128 table 5. degree of effectiveness of school initiatives and activities to implement inclusive, equitable and gender equality education school initiatives/ activities mean de 1. conduct disability awareness through advocacy and information dissemination campaigns. 4.41 vme 2. implement child-search-and-find activities in the community. 4.06 me 3. accept and enroll all types of learners. 4.62 vme 4. conduct assessment of all children for appropriate educational placement and development of intervention activities. 4.51 vme 5. implement early intervention programs for children with disabilities to prepare them for full primary and secondary education mainstreaming. 4.13 me 6. implementation of technical and vocational education (tvet)-centered transition program. 4.43 vme 7. school-wide observance of various celebrations on disability and various exceptionalities. 4.59 vme 8. develop, adopt and implement school child protection policy to eliminate discrimination and incidence of bullying. 4.45 vme 9. create conditions for mainstreaming gender and development in school policies, programs and activities. 4.45 vme 10. tap generous stakeholders for the sustainable school feeding program for learners with special educational needs. 4.52 vme 11. regular medical/dental check-up of all children in the school. 3.99 me 12. participation of learners with special educational needs in regular school activities and projects for a more varied exposure and experiences for eventual mainstreaming in the society. 4.45 vme 13. recognize milestones and innate abilities of all children with disabilities during school year-end recognition rites. 4.67 vme average weighted mean 4.41 vme vocational education (tvet)-centered transition program (x=4.43) was very much effective. on a similar note, conduct disability awareness through advocacy and information dissemination campaigns (x=4.41) was very much effective. on a different angle, the school initiative on implementing early intervention programs for lsens to prepare them for full primary and secondary education mainstreaming (x=4.13), implement child-search-andfind activities in the community (x=4.06) and regular medical/ dental check-up of all children in the school have the descriptive equivalent of much effective. the findings connote that teachers and stakeholders perceived that the school initiatives and activities to be very much effective. the foregoing contention was arrived at because the respondents have already been exposed to and in fact implementing such programs since the schools were first recognized as special education centers. however, there is a need to intensify implementation to fully realize the goals of this endeavor. it can be gleaned from the tabular presentation that the perception of respondents on the initiative to recognize milestones and innate abilities of all children with disabilities during school year-end recognition rites was very much effective (x=4.67). with similar descriptive equivalent of very much effective were; accept and enroll all types of learners (x=4.62), schoolwide observance of various celebrations on disability and various exceptionalities (x=4.59), tap generous stakeholders for the sustainable school feeding program for lsens (x=4.52), conduct assessment of all children for appropriate educational placement and development of intervention activities (x=4.51). while participation of lsens in regular school activities and projects for a more varied exposure and experiences for eventual mainstreaming in the society, create conditions for mainstreaming gender and development in school policies, programs, and activities and develop, adopt and implement school child protection policy to eliminate discrimination and incidence of bullying have similar mean of 4.45. the initiative on the implementation of technical and 125donato b, marites t, jupiter lopez p, roadmap for un 2030 education agenda for learners . . . . table 6. severity of the problems that will hinder implementation of inclusive, equitable, and gender equality education problems that hinder implementation mean de 1. inadequate appropriate instructional and assistive materials and equipment in teaching children with disabilities. 2.94 mos 2. irregular attendance of children in school. 3.14 mos 3. financial constraints in the implementation of transition program. 2.74 mos 4. lack of training and academic preparation of teachers in handling inclusive classes. 2.74 mos 5. lack interest and enthusiasm of parents/ guardians to send their children with disabilities to school. 2.78 mos 6. insufficient funding to finance the conduct of assessment to children with disabilities. 2.90 mos 7. fear of discrimination, sex and gender biases and bullying inside the school. 2.72 mos 8. negative attitude of teachers to cater inclusive education. 2.62 mos 9. lack of support from stakeholders and benefactors. 2.78 mos 10. sustainability in implementing programs and projects on inclusion, equitable and gender equality education. 2.80 mos average weighted mean 2.82 mos were lack of training and academic preparation of teachers in handling inclusive classes and financial constraints in the implementation of transition program both have a mean of 2.74. fear of discrimination, sex and gender biases and bullying inside the school (x=2.72) and negative attitude of teachers to cater to inclusive education (x=2.62) were also labeled moderately severe. it is heartening to note that the problems were perceived moderately severe which means that there will be no barriers that will hamper smooth implementation of the initiatives and activities to institute an inclusive, equitable and gender equality education at the 11 special education centers. question 4: what is the plan of action to implement inclusive, equitable and gender equality education for children with disabilities? the following matrix presents the school-based plan of action envisioned as a roadmap to effectively accomplish the goals of un 2030 education agenda focused on providing inclusive, equitable and gender equality education at mangaldan integrated school sped center, table 7. the degree of severity of the problems that hinder implementation of inclusive, equitable and gender equality education the average weighted mean of the degree of severity of the problems that will hinder implementation of initiatives is moderately serious (x=2.82). table 6 presents the data collected and details of this analysis. the table 6 elucidates that among the enumerated problems that hinder implementation of the program, irregular attendance of children in school (x=3.14) garnered the highest perception. it was followed by inadequate appropriate instructional and assistive materials and equipment in teaching children with disabilities (x=2.94), insufficient funding to finance the conduct of assessment to children with disabilities (x=2.90), sustainability in implementing programs and projects on inclusion, equitable and gender equality education (x=2.80) and lack interest and enthusiasm of parents/ guardians to send their children with disabilities to school (x=2.78). similarly is the problem of lack of support from stakeholders and benefactors (x=2.78). other problems that were pronounced moderately serious 126 journal of icsar; volume 2, number 2, july 2018: 120-128 table 7. matrix school-based plan of action for the implementation of un 2030 education agenda focused on providing inclusive, equitable and gender equality education initiatives strategy/ activity timeline persons involved expected outcome phase 1 – pre-school initiatives 1. disability awareness campaign conduct of information dissemination campaigns hanging of posters/ tarpaulin intensive implementation of national early registration conduct of disability awareness summit conduct of special education needs children’s festival yearround principal head teacher teachers pta p a r e n t s / guardians awareness that children with disabilities have equal rights to education reduce stigmatization prepare children for schooling 2. child search & find activities conduct of sped caravan community visits home visitations community mapping mapping coordination with social welfare office establish linkages with with officials, health workers set-up assistance/ help desk for enrollment of children with disabilities januaryfebruary 2 weeks before opening of classes (oplan balik eskwela) principal head teacher teachers pta bring all children with disabilities to school encourage parents to entrust their children to school for their education phase 2 – in-school initiatives 1.acceptance& enrollment of children with disabilities information dissemination on enrollment schedule and procedures special enrollment lane for children with disabilities issuance of school id and disability id from social welfare department school/ teacher acclimatization 2 weeks before opening of classes principal head teacher teachers pta enrollment of all children with disabilities 2. assessment & placement of learners profiling of school children conduct of disability assessment/ diagnosis placement of learners a. self-contained classes b. partial/ full mainstreaming enrollment in the government’s ppp program 1 week after the opening of classes a s s e s s m e n t team principal head teacher teachers pta all children with disabilities must have been assessed for proper educational placement 3. transition program functional academic classes technical vocational training job training school year round principal head teacher teachers pta all children with disabilities age 14 and above receive training and instruction 127donato b, marites t, jupiter lopez p, roadmap for un 2030 education agenda for learners . . . . 4. inclusive education programs school-wide observance of celebrations & special days child protection policy organization of gender and development focal point system gender and development program planning and implementation guidance and counseling services sustainable feeding program medical/ dental check-up pro-active participation of children with disabilities in curricular and co-curricular recognize milestones/ abili ties in school year-end rites school year round principal head teacher teachers pta stakeholders holistic development of children with disabilities no incidents of bullying, discrimination, and gender bias in the school continuous disability awareness phase 3 – exit points 1. higher academic studies graduation ceremonies issuance of credentials administration of career assessment end of every school year principal head teacher teachers pta transition from grade 6-grade 7, grade 10-11 and grade 12to college 2. job placement/ entrepeurship completion/ moving-up rites release of tvt assessment assistance for job placement with partner industries/ work places financial assistance from cooperatives/ local finance/ lgu/ social welfare office end of every school year/ principal head teacher teachers pta stakeholders p a r t n e r industries mainstreaming in the society productive living of children with disabilities well rounded personality bully-free, gender equality community developed meaningful camaraderie conclusion the teachers and stakeholders of the 11 recognized special education centers of sdo pangasinan ii have a very high awareness of the goals of the un 2030 education agenda focused on inclusive, equitable and gender equality education. the school-based initiatives and activities to be implemented are earmarked to achieve an inclusive, equitable and gender equality education have a very much effective perception among the respondents. the problems that may hinder implementation of initiatives and activities for an inclusive, equitable and gender equality education at mangaldan integrated school sped center are moderately severe. the plan of action is envisioned to be the roadmap for the successful implementation of initiatives and activities in the attainment of an inclusive, equitable and gender equality education at the 11 special education centers of sdo pangasinan ii. the principals should regularly keep track of achievements and practices being implemented in the school to ensure that activities are aligned to the goals and plan of action in providing an inclusive, equitable and gender equality education to learners with special educational needs. the principals together with the teachers and stakeholders must work collaboratively to intensify the implementation of the school-based initiatives and activities in order to realize the goals and benefits of an inclusive, equitable and gender equality education. the principals, in coordination with the teachers and stakeholders, should use applicable, applicable and effective solutions to address and minimize the problems that may hinder the seamless implementation of initiatives and programs. 128 journal of icsar; volume 2, number 2, july 2018: 120-128 the principals in unison with the teachers and stakeholders must religiously implement the plan of action anticipating challenges and modifying strategies and activities to ascertain fulfillment of the goals set in the provision of inclusive, equitable and gender equality education to children with disabilities at mangaldan integrated school sped center. references ainscow, m. (2005). developing inclusive education systems: what are the levers for change?. journal of educational change, 6(2), 109-124. decs. (1998). handbook on inclusive education. bureau of elementary education. special education division. decs-rp. dizon, e. i., bustos, m. t. a. p., echavia, d. d., gomez, m. g. a., tantengco, m. t. t., & aplaonvidal, l. (2012). project look ahead! preparing special children for a future: career directions and transition programs. up special education and childfind therapy center. unesco. (1994). the salamanca statement and framework for action on special needs education: adopted by the world conference on special needs education; access and quality. salamanca, spain, unesco. unesco. (2009). policy guidelines on inclusion in education. united nations educational, scientific and cultural organization 7. fontenoy: paris 07 sp, france. unesco. (2015). world education forum 2015. equitable and inclusive quality education and lifelong learning for all by 2030. transforming lives through education. incheon, republic of korea. unicef. (1989). disabilities. united nations children’s fund (unicef), headquarters, united nations plaza 44th street, new york city. united nations. (2015). transforming our world: the 2030 agenda for sustainable development. new york. 21-22. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p10 10 development of hicah learning media (count fractions) for blind students in makassar wahyudi hn *, muzayyinah al-usrah, yoga indar dewa lpm penalaran, universitas negeri makassar, makassar, indonesia *corresponding author e-mail: wahyudihn18@gmail.com abstract: this study aims to determine the feasibility of the media, student responses, and teacher responses to hicah learning media (count fractions) for blind students in makassar. this research is development research using the addie model (analysis, design, development, implementation, dan evaluation). the analysis stage is used to find out about the problems and needs of students, the design stage makes media prototypes according to student needs, then the development is carried out media validation, implementation as a media trial, and evaluation by revising to adjust the results of field trials. the results of this study are: (1) the results of the validation of the hicah learning media developed are feasible to use and feasible to be tested on students and teachers with a media feasibility weight of 90%. (2) the responses of the blind students of slb negeri 1 makassar, slb-a yapti makassar, and slb yukartuni to the hicah learning media developed received a positive response. student responses strongly agree by 83%. (3) the responses of mathematics teachers and class teachers at slb negeri 1 makassar, slb-a yapti makassar, and slb yukartuni to the hicah learning media developed were given a very good response. the positive response of the teacher can be seen from the percentage of 100% positive response. keywords: learning media development, blind students, math count fractions introduction children with special needs experience intellectual, sensory, physical, emotional, or behavioral disorders, and have special talents (hajar & mulyani, 2017). children with sensory disturbances are called blind children (noviatun et al., 2022). blind children are children who experience visual disturbances (pahlawaty & aprilia, 2022; setiarani & suchyadi, 2018). the learning system for blind children is more likely to be done using verbal language because blind children use their senses of touch and hearing more in receiving information. (praptaningrum, 2020) suggests that the learning experience of blind children must be obtained by using the senses of touch and hearing. visual learning has a significant impact on blind children so their limitations make some subjects difficult to understand, especially mathematics. mathematics lessons are related to abstract concepts that are often associated with everyday life to be able to develop mathematical abilities based on the experience of students (dinni, 2018; mad amin et al., 2020). understanding mathematics requires good concentration and a long time so that students can understand mathematics, especially blind students. this is following the explanation of (rumantinigsih et al., 2019) who stated that mathematics requires understanding and reasoning so learning media are needed to visualize mathematical material. blind students find it difficult to understand mathematics because they have limitations in perceiving something. one of the mathematics lessons that are difficult for blind students to perceive is fractional material. teaching mathematics to blind children cannot be separated from learning media. learning media serves to make it easier for students to understand learning (haifa et al., 2022; rezkiani & aprilia, 2023). fractional learning media has been studied several years before. (indriani, 2018) has designed a media of fractional blocks made with http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p10 hn, al-usrah, dewa, development of hicah learning media... 11 colorful paper or cardboard and in the form of a circle, then divided by value. the media developed by indriani is only limited to introducing the form of fractions, for example in introducing 1/2, the block media used will try to represent the fractional number. the shortcoming of this study is that it only provides an understanding of the form of fractions, but it is still difficult to operate fractions. previous research has developed domino cards using simple materials in the form of picture cards. how to apply this media by matching the fractions according to the image on the card. the advantages of domino card media are flexible, easy to use, and easy to remember, while the disadvantages are that the topics studied are limited and take a long time (putri et al., 2021). (indrawati & cahyanti, 2018) developed a fractions shading board media made of flannel and used in a shaded manner. however, the media created has not been able to make blind students understand how to operate a fraction. based on the problems faced by the blind, the researcher assessed that blind students needed better learning media in learning fractions. the designed media is named hicah (counting fractions). hicah is a fraction calculator for blind students which is designed to be rectangular in shape, made of plastic, and has a size of 30 cm x 6 cm x 4 cm. media hicah contains numbers in braille to make it easier for students to recognize numbers. calculation of fractions in vertical form is implemented in hicah media. method this type of research is a research and development conducted on blind students using the addie model. the addie model is a development research model that has 5 stages, namely: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. cahyadi (2019) stated that addie is a development model that is often used to develop teaching materials. the samples in this study were slb-a yapti makassari and slb yukartani (indonesian blind business foundation) antang makassar, and slb negeri 1 makassar. data were collected through observation and questionnaires. (1) observations are made to find out how blind students learn how to learn fractions and how teachers teach fractions to blind students. (2) questionnaires are given to determine the functionality of the developed media to expert validators (easy access to learning access). the instruments used in this study were validation questionnaires given to validators, student and teacher response questionnaires, and interviews. the data analysis technique used in this research is descriptive statistical analysis. descriptive statistical analysis is a quantitative data analysis technique that is presented by describing the data that has been obtained so that it is easier to understand (nasution, 2017). the technique used uses the following formula: p = (score of data collection results)/(ideal score)×100% (1) description: p = percentage number ideal score = total highest score x number of respondents 12 journal of icsar; volume 7 , number 1, january 2023, 10 17 finding and discussion finding(s) analysis stage the analysis carried out is an analysis of the needs of students to determine the learning media to be developed. this stage is carried out using observation and interviews with teachers and students. based on the results of observations and interviews, teachers and blind students need effective media to increase students' understanding of the mathematics learning process, especially in fractional arithmetic operations. thus, students are expected to understand fractional counting operations using fractional counting media (hicah). design stage the media design stage is used to create accessible media and can facilitate the delivery of material to students. researchers designed the media in the form of a rectangle, with a size of 30 cm x 6 cm x 4 cm which would be made using plastic as a base material. hicah media also includes wheels that can be rotated 360º and have 10 sides. each side of the wheel has a number written in braille. the design of hicah's learning media follows the concept of a series of numbers that correspond to fractions such as the following concepts: 1/2+1/3=3/6+2/6=(3+2)/6=5/6. hicah's learning media design can be seen in the following picture 1 and 2. development stage at the development stage, the researcher validated the design to media experts using a questionnaire. the validation questionnaire is used as a validator reference to assess the feasibility of hicah's learning media before it is implemented for students and teachers. the media feasibility instrument consists of 10 indicators with a guttman scale rating. validation was carried out with 2 media expert validators. the assessment result sheet is listed in the following table 1. based on the assessment that has been carried out by the media expert validator 1 with the assessment instrument totaling 10 indicators, 8 indicators are good and 2 are not good. based on the assessment that has been carried out by the media expert validator 1 with the assessment instrument totaling 10 indicators, 10 indicators are of good value and no indicator is of bad value. the frequency distribution table 2 is the result of the assessment of media expert 1 validator and media expert validator 2. figure 1. sideways hicah design hn, al-usrah, dewa, development of hicah learning media... 13 figure 2. view from above table 1. media expert validator 1 and 2 no question items v1 v2 content eligibility 1 hicah learning media (count fractions) following the material for counting fraction operations 1 1 2 hicah learning media (count fractions) can increase the curiosity of students 1 1 application 3 hicah learning media (count fractions) is easy to use 0 1 4 hicah learning media (counting fractions) is interactive 1 1 media display 5 the display of hicah learning media (counting fractions) is interesting 1 1 6 braille numbers on hicah learning media (count fractions) are clear 1 1 7 placement of braille numbers on hicah learning media is appropriate 1 1 8 braille numbers can be palpated well 1 1 presentation 9 hicah learning media (count fractions) is not easily damaged 0 1 10 hicah learning media (count fractions) is designed in a practical way 1 1 total 8 10 v1: first validator; v2: second validator table 2. frequency distribution of media expert validation no criteria frequency score 1 not good (0) 2 0 2 good (1) 18 18 total 18 based on the frequency distribution table for media expert validation, the feasibility presentation can be calculated using formula (1). p = (data collection results score)/(ideal score)×100% p = (18)/[(2)(10)] x 100% p = (18)/(20) x 100% p = 90% based on the table of the feasibility percentage scale with a scale of 1-2, the percentage of 90% is included in the feasible category. after that, the media design was revised according to input from media experts. then it is printed using 3d printing which will then be implemented for blind students and teachers. implementation stage at the implementation stage, the researcher implemented the media for students and teachers. then they were given a questionnaire to find out how the students and teachers responded to hicah's media. (1) student’s responses 14 journal of icsar; volume 7 , number 1, january 2023, 10 17 student’s responses to the learning media for fractional counting (hicah) are shown in the table 3. table 3. analysis of student’s responses score interval categorization frequency of students score percentage (%) x ≤ 16 very deficient 1 8% 16 < x ≤ 20 deficient 1 8% 20 < x ≤ 24 good 6 50% x > 24 very good 4 33% the number of student responses to hicah's learning media is 8% disagree, 8% disagree, 50% agree, and strongly agree 33%. from these results, it was found that the students' good response to the learning media for fractional counting (hicah) was 83%. (2) teacher’s responses the teacher's responses to the learning media for fractional counting (hicah) are shown in the table 4. table 4. analysis of teacher’s responses score interval categorization frequency of students score percentage (%) x ≤ 16 very deficient 0 0% 16 < x ≤ 20 deficient 0 0% 20 < x ≤ 24 good 2 33% x > 24 very good 4 67% the number of teacher responses to hicah's learning media is 0% disagree, 0% disagree, 33% agree, and 67% strongly agree. from these results, it was obtained that the teacher's good response to the learning media for counting fractions (hicah) was 100%. evaluation stage at the evaluation stage, the researcher made improvements that were adjusted to the suggestions given by the teacher and participants. the advice given regarding the improvement of the placement of braille punctuation is still using the warning sign (a punctuation mark in mathematics that is commonly used), it is recommended to use mathematical marks in braille so that students can better understand the location of mathematical punctuation marks. in addition, it is also recommended to put a number mark on each number on the wheel so that blind students can better understand where the numbers are placed. the results of the design revision can be seen in figures 3 and 4. hn, al-usrah, dewa, development of hicah learning media... 15 figure 3. media design before revision figure 4. media design after revision discussion(s) hicah learning media design the design of hicah learning media is carried out in stages starting from recognizing the learning problems of blind students, making media designs, to validating hicah learning media. after validating the media expert and being declared eligible, it was immediately followed up with the implementation of the media for students and teachers. after implementation, it was concluded that the hicah learning media was suitable for students to use as an alternative learning media that was used independently and teachers could use hicah media as teaching aids in providing understanding to students about fractional operations. eligibility of learning media based on the assessment carried out by the media expert validator 1 and media expert validator 2, the feasibility of learning media includes four aspects of the assessment, namely aspects of the feasibility of content, use, media display, and presentation. the content feasibility aspect obtained an average score of 1 with good criteria, the usage aspect obtained an average score of 0.75 with good criteria, the display aspect obtained an average score of 1 with good criteria, and the presentation aspect obtained an average score of 0.75. with good criteria. the results of all these aspects obtained a score of 18 with an average of 0.9 with good criteria. based on the calculation results, the learning media is included in the category that is suitable for use. comments given by media experts are that this media can be used practically and is not easily damaged and media expert validators provide suggestions to add a little color to the media because low vision blind people still have vision left to see. the results of the assessment obtained show that this media (yanto, 2019) has the potential to develop students' knowledge. this is also related to the media that has been carried out by and argues that the use of media can provide convenience in conducting learning in the classroom. in addition, it can also increase student activity in learning (dewi et al., 2019; maula & sidiq, 2022). so that this media needs to be followed up because it has the potential to benefit students directly. student’s responses student responses are student responses and reactions seen from the results of questionnaires given to blind students at slb negeri 1 makassar, slb-a yapti makassar, and slb yukartuni to hicah's learning media on fractional material. after conducting product trials on 12 blind students, students were given response questionnaires and were accompanied directly 16 journal of icsar; volume 7 , number 1, january 2023, 10 17 by researchers to fill out questionnaires and provide responses on how students responded to hicah learning media. the results of student responses related to hicah learning media have been designed as well as possible and are well supported by students, which is 83%. teacher’s responses the teacher's response to hicah's learning media was measured by giving a questionnaire to the teacher after implementing the media. the teacher's response to hicah's learning media is very good seen from the support or good response given, 33% of teachers respond to agree with hicah's learning media and 67% of teachers respond strongly agree. this shows that hicah's learning media can be used. the good response given by the teacher gave suggestions for holding hicah learning media in every special school or this media was submitted to educational institutions so that they could hold this media in schools. conclusion the stages of research carried out are adjusted to the development model used, namely the addie development model (analysis, design, development, implementation, evaluation). the results of the needs analysis showed that blind teachers and students need effective media to improve students' understanding of the mathematics learning process, especially in fractional arithmetic operations. so the researchers designed a learning media called hicah (count fractions). the prototype of hicah's learning media is rectangular, with a size of 30 cm x 6 cm x 4 cm which is made using plastic base materials. hicah media also includes wheels that can be rotated 360º and consist of 10 sides. each side of the wheel has a number written in braille. the results of expert validation of the developed hicah learning media are feasible to use and feasible to be tested on students and teachers with a media feasibility weight of 90%. the responses of the blind students of slb negeri 1 makassar, slb-a yapti makassar, and slb yukartuni to the hicah learning media developed received a positive response. student responses strongly agree by 83%. judging from the responses of the mathematics teachers and the class teachers of slb negeri 1 makassar, slb-a yapti makassar, and slb yukartuni to the hicah learning media that was developed, they were also given a very good response. the positive response of the teacher can be seen from the percentage of 100% positive response. references dewi, a. s., isnani, i., & ahmadi, a. (2019). keefektifan model pembelajaran stad berbantuan media pembelajaran terhadap sikap dan kemampuan pemecahan masalah matematika. jipmat, 4(1), 7–11. https://doi.org/10.26877/jipmat.v4i1.3509 dinni, h. n. (2018). hots ( high order thinking skills ) dan kaitannya dengan kemampuan literasi matematika. prisma, 1, 170–176. haifa, n., respati, r., & chairunnisaa, c. (2022). word cards design as learning media for dyslexia students in elementary school. journal of education for sustainability and diversity, 1(1), 109–117. https://doi.org/10.57142/jesd.v1i1.11 hajar, s., & mulyani, s. r. (2017). analisis kajian teoritis perbedaan, persamaan dan inklusi dalam pelayanan pendidikan dasar bagi anak berkebutuhan khusus. jurnal ilmiah mitra swara ganesha, 4(2), 48. indrawati, d., & cahyanti, d. n. (2018). alternatif pembelajaran matematika menggunakan jurnal inventa. jurnal inventa, ii(2). indriani, a. (2018). penggunaan blok pecahan pada materi pecahan sekolah dasar. jipmat, 3(1), 11–16. https://doi.org/10.26877/jipmat.v3i1.2418 mad amin, a., tahar, m., & zakaria, a. (2020). mathematical learning approach for special education pupils: the effectiveness of mauselis board in improving adding skills. journal of icsar, 4(2), 1–6. hn, al-usrah, dewa, development of hicah learning media... 17 maula, n., & sidiq, z. (2022). traditional kucing-kucingan game, in improving ground motor skills to blind children in slb negeri a citeureup cimahi. inclusive education, 1(1), 110–118. https://doi.org/10.57142/inclusion.v1i1.8 nasution, l. (2017). statistik deskriptif. jurnal hikmah, 14(1), 1829–8419. https://doi.org/10.1021/ja01626a006 noviatun, a., hermawan, h., & supratiwi, m. (2022). the relationship between peer social support with the resilience of blind adolescents in surakarta. journal of icsar, 6(1), 78–82. pahlawaty, n., & aprilia, i. d. (2022). mibee braille application: an alternative accessibility literacy for totally blind students at inclusive school. proceeding of international conference on special education in south east asia region, 1–12. praptaningrum, a. (2020). penerapan bahan ajar audio untuk anak tunanetra tingkat smp di indonesia. jurnal teknologi pendidikan, 5(1), 1–19. putri, f. z., putra, z. h., & munjiatun, m. (2021). pengembangan media kartu domino materi pecahan untuk belajar mandiri siswa kelas iv di masa new normal. jurnal ilmiah aquinas, 4(1), 113–126. rezkiani, k., & aprilia, i. d. (2023). development of alternative and augmentative communication media system for autism spectrum disorder with complex communication needs. journal of education for sustainability and diversity, 1(2), 118–129. https://doi.org/10.57142/jesd.v1i2.51 rumantinigsih, d. k., astuti, e. p., & purwoko, r. y. (2019). mengatasi kesulitan belajar matematika pada siswa tunanetra melalui pengembangan media pandikar berkode braille. jurnal pendidikan matematika dan matematika, 6(2020), 105–114. setiarani, s., & suchyadi, y. (2018). pola asuh orang tua terhadap anak tuna netra berprestasi usia sekolah dasar. jppguseda | jurnal pendidikan & pengajaran guru sekolah dasar, 1(01), 15–18. https://doi.org/10.33751/jppguseda.v1i01.866 yanto, d. t. p. (2019). praktikalitas media pembelajaran interaktif pada proses pembelajaran rangkaian listrik. invotek: jurnal inovasi vokasional dan teknologi, 19(1), 75–82. https://doi.org/10.24036/invotek.v19i1.409 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p093 93 community attitude to the social life of mentally retarded teenager in paninggilan village alfiani putri awalia*, dedi mulya, yuni tanjung utami sultan ageng tirtayasa university, banten, indonesia *e-mail: 2287170015@untirta.ac.id abstract: attitude is a form of response that a person gives to something he sees. the purpose of this study was to find out how the community's attitude towards the social life of mentally retarded adolescents in paninggilan village. this research use qualitative descriptive approach. the respondents of this study were the community, which consisted of 10 people and 1 parent of a mentally retarded teenager. data were collected through observations, interviews, documentation and field notes. the data analysis used was data reduction, data presentation and conclusion drawing. the results showed that the attitude of the community towards the social life of mentally retarded adolescents in paninggilan village could not be said to be completely good. when viewed based on the 3 co mponents of the attitude acceptance aspect, the community already knows and understands a little what children with special needs are, the attitude given by the community to mentally retarded adolescents in paninggilan village is also good, but people still think that mentally retarded adolescents cannot be united with the community in general. generally, when in an event because mental retardation can ruin an event, some of the community also still has an understanding that children with special needs (tunagrahita) are the same as odgj. keywords: attitude, children with special needs, mental retardation. introduction humans are the most perfect living creatures created by god on this earth when compared to other living things that god also created, such as animals and plants. in everyday life, humans will definitely live in a society, where they do not only live alone in one environment but live with other individuals in the same environment. sulfan and mahmud (2018: 269-284) explain that society is a group or group of people who are closely intertwined due to the same traditions, systems, conventions and laws that lead to a collective life system. because humans live in a society, then in carrying out all the activities of human life, of course, they will need help from other individuals. the process of seeking help is commonly known as the process of social interaction in a social life. through social interactions that occur in social life, an individual's attitude towards something will be born and formed. this is because the attitude itself is a form of a person's actions that arise due to a person's response or reaction to a form of object, event or living being which in the end there are 2 possible attitudes that will appear in individuals towards something, the attitude is a negative attitude and a positive attitude. berkowitz in the book saiffudin azwar (1995: 5) explains that basically attitude is a form of evaluation or reaction of feelings, in other words a person's attitude towards an object is a form of feeling supportive or partial or feeling unsupportive or impartial to the object. sarlito and eko (1995: 191) explain that attitude is an assessment process carried out by an individual towards an object in the form of objects, humans or information, where later the process of someone's assessment of an object can be in the form of positive and negative assessments. andi mappiere (1982: 170) explains that several indicators of acceptance of public attitudes towards individuals are because: http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i12022p093 94 journal of icsar; volume 6 , number 1, january 2022, 93 100 a) appreciate as a whole what is inside the individual without conditions, opinions, or judgments, in other words the individual is accepted as a whole. b) seeing as a valuable person regardless of background or individual circumstances. c) do not look down, the social environment believes that individuals have confidence in the potential that exists in themselves. d) individuals who are accepted do not get pressure or have freedom, in other words, individuals will feel that their environment provides an independence. of the many living things that god created on this earth, there must be some of them who are given shortcomings, which are precisely the deficiencies possessed by an individual are used as acts of injustice and arbitrariness in behaving by other individuals. for example, the negative attitude given by the community towards adolescents with intellectual disabilities (tunagrahita) in paninggilan village. grossman in wardani's book (1996: 16) explains that mentally retarded children are children who have intellectual intelligence (iq) significantly below the average (normal) which is accompanied by an inability to adapt (adapt) to the environment surroundings and this takes place during its development period. this shows that there is a difference between mental retardation and society in general, where most of the mentally retarded even overall have intellectual intelligence that is below the normal average of <70. so that indirectly it can hinder them when interacting in their daily social life. in the social life that occurs between the community and mentally retarded adolescents, not all people both in the city and in the village understand and understand what children with special needs are, especially mentally retarded children. there are still a lot of people who think and label someone who has intellectual intelligence below the normal average (tunagrahita) is someone who is an idiot, disabled, mentally ill, crazy, someone who was born due to the curse of a previous ancestor and there are also those who think that it is is an infectious disease, so that indirectly it makes people have a negative attitude towards someone with intellectual disabilities (mental retardation). the treatment of people's negative attitudes towards the social life of mental retardation is the same as what happened in paninggilan village ciledug, where based on the narrative of the mother who has a mentally retarded teenager, there are still a lot of people who think their children are crazy, children whose emotions like to be explosive and irregular, stupid and idiotic child and unable to communicate. from this, the attitude of the community emerged that when they met or passed the mentally retarded teenager, they actually walked very far so as not to get close to the mentally retarded teenager, when talking to the mentally retarded teenager the community often used a very loud voice like cursing someone , even on another occasion there were people who took very bad actions against the mentally retarded teenager, where the community poured water on the mentally retarded teenager who was sitting in front of the house without doing anything to hurt others. indirectly, this is certainly a negative attitude given by the community to mentally retarded teenagers in paninggilan village. the statement regarding the negative attitude of the community towards mentally retarded adolescents is only based on exposure through one party, namely the mother who has a mentally retarded teenager, finding out how the actual attitude of society towards adolescents with intellectual disabilities in paninggilan village is very necessary. this indirectly encourages researchers to conduct a more focused and systematic empirical study of the research that will be carried out by the researcher with the title “community attitudes to the social life of mentally retardaed teenager in paninggilan village.” method the right research method to be used in this research is to use descriptive qualitative methods. moleong (2011:6) explains that qualitative methods are research that intends to understand the awalia, mulya, & utami, community attitude to the social life of mentally… 95 phenomena of what is experienced by research subjects, for example behaviour, perceptions, motivations, actions and others holistically and by means of descriptions in the form of words and language in a special natural context by utilizing natural methods. this research was conducted to try to describe the research questions that will be answered through observation, interviews, documentation and field notes. the purpose of this research is to produce an accurate picture of a group, describe the mechanism of a process and provide a complete picture through verbal language. observation used in this research is observation with the form of participatory observation. where in this form of observation the researcher will be directly involved with the daily life of the informants because this form of observation is used to collect data in order to collect research data through observation and sensing, so that researchers are required to be able to interact directly with the informants. in this study, interviews were conducted using a structured model that is systematic, the technique used is the in depth interview technique. or in other words, this research was conducted based on interview instruments that had previously been made by researchers and then given to respondents, but with different answers for each respondent. documentation is used to strengthen the data that has been obtained in observations and interviews. in this study, researchers used personal documents, field notes and photos during observations and interviews, this documentation can provide a concrete picture of people's attitudes towards the social life of mentally retarded children in paninggilan village. in this study, as long as the research took place from the beginning to the end of the study, the authors recorded all events and events that were in the field constantly. so, by using these field notes, the author will get data in the form of events or events that occur during the process of daily life taking place in paninggilan village in order to find out how the paninggilan village community's attitude towards mentally retarded adolescents. research informants the author uses purposive sampling technique to determine the informants in this study. purposive sampling technique is how to determine informants by selecting informants according to the criteria and needs of the authors in this study. the eleven people who were selected as informants in this study were people at the top level or in other words, village officials and the general public who had houses close to mentally retarded adolescents. data analysis technique patton (1980:268) explains that data analysis is a process of arranging data sequences, organizing them into patterns, categories and basic units. in this study, the researcher reduces the data that has been obtained during the research process, from the beginning of the research to the completion of the research. every new data obtained by researchers either through observation, interviews, documentation and field notes, researchers will immediately filter and select any existing data. researchers then classify each of the existing data into different forms of code between one data code and another. then, the next step is for the researcher to reexamine and filter any data that has the same answer and is in accordance with the formulation of the problem and research objectives, then describes the data that has been found in the form of a narrative description. in this study, the researcher presents research data (observations, interviews, documentation, field notes) which have previously been filtered at the data reduction stage. the research data that have been classified in each of the existing research objectives are then explained at the stage of presenting the data in the form of descriptive narratives along with data from interviews, observations and documentation that have previously been classified into coded form. 96 journal of icsar; volume 6 , number 1, january 2022, 93 100 in this study, the conclusions drawn by the researcher are based on all the data obtained from the initial research that has gone through the stages of reduction (filtering) and data presentation. the data that has been reduced and presented is then concluded by explaining the core of the research objectives and what the results of the research are, so that the common thread in this study can be presented as well as possible. data validity check in this study, the researcher decided to check and test the validity of the data using the "extended observation" and "triangulation" techniques. in the process of extending the observation, the researcher added the observation time of the research in paninggilan village for 1 week, this was done so that the results of the data that had been obtained previously were stronger and more accurate. researchers used 2 triangulation techniques, namely "technical triangulation" and "source triangulation". result and discussion result(s) based on interviews, observations and field notes that have been carried out, the authors can describe the community's attitude towards the social life of mentally retarded adolescents in paninggilan village. in the people of paninggilan village, whose lives have been classified into the form of a modern lifestyle. the issue of children with special needs is certainly not a new thing for them, in several other alleys in paninggilan village, on the streets, or even in other villages, more or less people already know and have often seen children with special needs, even though what they know may be limited to children with autism. , the deaf, the blind and the mute only, but in general the community has understood what a child with special needs is. the results of the study found data that apparently the attitude of the people of paninggilan village was not completely good towards children with special needs (adolescents with mental retardation). this study was conducted to find out how people's attitudes are reviewed based on 3 aspects of the attitude component proposed by syaifuddin azwar (1995: 5) which consists of a cognitive component (knowledge/understanding), an affective component (emotional feeling) and a conative component (action or response) community towards children with special needs in paninggilan village. the following is a discussion of acceptance indicators based on 3 aspects of the attitude component. cognitive / understanding / community knowledge broadly speaking, people actually already understand what a child with special needs is, people know that a child with special needs is a child who has limitations both in physical and motor skills, intelligence or emotions. the community also knows how to respond to and treat children with special needs in paninggilan village. however, besides this, there are still many people who do not know the group of children with special needs, especially mentally retarded. in some cases encountered in the field during interviews, in fact, there were still people who thought that children with special needs (tunagrahita) in paninggilan village were the same as people with mental disorders (odgj) and some described them as disabled. so in this case, public knowledge of children with special needs and mentally retarded children cannot be said to be good (the community understands) completely. this can be seen from the results of interviews with residents in paninggilan village: "yes, in my opinion, yes, children with special needs are children who need help, yes, so what should i do, there is special treatment from the family, especially awalia, mulya, & utami, community attitude to the social life of mentally… 97 families, if you say what is lacking, it was entered into odgj right, so there is special treatment like that, from the family especially.” "yes, if i ever thought it was a disabled child and i was afraid to be close to him, especially children because there are people in my environment like that." affective / emotional / community feelings most of the people of paninggilan village are aware and sensitive that in paninggilan village there is a mentally retarded teenager, the community process realizes that in paninggilan village there are children with special needs (tunagrahita) are also different, but the average community has realized it from the beginning the mentally retarded teenager moved to paninggilan village with his family. the community also never felt afraid when they were close to mentally retarded teenagers and the community also never felt disturbed by the presence of mental retardation in paninggilan village. based on the information obtained through interviews from the surrounding community regarding the bullying of local residents (children) against mentally retarded adolescents, this is indeed true, in the worst case, the family of the mentally retarded teenager was about to be punished because the parents of the bullying child did not accept that their child was being scolded by parents of mentally retarded teenagers. this can be seen from the results of interviews with residents in paninggilan village: "yes, ma'am, and his father himself also told me that his child was doused with water by someone else, in the end, the father chased the child to the house, and the parent whose child splashed water on the tuti would not accept that her child was scolded by her father got into a fight and wanted to be taken to the police, right? but yeah, if i feel like it's normal, it's normal because it's also a small child, how old is 10 years, i think, so it's only natural that i'm also a child, it's just that the parents should give more education” from the conversation above, m said that parents should be able to provide more education to a child and still blame the parents. however, in addition to this, m as a community leader also justifies the bad attitude given by the child to the mentally retarded teenager because the perpetrators of the bullying are still children. and this kind of thinking is not only owned by m, but by all citizens or communities who become informants. in this case, it was also discovered that people who have important roles in the community, namely the village head and rw head, are not aware of the existence of children with special needs (tunagrahita in paninggilan village). this can be seen from the results of interviews with residents in paninggilan village: "it's clear that we don't know yet, granny, what kind of grahita is it, if it's down syndrome, it's obvious that her face can be seen, if she says she's the same as children in general, so that was it, we really didn't know. our understanding also doesn't understand what mental retardation is like, but if the language is idiotic, we know it. i only found out after neng submitted research on children with special needs here.” “i know his family but i don't know if his son is like that. i know the family has been around for a long time, but i only found out that this child has special needs when i told you. yes, maybe it's because his family is embarrassed, so it's also difficult for us to approach him." 98 journal of icsar; volume 6 , number 1, january 2022, 93 100 so, based on the foregoing, the affective aspect of the attitude of the paninggilan village community also cannot be said to be good. conative /response /community action in the daily life between mentally retarded teenagers and the people of paninggilan village, until now everything is going well. the parents of the teenage atg open a grocery store stall at home, so that every day there will always be people who come to buy, in their daily life the teenage atg often helps their parents to maintain the stall, so that the interaction between the residents of paninggilan village and atg such youth is impossible not to happen. although it is only limited to asking the price of goods in the shop between residents and teenage atg, this is included in a form of social interaction. in addition to observation, during interviews conducted between researchers and community members, the community always answered that they always responded well to the atg conversations of teenagers. this can be seen in the results of interviews of researchers with residents: "yes, if i was, i was waiting, that's just how it was, sis, he didn't connect when he said a suddenly to b, it's too late, sis, it's all wrong, actually, but what if the tuti asked to talk, huh? i'll just wait. it's just that as far as i can see, he often interacts with small children aged 4/5 years, because her tuti likes small children." basically, the community has accepted the existence of adolescent atg in this paninggilan village, this can certainly be seen from the shape of the community's emotions, community feelings, and community responses or actions towards adolescent atg, but there is a small thing that indirectly changes the author's thinking that the community has not fully accepted the adolescent atg in this paninggilan village. the thing that makes researchers think that is that atg is not included in every event in paninggilan village with the reaso n that residents are afraid that the events that have been made will be randomized by this teenage atg. this can be seen in the results of interviews of researchers with residents: "no sist, if she is included, she will mess up the event, so it's better not to be included." based on the conversation above, my as the head of the pkk in paninggilan village, who happened to live not far from the atg teenager's house, thought that the child had never been involved in various activities for fear of ruining the activities that had been made previously. discussion(s) seeing the above, if it is readjusted by the attitude-forming factors according to syaifudin azwar (1995: 5), then indirectly the attitudes that are formed in society can still not be said to be completely good, this is of course linked back to the statement of andi mappiere (1982). : 170) which says that in the formation of acceptance of a good public attitude, there must be 4 things in it, namely respecting, not looking at background, not looking down on and believing in one's ability and giving freedom to someone. after looking at the attitudes of the people of paninggilan village based on 3 aspects of attitude components according to syaifuddin azwar (1995: 5), it can be seen that each aspect of the community in these components is still not said to be good in its entirety, which indirectly forms the acceptance of community attitudes. it also becomes bad because there are several indicators that indirectly explain and awalia, mulya, & utami, community attitude to the social life of mentally… 99 illustrate that the surrounding community still sees the background and looks down on and does not believe in the ability of an individual. sudjatmoko (1983) explains that in the development of an inter-community approach there is a "top down" model or commonly known as a top-down approach, the meaning here is that the understanding related to society that has been owned by people who have high interests / positions will be easy to arrive at. subordinate structures such as society automatically. this in this study is very different, where people who have high interests / positions in paninggilan village (village head, rw) do not know at all what is going on, who is there and what problems are happening in their community, in this case (rt and community leaders and pkk leaders) have a poor understanding of children with special needs (atg) so that this further strengthens that the attitude of the community cannot be said to be completely good based on statements from the highest village officials who stated that they were not aware of the existence of children with special needs. specifically, so that indirectly the people under his leadership will have the same knowledge as him. conclussion based on the results of the discussion in this study, it can be concluded that the attitude of the community towards the social life of mentally retarded adolescents in paninggilan village cannot be said to be completely good. this is seen based on 3 aspects of the attitude component, each of which affects attitude acceptance, the three factors are cognitive, affective and conative factors. in terms of cognitive factors, there are still many people who do not understand deeply about children with special needs, especially mentally retarded children, there is still a thought that says that children with special needs are the same as people who have mental disorders. besides this, there are still people who say that children with special needs (mental retardation) are children with disabilities and idiots. the surrounding community is also still normalizing the bad actions given by children around the paninggilan village environment to children with special needs (tunagrahita) who are there. in his actions, the community also indirectly gave instructions that the residents of the paninggilan village community had not accepted the existence of the mentally retarded teenager in their village. this can be seen based on the attitude of the community that has not embraced mentally retarded adolescents in participating in various kinds of activities in paninggilan village on the pretext that later the mentally retarded youth will mess up the activities in the village or in other words there is still fear and worry. indirectly. on the other hand, what needs to be paid attention to is the lack of care for people who have an important role in society towards mentally retarded teenagers in the village. this can be seen based on the results of interviews which found that the village head and rw head did not know that one of the residents in paninggilan village was a child with special needs who should receive more attention from the local village government. suggestion for the community it is hoped that the community will understand more deeply about children with special needs and not normalize things that should not be appropriate. for village officials it is hoped that they will be able to better recognize and find out the characteristics and shortcomings of each community, regardless of whether it is included in the scope of children with special needs or not, but it would be even better if the village officials (village heads, rt, rw) were more concerned to the existence of children with special needs in their village, so 100 journal of icsar; volume 6 , number 1, january 2022, 93 100 that in the future there will be no children with special needs who are neglected in their own environment. parents are the main place for their behavior to be imitated by children, so it would be better for parents to always set a good example, especially to increase their children's confidence. for researchers this research is expected to be used as additional knowledge and experience. researchers are also expected to be able to share the knowledge they have gained during their undergraduate education to the community so that it can open up public understanding and of course provide additional knowledge to the community about children with special needs and mental retardation. this research can also be used as a reference for other studies that have the same problem. reference andi mappiere. (1982). psikologi remaja. surabaya: usaha nasional moleong, l.j. (2011). metodologi penelitian kualitatif edisi revisi. bandung: pt. remaja rosdakarya saifuddin azwar. (2015). sikap manusia: teori dan pengukurannya. yogyakarta: pustaka pelajar sugiyono. (2016). metode penelitian kuantitatif, kualitatif dan r & d. bandung: alfabeta sulfan, dkk. (2018). konsep masyarakat menurut murthadha muttathhari (sebuah kajian filsafat sosial). jurnal aqidah : volume iv nomor 2 tahun 2018, uin alauddin makasar. susanto, & s, a. (1979). pengantar psikologi dan perubahan sosial. bandung: binacipta. wardani. (1996). pengantar pendidikan luar biasa. jakarta: universitas terbuka. journal of icsar issn (print): 2548-8619 issn (online): 2548-8600 volume 6 number 1 january 2022 page 1-124 journal of icsar is journal of special education, publisher articles on the research and development in special education. editor-in chief ediyanto , universitas negeri malang, indonesia editorial board mohammad efendi, universitas negeri malang, indonesia sopingi, universitas negeri malang, indonesia dimas arif dewantoro, universitas negeri malang, indonesia mohd hanafi mohd yasin, universiti kebangsaan, malaysia mohd mokhtar tahar, universiti kebangsaan, malaysia norimune kawai, hiroshima university, japan hiroki yoneda, tsukuba university, japan dzintra iliško, daugavpils university, latvia areej talea almutairi, king saud university, saudi arabia reviewer koay teng leong, universiti brunei darussalam, brunei darussalam edna jalotjot, university of southeastern philippines (usep), philippines yongwook kim, research institute of the korean special education, republic of korea lee ley wah, universiti sains malaysia, malaysia sokunrith pov, ministry of education, youth and sport of cambodia, cambodia sharifah mariam aljunied, ministry of education, singapore aznan che ahmad, universiti sains malaysia, malaysia mohd mokhtar tahar, universiti kebangsaan, malaysia indina tarjiah, universitas negeri jakarta, indonesia burhanuddin, universitas negeri malang, indonesia saida ulfa, universitas negeri malang, indonesia umi safiul ummah, universitas negeri malang, indonesia ahsan romadlon junaidi, universitas negeri malang, indonesia asep sunandar, universitas negeri malang, indonesia sinta yuni susilawati, universitas negeri malang, indonesia muchamad irvan, universitas negeri malang, indonesia rizqi fajar pradipta, universitas negeri malang, indonesia fattah hanurawan, universitas negeri malang, indonesia arif fathoni, universitas negeri malang, indonesia editorial office imam safi’i http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 editorial address department of special education, faculty of education, state university of malang, jl. semarang 5 malang, building e2. lt. 2, telp. 0342-551312 pswt 229 395. e-mail: icsar@um.ac.id, website : http://journal2.um.ac.id/index.php/icsar publication schedule journal of icsar, publish two times in a year (january and july) manuscript submission manuscript should be written in ms words format. figure, illustration and picture included in the manuscript file. send the manuscript directly to http://journal2.um.ac.id/index.php/icsar manuscript publishing feasible manuscript was determined by editorial board after obtaining recommendations from peer reviewer. manuscript revision is author responsibility and manuscripts that are not feasible will be returned to the author indexing by mailto:icsar@um.ac.id http://journal/ http://journal2.um.ac.id/index.php/icsar journal of icsar issn (print): 2548-8619 issn (online): 2548-8600 volume 6 number 1 january 2022 page 1-124 perspective about definition of individual with special needs from several scientific fields: a short note from editorial board ediyanto ediyanto, thalsa syahda aqilah, mohammad efendi 1 – 1 parents' perspectives on healthy lifestyle practices for special need students ariff mu’azzam ab halim, mohd mokhtar tahar 2 – 6 services of the worship house of the padepokan dhammadipa buddhist house of worship for people with disabilities m. ilham nurhakim, yayuk yuliati, fadillah putra 7 – 19 parental involvement in the implementation of personal hygiene practices for students with special needs festiyed, mega iswari 20 – 29 helping girls with deafness victims of sexual harassment: rebt with bisindo as a mental health education service in schools imam yuwono, chairil faif pasani 30 – 36 developing reading assessment instrument using digital technology for students with dyslexia irdamurni irdamurni, johandri taufan, ardisal ardisal 37 – 41 development of eating ability in moderate intellectually disabled children at wisma gondosuli 8 bhakti luhur orphanage, malang gardiana karya 42 – 49 language acquisition on early deaf children with cochlear implants in inclusion kindergarten yulvia sani, ossy firstanti wardany 50 – 58 development of tactile audio media for low vision students mu’jizatin fadiana, ifa seftia rakhma widiyanti, saeful mizan 59 – 66 digital skills of blind college students in the educational process during a pandemic muh. said, wahyudi hn, siti azizah, darmawan darmawan, citra rosalyn anwar 67 – 77 the relationship between peer social supports with the resilience of blind adolescents in surakarta m anis noviatun, hermawan hermawan, mahardika supratiwi 78 – 82 implementation of vocational skills program for intellectual disabilities: evaluation study with cipp (context, input, process, product) rizky amalia rosyidi, ahsan romadlon junaidi, asep sunandar 83 – 92 community attitude to the social life of mentally retarded teenager in paninggilan village alfiani putri awalia, dedi mulya, yuni tanjung utami 93 – 100 improving vocabulary reading skills with word card and picture card for moderate intellectual disabilities yohanes subasno, klemensia nini, consita densi 101 – 109 http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 using pabami media to improve early reading of cerebral palsy students in the 1st class of the elementary school for children with special needs neny yuniarti, yohanes subasno 110 – 115 development of identification instruments for children with specific learning disability in elementary school salma nadiyah, budi susetyo, iding tarsidi, ranti novianti, ediyanto ediyanto, sinta yuni susilawati, yoga budhi santoto 116 – 124 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p050 50 language acquisition on early deaf children with cochlear implants in inclusion kindergarten yulvia sani*, ossy firstanti wardany department of special education, university of muhammadiyah lampung, bandar lampung, indonesia *e-mail: yulviasani@yahoo.co.id abstract: deaf children have problems in language acquisition due to hearing loss. early use of cochlear implants can help deaf children listen and learn language and speech. this study aims to determine how language acquisition in early deaf students uses cochlear implants in an inclusive kindergarten in bandar lampung. this research is qualitative descriptive research. the methods of collecting data use interviews, observations, and documentation. the results showed that maximizing and familiarizing the hearing function can improve language acquisition. the use of cochlear implants accompanied by oral methods and rhythm sound awareness exercises assists in acquiring phonological, morphological, and semantic (linguistic awareness). schools use the principle of learning by doing and integrating programs at home so that the process is more natural. in addition, it takes time for children to get accustomed to hearing and repeating what they hear. so it can conclude that using cochlear implants accompanied by the proper method can help the language acquisition of early deaf children. keywords: cochlear implant; language acquisition; deafness, hearing aid; early childhood; inclusive kindergarten introduction deafness is a term used for individuals who have problems in hearing function. hearing problems cause deaf children to have limitations in language skills, both receptive and expressive. language problems in deaf children are caused by problems with their hearing function, which impacts the acquisition of language as a provision in communicating. language acquisition is the process of language mastery that children naturally learn the first language or mother tongue. (dardjowidjojo, 2005). language acquisition generally comes from hearing and imitating what is heard. according to rapisa (2020), the hearing function will affect the sound sense so that speech instruments can mimic hearing. children's language skills are directly proportional to their ability to acquire vocabulary from the environment (salamah, 2015). therefore, hearing function problems will affect deaf children in capturing sounds and imitating what they hear so that the language acquisition process is hampered. the problem of language acquisition has an impact on deaf children’s communication skills. from birth, deaf children are limited in developing spontaneous verbal communication. deaf children's verbal ability lags behind children who can hear (wuryanti, 2019). the existence of language acquisition problems in the deaf has other impacts on their development. some of the accompanying effects experienced by the deaf include language and speaking skills problems and problems in their academic, emotional, and social functions. (heward, 2013; rapisa, 2020). therefore, addressing the issue of language acquisition in deaf children is very important to prevent other accompanying problems. the importance of language as a means of communicating and interacting has resulted in essential language intervention from an early age for deaf people. husni (2008) said four things affect the development of deaf children's language: the period of hearing resistance, the http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i12022p050 sania & wardany, language acquisition on early deaf childr… 51 length of deafness, the factors of the tools used, and the support of interventions from the family. the third factor mentioned by husni emphasized that a device is needed that helps the deaf to be able to hear. however, these tools may not be practical if the fourth factor, namely intervention support, is not provided. there are several tools that deaf people can use to help them hear, namely hearing aids and cochlear implants. (heward, 2013). many parents of deaf children are currently starting to maximize their children's hearing function by installing cochlear implants at an early age. cochlear implants are different from hearing aids in that they can be inserted and removed into the ear. a cochlear implant is a surgical implant device designed so that deaf children can listen to it (gargiulo, 2012). the implant is surgically placed under the skin behind the ear (heward, 2013). husni (2008) mentions cochlear implants as an electronic device that takes over the function of damaged/unformed cochlear hair cells by providing direct stimulation to existing nerve fibers. cochlear implants generally have four essential parts: microphones, external speech processors, transmitters, and electrodes. (husni, 2008). heward (2013) explains that the microphone functions to pick up sound from the environment. an external speech processor is in charge of selecting and adjusting the sound picked up by the microphone. the transmitters and stimulators receive signals from the sound processor and convert them into electrical impulses. at the same time, the electrodes collect notions from the stimulator to be sent directly to the brain via the auditory nerve. simply put, a cochlear implant is an electronic device that serves as a replacement for a malfunctioning cochlea. research has found that the earlier deaf children use cochlear implants, the more their language development is similar to that of children with normal hearing (svirsky et al., 2004). installation of cochlear implants in the age range of 1 to 3 years accompanied by early intervention has a positive effect on language acquisition and verbal ability of deaf children (nicholas & geers, 2007; kulkarni et al., 2018; robbins et al. 2004). rapisa (2020) mentions several things are important factors that affect the success of cochlear implants. the element, namely the length of time since implantation, the earlier, the better. second, the number of implants; the degree of hearing loss. and then, the age at which hearing loss occurs, the number of languages when hearing is lost. last are the cognitive abilities that children have, and the amount and type of therapy after implantation is done. so that, the installation of a cochlear implant does not automatically result in a child being able to speak and speak. other things affect the child's current state and the intervention after installation, such as auditory verbal therapy and auditory skills training after cochlear implant placement (maciver-lux, 2009). early cochlear implantation with follow-up intervention has been positively correlated with deaf children's language skills. researchers are interested in knowing how language acquisition is experienced by deaf children who use cochlear implants. researchers then found an inclusion kindergarten in bandar lampung were two deaf students used cochlear implants early on. preliminary observations showed that both deaf children had fairly good oral language skills. based on this, the researchers intend to know the intervention and language acquisition process in both deaf students after installing cochlear implants. against this background, the research aims to determine how language acquisition in early deaf students uses cochlear implants at an inclusion kindergarten in bandar lampung. method this research is descriptive qualitative research. rukajat (2018) states that descriptive qualitative research describes natural, realistic phenomena and makes a systematic, factual, and actual picture of the facts, nature, and relationships of the phenomena being investigated. 52 journal of icsar; volume 6 , number 1, january 2022, 50 58 it follows the aim of the study, which was to describe how deaf children acquire language after using a cochlear implant. the research is called inclusive kindergarten, which is located in bandar lampung, lampung. there are two deaf students at the school who have cochlear implants. the study was conducted from february to march 2021. data collection is done by triangulation of data in the form of triangulation of techniques and data sources. data collection techniques used interviews, observations, and documentation. the respondents in this study were parents, teachers, school principals, students, and the head of the inclusive center at the school. interviews with parents related to children's language development and interventions given by parents at home. interviews with the school related to the human resources (hr), the facilities provided, principles, and intervention programs related to language acquisition given to deaf children. for students, interviews were conducted to determine students' language skills. students' observation technique was carried out to assess current linguistic awareness, vocabulary, and listening skills. in addition, data collection in related documentation such as ppi, sound and rhythm perception development programs, learning activities, and other programs. data analysis is done by adapting the interactive model miles and huberman (in sugiyono, 2016) after data collection, data reduction, data presentation, and conclusions. the data analysis was conducted descriptively to answer the question, "how is language acquisition in early deaf students who use cochlear implants at an inclusion kindergarten in bandar lampung?" result and discussion result(s) profile of deaf students in inclusion kindergarten based on the research data analysis results, the two subjects studied were aged six years (starting now referred to as student x) and six years five months (from now on referred to as student y). both are female. student x comes from a family that works in health, and student y comes from a family that works in the elementary school children's education area. students x and y were decided by their parents to use cochlear implants two after consulting with several experts regarding hearing loss. both subjects had no residual hearing before using the cochlear implant. that's why their parents decided to put cochlear implants in their children. student x started speech therapy at a developmental clinic in bandar lampung 10 months after the cochlear implant. parents admit that building their children's vocabulary is pretty challenging because they do not know how to communicate with children. however, at the age of 2 years and ten months, student x began to babble, but the tone and intonation of the voice produced were not clear. student x finally joined one of the inclusive kindergartens in bandar lampung at three years and eight months. this decision was taken by the parents of student x so that their children could interact with their peers and start imitating sounds. however, at that time, she didn't understand what other people were saying. furthermore, interviews with student y's parents obtained information that students do not have residual hearing. parents said that their child often had tantrums at the age of one and a half years, so that he cried in a booming shrill voice and threw his body on the floor. her parents were perplexed at that time. they then took student y to the paediatrician and referred her to an otolaryngologist. after that, they also meet a psychologist. the parents then decided to use a cochlear implant for student y after getting a recommendation from the doctor. student y's age at that time was two years and six months, not yet producing any sound, not babbling, and so on. after having a cochlear implant, parents independently introduce sounds (animal sounds, objects, and water sounds). however, all of that is not fully effective because it is only through the computer. when student y was 3.5 years old, her parents sent her to an inclusive kindergarten in bandar lampung. her speech-language ability at that time was still sania & wardany, language acquisition on early deaf childr… 53 in the form of saying words that had no meaning. however, at that time, the child already had pretty good emotional control. students x and y did not know sign language before entering the inclusive kindergarten. the reason is that parents can only communicate verbally. students x and y are now maximizing their hearing function and concentrating on the sounds they hear. now, they are in the inclusion class with their friends. their communication skills are almost no different from hearing people—their mastery of language develops according to age. the ability to pronounce words is excellent, the sentence structure they produce in verbal communicating is magnificent. not only that, they follow the habit of hearing people speak. they can distinguish the intonation and sound produced by the interlocutor. both children can also respond when called from behind or from the side, which means they can access sounds from a distance. they can interact and socialize with their classmates. they can initiate, chime in, maintain and end communication in class. these two deaf students went through a lot and got used to it until they reached the verbal stage with the help of a cochlear implant. learning principles and teacher intervention models in inclusion kindergarten this inclusive kindergarten has a unit that handles children with special needs called the inclusion centre. the inclusion centre acts as a unit that takes care of the needs of students with special needs starting with the assessment process, program formulation, and taking care of the needs of other learning processes. based on observations, the problem with early childhood deaf children is the inability to communicate, which has a broad impact on language skills, writing, social adjustment, and student achievement. on this basis, the assessment process and program formulation must be carried out appropriately for the deaf. students x and y are assessed by the inclusion centre to consider the services to be provided. after the assessment, students x and y join the transition class. this transitional class aims to prepare deaf children to catch up with their first language acquisition as early as possible. so, that children's language acquisition is still limited. the arrangement of the learning process in this transitional class is one on one. so, when they first entered, students x and y had not joined the classical classroom with other regular friends. the oral method is a communication principle that teachers apply in this inclusive kindergarten in helping the acquisition of language for students x and y. the acquisition of deaf language skills in this inclusive kindergarten emphasizes the habituation of hearing function assisted by cochlear implants. hearing function training in the transition class for deaf students is carried out by introducing sounds in the environment using loudspeakers. the voices presented are the voices of the families’ member of students x and y, which are recorded, and students are asked to guess. the teacher also uses the sound of animals, water, and objects (iron, glass, hitting a table, and so on). after knowing the quality of their hearing function, the teacher will adjust the volume of the loudspeaker used. meanwhile, training the origin of the source of sound or sound is done with play therapy. like playing the tambourine, the tambourine is played behind the student. if the student raises his hand, it means that the student hears the sound made by the tambourine. in addition, students are trained to turn fast when they are called. at first, the teacher used loudspeakers but gradually lowered the volume to a human speaking voice level. the teachers in this inclusive kindergarten do not introduce sign language to students x and y. they only teach verbal communication to help their language acquisition. the teacher mentioned that appropriate learning methods and principles are needed to enrich the vocabulary of students x and y as a supporter of oral speaking. based on the interviews and observations with teachers, we obtained information that the principle of learning used in this inclusive kindergarten is learning by doing (learning by doing). the school believes that 'learning by doing' will be stored in students' long-term 54 journal of icsar; volume 6 , number 1, january 2022, 50 58 memory, because all sensory and other body parts are involved in the learning process. this is very visible when the teacher plays word cards with students. the teacher introduces the objects in the classroom first through real objects. then students are asked to match real objects with objects on the card. after this stage, students are asked to say the names of the objects that have been said by the teacher first. in order to be more firmly embedded in students' memories, the teacher will ask students to paste the pictures they learn with real objects in the school environment. when students learn the word tree, they will walk out of the room carrying the card and stick it on the actual tree. language acquisition carried out through oral and 'learning by doing ' methods is intended so that deaf students have receptive language skills (reading speech, reading, listening, and listening) and expressive language (speaking and writing vocabulary). teachers only use this method for deaf students with cochlear implants. language acquisition in deaf children at an early age based on the results of research data analysis, language acquisition is divided into three parts, phoneme acquisition, morpheme acquisition, and semantic acquisition. phoneme acquisition is related to awareness of the initial/final sound in words and identification of the number of sounds heard in words). morpheme acquisition is about the identification of the sound length of words and identification of words through sound fusion. the semantic acquisition is related to understanding the meaning of words through the fusion of word sounds and identification of word meanings. based on the results of observations and interviews, phoneme acquisition is made by introducing letters globally and introducing vocabulary widely around students. students will imitate the names of these objects and distinguish the sounds of the letters in words. after that, students will be accompanied to write the letters. if the student can say the word from the noun being asked, the teacher will break the word into letters and then ask the child to imitate the pronunciation of the letters. so, starting with a word that the child knows, the word becomes a word that is understood. the acquisition of morphemes and semantics is carried out gradually by the teacher to students x and y. starting from sound recognition, then identifying noun vocabulary by showing, pasting, taking, and so on. then continue to use simple conversations in everyday life. the teacher stimulates with the question, "when we eat we use?” then, given the answer choice "plate or soap," they removed several alternative steps later. in acquiring phonemes, morphemes, and semantics, this inclusive kindergarten also provides a home program that parents must carry out to students. to familiarize students with verbal and increase their vocabulary. table 1. number and percentage of noun vocabulary in students x and y student number of functional vocabulary total bd bt k lv cr x 22 13 25 12 18 90 percentage (%) 88 % 86,66% 71,42% 80% 90% 81,81% y 24 13 32 14 17 100 percentage (%) 96% 86,66% 91,42% 93,33% 85% 90,90% description: bd: bedroom, bt: bathroom, k: kitchen, lr: living room, cr: classroom to know the understanding and vocabulary of students x and y, we used 110 nouns in the observation instrument. the details of the noun vocabulary asked are as follows, the noun vocabulary in the bedroom (bd) has 25 nouns, the bathroom (bt) has 15 words, the kitchen has 35 words, the living room has 15 words, and the classroom has 20 words. the number of sania & wardany, language acquisition on early deaf childr… 55 vocabularies owned by students x and y is shown in table 1. student x offers higher vocabularies than student y. barriers and challenges in language acquisition based on the results, there are several obstacles and challenges when helping deaf students in language acquisition. the barriers consist of conditioning students to be ready for conversation situations, adjusting face direction, increasing concentration, and knowing students' interests. for deaf students who are in kindergarten, the teacher is a mother figure for them. so, it means that teachers have a more significant moral burden in language acquisitio n learning. deaf students at an early age are easily distracted. students will quickly move from their seats to other seats if the teacher cannot increase their attention. in addition, it requires consistent cooperation between the school and parents. programs that are carried out in tandem will positively impact the language acquisition of deaf students. if the language acquisition of deaf students is only left to the teacher, it will harm children's language acquisition. it is necessary to generalize what is taught in school to be practiced at home. another obstacle and challenge is the lack of facilities. complete and ideal facilities are needed to support the learning process carried out by teachers to students. discussion(s) based on the perspective of special education, especially in the education of deaf children, the problem of speech-language formation is an important part that must be achieved at their stage of development. this problem is typical, because it is the main characteristic of the deaf. therefore, it is necessary to optimize their language skills in order to achieve their formal education (long term goal). it is said to be unique because the development of speechlanguage is the foundation for being able to communicate and interact with other people (gunawan, 2016). believed by many people based on various studies, the golden age is a very important age range for children. (agustin, 2019; fitria, 2014). where the brain and physical development to the fullest. this period is an important period in the educational process. furthermore, landshears clearly explains that at the age of 4 years, children's intellectual development reaches 50%, ages 4-8 years their intellectual development reaches 30%, and 20% at the age of 9-17 years. (mahesa, 2005). this view is in accordance with the results of research by winarsih (2010) in a special school for the deaf in jakarta. the results of the study found that the deaf (hard of hearing and total deafness) at the school were given services in language acquisition from an early age, starting with the tlo (observation training park) class using the reflective maternal method. the results of the early intervention resulted in students having good communication skills and could be understood by others. utilization of the golden age for deaf children is very necessary considering that brain absorption is very maximal at this time, including absorption in the process of language acquisition development. in addition, early intervention in language skills will help deaf children in their self-development, so that they are no different from children with normal hearing (meinzen-derr et al., 2011). -children with hearing impairment who use cochlear implants from an early age, their language development level is very similar to children with normal hearing (svirsky, 2000). based on the age when the cochlear implant was installed, children can still follow the pre verbal chronological stage and age experienced by children with normal hearing (novialassafitri, 2020). in addition, there are 4 factors that state the causes of the successful development of language acquisition for the deaf using cochlear implants such as: age at onset of deafness, duration of deafness, device factors, and intervention support from the family (husni, 2008). children who use cochlear implants under 2 years old can still follow the chronological age of children with normal hearing, to achieve this goal, the role of parents in 56 journal of icsar; volume 6 , number 1, january 2022, 50 58 efforts to improve language skills and switch on the cochlear implants that have been installed in the ears of deaf children is very much needed (manrique, 2007). cervera-paz, huarte, et al., 2004). the reason parents have an important role in the process of language acquisition for the deaf is imitation. this is in line with the opinion of yulvira (2014) which says that deaf children who have used cochlear implants do not learn speech-language spontaneously, nor can they immediately hear and speak on their own without practice and stimulus from the people around them. when kindergarten is a place for early childhood to develop, kindergarten must also prepare itself in services for students with special needs. the selection of communication methods and learning principles for early deaf students considers their needs and abilities, not necessarily choosing without considering the needs and abilities of the deaf students (winarsih, 2007). the oral method is a system that uses speech, residual hearing, speech reading, vibration and touch for a spontaneous conversation (bunawan, 1997). the oral auditory approach is based on the fundamental premise that acquiring competence in language, both receptively and expressively, is a realistic goal for deaf children (wahyuni, 2018). of course, learning in kindergarten requires fun learning principles, and stimulates various aspects of development. one of the approaches to learning that is fun and full of meaning is learning by doing. early childhood tends to use all the senses and limbs in recognizing something (schank et al., 1999). providing learning experiences to early childhood through activities involving all body, soul and heart will have a good impact on the concepts they learn (dale, 1969). language acquisition requires the right method in serving the language needs of early deaf students. the oral method coupled with learning by doing provides up-to-date, fun and meaningful learning. language learning at an early age is the right of all children, not only for those who hear but also for those with hearing loss (deafness). in other words, deaf and hearing children have the same right to stimulation to develop potential at this stage of their development. by providing early intervention services, it is expected to provide deaf children with the opportunity to be able to verbally speak and develop cognitive skills through language. conclussion the results showed that after using a cochlear implant and intervention in the inclusion kindergarten, both subjects, x and y, had language and speech abilities that were not much different from hearing children. in fact, before the cochlear implant was placed and received intervention, their language skills were far below their age. language acquisition in both subjects was obtained because during the intervention at school, the teacher maximized the hearing function with things that were familiar to children. the intervention also uses the principle of learning by doing, so that children get more meaningful in learning. teachers and parents also collaborate to create a home program, so that children can learn to acquire languages at home. not only that, the service continues with the habit of listening and speaking in a natural context. although it takes time, patience, and consistency, it can be said that the use of cochlear implants with appropriate interventions contributes to the language acquisition of deaf children. so, it can conclude that using cochlear implants accompanied by the proper method can help the language acquisition of early deaf children. in addition, the age when the child gets a cochlear implant is very influential. the younger the child is to use a cochlear implant, the earlier intervention can be initiated. thus, the better the child's ability to acquire language. it takes creativity, and the incorporation of appropriate learning methods and principles according to the needs of the deaf at an early age in providing services related to language acquisition. in this case, the oral method of communicating and the learning by doing approach succeeded in helping deaf children with cochlear implants in language acquisition sania & wardany, language acquisition on early deaf childr… 57 for the deaf. in addition, cooperation from various experts and families as a support system for deaf children also plays a role in the development of the language of the two subjects. reference agustin, s. a. (2019). peran prophetic parenting dalam meningkatkan kecerdasan majemuk pada anak usia emas (golden age): studi kasus di pas (pembinaan anak salman) itb jalan ganesha no. 7 kota bandung (doctoral dissertation, uin sunan gunung djati bandung). bunawan, l. (1997). komunikasi total. jakarta: departemen pendidikan dan kebudayaan direktorat jenderal pendidikan tinggi proyek pendidikan tenaga akademik. dale, e. (1969). audiovisual methods in teaching. dardjowidjojo, s. (2005). psikolinguistik pengantar pemahaman bahasa manusia. jakarta: yayasan obor indonesia fitria, a. (2014). penggunaan media audio visual dalam pembelajaran anak usia dini. cakrawala dini: jurnal pendidikan anak usia dini, 5(2). gargiulo, r. m. (2012). special education in contemporary society 4th ed: an introduction to exceptionality. sage publications. gunawan, g. (2016). gambaran perkembang bicara dan bahasa anak usia 0-3 tahun. sari pediatri, 13(1), 215. heward, w. l. (2013). exceptional children: an introduction to special education 10th ed. pearson. husni, t. 2008. cochlear implant. jurnal kedokteran syiah kuala, 8(3), 157-165 kulkarni, v., raghuwanshi, s., kumar, a., & batni, g. (2018). cochlear implant in prelingually deaf children: our experience. indian journal of otolaryngology and head and neck surgery: official publication of the association of otolaryngologists of india, 70(4), 544–548. https://doi.org/10.1007/s12070-0181435-z maciver-lux, k. 2009. intervention for children with cochlear implants: maximizing auditory benefits of bilateral hearing. perspectives on hearing and hearing disorders in childhood, 19 (2). 85-97 mahesa. (2005). makalah seminar anak kesulitan belajar: stimulasi otak pada proses pembelajaran anak dini usia. 14 maret 2005. universitas negeri jakarta manrique m, cervera-paz f,huarte a,et al. 2004. advantages of cochlear implantantion in prelingual deaf children before 2 years of age when compared with later implantation. laryngoscope 114:1462-9. https://doi.org/10.1097/00005537-20040800000027. meinzen-derr j et al.2011. impact of early intervention on expressive and receptive language development among young children with permanent hearing loss. am ann deaf, 155(5), 2011, p. 580-591. https://doi.org/10.1353/aad.2011.0010. nicholas, j. g., & geers, a. e. (2007). will they catch up? the role of age at cochlear implantation in the spoken language development of children with severe to profound hearing loss. journal of speech, language, and hearing research: jslhr, 50(4), 1048–1062. https://doi.org/10.1044/10924388(2007/073) novialassafitri, sibi dyah. (2020). penggunaan koklea implan sejak dini terhadap perkembangan bahasa deaf children: sebuah literatur review. rapisa, dr. (2020). menemukenali anak dengan hambatan pendengaran. yogyakarta: deepublish robbins, a.m, koch, d. b., osberger, m. j., zimmerman-phillips, s., & kishon-rabin, l. (2004). effect of age at cochlear implantation on auditory skill development in infants and toddlers. archives of otolaryngology--head & neck surgery, 130(5), 570–574. https://doi.org/10.1001/archotol.130.5.570 rukajat, a. 2018. pendekatan penelitian kuantitatif: quantitative research approach. yogyakarta: deepublish salamah, s. 2015. studi ringkas pemerolehan bahasa pada anak. bahastra, 3 (2), 73-81 schank, roger c., tamara r. berman, and kimberli a. macpherson. "learning by doing." instructional-design theories and models: a new paradigm of instructional theory 2, no. 2 (1999): 161-181. novialassafitri, s. d., & purbaningrum, e. (2020). penggunaan koklea implan sejak dini terhadap perkembangan berbahasa deaf children: sebuah literatur review. jurnal pendidikan khusus, 15(1). sugiyono. 2016. metode penelitian: kuantitatif, kualitatif dan r&d. bandung: alfabeta svirsky, m. a., robbins, a. m., kirk, k. i., pisoni, d. b., & miyamoto, r. t. (2000). language development in profoundly deaf children with cochlear implants. psychological science, 11(2), 153–158. wahyuni, s. (2018). perkembangan anak disabilitas (deaf children belajar melalui metode oral). tribakti: jurnal pemikiran keislaman, 29(1), 122-134. https://doi.org/10.33367/tribakti.v29i1.570 winarsih, murni. (2007). intervensi dini bagi deaf children dalam pemerolehan bahasa. departemen pendidikan dan kebudayaan. direktorat jenderal pendidikan tinggi. direktorat ketenagaan. winarsih, m. (2010). pembelajaran bahasa bagi deaf children. perspektif ilmu pendidikan, 22(xiii), 103 113. https://doi.org/10.21009/pip.222.1 https://pubs.asha.org/doi/abs/10.1044/hhdc19.2.85 https://doi.org/10.1044/1092-4388(2007/073) https://doi.org/10.1044/1092-4388(2007/073) 58 journal of icsar; volume 6 , number 1, january 2022, 50 58 wuryanti, sri. (2019). kemampuan verbal peserta didik tunarungu usia 6-11 tahun di indonesia. working paper. badan pengembangan dan pembinaan bahasa, jakarta yulvira, anha. (2014). dampak penggunaan alat bantu dengar dan implan koklea terhadap kemampuan berbahasa siswa tunarungu di slb – b pangudi luhur jakarta. perpustakaan upi. 131 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 career guidance model in independence of deaf children in time after special senior high school mega iswari universitas negeri padang, indonesia email: mega_iswari@yahoo.com abstract: career guidance model for deaf children in time after special senior high school consists of various skills that can be done as the provision in order to be independent in the future life. the problem of this study is learning skills for students who experience barriers hearing at special senior high school. the purpose of this study is to test whether there is influence of career guidance model for deaf children in facing the workforce so that they can be independent in the future life. the research method that is used in this study is research development (r & d) expressed by (borg & gall, 2003). the method of research is done using steps developed by (borg & gall, 2003). the research is conducted in payakumbuh city for certain skills such as culinary, fashion, aesthetic and other skills adjusted by potential area. the training is conducted for children who follow the subjects of expertise based on the model of the career guidance that has been designed and developed as appropriate regional potential. in order to test the effectiveness of career guidance for self-relying children, it uses statistical techniques u test by mann whytney. the results showed that the career guidance model that is implemented for self-relying deaf children proven to be effective in improving the ability in conducting various types of skills that is given in accordance with their ability in time after special senior high school. it is proven from the result of u test by mann whytney that is uhit > utab. this means that the guidance career model is effectively performed by deaf children, so they have skills in conducting various types of work that suits their ability so that they have the independence for the future life. keywords: career guidance model, self-relying deaf children, in time after special senior high school in providing education services deaf students or children with hearing barriers is actuallu not always able to walk easily, but always faces various challenges as well as the problems caused by internal factors (disable condition), as well as external factors (family, school and society) including social issues, personal, learning, career and etc. the definition of deaf or children with hearing barriers is children who experience a lack or loss of ability to hear either partially or completely caused by damage or not functioning of some or all of the tools of hearing that they could not use their hearing in everyday life, which affect their lives in a complex of primarily on language proficiency as a very important means of communication. nevertheless they have the same rights as other citizens in obtaining education services to develop their potential as optimal as possible. the preliminary result of the study (pre survey) about career guidance services provided to deaf students of special senior high school payakumbuh is actually attempted optimally, but it is still limited to the capability of teachers particularly the teacher of skill subject. in general the teacher is as supervisor for their students, only according to the extent of ability of the teacher and it is not observing the actual ability of the student so students are less able to be able to develop and complete skills with standalone without the help from the teacher. career owned by deaf students only describes the existence of limited ability of the teachers in guiding their students. this condition can occur beside due to teacher who is unprofessional or due to the condition of the school which is lacking support, so that the supervisor is less able to optimize guidance service. in the real action, a teacher of skill subject, classroom teacher and chief of affairs strive to provide optimal services, but due to the limited ability of teachers and students, the result is less optimal as it is expected. it is similarly happened with the capability of parents in guiding deaf children especially in career guidance activity toward their children, some of them protect their children too much (assisted in everything) and the other were being indifferent or less concerned, for the needs of psychic aspect, such as compassion, training skills and others, while in aspect of the material needs, almost most of them fulfill it. 132 journal of icsar; volume 1, number 2, july 2017: 131-133 easier in attempting to overcome or providing servicein accordance with their needs. as it is expressed by natawidjaja (1988) that “a career is an overview of the self personal and an overview of the world of work outside of self, meeting a picture of himself with the world of work was to eventually be able to (1) choose the field of the work (3) prepare self for work (3) enter it (4) foster careers in those fields. gani (2012) continously stated , “that career is to know the career workforce, to plan the future, with a satisfactory life forms, to determine the options, and to take such a right decision; in accordance with the self connected to choosen career “. this research is r and d research (research and development). what is meant by research and development according to brog & gall (2003) is “a process used to develop and validate educational products”. this means that the model must be developed regarding matters related to real life, more efficient, and realistic-objective. brog & gall (2003) argued that research and development is development model conducted systematically, conducted field test, evaluated, and refined to meet the criteria specified in terms of effectiveness, quality, or other standards that are set. mann withney u test formula according to supranto (2001:332) is as follows: findings and discussion findings career guidance is a guidance that aims to get to know, to understand, and to develop potential in preparing a self future. it is explained more that career guidance service is provided in order to know the concept of self that is related to interest, talent and ability as well as to get to know the position of career (schalfer, 2000). mcdaniel and cramer (1989) states that the career guidance service is provided by the supervising teacher so that the children can understand themselves and their environment on the field of work. thus, the children with hearing barriers at special senior high school should seriously prepare for their future career. the teacher of skill subject in principle is the closest to and responsible for students who is thought the deaf students of special senior high school are in the adult age range so that the problems relating to the careers are often happened and they need a serious guidance which is proportional with the indicator of occurrence of career development which is less optimal according to the proportion of career guidance in students, and they gets less direction and guidance and receiving direction(the limitations of the teachers and students ability) to give and receive the stock a wide range of practice skills so there is the gap between the level of iq, with the age and needs of the work. the age and needs of the work for deaf people is indispensable in the career guidance service. one of forms of career guidance service is a device can be a model of career guidance program. afterwards, the deaf students have the same rights in acquiring an education and a job as a normal child, also obtained the necessary existence of a hypothetic clear precise and accurate guidance formula which then can be empowered, so this program model can be implemented through classroom teacher or mentor teachers, teacher of skill subject, supervisor and the parents. paying attention to the presence of the symptoms of a less optimal career development in deaf students at special senior high school and the teachers have not positioned their selves as a teacher of guidance and counselling yet, then based on objective conditions and assumptions about the disruption of communication, socialization and ability to interact. it hints the necessity of development of study at a package of career guidance for deaf children to be able to face their life in the future in competing the field of work. special senior high school is a school that organizes education for children who experience barriers of hearing. curriculum that is used has been adapted to the needs of the children, namely 30% academic learning dan70% skill learning to develop and excavate the children who have barriers to of hearing. the general purpose of career guidance services at a school is to assist students in understanding themselves and their environment to take decisions, planning and direction of activities that lead to career and job for living. while the particular objectives: a). to help the students improve their knowledge in the field of work, b). to increase their knowledge, c). to develop attitudes and values in facing employment options and preparing to apply for job, d). enhancing the skills of thinking so that they are able to work in accordance with their capability and are available in the field of work, e). mastering the important basic skills important in work especially the ability to communicate, to cooperate, to initiate and etc. the circumtance dynamics that is as background of the deaf children with symptoms aspects influenced are necesary to trace to provide a clear understanding of deaf children. by understanding that, it will make it 133mega iswari, career guidance model in independence of deaf children in . . . . in skill lessons. therefore the teacher of skill subject has the most strategic position in assisting officer in carrying out carrier guidance for deaf students. the strategy of implementation guidance needs to be held continuously, systematically and has orientation in providing skill suited with the talents, interests and abilities of students, either students who have problems or those who do not have any problem particularly in the field of the student’s career. in addition, the need for enhancing the ability of teacher of skill subject in accordance with the field, so that teachers can give adequate skills, so with a given career guidance for deaf students, students will be able to achieve the development and establishment of a steady career and be empowered to succeed and to be good for themselves, their families and communities. to find out the effectiveness of career guidance model toward the children in getting know the ingredients and processing the food stuffs, then they are given a test at the beginning and at the end of the activity, from the analysis of the obtained data, namely u1 =14.5 and u2 = 49.5, from both u hit, the smaller one is used. so u2 = 14.5 is taken. on 95% significant level and 0.05 alpha. at n = 8, then it is retrieved utab = 13. this means that the uhit > utab thus, career guidance service is effective to improve the ability to know the ingredients and processing foodstuffs for children with hearing barriers in special senior high school b luak nan bungsu payakumbuh as an effort to self relying on a life. discussion the discussion is based on the research results as an important factor in the formulation of career guidance model for children with hearing barriers. when the teaching and learning process or when the material of skill subject is held, it should take place using the principles of learning for deaf children, because the children with hearing barrier are the special one, they can catch the information from what is seen through the lips of another person. therefore teachers that are teaching children with hearing barriers should direct their face on the children when teaching them. in vocational education for children with hearing barrier, a teacher is expected to implement the career guidance carefully and is able to understand the characteristics of each child, since each child has a difference, both in terms of ability, intelligence, aptitude, interests, motivations and concentration. with such diversity, the teacher should be capable to give skills and to give an evaluation in accordance with the ability of the children. deaf children’s intellectual abilities basically have the same barriers with other normal children, because these children have high, average, and low intelligence. however, the development of the intelligence was heavily influenced by the development of language, then, they show the slow development caused by the low understanding of the language. in this case each child who follows the learning should use a variety of ways of learning so that they have an interest in and easily understood in everyday life. skills in children who experience hearing obstacles have a lot of diversity. because each individual has its own diversity, some of the skills as the modal to have a job are cooking, sewing, farming, aesthetic, mechanic, and various other skills. the skills possessed by each individual child with auditory barrier have a function for life in their future. thus, it can be concluded that the response of children with hearing obstacles about the organization of career guidance services are very practical and effective to self relying and improve the ability of the children in implementing education of skill subject. conclusion and suggestion based on the result, it is proven that children with hearing obstacles have the independence and responsibility as well as being able to determine career choices. it is proven from the results of test using the mann whitney u test earned u hit= 14.5 u tab value is 13, then the uhit > utab. it can be concluded that career guidance services id effective in self relying children with hearing barrier. based on the research results and conclusions above, this section is put some suggestions to the supervisor teacher to always cooperate with the company or the manufacturer continuously and teachers should be more creative in cultivating independence, so that the children can open up employment in accordance with their skills references borg, w. r., & gall, m. d. (2003). educational research: an introduction. london: longman,inc. gani, r. a. (2012). bimbingan karis, bandung, angkasa. natawidjaja, r. (1988). pedoman guru dalam bimbingan di sekolah. bandung: fip ikip bandung. schalfer, c. (2000). bagaimana membimbing, mendidik dan mendisiplinkan anak secara efektif, terjemahan. r. tarman sirait, radar jaya ofset. jakarta. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p067 67 digital skills of blind college students in the educational process during a pandemic muh. said, wahyudi hn, siti azizah, darmawan darmawan, citra rosalyn anwar universitas negeri makassar, makassar, indonesia *e-mail: muhsaid797@gmail.com abstract: this article discusses the digital skills of blind students in the educational process during the pandemic. the covid-19 pandemic forced most students to adapt to a new habit which is wfh (working from home). meanwhile, blind students take longer to learn online which they barely knew about. during this pandemic, students are required to develop digital competencies even though they are studying from home. the purpose of this study is to identify and understand blind students' needs when they are studying from home during the pandemic. the research method used by the researcher in this research is descriptive qualitative, in which the data collection process is carried out online. the results of the analysis found that 7 aspects of blind students' ability in digital space were quite good. those 7 aspects are basic knowledge of screen reader applications, basic knowledge of digital landscapes, basic knowledge of finding information, basic knowledge of tracing lecture references, basic knowledge of conversational applications and social media, basic knowledge of digital media skills, and ethics in using digital media. although they are able in accessing or browsing in digital spaces, they are still lacking at some points regarding safety in digital spaces. keywords: digital skill, blind, pandemic introduction the covid-19 pandemic has forced most workers, communities, and students to adapt to new habit, which is keep doing their activities by implementing health protocols, including for people with visual impairments and also implementing wfh (work from home) which was initially carried out face to face, then everything went online from home. studying and working from home requires good digital skills and digital literacy competencies, in order to take full advantage of information technology. this also applies to students with visual impairments. this competency is important because information technology provides unlimited space that needs to be understood, sorted, and utilized. based on a research by widiyawati (2019), blind people are not only intended for those who are blind, but also include those who are able to see but are very limited and cannot be used for everyday life, especially in learning. afrianty et al (2020) also stated that blind students need time to adapt first to new online learning applications. especially in the accessibility of digital platforms for blind students in universities which still need to be developed (wilkens et al., 2021). this is reinforced by the number of blind people in indonesia as many as 3,750,000 (1.5%) of the indonesian population based on the estimated data of the ministry of health in 2017 (pertuni, 2017). in line with that, the general chairperson of pertuni, aria indrawati explained that in 2015 as many as 250 blind people were able to study. "the latest data which obtained last year, figure has increased by 30 percent to around 400 people" (republika, 2017). students' online activities during this pandemic are required to develop digital competence as well as blind students who must have digital competence even when studying at home during the pandemic. research that has been conducted by (rizaldi et al., 2020) mentions that in the current and future eras, it requires everyone to have expertise in using http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i12022p067 68 journal of icsar; volume 6 , number 1, january 2022, 68 78 technology. these are basic skills in improving 21st-century skills. the success or failure of student survival in the future can be seen from how much ability a person has in using technology. to minimize the spread of the covid-19 virus, the government has made a policy which is physical distancing, that includes special policies for students starting from early childhood education to college learning online from home. likewise, educators/teachers, lecturers, students, college students, and parents interact through technology (argaheni, 2020). herliandry et al (2020) added that online learning can be a solution to continue the rest of the semester, during the covid-19 pandemic. based on research by yulia (2020), she stated that the covid-19 pandemic greatly affected the education system in indonesia. conventional classes that are used to be used in the teaching and learning process are starting to be abandoned. online learning that uses internet access is becoming popular because it supports learning from home. with online learning, educators can help the government to minimize the spread of covid-19. indonesia is carrying out a national digital literacy movement launched by president jokowi on may 20th, 2021 simultaneously on 16 tv stations and 34 provinces. it targets mainly those in the 3t area, vulnerable groups, and friends with disabilities. digital literacy competence is also an important target of competencies that must be possessed by 21st century students, this was conveyed by prof. aris junaidi, the director of belmawa in the implementation of "tular nalar" curriculum activities which were carried out nationally on january 19th, 2021. digital literacy competencies for the visually impaired, as proposed by the tular nalar (t,t) curriculum initiated by mafindo, maarif institute, love frankie as a curriculum to help prepare learning during the pandemic. blind people are given a special room on the theme of the internet for others in the forum https://tularnalar.id/lessons/08internet-merangkul-sesama/ digital literacy competencies that need to be owned and reached by blind students following information technology's needs which are the basic competencies needed to be much needed right now. research on digital literacy competencies has been widely carried out as well as the target for college students, but digital literacy competencies for visually impaired students are still very difficult to find, which is why this research is very important to do. this research is important because it is in accordance with the theme “internet for everyone” in the digital literacy curriculum program from tular nalar which was initiated by mafindo, maarif institute, love frankie and supported by google.org. this research will also describe the digital skills and digital literacy competencies of blind college students during the pandemic which can be used as a reference to understand blind students' needs for digital competence and equality in obtaining education in indonesia. in addition, to describe the potential of blind students to develop their competence in the field of technology. based on this, the researcher conducted research on "digital skills of blind college students in the educational process during a pandemic". method this research uses the descriptive qualitative method. sugiyono (2014) stated that qualitative research is research where researchers are placed as key instruments, data collection techniques are carried out by combining and inductive data analysis. similarly, poerwandari (2005) suggests that qualitative research produces and manages descriptive data. this research is empirical research in which the data collection process is carried out online, namely the search for scientific references online, the interview process is carried out online. data collection was carried out through semi-structured interviews and surveys related to the digital skills of blind college students studying in makassar. the data collection process is https://tularnalar.id/lessons/08-internet-merangkul-sesama/ https://tularnalar.id/lessons/08-internet-merangkul-sesama/ said, wahyudi, azizah, darmawan, & anwar, digital skills of blind college students in the educa… 69 carried out through "zoom" application as a place for online interviews, "google forms" are used to conduct surveys, and "whatsapp" is used to communicate with blind college students before conducting interviews and surveys. interviews were conducted to explore the digital skills of blind college students while surveys were used to collect further data and the purposes of determining the sample in this study. the results of the research are in the form of relevant questions (guidelines for instruments) with the purpose of research and then categorized based on indicators that have been made to help researchers determine the digital skills of blind students studying makassar. result and discussion result(s) the results of the study were analyzed by recapitulating the results of the interviews and then providing coding. the following are some aspects that are used as benchmarks for the digital skills of blind college students. basic knowledge of screen reader apps basic knowledge of screen reader applications is important in operating devices, laptops, or other gadgets by reading the information in text on the screens of smartphones, laptops, and similar devices. as stated by several informants: "on android i use vocalizer but on my laptop i use nvda or i usually use jaws" (informant named ary, lines 38-39). "on my cellphone, i use the talkback application with damayanti's vocalizer. on my laptop, i use nvda” (informant named biccu, lines 57-59). "on my cellphone, i use a screen reader application. on my laptop, i use nvda” (informant named as, lines 36-37). and when being asked about the knowledge of operating a screen reader application from the installation process, the informants said: “thank god i was able to proceed the installation on my android, but i still need my friend’s help for the installation on my laptop” (informant named ary, lines 239241). however, one of the informant does not use a screen reader application on a smartphone which is generally used as stated by the following informant: "i don't have a screen reader application on my phone but there is a "click to speak" setting. for example, if i want to read, i just click the button and then it is read aloud" (informant named n, lines 44-47). some of the answers given by the informants can be seen that the average blind students use the same screen reader application and able to operate the screen reader application themselves on an android-based smartphone screen, but for laptop use, they still need help from friends or other people. one of the informants also only uses the smartphone's built-in feature as a screen reader. basic knowledge of the digital-internet landscape and cyberspace. 70 journal of icsar; volume 6 , number 1, january 2022, 68 78 accessing the digital-internet space and cyberspace needs to be equipped with basic knowledge of hardware and software to access digital platforms. as stated by several informants as follows: “sometimes using zoom or google meet but mostly zoom” (informant named ary, lines 16-17). “yes, but for online class i use smartphone” (informant named ary, lines 42). “yes, i use laptop for doing my assignments” (informant named ary, lines 274). “there’s a lot. it could be via smartphone, laptop, and i also use computer” (informant named i, lines 21-22). “since the beginning of online classes, we used zoom application but these days, a lot of lecturers using google meet” (informant named n, lines 26-28). “using google meet and the univeristy’s website. also using moodle and sometimes web-browser” (informant named as, lines 19-20). ”i use zoom, google meet, and the university’s website” (informant named s, lines 14-15). one of the informants had network problems in accessing online classes, said: “sometimes we have network problems for online classes. so, we use phone and laptop only for doing assignment” (informant named biccu, lines 15-17). it can be concluded that some informants use smartphones, laptops, and computers as devices to access online learning and are being used to do assignments. some informants also use applications such as zoom, google meet, moodle, and campus websites or learning systems in accessing online classes. however, one of the informants encountered problems related to network connections that did not support online classes. basic knowledge of information search engines, how to use and select data. based on the interviews' results conducted with 6 informants regarding their knowledge of information search engines, and how to use and select data. the search engines they often use are google chrome, blogspot, kbbi, and the website of the ministry of education and culture. as stated by several informants, as follows: “only on google chrome” (informant named ary, lines 126). “i only type what i need to find on google, on that searching box and then scroll down to find what i look for. i don’t know any other search engines that i could use because i’m not really good at using the internet yet” (informant named ary, lines 135-139). “based on what i need. for example, if i need something regarding language, then i open a website like kbbi” (informant named biccu, lines 31-33). “we were told to open the website of the ministry of education and culture” (informant named i, lines 42-43). it is known that the average informants use google chrome as an information search engine, also search on the kbbi website and the website of the ministry of education and culture to get the information needed. basic knowledge of tracing lecture references said, wahyudi, azizah, darmawan, & anwar, digital skills of blind college students in the educa… 71 basic knowledge in tracing lecture references is needed in tracing and accessing lecture material information in the available digital space. like some of the results of interviews with informants. “to find lecture references other than on google, usually in electronic books or books that are converted into files, or usually ask for help from friends if i have trouble finding my own”(informant named ary, lines 296-300). “whatsapp is usually used when lecturers share lecture material” (informant named biccu, line 29). “yes, google. but if i want to find an article, i use google scholar” (informant named n, lines 77-78). “yes, we use google to do assignments and finding journal” (informant named s, lines 139-141). “something like research journal or modules, there are a lot of journal webstie such as upi” (informant named s, lines 81-83). “i've searched on blogspot but that was before being reminded by the lecturers. after that, i no longer search on blogspot. i search for journals on google or ask for help from friends in the e-book world group in the whatsapp application. after getting the book, i will share it with my friends” (informant named as, lines 81-83). some informants experienced difficulties in finding lecture references, stated that: “my obstacle in finding lecture references is that there are many websites that i don't know about and sometimes there are websites that don't have access to screen readers, and i still don't have a lot of e-books or books that screen readers can access.”(informant named ary, lines 302-307). an informant named ary had difficulty accessing websites and electronic books that were not accessible by screen readers, so the informant had to ask a friend for help if he had trouble finding lecture references. unlike some other informants who can get lecture references using other digital platforms. one of the informants was forced to look for material on an untrusted site even though the lecturer had advised him not to take information from the website, stated that: “if i couldn’t find any journal, i had to look for it on blogspot because there’s nothing i can do about it. i just had to” (informant named s, lines 173-176). “yes, but usually, we have trouble finding material in articles. my friends usually use blogspot, so it's normal for all of the contents in the bibliography to be blogspot. but i usually use 2 blogs and 3 articles. usually, people who are looking for blogspot are people who have difficulty finding material” (informant named n, lines 87-92). it can be concluded that some informants' knowledge in tracing lecture references is quite good. two other informants are still having difficulties due to lack of access to screen reader applications on the website and e-books, which makes 2 informants have to ask friends for help and look for lecture references on blogspot. basic knowledge of conversational apps and social media basic knowledge of conversational applications and social media is important to know in the digital world. basic knowledge of social media or conversation can make it easy to 72 journal of icsar; volume 6 , number 1, january 2022, 68 78 communicate and interact digitally. the results of the interviews conducted, four informants did not know some of the features in whatsapp such as how to personalize status. bacca said after being asked about the knowledge of existing features on whatsapp and instagram: “i know some, i have no idea about the rest” (informant named biccu, line 39). when being asked about the knowledge of existing features on facebook, he stated that: “i only know how to update status and read articles on facebook. there is also free facebook. facebook that can't see pictures (facebook lite) so only writing can be read” (informant named biccu, lines 44-47). an informant named bacca has limitations in using additional features on facebook because he does not have knowledge of accessing features other than uploading statuses and reading articles. in contrast to several other informants who have more knowledge, for example, an informant named s when asked the same question about the feature of personalizing status, stated: “for example, we can choose those who are able to see our status updates on whatsapp” (informant named s, lines 69-71). based on his answer, it is concluded that informant named s is able to use privacy feature on whatsapp. other than that, one of the blind students use tik tok to listen to information. “tik tok to watch some videos” (informant named s, line 46). “not exactly to watch, but to listen” (informant named s, lines 56-57). it can be concluded that the basic knowledge of blind students about conversational applications and social media is only two informants who know and able use some additional features of social media applications, the other four still cannot use the features. in addition, blind students have started using tik tok to find information. digital media skills the results of interviews conducted with blind students regarding how social media skills show that the applications that are often used are whatsapp, facebook, instagram, and google applications to find various references and articles. obstacles that blind students sometimes find in finding references or articles in completing college assignments are articles that cannot be accessed by screen readers as stated by an informant named s: “some things cannot be accessed by blind students, one of them is that not all pictures have writing along with them” (informant named s, lines 153-155). it is known that blind students cannot access documents in images form including scanned pdf documents. documents like these present barriers for blind students because they are not accessible. step being used so that they do not act wrongly when using digital media is looking for references on google according to what they need, as stated by several informants: said, wahyudi, azizah, darmawan, & anwar, digital skills of blind college students in the educa… 73 “if there’s something i couldn't understand entirely, i usually look it up on google, sometimes it's every day or depends on the time when i need it” (informant named ary, lines 197-199). “if i get curious about something, i tend to look it up on google. either about some books or some news” (informant named as, liness 190-192). when being asked about digital records, it is known that 5 out of 6 informants interviewed still do not know digital records when using digital media, as follows: “oh, not yet” (informant named ary, line 152). “nope” (informant named biccu, line 98). those who know about digital records, as follows: “digital records, isn’t it?” (informant named as, line 152). the digital media skills of blind students sometimes have obstacles in accessing scientific articles to get more references and improve their abilities. some students also still use untrusted websites such as blogspot. this happens because it relates to the obstacles experienced in accessing scientific articles. digital ethics one thing that must be considered in digital media is digital ethics. based on the interview's results conducted with six informants, some of them sometimes give warnings to their friends about the need to sort out information before it is distributed to prevent the spread of hoax as stated by several informants: “i just give warning to those who are close friends with me. if they’re not too close with me, sometimes i just let them be” (informant named ary, lines 210-212). “first of all, i tend to ask them “are you sure this news isn’t a hoax?” if they answer “i have no idea” i would explain to them to be careful and the government’s websites usually ended with “go”. sometimes, people keep sharing news that is not from the government’s website such as a free 200 gb voucher, etc. most people got that kind of message spam, right” (informant named s, lines 215-223). however, in terms of information management, there are still blind students who sometimes continue and believe in the hoax news that is spreading as stated by the following informants: “not too often but there are times when i easily believe in hoax but most of the time, i just ignore them if it seems too unstrustable” (informant named n, lines 193-195). “yes, once there was a news and i forwarded it because i thought it was true, after trying to find either the news was wrong or right, i couldn’t find it” (informant named as, lines 155-156). in addition to admonishing friends in managing digital media, some informants use social media as a place of education by distributing video lectures, writing, and sharing information about lectures as stated by several informants: 74 journal of icsar; volume 6 , number 1, january 2022, 68 78 “sometimes i write information from campus or juts write whatever comes to my mind” (informant named i, lines 108-109). “i usually spread lecture videos about islam on my status updates” (informant named s, liness 247-248). from the answers given by the informants, it can be seen that some blind students are still lacking in choosing correct information, some of them use social media as an educational media, and others are able to provide instructions to be careful in using digital media to other students. discussion(s) this study identifies and understands the potential for digital skills of blind students in the educational process during the current pandemic. hafiar et al (2019) in his research stated that a greater effort is needed from technology developers to be willing to develop information technology products that provide equal opportunities for blind people to use the internet to explore digital spaces. digital skill is a person's ability to know, understand, and use ict hardware or software and digital-based operating systems (monggilo et al., 2021: 8). digital skills also include all skills related to technology ranging from basic skills or literacy (motyl et al., 2017). in this case, there are already several features that can be used such as social media and additional features on mobile devices that can convert text into sounds such as talkback, jaws, nvda, damayanti vocalizer, and subordinate features of mobile or smartphone. the results of online interviews and observations during this pandemic found that blind students using the internet including social media (facebook, instagram, telegram, tiktok, and whatsapp), youtube, and google. internet use is based on their need to communicate, seek information, and entertain. internet access is used to access files in audio, visual, or text form with the help of various applications that are able to convert text into audio, according to the ability of blind people who have visual impairments. this is reinforced by research (sulistyowati & rafi, 2020) which states that a screen reader is a tool used by blind students to access computers or pcs. widiyawati (2019) in her research also revealed that blindness does not mean only for those who are blind, but also includes those who are able to see but very limited and cannot be used for daily life, especially in learning. so in this case, students with low vision blindness can see (sightedness) but within a certain distance. afrianty et al (2020) states that online learning must modify lecture and exam materials by taking into account the principles of accessibility and proper accommodation for blind students so that blind students can understand the material, such as video or audio forms. based on karolina & aulianto's research in (2019) showed that the average blind person who became an informant started using android smartphones as a daily communication tool in early 2013. as digital media users, we need to pay attention to digital security to protect personal data when using digital media so that personal data is not leaked or used for fraud. by default, today's devices have been designed with various security features to maintain and ensure safe and comfortable digital media activities. however, every technology must have various loopholes that other irresponsible people can take advantage of (adikara et al., 2021). based on this, users need to have digital skills when using digital media and understand ethics in communicating using digital media, because digital media users are diverse. this study covers 7 aspects of digital skills of blind college students in the educational process during a pandemic to determine the ability of blind students from several universities in makassar. based on the results of the study, it was found that 7 aspects of the digital skills of blind students found the abilities and barriers of blind students when using digital media, both in using screen reader applications, using hardware or software, searching for said, wahyudi, azizah, darmawan, & anwar, digital skills of blind college students in the educa… 75 information, tracing lecture references and others used in digital media. it can be seen from several aspects found, as follows: the following is a description of 7 aspects of digital skills for blind college students in the educational process during the pandemic: 1. basic knowledge of screen reader applications found that the average blind student uses the same screen reader application, only one of the blind students uses the subordinate features of a smartphone device for their screen reader and they can operate the screen reader application themselves on an android-based smartphone screen but to use a laptop, still requires friends or other people help. 2. basic knowledge about the digital-internet and virtual world landscape based on answers from several informants concluded that some informants used smartphones, laptops, and computers as devices to access online learning and were used to do assignments. some informants also used applications such as zoom, google meet, moodle, and the university's website or learning system in accessing lectures. however, one of the informants has a problem related to network connections that do not support online learning. 3. basic knowledge of information search engines, how to use and select data. it is known that the average informant uses google chrome as an information search engine and also searches information on kbbi and ministry of education and culture websites to get the information needed. 4. basic knowledge of tracing lecture references, it was found that some informants' knowledge of tracing lecture references was quite good. two other informants are still having difficulties due to lack of access to screen reader applications on the website and ebooks, which makes 2 informants have to ask friends for help and look for lecture references on blogspot which shows an inadequate understanding of digital literacy. 5. basic knowledge of conversational applications and social media. based on the results of interviews conducted, it was found that the basic knowledge of blind college students about conversational applications and social media, only two informants who know and are able to use some additional features of social media applications. the other four are still unable to use the application features, such as whatsapp, instagram, telegram, and facebook. in addition, blind students have started using tik tok to find information. 6. the digital media skills of blind college students sometimes have obstacles in accessing a scientific article to obtain more references and improve their abilities. and it was found that 5 out of 6 informants interviewed did not know about the digital records. 7. ethics in using digital media. it is known that some blind students are still lacking in choosing correct information, some use social media as educational media, and others are able to provide instructions to be careful in using digital media to other students. based on several aspects examined, the important findings of this research are that 7 aspects of the ability of blind college students in digital media have met the criteria for using devices and applications, such as screen reader applications, seeking information using social media applications, and conversations to support online classes. 7 aspects of the ability of blind college students in digital media still require sufficient understanding and literacy for proper use of search engines, ethics and security on social media, and also maintaining digital records to be clean. in line with this, research by bhowmick & hazarika in (2017) shows that the visually impaired can improve like people who are not blind with the help of current technology in terms of digital literacy. to support this, there is a need for the accessibility of all forms of barriers that hinder equal access to education. conclussion 76 journal of icsar; volume 6 , number 1, january 2022, 68 78 based on this research, the blind students' digital skills during the pandemic based on interviews that have been conducted online, shows that their skill in using digital media is quite good in terms of several aspects such as using and operating the screen reader application is good. the use of smartphones and laptops as devices that are often used in accessing online learning using applications such as zoom, google meet, moodle, and the university's website or another learning system. the need for digital skills for blind students in participating in the educational process during this pandemic requires accessibility and accommodation for blind and visually impaired students such as screen readers so that when online learning is being conducted in conditions like this blind college students can obtain and understand the material provided by the lecturer. in online learning, educators must be able to modify the material so that it can be accessed or studied by blind students. blind students need adequate understanding and literacy for proper use of search engines, ethics and social media safety, and maintaining clean digital records. acknowledgment infinite thanks to the directorate of learning and student affairs, directorate general of higher education, ministry of education and culture of indonesia for providing funding assistance for learning innovation and assistive technology (assistive technology) for students with special needs in higher education in 2021. reference adikara, g. j., kurnia, n., adhrianti, l., astuty, s., wijayanto, x. a., setyaningsih, f. d., & astuti, s. i. 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(2019). kajian literasi media digital library universitas brawijaya (studi kasus pada mahasiswa tuna netra universitas brawijaya). tik ilmeu : jurnal ilmu perpustakaan dan informasi, 1(3), 1–25. retrieved from https://doi.org/10.29240/tik.v3i1.617. wilkens, l., haage, a., lüttmann, f., & bühler, c. r. (2021). digital teaching, inclusion and students’ needs: student perspectives on participation and access in higher education. social inclusion, 9(3), 117–129. https://doi.org/10.17645/si.v9i3.4125. yulia, h. (2020). online learning to prevent the spread of pandemic corona virus in indonesia. eternal (english teaching journal), 11(1), 48–56. retrieved from https://doi.org/10.26877/eternal.v11i1.6068. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p159 159 math educational game (gema) based on cai (computer assisted instruction) in learning simple counting for mentally impaired students allan maulid dico*, wiwik dwi hastuti , m. shodiq am universitas negeri malang, malang, indonesia *corresponding author e-mail: maulidico@gmail.com abstract: counting is a basic skill in mathematics. counting skills need to be taught in early childhood. the mentally retarded have problems in mastering the ability to count. this study aims to describe the effect of using cai-based mathematics education game (gema) media in learning simple arithmetic for mentally retarded students. a total of five subjects were students with mild mental retardation at special school c autism kedungkandang state. in the study using the pre-experimental method in the form of one group pretest and posttest design, the data were obtained through the results of the pretest and posttest. then the data is processed through analysis of hypothesis testing using the wilcoxon signed rank test technique. the results of the study explained that the average value of the pretest and posttest. each worth 51 and 81. with the results of the hypothesis test obtained the value of asymp.sig. (2-tailed) of 0.041, it can be concluded that h1 is accepted and h0 is rejected. thus, the cai-based mathematical education game (gema) has an effect on improving simple arithmetic skills in mentally retarded students. keywords: math educational game, simple arithmetic skills, mild mental retardation introduction education is one of the processes of a person to gain knowledge. science plays an important role in human life, as well as in developing the abilities and potentials that exist in humans. mathematics is one of the fields of science that is taught at all levels in schools. mathematics is a science that is abstract and interrelated with one another. according to elea tinggih in suherman, (2003), mathematics is a science that is obtained by reasoning. meanwhile, according to johnson and myklebust in abdurrahman (2003), mathematics is a symbolic language that has a practical function to express quantitative and spatial relationships. counting is part of mathematics that can develop children cognitive. counting according to nurtiani, (2015), namely the ability to connect objects with the concept of numbers, starting from the number one. meanwhile, according to nurhasanah (2007), counting is an activity of doing a count such as adding, subtracting, etc. the ability to count is very important given to children at an early age. this can help children to develop children's reasoning abilities from an early age. in addition, counting can help children to solve problems of daily life (lestari, 2014). mentally retarded children are children who experience obstacles and mental developmental retardation is far brought on average in such a way that they experience academic difficulties (efendi, 2018), while according to ramadhan (2013) mentally retarded children are individuals who have intellectual mental disorders. because of the limitations that mentally retarded children have, they have poor numeracy skills. however, in the mild mentally retarded group, numeracy skills can be improved, according to apriyanto, (2012) children with mild mental retardation or children who are able to educate, namely children who still have the ability to work. delays in numeracy skills can be caused by influencing factors according to hidayat (2015) including internal factors and external factors. http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p159 mailto:maulidico@gmail.com 160 journal of icsar; volume 7, number 1, january 2023, 159 166 internal factors are factors that exist within the child in the form of motivation, maturity, learning styles that are unique. the ability to count in mild mentally retarded children can be developed with several special services, including the use of media that attracts mentally retarded children to learn, one of which is by utilizing learning media that are games or games. according to anggra in effendi siti dina, (2017) a game or game is something that can be played with certain rules so that there are winners and losers, usually in a non-serious context with the aim of refreshing. games that can be used in the learning process are educational games. according to bahri in nugroho (2011) educational games are all types of games that aim to create an educational environment for the benefit of the students while according to prensky, (2005), educational games are games that are designed to learn, but can still offer play and fun. it can be concluded that educational games are games that have been specifically designed to teach students a certain lesson, to create an interesting learning and still not eliminate the role of the teacher in learning. teachers can use modern systems such as cai (computer assisted instructional) based learning. according to arsyad (2009) that cai media is a form of computer-assisted learning. cai-based math education games (gema) can make it easier for mentally retarded children to develop simple counting skills. based on the explanation above, this study utilized cai-based math educational game (gema) media as a means to improve simple numeracy skills 1-10 in mentally retarded children. method this study used a pre-experimental design in the form of a one group pretest and posttest design. according to sugiyono (2015) pre-experimental design is a type of experimental design research that has not been serious. this study aims to describe (1) the simple counting ability of mentally retarded students before using the cai-based mathematics education game (gema), (2) the simple arithmetic ability of mentally retarded students after using the cai-based mathematics education game (gema), and (3) the effect of using the game. caibased mathematics education (gema) on the simple arithmetic ability of mentally retarded students. the dependent variable in this study is simple arithmetic ability, while the independent variable is a cai-based mathematics education game (gema). this research is located in special school c autism negeri kedungkandang, malang, east java. the study was conducted in april-may 2022. the subjects in this study consisted of five students with mild mental retardation. the five subjects presented in table 1. table 1. list of research subjects no. name gender 1 mn female 2 mzf male 3 wcp male 4 5 cab mag male male data acquisition was obtained by giving a test twice, namely pretest and posttest. according to siyoto, et al (2015) the test was given to determine initial skills and acquisition or achievement. the test that was tested had 20 questions with four aspects, including choosing the same numbers, sorting numbers, matching numbers with words, and matching numbers with the number of objects that included counting the numbers 1-10. the dico, hastuti , am, math educational game (gema) based on... 161 measurement in this research uses value. each question has a weight value of 5 so that the value obtained by the subject is 100. the implementation of the treatment uses software in the form of a cai-based mathematics education game (gema) and hardware in the form of a laptop as a tool to play the game. gema media has followed the validation stage by experts, each consisting of 2 media experts and 2 practitioners. the final validation score for the gema learning media is declared valid and can be used as a research instrument. the following is a display from the front page of the cai-based mathematics education game (gema) presented in figure 1. figure 1. home page display of cai-based mathematics education game (gema) the data analysed in this study is in the form of nonparametric statistical data, according to sugiyono (2015) nonparametric statistics is a test method where the data to be analysed does not have to be normally distributed so it does not require a lot of assumptions. this study uses a hypothesis test using the wilcoxon signed rank test technique (roni et al, 2020). this test was used to determine the effect of the cai-based mathematics education game (gema) on the simple arithmetic ability of mentally retarded students. decision making is taken when the asymp.sig value <0.05 then h1 is accepted and h0 is rejected and if the asymp.sig value>0.05 then h1 is rejected and h0 is accepted. result and discussion result(s) simple numeracy data were obtained from the results of the pretest given before treatment using the cai-based mathematics education game (gema) media. the pretest activity was carried out once with a total of 20 questions with 2 answer options for each question within a period of 60 minutes. there were four aspects that were tested, including choosing the same number, sorting the numbers, matching numbers with words, and matching numbers with the number of objects that included counting the numbers 1-10. the results of the pretest are presented in table 2. table 1. pretest results no. name pretest score 1 mn 40 2 mzf 60 3 wcp 65 4 5 cab mag 45 45 total number 255 average value 51 162 journal of icsar; volume 7, number 1, january 2023, 159 166 it can be seen from the table above, that the pretest score on the simple arithmetic ability of mentally retarded students before being given treatment received an overall score of 255 so that an average score of 51 out of 5 students could be obtained, with wcp students getting the highest score of 65 and mn students. got a value of 40. the treatment is given by applying the mathematics education game (gema). the meeting was held 4 times for 2x30 minutes. the mn and cab subjects were very enthusiastic about using the game during the treatment and the wcp and mag subjects followed the treatment well. on mzf subjects tend to get bored easily when using games. figure 2. implementation of treatment table 3. posttest results no. name pretest score 1 mn 75 2 mzf 80 3 wcp 85 4 5 cab mag 85 80 total number 405 avarage value 81 it can be seen from the table above, that the posttest score on the simple arithmetic ability of mentally retarded students after being given treatment received an overall score of 405 so that an average score of 81 out of 5 students could be obtained, with wcp and cab students getting the highest score of 85 and mn students got the lowest score of 75. table 4. data analysis results n mean rank sum of ranks post-test / pre-test negatuve ranks 0a .00 .00 positive ranks 5b 3.00 15.00 ties 0c total 5 the wilcoxon signed ranks test method was chosen to test the research hypothesis. based on the rank table. it is known that negative ranks is 0 which means there is no decrease in the value of the pre-test and post-test results from 5 subjects, positive ranks is 5 dico, hastuti , am, math educational game (gema) based on... 163 which means there is an increase in the pre-test and post-test results from 5 subjects and ties is 0 which means there is no similarity in the pre-test and post-test scores of each. each subject. table 5. hypothesis test results post-test / pre-test z -2.041b asymp. sig. (2-tailed) .041 a. wilcoxon signed ranks test b. based on negative ranks. based on the table of hypothesis test results . given the value of asymp.sig. (2-tailed) is 0.041. because the value of 0.041 is smaller than 0.05, it can be concluded that the hypothesis is accepted. this means that there is a difference between the results of the pretest and posttest, so it can be concluded that the use of the cai (computer assisted instructional)-based mathematics education game (gema) can be said to have an effect on the simple arithmetic ability of mentally retarded students. discussion based on the results of the initial pre-test before getting treatment. most students have difficulty in understanding the concept of counting. it can be seen from the average score obtained by 51 out of 5 students. it's almost about choosing the same numbers, sorting numbers, matching numbers with words, and matching numbers with the number of objects. from these difficulties, it can be concluded that mentally retarded students do not understand the material given during the learning process. mentally retarded students are children with intellectual disabilities. which causes the mentally retarded child to have difficulty understanding and managing information. according to soemantri, (2007) intellectual limitations in mentally retarded children tend to be less in learning information, adapting, thinking abstractly, creatively and critically. mathematics is an abstract science and students are intended to use reason to process information so that it becomes whole. according to suherman (2003), mathematics is a science that is obtained by reasoning. meanwhile, according to wahyudi (2013) mathematics is a science that studies abstract concepts that are arranged using symbols and is a language that is exact, accurate, and free from emotions. from the statement above, it can be concluded that in learning mathematics it is necessary to have a basic understanding in order to help mentally retarded children to reason. counting is a basic part of learning mathematics. counting according to nurtiani, (2015) is the ability to connect objects with the concept of numbers, starting from the number one. counting in children has several purposes, including helping children recognize numbers and recognize simple mathematics in everyday life. meanwhile, according to suarni in (purnomo et al, (2019) counting is an activity or a fun way to learn to understand the concept of numbers. in grade 1 mentally retarded students at special school c autism negeri kedungkandang, simple arithmetic skills are still lacking. it can be seen that students with mental retardation in grade 1 have not been able to choose the same numbers, sort numbers, match numbers with words, and match numbers with the number of objects. this is because mentally retarded students do not fully know the symbols for numbers 1-10 and spelling words from numbers 1-10 well. in improving students' numeracy skills. the selection of material that is appropriate to the child's ability is an important factor in providing mathematics learning to mentally retarded children. according to mirawati, (2017) the concept of learning mathematics should be adapted to the needs and stages of child development, including the selection of learning approaches to be implemented. meanwhile, according to wardhani, (2017) the material and 164 journal of icsar; volume 7, number 1, january 2023, 159 166 mathematical concepts taught must be adapted to the abilities and thinking stages of the child concerned so that it builds children's natural curiosity about shapes, sizes, quantities, other basic concepts in mathematics. in addition, the selection of media is an equally important factor to help encourage students' numeracy skills to increase, by growing motivation to learn from within students. monotonous media will make students bored quickly. so it is necessary to consider choosing media in accordance with the opinion of arsyad, (2014) which states that the use of appropriate and varied media can overcome student boredom in learning. the caibased mathematics education game media (gema) is suitable for use because game media can stimulate all sensory children so that children are directly involved during the learning process. the treatment process is given four times. in the treatment process, the main focus in giving treatment is to help improve the simple counting ability of mentally retarded children, especially in understanding the material of choosing the same numbers, sorting numbers, matching numbers with words, and installing numbers with the number of objects independently. during the treatment process the students looked enthusiastic and showed their interest in counting material with the help of cai-based mathematics education game media (gema). according to bahri in nugroho (2011) educational games are all types of games that aim to create an educational environment for the benefit of the students. although it is a game, the teacher also plays an important role in helping to strengthen and guide students during the learning process, so that they can achieve the goals to be achieved. the post-test activity was carried out after giving treatment to 5 subjects, using a cai (computer assisted instructional)-based mathematics education game (gema). there was an increase in post-test scores. it can be seen from the average score obtained by 81 out of 5 students. this can be caused by the provision of effective treatment and the use of tools such as media that attract students' interest during the learning process. interesting media and help add motivation to students to learn mathematics. according to turmudi (1999) learning motivation is a very important factor for students to have. motivation can be seen from the enthusiasm and involvement of students in the treatment process with mathematics education game media (gema). the effect of using cai (computer assisted instructional)-based mathematics education games (gema) on the simple counting ability of mentally retarded students in grade 1 at special school c autism kedungkandang can be seen from the results of data hypothesis testing. where there is a change seen from the results of the pre-test and post-test scores. the choice of cai-based mathematics education game media (gema) is one of the factors that has an impact on increasing student scores. cai-based math educational games (gema) have the advantage that students can play while learning. playing according to morison (in rasyid, 2009) is a very important part of children's lives in their growth and development, playing makes children have many experiences in their lives. and playing supports children in cognitive development so as to help children reach the next level (casey, reeves, & conner (2012). assistive technology can helpful in supporting the ability to access electronic learning resources (andipurnama, wiguna, susetyo, & novianti, 2022) and improving the problemsolving abilities (suprotun, & andriyani, 2022). meanwhile, according to suyadi, (2009) which states that the play while learning approach has advantages, which involve student activity in learning because learning through games invites every student to try new things. from the above opinion, it can be concluded that playing while learning has a goal so that children can enjoy the learning process comfortably so that children can understand the material being taught. playing according to rasyid, (2009) is an activity physical and psychological aspects that involve the five senses, especially hearing and vision and involve dico, hastuti , am, math educational game (gema) based on... 165 the brain. in line with this opinion, according to arsyad, (2007) children who learn by utilizing all their senses will succeed in obtaining good knowledge, which facilitates understanding of the material. and increase interest in learning for mentally retarded students in learning to count. learning by playing can also explore students' creativity in learning. in other hand, online platforms are intertwined and that this could be a new approach to promoting culture within the mathematics learning process (peni, 2022). the simple arithmetic ability of mentally retarded students in grade 1 of special school c autism kedungkandang has increased after using the cai-based math education game (gema). the delivery of material using the cai-based mathematics education game (gema) media showed success. where students can operate the game well and students can absorb the material in the game. which means that there is an effect of using cai-based math education games (gema) on the simple counting ability of mentally retarded students in grade 1 special school c autism negeri kedungkandang marked from the post-test results which showed an increase value compared to the pre-test value before being given treatment. conclussion based on the presentation of the research results, the use of cai-based math educational game (gema) media as a means to improve simple numeracy skills 1-10 in mentally retarded children. have an impact on children's numeracy skills, proven by (1) the simple counting ability of mentally retarded students in class 1 at special school c autism negeri kedungkandang before being given treatment was still lacking in terms of choosing the same numbers, sorting numbers, matching numbers with words, and putting numbers with objects 110, (2) ability simple counting students with mental retardation grade 1 at special school c autism negeri kedungkandang after being given treatment or treatment experienced an increase in aspects of choosing the same numbers, sorting numbers, matching numbers with words, and placing numbers with objects 1-10, and (3) use of media the cai (computer assisted instructional)-based mathematics education game (gema) has an effect on the ability to do simple arithmetic in grade 1 mentally retarded students at special school c autism negeri kedungkandang. references abdurrahman, m. 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(2003). strategi belajar mengajar matematika kontemporer. bandung: depdikbud. suprotun, s., & andriyani, a. (2022). character-loaded lift the flap book to enhance contextual problemsolving skills of mental retardation students. journal of education for sustainability and diversity, 1(1), 39–53. https://doi.org/10.57142/jesd.v1i1.5 suyadi, p. b. p. (2009). permainan edukatif yang mencerdaskan. yogyakarta: power books. turmudi. (1999).pendekatan realistic dalam pembelajaran matematika dan beberapa contoh real di tingkat makro. bandung: upi press. wahyudi, kriswandani. (2013). pengembangan pembelajaran matematika. salatiga: widya sari press. wardhani, d. k. (2017). peran guru dalam menerapkan pembelajaran matematika yang menyenangkan bagi anak usia dini. jurnal paud agapedia, 1, 153-159. https://doi.org/10.57142/jesd.v1i1.9 https://doi.org/10.57142/jesd.v1i1.5 167 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 2 july 2018 the effect of mingle model to improve reading skills for students with dyslexia in primary school irdamurni, kasiyati, zulmiyetri, johandri taufan universitas negeri padang, indonesia email: irdamurni@fip.unp.ac.id abstract: dyslexia is a cognitive process failure in acquiring information when reading. children normally have been able to read at the age of 6 or 7 while children with dyslexia might still struggle with reading even when they reach 12. this research was conducted by mingle model in order to improve reading skills for dyslexic students in primary grades. the subjects selected were 23 students with dyslexia in primary grades. the research used purposive sampling and the data collected by conducting the reading test to the students. descriptive analysis was performed as the method and intervention technique employed was mingle model. the research was carried out continually in seven days. the assessment presented in pre-intervention and post-intervention (47% and 71% respectively) showed improvement in the average value in reading skills. findings showed that mingle model had significantly improved dyslexic students’ reading skills in primary grades. keywords: mingle model, reading, children with dyslexia introduction dyslexia is specific language-based disorder characterized by the inability in expressing and acquiring information in oral or written and possibly emerged in reading, speaking, listening and writing. dyslexia is a common disorder (watson & williams, 1995) and a new study from (bhatnagar et al., 2000; leisman, 2002; simos et al., 2002) caused by cognitive process failure in acquiring information when reading a book or passage. children’s ability to read normally have begun at the age of 6 or 7, while children with dyslexia have not been able to read even when they are adults. dyslexia is manifested by the reading difficulty in children and adults at the age when they are supposed to show skills and motivation in reading correctly and fluently. in some cases, for example, the word ‘pulang’ is spelled as ‘puang’ or ‘mandi’ is spelled as ‘pagi’. dyslexia in pre-school children is diagnosed by the inability to recognize the sound from a word (difficulty in identifying rhyming words, similar words, and letters) for instance, the word ‘kakak’ is spelled as ‘gagak’. a child with a family history in language impairment would be at risk for dyslexia. students with dyslexia typically have the problem in reading such as the word ‘ayam’ read reversely as ‘maya’ which parents and teachers are sometimes unaware of the symptom. children with dyslexia suffered from reading regression even when they reach 12 and this symptom can be detected when children enrolled in primary school. the prevalent number of children with learning disability according to several kinds of literature are ranged from 1% to 30% in the classroom (lerner, 1981; lovit, 1989).in indonesia, the number is estimated even bigger. the research from balitbang dikbud in four provinces found that 10% of children suffered from dysgraphia, 9% suffered from dyslexia and more than 8% suffered from dyscalculia. the research also found that 22% of children with learning difficulty have high intelligence. meanwhile, out of 15% of children with dyslexia in the world, 4% of them have a severe disorder and 10% have a minor disorder. as explained above, the learning disability is not associated with low intelligence and caused by other influential factors. findings from the research conducted by irdamurni and noviana, 2013 in kuranji, pauh subdistrict in padang, showed the prevalence rate of 41,47% which indicated many children in padang have the learning disability. research showed that dyslexia is caused by biological factors and resulted in frustration and despondency which later leads into a poor social relationship and affects individual’s behavior caused by anxiety, anger, inferiority and depression (dyslexia international association). chall cited by mercer & mercer (1979) found after the research he conducted in 1967 that approach emphasized in symbols recognition is more efficient than words or sentence recognition. kirk & gallagher (1962) provide a model in the reading method, which consists of 3 steps; (1) reading in general, (2) reading in details, (3) reding without details awareness. moreover, mercer & mercer (1979), lerner, (1988) and zipprich, mary ann, grace, marscha, crote-gracia, and stephane cited in martini (2009) stated that there are two methods of teaching 168 journal of icsar; volume 2, number 2, july 2018: 167-170 reading namely reading method for pupils and reading method for pupils with learning disability. the method used in teaching reading for normal pupils are (1) conscious reading, (2) phonics, (3) linguistics, (4) sas, (5) alphabetic, and (5) language experience. on the other hand, the method for dyslexic pupils according to martini (2009) are (a) final method, (b) gillingham method, and (c) glass analysis method. and one of the techniques used to overcome learning disability for dyslexic pupils is mingle model. mingle according to oxford dictionary means to mix. the word ‘mingle’ when associated with human daily activity means to mix up socially. in the learning process, ‘mingle’ is defined as students’ collective action to achieve a social purpose. ‘mingle’ is first coined by pollard & hess (1997) in their book zero prep: ready to go activities for teachers. the model was later pinned into the method for children with dyslexia. pollard & hess (1997) pointed out that mingle model is a game model with certain steps in reading and speaking skills. according to hurlock (2004), students in first grade are in a phase to play. walker & norman (2006) similarly argued that teaching reading skills for primary students need a particular strategy which fitted in children’s realm where the situation is made fun. the context is determined in a particular situation where students move around while reading. furthermore, pollard & hess (1997) explained that this model could be applied to the questionnaire and implemented into matching activities and role play. this model is relevant to the characteristics of primary school students and makes them become active (bond, 1979). results of the research found that game-based learning improves motivation, confidence, speak fluency and interaction. this model is established for dyslexic students whose characteristics according to mercer,& mercer (1979), yusuf et al., (2018) showed subsequent routines in reading and writing; turning their head left and right, frowning, becoming anxious, sounding in high tone, biting lips, and sometimes refusing and crying when the teacher asked to read. therefore, this research aims to analyze the influence of mingle model to improve reading skills for dyslexic students in inclusive primary school. method this research is a descriptive analysis which according to scarborough et al. (2009) provides a detail description of a situation, social setting or a relationship. the researcher begins by identifying the subjects and conducting the research with accurate analysis. the findings of the analysis are the detailed description of the subjects. subjects selected in this research were students in second and third grade whose reading proficiency is lacking compared to their peers. lower grades are selected based on the findings from research by anastaha et al. (2018) which showed many dyslexic children located in kuranji, padang and also a report from national department of education in 2004 about elementary reading for first graders. besides, students are expected to transform letters and symbols into sound in the early years of primary school in order to comprehend the meaning of each word and sentence. the research sampling used purposive sampling which the subjects selected after certain characteristics and consideration. subjects selected based on screening identification of dyslexic students in the lower grade of primary school. the format identification is given to dyslexic students through teacher’s assistance. this contains introducing vowel and consonant letters, connecting consonant and vowel letters into one syllable and combining them into word and simple sentence. followed by the identification, out of 15 first graders who have reading difficulty, 10 found to be matched with dyslexia characteristics. the research was performed by examining students’ reading ability before and after the intervention. prior to intervention, the test was conducted with letter recognition, reading syllable and reading words and simple sentences. the aspect assessed from this session is correct words recognition. the component of words recognition was measured by the amount of percentage of the words spelled in the correct structure using argyle’s miscue reading analysis. thereafter, the intervention was given in seven meetings using mingle model. then, the data were analyzed by comparing the transformation from pre-intervention to post-intervention using a qualitative and narrative description of the subjects. findings and discussion findings findings showed that the screening of 10 students prior to intervention obtained the percentile rate of 69.02 and after seven days of intervention with mingle model, the value obtained was 71.10, which confirmed to increased by 2.08. the ability analysis of screening dyslexic students prior to intervention and after the intervention is explained as followed (students represented by code). (1) ns was able to recognize vowels and consonants but read in reverses such as the word ‘lelap’ spelled as ‘lalap’, linu spelled as ‘lena’ and ‘lalu’ spelled as ‘lula’. after given the intervention, ns did not read in reverse when encountered two-syllables 169irdamurni, kasiyati, zulmiyetri, johandri t, the effect of mingle model to improve reading skills . . . . words but still was having trouble with three-syllable words. (2) taf understood vowels and consonants and was able to connect syllable into word but read in reverses, such as ‘ibu’ spelled as ‘ubi’, ‘nana’ spelled as ‘mama’ and ‘rawa’ spelled as ‘sama’. after given the intervention, taf was able to read three-word sentence correctly. (3) skw had reading regression before the intervention, such as the word ‘ibu’ spelled as ‘idu’, was unable to sound out letters from the word ‘mama’ and ‘papa’ and unable to spell his own name. after the intervention, skw was able to sound out the given words and read two-syllable words even though was still troubled with three-syllable words. (4) rf had not yet understood about vowels and consonants. ‘bola’ spelled as ‘bela’, ‘ibu’ spelled as ‘idu’. after the intervention, rf understood vowels and consonants and was able to read two-syllable words. (5) pf word, had not yet understood about vowels and consonants, spelled the word ‘ibu’ as ‘idu’, read backward, was unable to recognize left from right and front from back. after the intervention, pf improved in reading even though was still troubled with reading syllable. (6) fd was unable to recognize letters and read syllable and words. after the intervention, fd understood about vowels and consonants while was still having a problem with reading syllable. (7) nl was unable to sound out his name and the word ‘mama’ and ‘papa’. after the intervention, nl was able to sound out the words, but still read in reverse. (8) sk understood vowels and consonants but unable to read, spelled the word ‘bola’ as ‘belo’ and ‘pola’ as ‘piko’. after the intervention, sk was able to read two-syllable words. (9) kr understood vowels and consonants but was unable to connect them and read words. ‘mama’ spelled as ‘meme’and ‘papa’ spelled as ‘pepe’. after the intervention, kr had able to read two-syllable words. (10) zh understood vowels and consonants but was unable to read the words ‘duku’, ‘linu’, ‘lelap’. the word ‘juni’ spelled as ‘jana’ and ‘jari’ spelled as ‘jara’. after the intervention, zh was able to sound out letters from his name and given words even though was still reading backward. findings showed that the students obtained 30 as lowest score and 70 as the highest score in the pretest. meanwhile, the students scored 60 the lowest and 82 the highest in post-test. this confirmed a significant improvement in their reading skills. at the same time, the subjects’ reading skills remain under category frustration reading, which means the percentage is below 90, as many subjects are unable to connect syllables into word. the improvement may not very high, nonetheless, the result is positive as the data analysis found that mingle model is proved to be influential to improve reading skills of dyslexic students in the primary grade. discussion mingle model provides an opportunity to develop reading skills for children with dyslexia. teachers can observe the students reading skills including; vowels and consonants understanding, syllables, words and simple sentences. this model is expected to introduce a new concept of learning which students learn to read while playing with peers and teachers. this condition builds an enjoyable situation for students when learning vowels and consonants and combining them with the tool such as letter cards. the students also learn to sound out the vowels and consonants, hence they are able to assimilate the information into existing schemata. soon, they learn to combine vowels and consonants and produce them into different sounds and accommodate the scheme. this accommodation represents the students’ ability to do little changes towards their vision of realm. this model also increases children’s enjoyment in reading because mingle is a part of playing in learning which is relevant for primary students’ characteristics and activates them (bond, 1979). findings of the research showed that game-based learning method improves motivation, confidence, speaking fluency and interaction. mingle model is found to be beneficial in learning preparation of dyslexic students’ reading skills. thus, the students enjoy to learn and the teachers have greater concentration and focus in teaching, as well as enjoyable learning condition. to run a better learning process, an enjoyable environment is needed (bond, 1979). mingle model is constructed in preparation; initial and preliminary activity in the learning process which proceeds with warming up and setting the rule. then subsequently employed act mingle, presentation, discussion and ended by concluding the impact on reading skills for dyslexic students. when playing the game, there should be certain rules set followed by the children to ascertain the flow (bond, 1979). teachers need to explain specifically about the rules set including group divisions, how to play, time, gift and tools. mingle based learning model is beneficial in teaching reading skills. teachers get more focused and serious in teaching and it also creates the enjoyable and comfortable environment, as previously stated that to run a better learning process, an enjoyable environment is needed (bond, 1979). in thorndike’s law of exercise, reading proficiency can be best achieved by performing the perpetual exercise of parts of the lesson in correct order. additionally, this is also supported by the law of readiness which asserts that maturity determines individual’ readiness to learn. despite many stimulations given to children, they would not be able 170 journal of icsar; volume 2, number 2, july 2018: 167-170 leisman, g. (2002) coherence of hemispheric fungtion in developmental dysleksia. brain and cognition, 48, 425431. lerner, j. w. (1981), learning disabilities : theories, diagnosis, and teaching strategies, new jersey: houghton mifflin company. lerner, j. w. (1988). learning disabilities, new jersey: houghton mifflin. lovit, t. c. (1989). introduction to learning disabilities. boston : allyn and bacon martini, j. (2009). kesulitan belajar, perspektif, assesmen dan penanggulangannya. jakarta: yayasan panamas murni. mercer. d. c., & mercer, r. a. (1979). teaching students with learning problems. columbus: charles e merill book company. pollard, l., & hess, n. (1997). zero prep: ready-to-go activities for the language classroom. burlingame, ca: alta book center publishers. scarborough, h. s., neuman, s., & dickinson, d. (2009). connecting early language and literacy to later reading (dis) abilities: evidence, theory, and practice. approaching difficulties in literacy development: assessment, pedagogy and programmes, 23-38. simos, p. g., breier, j. i., fletcher, j. m., foorman, b. r., bergman, e., fishbeck, k., & papanicolaou, a. c. (2002). brain activation profiles in dyslexic children during non-word reading: a magnetic source imaging study. neuroscience letters, 290(1), 61-65. walker, j. e., & norman, c. a. (2006). the neurophysiology of dyslexia: a selective review with implications for neurofeedback remediation and results of treatment in twelve consecutive patients. journal of neurotherapy, 10(1), 45-55. watson, c., & willows, d. m. (1995). informationprocessing patterns in specific reading disability. journal of learning disabilities, 28(4), 216-231. yusuf, m., choiri, s., & gunarhadi, g. (2018). the effectiveness of inclusive education and child protection training on understanding inclusive education subject matter. journal of icsar, 2(1), 82-87. to learn and show behavior transformation when they are not in the right phase. on the other side, children with dyslexia are suffered from neurology function disorder that caused them to misfit the reading with their perception. conclusion findings on data analysis showed that mingle model improve elementary reading skills of dyslexic students in primary school despite slight significant results. the improvement in students’ reading skills provides positive influence towards students’ motivation in completing the tasks and participating in other learning activities. based on the research finding showed that mingle model could improve elementary reading skills and enhance the motivation of dyslexic students. this model can be an alternative model for overcoming reading competency of the dyslexic students. in getting the learning result more optimum, the next researcher needs to study deeply. refference anastaha, d. a., fitria, y., & irdamurni, i. (2018). the effect of inquiry learning toward 5th grade students’ understanding on sciences based on motivation in padang. jurnal aplikasi iptek indonesia, 2(3). bhatnagar, s. c., mandybur, g.t., buckingham, h. w., & andy, o. j. ( 2000). language representation in the human brain: evidence for cortical mapping. brain & language, 74, 238259. bond, g. l. (1979). reading difficulties: their diagnosis and correction, new jersey: prentice hall. hurlock, s. (2004). u.s. patent no. 6,801,883. washington, dc: u.s. patent and trademark office. kirk, s. a., & gallagher, j. j. (1962). education exceptional children. boston : houghton mifflin. 1 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 teacher training to increase teacher’s competency in teaching autism child loi sook weia, mohd hanafi mohd yasinb asjkc siang lin, 67, jalan durian daun, 75400, melaka, malaysia. bnational university of malaysia,43600 bangi, selangor, malaysia. e-mail : hathlenloi@hotmail.com abstract: autism teacher that is competence is able to educate autism child that are increasing throughout the year. the aim of this study is to identify the competency of special education teacher in teaching autistic child and curriculum in teacher training. this study used quantitative approaches and questionaire is built to collect the data. a total of 107 primary teachers in jasin melaka have been selected by purposive sampling for this survey. the study found that special education teachers are less competency in using evidence based teaching for autism. data shows that most of the teachers have not received any training in how to teach autistic child during teaching training in university or teacher training center. this study is important to modify the current teacher training course related to autism to increase the quality of teachers. keywords: competency, autism, evidence based learning autism is known to have repetitive behaviour and communication problem. (american psychiatric association, 2013). autism student is increasing greatly that it has been reported that there is 1 autism child in every 68 child birth. (the centers for disease control and prevention, 2014). in malaysia, autism student is categorized as ‘student with learning difficulties’ and studys at local primary school integrated with special education. it means that autism children will be studying together with other students with learning difficulties like down syndrome, slow learner, global delay and hyperactive. however, if autism student is being inclusived, they will be studying together with mainstream students. symptoms and characteristics of autism are varies. therefore they need teacher that is skilful and knowledgeable to fullfill their need in learning process. (simpson,2005). without proper guideline, autism children might have long-life predicament whereas, under proper guidance, autism children can continue living without facing much troubles. (gulec aslan, kircaali iftar & uzuner, 2009). it is challenging for schools to be able to provide autism teachers that are competence. a competence autism teacher should be skilful, knowledgeable, and is positive towards autism children. however, many researchers have been reporting the lack of teacher qualities due to the teacher training provided. therefore the question remaining in whether teachers are capable in handling autism students that are unique and been increasing year to year. an autism teacher should be able to a) plan and prepare individualied education program (iep) for every autism student based on their requirement. (sari & ilik, 2014; avcioglu, 2005), b) communicate and recognise students’ need, c) encourage student participation (aksu, 2000), d) focus in problem solving and learning objectives and e) knowledgeable and able to tolerate with students (yok, 1998 & meb, 2008). in order to be a qualitified special education teacher, they must process knowledge in knowing how to select suitable teaching strategies for each student. in america, individuals with disabilities education improvement act (ideia) has obligated every teacher to use evidence based practise to teach autism student. however, there is no such rule in malaysia to help implementating these vital strategies in teaching. instead, it is a question to ask whether all of the special education teachers know the existence and functionality of these evidence based practise strategies. past research reported that teachers rarely implement evidence based practise. (hess, morrier, heflin & ivey, 2008). this is due to the lack of training in teacher training as a result of not knowing the most effective way to teach autism child. as a result, teacher institution could not decide to focus on which evidence based practise to be delivered to every teacher. eric shyman (2012) stated that teacher training prefer an overall certification for special education 2 journal of icsar; volume 1, number 1, january 2017: 1-5 teacher compare to a certification specific to autism. in this case, even though teachers with the certificate can be accepted to teach, but it doenst mean that the teacher has the qualitification to handle autism student with the lack of emphasises during teacher training program. toran, westover, sazlina, suziyani & mohd hanafi (2016) have done a research about teacher competency, knowledge level and readiness in teaching autism student. result shown that teacher has moderate level competency in knowing how to choose appropriate intervention for students. previous research is being done generally without specify on every evidence based teaching. in this research, it will focus on every evidence based teaching that has been proved empirically to know that whether they were being applied by special education teachers in school. therefore, the purpose of the study is to define the following:(a) to identify special education teacher level of competency in using teaching strategies. (b) to identify whether teacher training offer autism related courses for teacher. method this is a quantitative survey research. this research is being done by purposive sampling which focus on special education teachers in jasin melaka. a total of 28 primary school integrated with special education are involved in this study. 107 teachers have given response to the questionaire delivered to each school. the questionaire is divided into 3 sections which is a, b and c. section a focus on demography which comprises of 6 items. questions asked is gender, age, teaching experience, teaching experience in special education, number of autism students that has been taught and lastly number of autism student in current school. section b focus on level of education which comprises of 7 items. questions from section b was adapated from schwart & darger (2008) in their research to identify level of knowlege in autism among pathologies. section c focus on teacher’s competency in using evidence based practises strategies. a total of 30 strategies which refer from simpson et al., (2005) have been selected. the strategies are grouped into 5 categories which is interpersonal, cognitive, neurology & biology, skill and others. section c was adapated from autism treatment survey (ats) by morrier, hess & heflin (2011) to investigate characteristics of autism teacher that used evidence based teaching strategies on autism student. in each strategy, sample is required to choose and circle one answer which is in 5 likert form, ranging from very disagree to very agree. lastly, sample is given a chance to list out strategies that is not listed in the question. analyse is done by using spss version 22. calculation of percentage, mean, and frequency will be done and displayed in table or chart. findings and discussion findings among the 107 samples that are included in this research, 29% are man and 77% are woman. most of them are age 30 to 40 years old. a total of 59.8% of teachers have 10 years experience teaching in special education and most of them reported to have around 1 to 5 autism students in their currect school. table 1: demography category finding frequency percentage gender female 77 72 male 29 27.1 age 20-30 12 11.2 30-40 54 50.5 40-50 37 34.6 50-60 4 3.7 experience teaching as a special education teacher 0-5 23 21.5 5-10 64 59.8 10-15 16 15.0 15-20 4 3.7 number of autism in current school 0-5 92 86.8 5-10 11 10.4 10-15 2 1.9 15-20 1 0.9 evidance based teaching strategies among the 30 teaching strategies, only 7.5% of sample reported that they are skillful and knowledgeable in using the strategies. another 6.5% of sample stated that they are competent, 27.1% in moderate level of compentency, 56.1% less competent and lastly 9% are not competent in using the teaching strategies. from those 30 teaching strategies, the strategies that have the highest reported usage is in category neurology & biology, following by others, interpersonal, skill, and cognitive. 3loi sook wei, mohd hanafi mohd yasin, teacher training to increase teacher’s . . . . chart 1: competency level in teaching strategy 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% very competent moderate not competent teacher training program result shows that there is 87.9% of sample own a degree level of education and only 7.5% own a diploma and 4.7% own master level. among them, only 72.9% have certificate in special education whereas the left do not. a total of 49.5% of sample reported that they have never attend any courses fully about autism whereas 28% said that they attended 1 course, 7.5% attended 2 courses and 10.4% attended more that 3 courses during teacher training. a total of 40.2% sample reported that they have never attend course partly about autism whereas 31.8% said that they have attended 1 related course, 11.2 % attended 2 courses, and 11.2% attended 3 or more courses. courses that have been attended are mostly about modification behavior following by intervention, therapy and language. besides, samples also reported that most of the training given are being held by seamoe sen, permata kurnia or teaching training centre. table 2: teacher training category finding frequency percentage level of education diploma 8 7.5 degree muda 94 87.9 master 5 4.7 certification yes 78 72.9 no 29 27.1 courses fully about autism 0 course 53 49.5 1 course 30 28.0 2 course 8 7.5 3+ course 11 10.3 courses partly about autism 0 course 43 40.2 1 course 34 31.8 2 course 12 11.2 3+ course 12 11.2 discussion the result shows that most of the special education teacher in jasin melaka are less competence in using teaching strategy to teach autism student. the introduction of theory and practices of strategies were not delivered to teacher during teacher training. it caused teacher not know how to handle autism student that is so unique emotionally, socially, psychomotor and behaviour. this finding is supported by toran et al., (2016) who stated that special education teacher has moderate level of competency in deciding proper intervention for autism student. knowledge and skill in using appropriate intervention that has been proved empirically is essential to educate autism student that is increasing in number. it is supported by morrier et al., (2011), scheuermann et al., (2003) & simpson (2004) who said that teacher training has to focus in teaching strategy. according to the result yielded, teaching strategy that has been greatly used is under category neurology and biology which refer to sensory integration in this research. it is surprise to know that teachers know better sensory integration compared to other teaching strategies that are well known. it is reported that teachers might gain knowledge in using sensory integration via reading from book, conferences or sharing between teachers (leong et al., 2013). even though sensory integration is costly but it has been proven that this intervention manage to modify and overcome student behaviour. the second highest competency reported by teachers fall in others category which refer to music therapy, art and integrated movement therapy. music, art and physical education are included in special education curriculum. even though without specific training in each subject, but it has been reported that teachers have general knowledge and skill in all those therapies due to their experiences in teaching and also chances to practise it in classes. the lowest teaching strategies used fall in cognitive category. even though strategies like social stories and social decision making strategies are widely used in other country, but result showed that it is less applicable in malaysia. it might be caused by less 4 journal of icsar; volume 1, number 1, january 2017: 1-5 training provided in malaysia. unlike in other country, teaching strategies in cognitive category is trained via workshop or being included in teaching training (morrier, 2011). other than these 30 teaching strategies picked from past research, teachers suggested that they have been using al-quran reading as intervention for autism child. according to past research, by reading al-quran, it helps to lessen stress and has calming effect (siti, 2013). this finding is supported by noor ashikin (2013) that reported that al-quran manage to bring peace to person who recite it. meanwhile, no report has mentioned that reciting al-quran manages to help autism child emotionally and verbally. teacher training result show that most of the teacher does not receive training about autism fully or partly. those attended reported that the courses being held are mostly short courses without involving all teachers. therefore, only parts of the teachers that have the opportunities to attend the courses gain knowledge about autism. on the other hand, there are also no practical chances in using teaching strategies which cause teacher to have no idea in how to implement these teaching strategies correctly. this finding is supported by holdheide & reschly (2008) who stated that teacher training need to focus on the need of autism student specifically from academic, social, language, teaching strategies aspects. the lack of training might be caused by setting of the classroom itself in which autism student is studying together with other student with learning difficulties. therefore, teacher training mostly focus on general teaching strategy so that teacher can handle all students at one time. this is supported by eric shyman (2012) who stated that teacher training is focus on overall certification without emphasising on autism student. even though teacher might be well trained in handling the whole class with different types of students, but autism student might be neglected as their need required special attention and treatment, different from other students. this problem should be fixed in order to produce a quality autism teacher. courses related to autism have to be introduced in teacher training as the first step to help autism students. this is supported by toran et al., (2016) who stated that currect teacher training program has to be modified to increase teacher’s competency in using teaching strategy correctly. conclusion and suggestion teaching strategy are essential to student development.this study can be taken as ministry reference in order to plan and modify current teacher training program so that teachers produced will be equipped with knowledge in this field. the lack of training might be caused by setting of the classroom itself in which autism student is studying together with other student with learning difficulties. therefore, teacher training mostly focus on general teaching strategy so that teacher can handle all students at one time. this problem should be fixed in order to produce a quality autism teacher. courses related to autism have to be introduced in teacher training as the first step to help autism students. reference aksu, m. 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(2009). otistik çocuklar i̇çin davranışsal eğitim programı (oçi̇dep) ev uygulamasının bir çocukla incelenmesi [investigating the home implementation of the behavioral intervention program for children with autism (oçi̇dep) with one child]. ankara üniversitesi eğitim bilimleri fakültesi özel eğitim dergisi, 10(1), 1-25. 5loi sook wei, mohd hanafi mohd yasin, teacher training to increase teacher’s . . . . holdheide, l. r., & reschly, d. j. (2008). teacher preparation to deliver inclusive services to students with disabilities. washington, dc: national comprehensive center for teacher quality. retrieved january 15,2010,fromhttp:www. tqsource.org/publications teacher preparationto deliver inclusive services .pdf meb (2008), öğretmen yeterlikleri. ankara morrier, m. j., hess, k. l., & heflin, l. j. (2011). teacher training for implementation of teaching strategies for students with autism spectrum disorders. teacher education and special education, 34(2), 119-132. sarı, h., i̇lik, ş, ş. (2014). bireyselleştirilmiş eğitim programı. ankara: vize yayıncılık. schwartz, h., & drager, k.d.r. (2008). training and knowledge in autism among speech-language pathologists: a survey. language, speech & hearing services in schools, 39(1), 66-77 scheuermann, b., webber, j., boutot, a., & goodwin, m. (2003). problems with personnel preparation in autism spectrum disorders. mfocus on autism and other developmental disabilities, 18, 197206. simpson, r. l. (2004). finding effective intervention and personnel preparation practices for students with autism spectrum disorders. exceptional children, 70, 135-144. simpson, r. l. (2005). autism spectrum disorders: interventions and treatments for children and youth. thousand oaks, ca: corwin press. toran,h., westover,j.m., sazlina,k., suziyani,m & mohd hanafi,m.y.(2016) the preparation, knowledge and self-reported competency of special education teachers regarding students with autism. pertanika j.soc.sci.&hum 24(1): 185-196. yök (1998). fakülte-okul i̇şbirliği. yök / dünya bankasi, milli egitimi gelistirme projesi hizmetoncesi ogretmen egitimi. ankara. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p171 171 the interactive web-based learning in online learning for blind students and deaf students in higher education eka yuli astuti *, teti ratnawulan, yoga budhi santoso, prinanda gustarina ridwan, dwi endah pertiwi, zulfa rahmah effendi universitas islam nusantara, bandung, indonesia *corresponding author e-mail: ekaayst@gmail.com abstract: online learning has been running in indonesian universities due to the covid19 outbreak. online learning has become a challenge to both parties, lecturers, and students with special needs. the use of several online platforms for learning has not provided accessibility for students who are blind and deaf. to pursue friendly learning in inclusive classrooms for blind and deaf students, then we need a facility that supports learning for blind and deaf students. the purpose of the study is to develop a learning model that can be used for online learning using an interactive website. the interactive web-based learning model is an innovative learning model which is designed for special needs students to access online learning more effectively. the procedure used in this interactive web-based learning model is that every blind and deaf student can access learning through various devices connected to their cell phone or laptop to make the learning process two-way and effective. the research was conducted using the research & development method which consists of the stages of producing a model product and then validating and testing the model. the result of this study is an online learning model using a website that can present learning material from lecturers in the form of pages that all the menus can be read directly by blind students through a screen reader on their devices (user friendly) and they can send assignments via voice note options. the website is equipped with videos accompanied by subtitles so that it has accessibility to deaf students. this model consists of the following stages: 1) planning which includes needs analysis and content analysis, 2) the learning process through an interactive website containing structured learning material, interactive learning through video and discussion features, 3) evaluation includes test and non-test in the form of process and result in analysis. keywords: inclusive education, web-based learning, blind students, deaf students introduction the implementation of inclusive education in higher education faced some challenges. universities are expected to be responsible for and respond to the diverse learning needs of students in their institutions(moriña, 2017). to fulfill the needs of students, it is necessary to have academic services which include planning, appropriate organizational schemes, expert resources, technological support, and efforts in implementing learning and evaluation(kouroupetroglou et al., 2011). online platform is used during the teaching-learning process during pandemic situation (ediyanto & efendi, 2021; peni, 2022; said, et al., 2022). the covid-19 pandemic has brought changes in the world of education, including in higher education. during the pandemic, the face-to-face learning system has switched to an online system (in the network) or online. the current learning scenario uses digital technology. teachers and students are connected virtually. the use of computers, laptops, smartphones and the internet are the main components of this learning method (radha et al., 2020). the use of computers, laptops, smartphones and the internet are the main components of this learning method. e-learning is learning covers a wide scope which includes technology-based learning through websites, learning portals, video conferences, youtube, mobile applications, and thousands of free webs available. the change from a face-to-face http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p171 mailto:ekaayst@gmail.com 172 journal of icsar; volume 7, number 1, january 2023, 171 177 system to an online system that occurred unexpectedly due to the pandemic situation resulted in several difficulties for both lecturers and students. some countries experience significant problems with technological infrastructure in remote areas in addition to other problems that are also the focus of attention, namely the standard of implementing online learning (shahzad et al., 2020) this situation has an impact on all students and especially students with special needs. in face-to-face learning, there is still many lacks of accessibility for students with special needs. there are obstacles and challenges that they have to overcome, including a rigid curriculum, resistance to the adjustments they need, and materials that are difficult to access. especially in the learning system in the network. various unpreparedness, both in terms of methods and other resources in dealing with this situation, have had an impact on the effectiveness of learning for students, including students with visual impairments and the deaf. several information and communication technology tools have been used by blind students such as jaws, eye window, braille notes, and note taking(perera-rodríguez & moriña díez, 2019). these tools are also used to access online learning platforms. all parties are still in the learning stage to be able to properly access the online learning platform, including the teaching staff(shahzad et al., 2020). especially for blind and deaf students. some online platforms have menus that require downloading and uploading documents which are not easy to do independently. and video conferencing platforms are also difficult for deaf students to follow. therefore, in changing the learning situation to online, there are problems with the quality standards of education that can be achieved(sahu, 2020). educational institutions must carefully pay attention to the condition of students and design technology that can help to learn to take place more effectively. given the importance of learning tools in the process of teaching and learning activities, a learning model is designed that can be used for online learning using interactive websites. the procedure used in this interactive web-based learning is that each blind and deaf student can access learning through various devices connected to their cell phone or laptop so that the learning process becomes two-way and effective. the interactive web-based learning model is expected to be one of the innovative learning models designed for students with special needs who are blind and deaf to access online learning more adaptively and effectively. method research in developing this learning model uses research and development (r & d) research methods. research and development is a study to produce a product and at the same time test the effectiveness of the product through steps or stages of improvement. in research and development research several stages must be passed, namely (1) preliminary studies carried out, (2) preliminary trials, (3) main product revisions, (4) product operational revisions, (5) field tests, (6) final product revision, (7) dissemination and implementation (mufadhol et al., 2017). the subjects of this study were students with visual impairment (7 people) and hearing impairment (3 people) at a private university in bandung. content analysis at the preliminary study stage is very important in this research because it will determine how the specifications of the website will be made to suit the needs of the research subject. this study uses three instruments, namely (1) an instrument to determine the characteristics of the website, (2) an instrument for expert validation, and (3) an instrument to see the readability of this website by blind students and deaf students. astuti, et al., the interactive web-based learning in online learning ... 173 figure1. research stages result and discussion result(s) in the preliminary study, the analysis stages carried out were: (1) analysis of learning problems faced by blind and deaf students, (2) conformity between the learning needs of blind and deaf students with website media, and (3) appropriate software as a suitable learning medium needed. in the analysis of learning problems, the data was obtained from students and lectures. we grouped data from deaf students and visually impaired students. deaf students reported difficulties more in a virtual meetings to do lip reading and limited visual resources. blind students reported difficulties accessing many menus on the online platform, especially in many scroll-down actions. their screen reader can’t access the text. from lectures we get the data that (1) they do not have a guide on how to implement inclusive online learning for deaf students and blind students; (2) some lecturers do not know how the visually impaired students learn in online learning;(3) lectures didn’t realize the obstacles faced by students when the learning method is equated with other based on the analysis of existing data in the field, a learning model called interactive web-based learning was developed. this online learning model uses a specially designed website that has menus that are easily read by screen readers of blind students. this website contains lecture material presented in the form of text and video. in the video, the lecture material is delivered by the lecturer. both in the form of sound for blind students and with subtitles for deaf students. this website is also designed to make it easier for blind students to interact during learning, namely by being equipped with a voice recording feature in the discussion menu, assignment collection, and exams so that blind students can interact easily during learning activities. the interactive web-based learning model includes three main points in its implementation. planning that accommodates needs analysis. this is very important because this model is available to answer the problems experienced by students with special needs in online learning. furthermore, in planning the lecturer will compile website material content taken from the syllabus and teaching materials which will then be made in the form of material on websites and video shows. in planning the website design is also carried out together with other parties who participate in this case are web developers so that it can be by the objectives to be achieved from the development of this model. implementation starts from the process of socializing the use of the website and manual instructions that can be accessed easily. 174 journal of icsar; volume 7, number 1, january 2023, 171 177 the content on the website is arranged based on the structure of the material in the syllabus so that students can explore the material by browsing all content. the material menu also provides a discussion feature that will discuss experiences and best practices related to the material discussed so that interaction between lecturers and students occurs and the discussion runs asynchronously so that the data is recorded and can be accessed at any time. the final stage is assessment. the assessment form in the form of a test can be directly accessed on the website and can be filled in in the form of writing, files, or voice notes. in the aspect of assessment, all interactions of students with special needs on this website become a point in the assessment as a form of participation (process) in learning because activities can be recorded and used as the basis for assessment. figure 2. interactive web-based learning model table 1. validation result aspect indicator checklist rejected revised accepted suitability of media with purpose learning objectives are clear and significant content according to learning objective accessibility for blind students and deaf students 1 5 6 6 relevance of media to material content web design (balance, harmony), the combination of aspects (description, pictures, and videos), relevance among items, images and videos relevant to the topic 1 1 1 5 5 5 6 suitability of content with purpose the topic's delivery (clear) following the rules of scientific writing 1 2 5 4 readability by subject clear web navigation for the blind students clear web navigation for deaf students hyperlinks/buttons run smoothly the web has good-quality interface features to help users 1 1 1 6 5 5 5 website design ability to motivate and attract users attractive visual design for users proportional display 1 1 6 5 5 word and sentence arrangement the choice of verbs, nouns, and adverbs is appropriate the order of words and sentences is appropriate questions and responses are appropriate 1 1 1 5 5 5 astuti, et al., the interactive web-based learning in online learning ... 175 the next stage of developing this model is validation from experts. the expert who becomes the validator is a lecturer and chairman of the association of the special education profession of west java province. the purpose of the validation is to see the suitability and clarity of learning materials in the media and their accessibility for blind and deaf students. the aspects that are validated are (1) suitability of media with purpose; (2) relevance of media to the material; (3) suitability of content with purpose; (3) readability by subject; (4) website design and (5) word and sentence arrangement. the checklist for validation of website can be seen in the table 1. discussion(s) inclusive education is defined as a new perspective in education that places diverse learners in the same environment where all students can receive educational services that accommodate their abilities and interests (anastasiou et al., 2015). inclusive education also introduces the perspective that students with disabilities can also participate in the same environment (haug, 2017). in this new paradigm, universities have been required to be able to provide services that can meet the needs of their students (lopez-gavira et al., 2019). the university took an approach to put inclusive education into the mainstream of curriculum formation and requires teaching staff to adapt curriculum and learning processes and assessments that can realize inclusive education services (nunan et al., 2000). and appropriate support is essential in ensuring equal access to learning for students with special needs (rofiah, 2022; shevlin et al., 2004). therefore, support for blind and deaf students is very appropriate and necessary. obstacles in vision affect blind students in doing various academic tasks (atowa et al., 2019). related to the presence of students with disabilities, be they blind, deaf, or other barriers, universities need to develop technology as a learning tool. currently, a new educational model is being built by many universities awareness to invest in technology and knowledge development and implement measures to facilitate inclusive education (pererarodríguez & moriña díez, 2019). in designing an online learning model for the blind and deaf in this research, a preliminary study was conducted in the form of an analysis of learning problems and an analysis of learning needs. an understanding of the problems faced by the visually impaired in interacting with e-learning media is very important because without it it is difficult to create e-learning that can be properly accessed by blind students (kharade & peese, 2012). this is because the problems faced by the blind are certainly different from those faced by other students (permvattana, 2013). learning through the web can create curiosity and interest in learning which can improve the academic abilities of students who have learning disabilities (kumar & dharma raja, 2010). multimedia animation videos is effective to increase their participation in online learning (astuti, pertiwi, & santoso, 2022). online learning is potential to improve learning outcomes student with attention-deficit hyperactivity disorder (andajani & pamuji, 2021). web-based learning has dimensions that are not limited by distance and thus support students to access various types of information and sources of knowledge. the framework in the webbased learning model is a design that contains the following aspects: (a) pedagogical aspects (a learning environment that adheres to constructivism, social support, and scaffolding systems), (b) cognitive aspects in web design using messages and symbols, (c) contextual principles, taking into account the learner's character and how the learner's mastery and experience in using the internet, (d) technology in web-based learning, includes multi-media support and integrated information technology (deejring, 2014). the accessibility service model for students with disabilities in higher education requires the following basic requirements, namely having (a) access to interpersonal communication with members of the academic community, (b) access to the environment 176 journal of icsar; volume 7, number 1, january 2023, 171 177 within the university organizational structure, and (3) access to educational materials. whether it is in print or electronic form, (4) access to make presentations in class, (5) access to take exams or tests, and (6) access to get information and content on websites that are within the academic scope of the university(kouroupetroglou et al., 2011). conclusion the accessibility service delivery model used uses a student-oriented approach and is based on the results of an analysis of the needs of students with disabilities during their study period. and this model will influence the academic environment and policies regarding their accessibility both inside and outside educational institutions. in online learning, web-based learning is very interesting and widely applied in education systems in various countries. website usage occupies the most significant place used (din, 2017). web-based learning models can be used to improve the ability of students in higher education by paying attention to the characteristics of their students and using design and content to increase the participation of students with special characteristics. the characteristics referred to in this case are students who have a visual impairment (blindness) and hearing impairment (deaf). as a whole, the website fulfills the purpose of the research and has become a user-friendly website. references anastasiou, d., kauffman, j. m., & di nuovo, s. (2015). inclusive education in italy: description and reflections on full inclusion. european journal of special needs education, 30(4), 429–443. https://doi.org/10.1080/08856257.2015.1060075 andajani, s. j., & pamuji, p. (2021). online learning of children's education subject with attention-deficit hyperactivity disorder for undergraduate students of special education. journal of icsar, 5(1), 29-37. astuti, e. y., pertiwi, d. e., & santoso, y. b. (2022). effectiveness of multimedia-based learning materials for deaf students in online learning. multicultural and diversity, 1(1), 34–44. https://doi.org/10.57142/md.v1i1.16 atowa, u. c., hansraj, r., & wajuihian, s. o. (2019). visual problems: a review of prevalence studies on visual impairment in school-age children. international journal of ophthalmology, 12(6), 1037–1043. https://doi.org/10.18240/ijo.2019.06.25 deejring, k. (2014). the design of web-based learning model using collaborative learning techniques and a scaffolding system to enhance learners’ competency in higher education. procedia social and behavioral sciences, 116, 436–441. https://doi.org/10.1016/j.sbspro.2014.01.236 din, e. (2017). web-based education and accessibility. international journal of technology in education and science (ijtes), january 2017. ediyanto, e., & efendi, m. (2021). it is necessary to develop an assessment system that all students can accept at the universitas negeri malang: an editorial board report. journal of icsar, 5(2), 1-2. haug, p. (2017). understanding inclusive education: ideals and reality. scandinavian journal of disability research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778 kharade, k., & peese, h. (2012). learning by e-learning for visually impaired students: opportunities or again marginalisation? e-learning and digital media, 9(4), 439–448. https://doi.org/10.2304/elea.2012.9.4.439 kouroupetroglou, g., pino, a., & kacorri, h. (2011). a model of accessibility services provision for students with disabilities in higher education. universal learning design, january, 1–10. kumar, s. p., & dharma raja, b. w. (2010). web-based technology for children with learning disabilities. imanager’s journal of educational technology, 7(1), 8–13. https://doi.org/10.26634/jet.7.1.1174 lopez-gavira, r., moriña, a., & morgado, b. (2019). challenges to inclusive education at the university: the perspective of students and disability support service staff. innovation, 0(0), 1–13. https://doi.org/10.1080/13511610.2019.1578198 moriña, a. (2017). inclusive education in higher education: challenges and opportunities. european journal of special needs education, 32(1), 3–17. https://doi.org/10.1080/08856257.2016.1254964 astuti, et al., the interactive web-based learning in online learning ... 177 mufadhol, m., siswanto, s., susatyono, d. d., & dewi, m. u. (2017). the phenomenon of research and development method in research of software engineering. international journal of artificial intelligence research, 1(1), 1. https://doi.org/10.29099/ijair.v1i1.4 nunan, t., george, r., & mccausland, h. (2000). inclusive education in universities: why it is important and how it might be achieved. international journal of inclusive education, 4(1), 63–88. https://doi.org/10.1080/136031100284920 peni, n. r. n. (2022). how does ethnomathematics work within an online platform?. journal of education for sustainability and diversity, 1(1), 101–108. https://doi.org/10.57142/jesd.v1i1.9 perera-rodríguez, v. h., & moriña díez, a. (2019). technological challenges and students with disabilities in higher education. exceptionality, 27(1), 65–76. https://doi.org/10.1080/09362835.2017.1409117 permvattana, r. (2013). e-learning for the vision impaired: a holistic perspective. international journal of cyber society and education, 6(1), 15–30. https://doi.org/10.7903/ijcse.1029 radha, r., mahalakshmi, k., kumar, v. s., & saravanakumar, a. r. (2020). e-learning during lockdown of covid-19 pandemic: a global perspective. international journal of control and automation, 13(4), 1088– 1099. rofiah, k. (2022). between special and regular settings: the teachers attitude towards inclusion. inclusive education, 1(1), 48–60. https://doi.org/10.57142/inclusion.v1i1.3 said, m., hn, w., azizah, s., darmawan, d., & anwar, c. r. (2022). digital skills of blind college students in the educational process during a pandemic. journal of icsar, 6(1), 67-77. sahu, p. (2020). closure of universities due to coronavirus disease 2019 (covid-19): impact on education and mental health of students and academic staff. cureus, 2019(4), 4–9. https://doi.org/10.7759/cureus.7541 shahzad, a., hassan, r., aremu, a. y., hussain, a., & lodhi, r. n. (2020). effects of covid-19 in e-learning on higher education institution students: the group comparison between male and female. quality and quantity, 0123456789. https://doi.org/10.1007/s11135-020-01028-z shevlin, m., kenny, m., & mcneela, e. (2004). participation in higher education for students with disabilities: an irish perspective. disability and society, 19(1), 15–30. https://doi.org/10.1080/0968759032000155604 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2, doi: http://dx.doi.org/10.17977/um005v6i22022p196 196 inclusive education in higher education: baseline study at universitas negeri malang ahsan romadlon junaidi*, dimas arif dewantoro, pravisi shanti, gama rahmita universitas negeri malang, malang, indonesia *e-mail: aksan.romadlon.fip@um.ac.id abstract: the implementation of inclusive education in higher education aims to ensure the fulfillment of the right of education for persons with disabilities. this study examined the implementation of inclusion at the universitas negeri malang to obtain an illustration of the implementation of inclusive education. the three dimensions of inclusive education, including the creation of an inclusive culture, inclusive policies, and inclusive practices, become the framework for developing evaluation instruments. respondents of this research were management staff, lecturers, education staff, and students. the creation of an inclusive culture and inclusive practice is highly rated by all stakeholders, with an average of 60. in contrast, the policy dimension deserves the greatest consideration as only students rated highly on the inclusive policy dimension. many elements of management staff, lecturers, and education staff stated that they needed further information related to the inclusive policies. keywords: inclusive education; higher education introduction the practice of inclusive education facilitating students with disability attempts to fulfill the student's right to attain education. convention on the rights of persons with disabilities (crpd), which has been ratified by the indonesian government through law no. 19 the year 2011, asserts the assurance the accessible discrimination-free higher education and accessible proper accommodation for people with disability. also, law no. 8 the year 2006, concerning people with disability, articulates the right of people with disability to attain education. in the context of sustainable development, inclusive education at the university level is one element of enhancing lifelong education quality and broad accessibility for people with disability (wef), 2016). in indonesia, the participation of people with disability in completing higher education is still relatively low. the exact nuance is also indicated by the recent data showing only 18.17% of people with disability aged 19 to 24 years old completed their education, while the number decreases to 4.54% at the university level(direktorat statistik kesejahteraan rakyat, 2021). this low participation of people with disability in obtaining an education is also reported in a number of countries with low and moderate economic welfare (hayes & bulat, 2017). universitas negeri malang is one of the indonesian universities that welcome students with disability. from 2016 to 2022, this university reported 35 active students who had disabilities. those students were dispersed in 14 study programs, with the majority of them taking the special education study program. in detail, among those students, 14 of them have a visual impairment, 12 of them have a hearing impairment, 6 of them have a physical-motoric impairment, while 2 and 1 students have autism and intellectual impairment, respectively. the presence of these students with a disability carries particular challenges in the administration of more flexible and accommodative education for those students with specific disabilities. therefore, the university's curriculum should be adjusted to the needs of students http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p196 mailto:aksan.romadlon.fip@um.ac.id junaidi, dewantoro, shanti, & rahmita, inclusive education in higher... 197 with disabilities while also focusing on the optimization of their potential (bunbury, 2020). for these students, the learning strategies and methods should be modified following their characteristics, including the provision of learning material and media, along with the assessment procedure. this learning adjustment requires a change in lecturers' attitude toward disability, as well as an enhancement of lecturers' competencies in transforming the learning for students with disability (gonzález-castellano et al., 2021). meanwhile, ideally, ideally, the administration and assistance for students with disability at universities include the processes of new students' admission, learning achievement standard adjustment, learning content and material adjustment, accommodation during the learning process, adjustment of learning assessment, along with the accessibility of services and infrastructure, students and education service management, as well as funding for students with disability (supena et al., 2019). this study is a baseline study, a preliminary study concerning the learning of and services for students with disability at the universitas negeri malang. through a literature study, we obtained references related to inclusive education practices at universities. nieminen suggests five practical components of the inclusivity assessment at universities. those five components consist of proper accommodation, anti-ableism measures, appreciation for diversity, cooperation among students, and a support system (nieminen, 2022). a qualitative study carried out by the national center for college students with disabilities in the united states of america recommends four primary components in the management of inclusive education at university, namely support from the disability service institutions, classroom and learning environment, accessibility of campus environment, and social climate at the campus (scott, 2019). in addition, a research team from universitas sebelas maret surakarta has developed an instrument named metric for inclusive higher education (prakosha & martika, 2020), which uses three standards of culture, practice, and support. these three standards combine the three dimensions of inclusive education from the index for inclusion (booth & ainscow, 2002) and the standard of accreditation for universities. the framework theory of index for inclusion has been commonly adopted to measure the progress of inclusive education implementation in primary education (carrington & duke, 2014). also, the adoption of the index for inclusion at the university level has also started being reported (losada puente et al., 2022). this study used three dimensions of inclusive education as the theoretical framework, consisting of constructing inclusive culture, developing inclusive learning practices, and inclusive policies. this theoretical framework refers to the index of inclusion established by booth and ainscow. this theoretical framework was selected as it was deemed more comprehensive in viewing the inclusivity at the educational institution level. besides, the suggested indicators could be comprehended easily and clearly, and then they were adjusted into the context of higher education institutions in indonesia. method in this study, we used a questionnaire with three dimensions of inclusive education and indicators adapted from the index of inclusion as our instrument (booth & ainscow, 2002). the dimensions, sub-dimensions, and indicators used in this study are presented in table 1. in general, the questionnaire subsisted 40 statements using the guttman scale with three choices of responses, namely yes, no, and requiring further information. the instrument validity was tested using face validity consulted to the centre of instrument development, selection, and educational evaluation of the institute of educational research and development, universitas negeri malang. the validity test was carried out to ensure the feasibility of our instrument. meanwhile, the reliability test was completed using alpha cronbach with a 0.744 result, which was above the minimum criteria of 0.70. 198 journal of icsar; volume 6, number 2, july 2022, 196 204 table 1. outline of evaluation instrument dimension sub-dimension indicator no. item constructing inclusive culture creating community support for students with disability from other students 1, 2, 3, 4 support for students with disability from staff (lecturer and educational staff) 5, 6, 7 cooperation between the university and parents of students with disability 8, 9, 10 shaping inclusive comprehension attempts to generate inclusive education comprehension among the members of the university 11, 12, 13, 14 establishing inclusive policy developing educational facilities for students with disability sop for services directed at students with disability 15, 16, 17, 18 policies that ensure equal rights for students with disability 19, 20, 21 accessible services and infrastructure for students with disability 22, 23, 24, 25 developing social support for students with disability constructing a learning curriculum that is accessible for students with disability 26, 27, 28, 29 organizing support group for students with disability 39, 40 developing inclusive practice developing an inclusive learning program developing learning programs following the needs of students with disability 31, 32 implementation of non-discriminatory learning 33, 34 resources organizing lecturers should be able to construct learning that is accessible for students with disability 35, 36, the university should facilitate the academic and non-academic development of students with disability 37, 38 during the data collection process, we involved students, lecturers, the dean, and educational staff, as the respondents. the selected students as our respondents were either students with a disability or those with a minimum of one semester of experience as volunteer assistants for students with disability. this criterion of respondent selection aided us in garnering valid data as we ensured that every respondent had direct experience in the practice of inclusive education. in total, we involved 53 students as our respondents, in which 15 of them were students with disability. similar to students' selection, we also selected lecturers who had direct experience teaching students with disability in the last two semesters as our respondents. in the end, we selected 39 lecturers. additionally, we also involved 22 other respondents, who were the deans, vice deans, heads of departments, and coordinators of the study program. meanwhile, for the educational staff, we also involved 84 staff from the student affair staffs, academic staff, and financial staff. in total, we had 198 respondents. finding and discussion the research findings are discussed per dimension. according to the results of the descriptive analysis of the questionnaire outcome, our results are discussed in the following. junaidi, dewantoro, shanti, & rahmita, inclusive education in higher... 199 figure 1. stakeholders' perception of inclusive culture the construction of inclusive culture at universitas negeri malang was measured through two sub-dimensions, namely building community and constructing inclusive comprehension. our data suggested that 63% of the management staff presented a high perspective on constructing inclusive culture. the same great perception was also expressed by 66, 71, and 90% of lecturers, educational staff, and students, respectively. consequently, inclusive culture has been well perceived by the academic members of universitas negeri malang, as presented by the diagram showing the respondents' view on the construction of inclusive culture in figure 1. figure 1 also illustrates that the management staff, lecturers, educational staff, and students at universitas negeri malang still need further information on the construction of inclusive culture. it reveals that 37, 28, 29, and 10 % of management staff, lecturers, educational staff, and students still require advanced information on inclusive culture and its implementation. therefore, some stakeholders at universitas negeri malang are unsure of the inclusive education model and have minimal to no comprehension of the support level that should be provided for students with disability. further, 6% of lecturers also admitted that inclusive culture had not been perceived at universitas negeri malang, signifying the low number of lecturers with insufficient comprehension of inclusive education. figure 2. perception of inclusive culture construction at faculty level 0.0 20.0 40.0 60.0 80.0 100.0 pimpinan dosen tendik mahasiswa tidak butuh informasi ya 0.0 20.0 40.0 60.0 80.0 100.0 feb fik fip fis fmipa fpsi fs ft tidak butuh informasi 2 ya 200 journal of icsar; volume 6, number 2, july 2022, 196 204 figure 2 illustrates the construction of inclusive culture at the faculty level. the data showed that more than 60% of stakeholders from each faculty presented a high perception of the establishment of inclusive education at universitas negeri malang. meanwhile, there were also 15 to 40 % of stakeholders who still require further information concerning the inclusive culture establishment. besides, only 3 and 4% of stakeholders from the faculty of mathematics and natural sciences and faculty of letter mentioned no inclusive culture establishment at universitas negeri malang. the second dimension was the formation of inclusive policies. in this dimension, the students gave the highest scoring of 71%, while the management staff, lecturers, and educational staff only accorded 31, 28, and 33%. as presented in figure 3, many lecturers, management staff, and educational staff had minimum insights into inclusive policies at universitas negeri malang, so they require much further relevant information. the inclusive policy indicators consisted of the sop of services designed for students with disability, the presence of policies ensuring the equal right for students with disability, accessible services and infrastructure for students with disability, the development of a curriculum that accommodate students with disability, and the formation of support groups for students with disability. there were 54, 48, 58, and 28% of respondents from management staff, lecturers, educational staff, and students who described their needs for a more transparent illustration of the planned inclusive policies, along with the curriculum developed to facilitate the development of and services for students with disability. additionally, 13, 23, and 8% of management staff, lecturers, and educational staff mentioned the absence of inclusive policies at universitas negeri malang, respectively. figure 3. stakeholders' perception of inclusive policies in figure 3, we can observe the perception of the stakeholders from each faculty regarding the establishment of inclusive policies at universitas negeri malang. the majority of respondents from each faculty agreed that they need more information on the inclusive education establishment. this finding signifies each faculty stakeholder's minimum familiarity with the sop of services for students with disability, policies assuring equal rights for students with disability, accessible services and infrastructure for students with disability, development of an accommodative curriculum for students with disability, and establishment of student support for students with disability. there were 68% of stakeholders from the faculty of education science admitted the presence of inclusive policies. contrastingly, the respondents from other faculty articulated the absence of inclusive regulation. primarily, 20% of respondents from the faculty of psychology affirmed the absence of those policies. 0.0 20.0 40.0 60.0 80.0 pimpinan dosen tendik mahasiswa tidak butuh informasi ya junaidi, dewantoro, shanti, & rahmita, inclusive education in higher... 201 figure 4. inclusive policies perception at faculty level the third dimension was the development of inclusive education practice. some learning processes at universitas negeri malang have been adjusted to the needs of students with disability. thus, generally, we obtained excellent results in this dimension. figure 5 showed that 68, 56, 60, and 81% of the management staff, lecturers, educational staff, and students were aware of the importance of comprehensive learning programs development that accommodates students with disability respectively. in measuring this dimension, we used four indicators of inclusive education practice, namely (1) developing learning programs based on the needs of students with disability; (2) implementation of non-discriminatory learning; (3) lecturers who are capable of developing accommodative learning for students with disability; and (4) university support for the academic and non-academic development of students with disability. figure 5. perception of stakeholders on inclusive education practices in the dimension of inclusive education practices at the faculty level, some respondents asserted their need to get further information concerning the development of an accommodative curriculum for students with disability, along with learning programs that follow their needs, as some faculties have never had enrolled students with disability. therefore, appropriate socialization and training are highly required. 0.0 20.0 40.0 60.0 80.0 feb fik fip fis fmipa fpsi fs ft tidak butuh informasi ya 0.0 20.0 40.0 60.0 80.0 100.0 pimpinan dosen tendik mahasiswa tidak butuh informasi ya 202 journal of icsar; volume 6, number 2, july 2022, 196 204 figure 6. perception of inclusive education practices at faculty level discussions the establishment of inclusive culture at an educational institution is highly correlated with its constructed social climate. the acceptance and appreciation for diversity are the central keys to inclusive practice, which focuses not only on the disability factor. substantially, inclusive culture does not only focus on accepting the ones with a disability, but it appreciates every diversity (tikhomirova & shadrova, 2016). however, many studies on inclusivity focus on the recognition and admission of students with a disability, as disabilities are parts of vulnerable groups to discriminatory treatment. the inclusive culture within an organization can be observed thoroughly from the organization's mission, values, and principles. for instance, in reviewing the inclusive culture of an organization, we can assess the extent to which its mission promotes sustainability, appreciation, and tribute to differences in cultures, religions, intellectual, social, economic, ethnicity, tribes, and gender. those aspects are the central elements of a democratic society. besides, we can also assess whether their values promote the fulfillment of rights and freedom, diversity, uniqueness, and equality. for its principles, they have to underscore humanity, the absence of violent acts, accessibility, protection, sufficient support, equal involvement, acceptance in the community, and cooperation in every organizational process (tikhomirova & shadrova, 2016). the construction of inclusive education at universities has to be carried out through clear and measurable programs. in this field, participatory research is highly suggested by involving the staff, lecturers, and students in establishing inclusive culture (wray, 2013). the same approach has been adopted in a project constructing an accommodative environment for students with disability at a private university in yogyakarta, indonesia (widyastuti et al., 2021). in addition, the formulation of inclusive policies for students with disability at universities has two consider two levels, the institutional level and the personal level of those with disability (may & bridger, 2010). at the institutional level, the relevant regulation or guideline should be used as a reference in the management and practice of inclusive education at the university level. however, these two elements have been the central issues in many universities. the non-vivid policies related to the enrolment of students with disability remains the most crucial problem, along with the support from management staff in providing accessible facilities for students with disability(riswari et al., 2022). the third dimension is the practice of inclusive education. in this aspect, we commonly encounter some primary issues, such as the proper learning curriculum and accommodation, including flexible learning services. flexibility in every learning process is essential for students with disability, including in the learning content, learning material, material source, learning design, as well as learning development and student involvement during the learning 0.0 50.0 100.0 feb fik fip fis fmipa fpsi fs ft tidak butuh informasi ya junaidi, dewantoro, shanti, & rahmita, inclusive education in higher... 203 (hockings et al., 2012). the curriculum should be specifically designed following the students' needs and uniqueness while still maintaining the standard of learning success (morgan & houghton, 2011). the success of students with special needs is the most essential part of the practice of inclusive education. by closely positioning special needs students to the work field, we can design learning and curriculum suitable for the students with special needs (thomas, 2016). conclusion from the three dimensions of inclusive education, the construction of inclusive culture and inclusive practice at universitas negeri malang attained the highest average score of 60 from the management staff, lecturers, educational staff, and students. notably, the inclusive policymaking dimension should attain great concern as it only attained excellent scores from the students. meanwhile, many of the management staff, lecturers, and educational staff asserted their need for further relevant information. our findings provide the initial illustration of inclusive education implementation for students with special needs at universitas negeri malang. references (wef), w. e. f. (2016). incheon declaration and framework for action for the implementation of sustainable development goal 4. towards inclusive and equitable quality education and lifelong learning opportunities for all. education 2030. paris: unesco. unesco paris. booth, t., & ainscow, m. (2002). index for inclusion: developing learning and participation in schools. eric. bunbury, s. (2020). disability in higher education–do reasonable adjustments contribute to an inclusive curriculum? international journal of inclusive education, 24(9), 964–979. carrington, s., & duke, j. (2014). learning about inclusion from developing countries: using the index for inclusion. in measuring inclusive education. emerald group publishing limited. direktorat statistik kesejahteraan rakyat. (2021). cover depan statistik pendidikan 2021 i. badan pusat statistik. gonzález-castellano, n., colmenero-ruiz, m. j., & cordón-pozo, e. (2021). factors that influence the university’s inclusive educational processes: perceptions of university professors. heliyon, 7(4), e06853. hayes, a. m., & bulat, j. (2017). disabilities inclusive education systems and policies guide for lowand middle-income countries. hockings, c., brett, p., & terentjevs, m. (2012). making a difference—inclusive learning and teaching in higher education through open educational resources. distance education, 33(2), 237–252. losada puente, l., fiuza asorey, m., & bana castro, m. (2022). what defines inclusion in higher education institutions? validation of an instrument based on the 'index for inclusion.' international journal of disability, development and education, 69(1), 91–105. may, h., & bridger, k. (2010). developing and embedding inclusive policy and practice in higher education. york: higher education academy, 13. morgan, h., & houghton, a.-m. (2011). inclusive curriculum design in higher education: considerations for effective practice across and within subject areas. the higher education academy. nieminen, j. h. (2022). assessment for inclusion: rethinking inclusive assessment in higher education. teaching in higher education, 1–19. prakosha, d., & martika, t. (2020). the development of an inclusion metric for indonesia higher education institutions. proceedings of the 4th international conference on learning innovation and quality education, 1–8. riswari, f., puspitasari, f. h., yuniarti, n., iswahyudi, s. r., sunandar, a., ediyanto, e., & junaidi, a. r. (2022). the management gaps toward inclusive education implementation at higher 204 journal of icsar; volume 6, number 2, july 2022, 196 204 education in indonesia. indonesian journal of disability studies, 9(1), 153–162. scott, s. (2019). access and participation in higher education: perspectives of college students with disabilities. nccsd research brief. volume 2, issue 2. grantee submission. supena, a., yusuf, m., & b. (2019). panduan layanan mahasiswa disabilitas di perguruan tinggi. risetdikti, 53(9), 1689–1699. thomas, l. (2016). developing inclusive learning to improve the engagement, belonging, retention, and success of students from diverse groups. in widening higher education participation (pp. 135–159). elsevier. tikhomirova, e., & shadrova, e. (2016). creating an inclusive culture in higher education. international dialogues on education journal, 3(3). widyastuti, d. a. r., prihandono, f. x., pramudyanto, a. b., & rudwiarti, l. a. (2021). a participatory culture for developing an inclusive environment in higher education. jurnal ilmu sosial dan ilmu politik, 25(2), 177–193. wray, m. (2013). developing an inclusive culture in higher education: final report. york: higher education academy. https://www. heacademy. ac. uk/system/files/inclusive _ culture_ report_ 0. pdf. 68 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 the positive impact of collaborative learning for student with intellectual disability in inclusive school nadya muniroha, mita apriyantib, siti musayarohc, syari yulianad abcd universitas pendidikan indonesia, indonesia e-mail: nadyamuniroh@gmail.com abstract: collaborative learning in inclusive classroom is one of indicators to measure the succes of the implementation of inclusive education. the collaboration betwen regular student and student with intellectual disability (id) in learning can contribute positive impact on the development of student with id. the study aim to analyze the eminence of colaborative learning for student with id in inclusive school. the method employed in this study is descriptive quantitative. the 30 regular students as the samples of this study were determined through simple random probability sampling. the primary data is collected via questionnaires and were accomplished with observation and unstructured interviews for secondary data. the data were analyzed by descriptive analitic. the result revealed that collaborative learning is enabled to build student characterics such as: caring, empathy, and social sensitivity. collaborative learning can decrease in labbeling and bullying toward the existence of student with id. keywords: collaborative learning, positive impact, student with intellectual disability one of factors supporting the success of inclusive education is the positive attitude and confidence of all participants toward achieving the inclusive education golas.. therefore, the positive attitude of regular students as the majority component of the interaction in the inclusive school becomes important things to note. a positive attitude is one of them can be seen from the collaboration of regular students along with students with special needs, especially on student with intellectual disability (gonçalves & lemos, 2014). in inclusive education, regular students learn alongside students with intelletual disability who have difficulties to build social interaction especially collaboration in the classroom (ghergut, 2011; mamas & avramidis, 2013; agota, 2014). the acceptance of regular students toward student with intellectual disability and the appearence of new interaction patterns among them can be illustrated through how they collaborate in learning. one of the challenges in the implementation of inclusive education is how learning process in the classroom can accommodate the learning needs of each student and make every student feel a part of a learning community through participation (kratochvílová, 2015). getting the opportunity to be received and cooperated in learning with regular students is an important part of the learning needs of students with intellectual disability (mcleskey & waldron, 2000). the diversity that can be accepted by the whole school community, especially by regular students, becomes one important measure of the success of inclusive education (kasa & theoharis, n.d.). the dynamics of the relationship regular students with special needs students to be important to highlight (gonçalves & lemos, 2014). how regular student attitudes toward students with disabilities in their schools? is the existence of special needs students regularly disrupt student learning? does the presence of students with special needs in the school environment which the majority are regular students even make them being bad labelling object when the process of interaction occurs? or maybe, regular students really afford to be positive and accept the existence of special needs students in their schools, it is still a puzzle that needs to be pursued in fact (booth&ainscow, 2002). method this research uses descriptive quantitative method and analyzed using univariate analysis. the 30 regular students as the samples of this study were determined through simple random probability sampling. the primary data is collected via questionnaires and were accomplished with observation and unstructured interviews for secondary data. the research instrument in the study with a quantitative approach and descriptive methods are questionnaire using the likert scale . data were analyzed descriptively by calculating the highest percentage in each of the indicators developed. this research was conducted in smp negeri 10 banjarmasin in 2014 that gave the opportunity to learn alongside regular students including students 69n muniroh, m apriyanti, s musayaroh, s yuliana, the positive impact of collaborative. . . . with special needs, including student with intellectual disability. : figure 1. the respon of regular students to student with intelletual disability. figure 1. show about the quantitative data of positive impacts on students’ collaborative learning in inclusive school betwen regular students and intellectual disability’s students. it can be seen that the respon from regular student toward student with intellectual disability is good enough. the regular students can accept and collaborate with the special students. findings and discussion findings research data show that collaboration between the regular students with mental retardation as measured by student responses regular students to students with intellectual challenges in the learning process that the application is an attempt to establish communication in the learning process to student with intellectual disability in classical setting is already quite good, although not yet fully maximized. the response has been good enough this actually motivated by compassion that is too big to students with intellectual disability. they assume if in studying special students, they must always be helped, but if it continues to be difficult, they help special students to enhance its capabilities. generally, the response of regular students in assisting student with intellectual disability is quite good, which is consistent with the communication that was built by the regular students to assist in the classical learning of students with intellectual challenges, they generally have understood if the student with inellectual disability should not always be left to complete the task of the teacher, but it’s better if students are given assistance appropriated with their needs. the result of the study revealed that reward given by regular students is one of the indicators that collaboration in learning occured. regular students happy to give praise and applause spontaneously if the student can complete the task from teachers, those reward aim to give support to students with intellectual disability in learning process. collaboration of regular students with students with intellectual disability during the learning process as a whole is dominated by the good results have implications on the other hand is that these relations could still be improved, see the willingness of regular students mingle in the study group with students with intellectual challenges that can stimulate such a positive impact social sensitivity and emphaty, then the program to improve the awareness of regular students to student with intellectual disability to continue its application through fun activities and teaching another . discussion regular students gathering together retarded students in one classroom had an impact on the formation of a new character in the study. the results support and elaborate previous studies by hadwin, jarvella, & miller (2016) who found that socially shared regulation of learning (ssrl) occurs as a group-level phenomenon where students collectively negotiate and align common perceptions of the collaborative learning process and take control of the task through shared and negotiated, iterative finetuning of cognitive, behavioral, motivational and emotional conditions. how regular students willing to mingle with students with intellectual challenges and responded to their presence is regarded as one of the forms of collaboration in learning. other studies have also highlighted the importance of collaborative learning example isohatala, jarvenoja, &jarvela (2017) found manifestations of ssrl involved more active participation than task focused interaction in general and that ssrl manifested most prevalently when all students in a group, rather than only some, contributed to the discussion and were attuned to each other’s contributions. the potential for increased optimization of learning by using a collaborative approach to regular students and student mental retardation seen in the results of this research into the assumption that learning in the classroom with students who have the characteristics of heterogeneous without separation both in terms of response to regular students against students with intellectual challenges when studying classical or in groups will still have a positive impact. these findings support volet, vauras, salo, &khosa (2017) claim that 70 journal of icsar; volume 1, number 1, january 2017: 68-71 study provided consolidated evidence of the importance of socially shared metacognitive regulation in student led productive collaborative learning, and novel evidence of the significance of individuals’ flexible adoption of multiple roles, including content-focused roles in higher performing groups. an atmosphere which seeks to combine learning between students with intellectual disability and regular students in one class, managed to stimulate a sense of empathy and grind labelling and bullying called frequently occur in inclusive school. regular students working to provide a positive response to any attempt intellectual disability students to engage in the learning process, regular students did not refuse when combined with intellctual disability students in one group. (frostad&pijl, 2007) those behaviour is a concrete manifestation of the positive side of collaborative learning. one of the goals of inclusive education for all citizens to learn to feel part of a community of learning in the classroom envisaged through this collaboration. (kurth, lyon, shogren, 2015) just behind the occurrence of this collaboration is not entirely due to the regular students have to understand that all children without exception are entitled to learn together with their collaboration demonstrated by a positive response from regular students to students with intellectual disability in the classroom is still influenced by pity. (litvack, ritchie, shore, 2011) however this is not a big problem, because the willingness of regular students receive, respond positively and collaborate in learning with students with intellectual disability is a good start for the future needs to be improved, (carter, et.al., 2007) for example through expanded opportunities for students with intellectual disability involved in school activities outside the classroom such as camping activities, youth red cross and other extracurricular possible. (zaff, et.al, 2003; pince & dymond, 2016; kleinert, miracle, sheppard-jones, 2007) schools in new york city is still relatively new in the application of inclusive education, including the school where he did research, the efforts of the school is good enough to make special needs students studying there. schools do not do the separation of the place and time of learning between regular students and special needs students, but all students were blended in the same classrooms at the times to learn the same anyway. (downing & peckham-hardin, 2007) the absence of a special modification of the curriculum also do not make regular students discriminates against students with intellectuaal disability. (shogren, et.al, 2015) in contrast, peer tutorial is automatically created in heterogeneous learning environments like this. the positive impact of blending collaborative learning with regular students learn together in one classroom at a time and one teacher with students with intellectual disablity are more easily stimulated by conditions without distinction and separation like this. (scruggs, et.al, 2006) conclusion and suggestion the presence of students with special needs, including students who have intellectual disabilities and impress will always fall behind in learning was able to stimulate a sense of caring, empathy, and social sensitivity regular students. through the research data can be seen in the fact that the regular student’s response to the presence of special needs students in their learning environment is quite good and they can blend into the learning process. social interaction skills of student with intellectual disability hampered by collaborative learning strategies have helped develop. schools organizing inclusive education is expected to increase the intensity of the implementation of the activities that involve students with special needs to build collaboration and social interaction actively with regular students should be more widely applied. for example by holding a camp devotion along the main purpose of the program is to stimulate awareness of regular students of the existence of special needs students in their schools as well as stimulate the regular students in order to address the presence of students with special needs with the right, do not pity the superfluous nor restrict association with them. these activities are designed attractive and should not be separated from the side of education as a foundation. references agota, szekeres. 2014. social integration of children with mild intellectual disabilities in the primary school. procedia social and behavioral sciences, 116, 1855–1860. http://doi.org/10.1016/j. sbspro.2014.01.483 booth, tony and ainscow, mel. 2002. index for inclusion: developing learning and participation in schools. the centre of studies on inclusive education (csie). http://www.eenet.org.uk/ resources/docs/index%20english.pdf. retrieved 24 january 2017.. 71n muniroh, m apriyanti, s musayaroh, s yuliana, the positive impact of collaborative. . . . carter, erik w. et.al. 2007. peer supports as an alternative to individually assignd paraprofesionals in inclusive high school classrooms. journal. research and practices for people with severe disabilities, vol.32, no.4, pp.213-227. downing, june e., peckham-hardin, kathryn d. 2007. inclusive education: what makes it a good education for students with moderate to severe disabilities. journal. research and practices for people with severe disabilities, vol. 32, no. 1, pp. 16-30. rps.sagepub.com. frostad, p., & pijl, s. j. (2007). does being friendly help in making friends? the relation between the social position and social skills of pupils with special needs in mainstream education. european journal of special needs education, 22(1), 15-30. ghergut, alois. 2011. education of children with special needs in romania; attitudes and experiences. procedia -social and behavioral sciences international conference on education & educational psychology procedia -social and behavioral sciences, 112(112), 949–955. http:// doi.org/10.1016/j.sbspro.2014.01.1253 gonçalves, teresa & lemos, marina. 2014. personal and social factors influencing students’ attitudes towards peers with special needs. procedia -social and behavioral sciences international conference on education & educational psychology procedia -social and behavioral sciences, 112(112), 949–955. http://doi. org/10.1016/j.sbspro.2014.01.1253 hadwin, a.f., järvelä, s., miller, m. self-regulation, coregulation and shared regulation in collaborative learning environments. in: d., schunk, j., greene, (eds.). handbook of self-regulation of learning and performance, 2016, submitted. kasa, christi & theoharis, julie causton. n.d. strategies for success: creating inclusive classrooms that work. www.pealcenter.org/images/peals4success_20pg_web_version.pdf. retrieved 24 january 2017. kleinert, harold l., miracle, sally a., sheppard-jones, kathy. 2007. including students eith moderate adn severe disabilitis in extacurricular and community recreation activities. journal of teaching exceptional children, vol. 39, no. 36, pp. 33-38. kratochvílová, 2015. learning conditions part of the support system for pupils in an inclusive classroom. procedia social and behavioral sciences, 186, 637–643. http://doi.org/10.1016/j. sbspro.2015.04.215 kurth, jennifer; lyon, krstin; shrogen, karrie. 2015. supporting students with severe disabilities in inclusive schools: a descriptive account from schools implementing inclusive practices. journal. research and practices for people with severe disabilities, vol. 40 (4) pg. 261-274. rps. sagepub.com litvack, marla; ritchie, krista; shore, bruce. 2011. high and average achieving students perceptions of disailities and of students with disabilities in inclusive clasrooms. journal.council for exceptional children. vol 77 no. 4. pp. 474-487. journals.sagepub.com/doi/pdf/10.1 mamas, christoforos & avramidis, alias. 2013. promoting social interaction in the inclusive classroom: lessons from inclusive schools in england and cyprus. learning, culture and social interaction, 2(4), 217–226. http://doi. org/10.1016/j.lcsi.2013.07.001 mcleskey, james and waldron, nancy l.. 2000. inclusive schools in action. the association for supervision and curriculum development (ascd). http://www.ascd.org/publications/ books/100210.aspx, retrieved 24 january 2017. pence, alicia r., dymond, stacy k. 2016. teachers’ beliefs about the participation of students with severe disabilities in school clubs. journal. research and practices for persons with severe disabilites, vol. 41 (i) pp. 52-68. scruggs, et.al. 2006. differential curriculum enhancement in inclusive middle school science: effect on classroom and high-stakes test. journal. the journal of special education vol. 40/ no.3/2006/pp.130-137. shorgen, karrie a., et.al. 2015. the perspective of students with and without disabilities on inclusive schools. journal. research and practices for people with severe disabilities, vol.40 (4) pp. 243-260. rps.sagepub.com. volet, s.,vauras, m., salo, a.e., kosa, d. 2017. individual contributions in student-led collaborative learning : insight form two analytical approaches to explain the quality of group out come. learning and individual differences journal. 53 (2017) 79–92. http:// dx.doi.org/10.1016/j.lindif.2016.11.006. zaff, jonathan f., moore, kristian a., papillo, angela romano., williams, stephanie. 2003. implications of extracurricular activity participation during adolescence on positive outcomes. journal of adolescence research, vol. 18, no. 6, november 2003, pp. 599-630. 36 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 employing reading racetrack and flashcards to enhance sight words recognition among students with learning disability norhayati othmana, mohd mokhtar taharb abnational university of malaysia, malaysia e-mail : yati.othman87@gmail.com abstract: effective sight words instruction will improve a student’s overall reading abilities. this study involved a replication of an instructional reading strategy in measuring the effects of pairing reading racetracks with flashcards in enhancing sight words recognition of student with learning disability. two six-year old students have been selected by their classroom teacher to participate based on their reading performance. data were collected based on the number of corrects and errors of selected sight words presented to them. the results indicated that each student improved their performance on sight words reading when racetrack and flashcards were used. the efficacy of employing reading racetracks and flashcards at the classroom level was discussed. keywords: reading racetracks, flashcards, sight words, learning disability; reading is the process of constructing meaning from written texts. it is a complex skill requiring the coordination of a number of interrelated sources of information (anderson et al., 1985). reading is one fundamental skill in learning that a particular student should be equipped with in order to succeed in academic studies and future life. when the technological revolution is continuously making progress in this era, reading remains as one compulsory basic skills one needs in order to be successful in life. students who struggled in early reading likely continue to experience failures in later academic studies and later in life. in the early stages of reading, children have to acquire and practice decoding and word recognition skills in order to develop fluent automatic word reading, whereas the ability to understand and appreciate written texts continue to develop throughout life. nevertheless, students with difficulties in reading will gradually lose interest in reading as they unable to fully understand a written text. those who secure early literacy skills have the strength to continuously develop in their knowledge and skills while those who fail to develop early skills fall further and further behind. in the “matthew effect,” a “the rich get richer while the poor get poorer” phenomenon. some elements of excitement should be incorporated into reading instructions to avoid frustrations among students with learning disabilities (koran & mclaughlin in charlton, williams & mclaughlin, 2005). game is one activity that bring excitement to students at all levels. it may reduce the complexity of drill (koran & mclaughlin, 1990 in charlton, williams, & mclaughlin, 2005) and incorporated an element of fun that helps to motivate students with learning disability. on top of that, harris in schifter (2013) proposed that stressful drill and practice can be replaced with game-like activities. reading racetrack have been demonstrated to be effective and effortless to be implemented for students with difficulties in reading (rinaldi, sells, & mclaughlin, 1997). reading racetrack can be used in reading instruction that could improve students’ reading fluency. the words filled up in the reading racetrack have to be carefully selected to avoid having any two words on a particular racetrack that were either auditorily or visually similar. the words used in a reading racetrack could be selected from a variety of materials such as dolch sight words, fry word lists, words from passages of reading texts, trade books, word lists, vocabulary lists, etc. (romjue, mclaughlin & derby, 2011). reading racetracks have been demonstrated to be effective (rinaldi & mclaughlin, in kaufman, leah; mclaughlin, t f; derby, k mark; waco, theresa, 2011) and it can be paired with flashcards to improve sight word recognition (falk, band, & mclaughlin, 2003). this study was carried out to measure the performance of two six-year-old male and female students who had difficulties in reading according to testing and teacher’s observation in classroom. the initial research question posed for the study was as follow: will a reading racetrack paired with flashcards improve students’ sight words reading? another purpose was to replicate and extend the use of 37norhayati othman, employing reading racetrack and flashcards . . . . reading racetracks and flashcards to other population of students. method two preschool students were selected by their classroom teacher upon difficulties in reading that was confirmed after several assessment conducted in the classroom. the participants were one boy and one girl of 6 year-old. haikal, was a pleasant and cooperative boy. he is a highly motivated student but experienced difficulties in reading. he added, omitted, and substituted words and letters within words. he made repeated reversals in recognising the letters, b, d, p, and q. aneesa, was a shy girl and always withdrawn from group activity. she had a positive attitude toward school but had low motivation. her blending and auditory discrimination were good, but visual memory and word recognition were weak. the students received one hour of remedial reading instruction in addition to the normal classroom time each day. reading racetrack is an intervention that puts a sight word list into a game-like ‘racetrack’ format. (rinaldi, sells, & mclaughlin in kaufman, mclaughlin, derby, mark, waco, & theresa, 2011). the students read aloud from a ‘racetrack’ wordlist for 1 minute and the reading performance was recorded, then they repeat the reading of the words in the racetrack several times as they attempt to reach a pre-set fluency goal. these materials were used during the employment of reading racetrack: (1) master list of sight words (dolch word list); (2) reading racetrack form filled out with words from the master sight-word list; (3) reading racetrack score sheet; (4) stopwatch. the dolch sight words list is the most commonly used set of sight words. educator dr. edward william dolch developed the list in the 1930s-40s by studying the most frequently occurring words in children’s books of that era. the list contains 220 “service words” plus 95 high-frequency nouns. these words comprise 80% of the words that could be found in a typical children’s book. once a child knows this list of words, it makes reading much easier, because the child can then focus his or her attention on the remaining words. conditions pre-assessment. a pre-assessment of sight words was administered for the three students using dolch sight word list that contain graded word list. the list were chosen to identify known and unknown sight words of each student. the students were asked to identify selected sight words from dolch sight words list that were presented on 3x5 index cards. the sight words that were successfully decoded by the students were recorded. the sets and corresponding racetracks were developed after the completion of the pre-assessment with the students. the word list were constructed in a way that words that were visibly or auditory similar were not introduced at the same time. each list contained seven known words and seven unknown words. the words were written with a black marker on a 3x5 index card for instruction. the racetracks were then constructed with four-time appearance of each words. baseline (b). the flashcards were presented to the students individually and they were asked to verbally respond within 5 seconds. the participants were asked to say “i don’t know” or “pass” if they do know any words presented to them. there was no feedback given regarding the accuracy of participants’ responses. notes and remarks were made on a checklist that contained all words presented to the participants. an “x” was placed to the word that resulted in an error and a corresponded mark was written next to a correct response. the marks were counted and totalled up for each participant after data collection was completed. flashcards and reading racetrack (rr). data were taken after baseline and instruction on words began using both flashcards and reading racetracks. the flashcards were presented to the participants individually. the participants were asked to say the words aloud. the researcher provided an instruction when they encounter an unknown word during this stage. the correct way of pronouncing the words will be modelled to the participants. then, the participant was asked, “what word is this?” the participant would say the word. the flashcards were presented three times to the participants before the reading racetracks were introduced. a practice session was completed to allow the participant to go around the entire racetrack saying each word. immediate error correction was provided using the same model, lead, and test format used during flashcards instruction if the participants missed any of the cells in the racetrack. once the practice round was completed, the official one-minute timing and recording was taken. “all right get ready, on your mark, get set, go” was prompted to each participant and they read or provide an answer for each cell pointed. as the participants were going around the track, a corresponded mark will be recorded on a printed sounds and words checklist to keep track of corrects and errors. at the end of one-minute timing, an “x” was placed at the cell that they ended on in order to get the participants to be able to keep track of their own progress and see how far they have had gotten. no feedback or praise was given during the timings, except for saying “good job” at the 38 journal of icsar; volume 1, number 1, january 2017: 36-41 end of the timed-session. the total number of corrects and errors were counted and recorded after the session was completed. reversal (rv). once the participants were showing a measured progress within their sets, a reversal session was carried out. this session was conducted by presenting the words on the flashcards. the aim of this session was to determine if the participant could recall the item without the use of the reading racetrack. follow-up probes. once four word lists were completed, follow-up probes were carried out. during follow-up sessions, the participants were asked to read all 28 words that had been the unknown words within the four previous racetracks. there were a total of four follow-up sessions for each participant, regardless of how many corrects or errors each session. this phase lasted of four sessions. findings and discussion findings participant 1. the number of words read correctly and errors made during baseline and reading racetrack intervention are shown on figure 1. the number of correct and error words during baseline and reading racetrack intervention are presented on figure 1. during baseline for list 1, this participant read 9 words correctly and made 5 errors. throughout the reading racetrack intervention, he made an average of 27.6 corrects with 0.4 errors. he finished list 1 by reading all 14 words correctly with no errors. he had 10 corrects and 4 errors during baseline for list 2. throughout the reading racetrack intervention, he made an average of 27.75 corrects with 0.25 errors. he completed this word list with 14 words correct and 0 errors. for list 3, he had 8 corrects and 6 errors for baseline. during the reading racetrack intervention, he made an average of 27 correct with only 1 error (range from 26 to 28 corrects and 0 to 2 errors.) he was able to read all 14 words correctly from the list during reversal. on list 4, participant 1 had 6 corrects and 8 errors for baseline. during the intervention, he made an average of 24 corrects and 4 errors (range from 26 to 22 corrects and 2 to 6 errors). he was able to read 13 of the 14 words from the list during reversal. on the review racetrack, the participant made an averaged 27 corrects and 1 error (range from 28 to 26 and 2 to 0 errors). participant 2. the number of words read correctly and errors made during baseline, the reading racetrack intervention and reversals are shown on figure 2. during baseline for list 1, the participant read 8 words correctly and made 6 errors. throughout the reading racetrack intervention, she made an average of 27 corrects with 1 errors. she read all 14 words correctly during reversal and make 0 errors. 39norhayati othman, employing reading racetrack and flashcards . . . . for list 2, this participant had 6 corrects and 8 errors during baseline. during the reading racetrack intervention, she made an average of 26.4 corrects and 1.6 errors (range from 25 to 27 corrects and 1 to 3 errors.) she read all 14 words correctly with no errors during reversal. on list 3, this participant had 10 corrects and 4 errors during baseline. throughout the reading racetrack intervention, she made an average of 27.7 corrects and 0.3 errors. the participant read all 14 words correctly with no errors during reversal. on list 4, this participant had 8 corrects and 6 errors during baseline. during the intervention, she made an average of 28 corrects and 0 errors. she then was able to read all 14 words correctly with no errors during reversal. finally, during the review reading racetrack phase, the participant made an average of 27.8 corrects and 0.2 errors. discussion this result has proven that the procedure of pairing reading racetrack with flashcards was effective to both participants. the improvement in sight words recognition and the reduced error made was a direct result of the reading racetrack procedure. the first participant looked very anxious when new words were presented to him. he was taking a longer time to finish the first session when new words were introduced. he seem frustrated when reading racetrack 4 was presented to him. during baseline, he was only able to read 6 words correctly out of 8 his known words. during the racetrack intervention, he would simply passed on the words he did not know. however, he kept on providing response during procedure. the second participant was very interested in the reading racetrack procedures and she kept on being motivated until the final racetrack and the review session. she enjoyed working with the teacher in oneone-one approach throughout the procedure. she would inform the researcher whenever she wanted to play with the racetracks. this demonstrated that the gamelike procedure has brought excitement to her. another aspect that made this procedures effective is reading racetracks were also practical in terms of time, money and effort. to prepare for the session, the researcher took about two minutes to create a new racetrack if needed, and then made two copies, and the actual session was carried out in less than five minutes. there was no cost to the researcher unless copies had to be made outside of the school. the procedure was easy to implement in the classroom and could easily be implemented at home or other setting. the enhancement of student sight-word vocabulary has been linked to improving long-term outcomes for students with and without disabilities (farkas & beron, 2004). there were some limitations when the research were conducted. in addressing the assessment problem, the researcher could employ some type of criteria, such as corrects and errors per minute to establish the instructional level for the participants. there were only two participants included as that was the number of students recommended by the classroom teacher. adding mote participant to this study would bring an additional validity to the outcomes (horner, carr, halle, mcgee, odom, & wolery, 2005). another limitation was that not enough data were collected during experimental condition. only one data point was plotted for each baseline condition. with only one data point, determining trend, level of performance, and stability was not possible. similarly, only one measure of performance was taken during reversal condition. this study gained similar outcomes with the previous research (rinaldi et al., 1997) and it shows that reading racetracks could be effective with a student 40 journal of icsar; volume 1, number 1, january 2017: 36-41 with mild intellectual disabilities. racetrack procedures could be employed with other subject matter areas such as math (beveridge, weber, derby, & mclaughlin, 2005). when students are provided with sight word instruction, their overall reading abilities as well as their self-confidence improve. according to musti-rao et al., in hayes, 2016, “instruction in sight words not only can result in a corresponding increase in reading fluency and comprehension but also can improve students’ confidence levels and reduce their frustration with reading” (p. 34). the findings from this research study as well as that of musti-rao in hayes, 2016, provide an implication that teachers may incorporate sight word instruction into their classroom schedule. besides, teachers may create a literacy-rich classroom environment for the students to have multiple opportunities that engage with sight word reading. during data analysis, the researcher had found that students need to be engaged in other forms of literacy, in addition to sight word instruction, in order to become adequate readers. according to axelrod, et al., in hayes, 2016, “high-quality literacy programs require a literacy-rich environment with many materials to support children’s learning” (p. 17). in order for students to stay engaged in learning, teachers need to create an inviting classroom environment through the use of different kinds of print around the room. axelrod et al., in hayes, 2016, provides examples of the different kinds of print that should be seen such as books, magazines, writing materials, lists, charts, labels, signs, and writing samples from children and adults” (p. 17). all of these kinds of prints are readily available to teachers, and therefore should be displayed around the room in order to provide support to students. conclusion and suggestion there are two significant conclusion that were deduced out of the data analysis. this study proved that reading racetrack procedure that was paired with flashcards had increased students’ number of sight words recognition, and reading racetrack procedures improved students’ confidence in sight words reading. this information indicates that effective sight word instruction did, in fact, increase students’ overall reading abilities. this study demonstrates that reading racetracks paired with flashcards was an effective way to teach sight words to two participants with mild disabilities on one-on-one approach. to better evaluate the effects of reading racetracks, data could be gathered from various settings and with students with various disabilities. when students are provided with sight word instruction, their overall reading abilities as well as their self-confidence improve. teachers may incorporate sight word instruction into their classroom schedule. besides, teachers may create a literacy-rich classroom environment for the students to have multiple opportunities that engage with sight word reading. references anderson, r.c., hiebert, e.h., scott, j.a. & wilkinson, i.a.g. (1985) becoming a nation of readers: the report of the commission on reading. education resources information centre. beveridge, b.r., weber, k.p., derby, k.m. & mclaughlin, t.f. (2005). the effects of a math racetrack with two elementary students with learning disabilities. the international journal of special education, vol 20, no.2. charlton, b., williams, r.l. & mclaughlin, t.f. (2005) educational games: a technique to accelerate the acquisition of reading skills of children with learning disabilities falk, m., band, m. & mclaughlin, t.f. (2003) the effects of reading racetracks and flashcards on sight word vocabulary of three third grade students with a specific learning disability: a further replication and analysis. international journal of special education, vol 18, no.2. farkas, g. & beron, k. (2004) the detailed age trajectory of oral vocabulary knowledge: differences by class and race. social science research, 33, 464–497. hayes, c. (2016) the effects of sight word instruction on students’ reading abilities. fisher digital publications. education masters. paper 327. horner, r.h., carr, e.g., halle, j., mcgee, g., odom, s. & wolery, m. (2005) the use of single-subject research to identify evidence-based practice in special education. exceptional children,vol. 71. na. 2. pp. 165-179. kaufman, l., mclaughlin, t.f., derby, k.m. & waco, t. (2011) employing reading racetrack and di flashcards with and without cover, copy, and compare and rewards to teach sight words to three students with learning disability in reading. educational research quarterly, 34.4: 24-44. 41norhayati othman, employing reading racetrack and flashcards . . . . rinaldi, l., sells, d., & mclaughlin, t. f. (1997). the effect of reading racetracks on the sight word acquisition and fluency of elementary students. journal of behavioral education, 7, 219-233. schifter, c. c. (2013). games in learning, design, and motivation. in m. murphy, s. redding, & j. twyman (eds.), handbook on innovations in learning (pp. 149–164). 6 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 the relationship between sense of community and agreeableness with prosocial behavior among member of young on top (yot) ariska tri devia, munawir yusufb, hardjonoc abcdepartment of psychology, faculty of medicine, sebelas maret university, indonesia e-mail: ariskatd@gmail.com abstract: helping behavior that benefits others or society in general called as prosocial behavior. pro social behavior refers to voluntary actions that are intended to help and give benefit for another individual or group. prosocial behavior in the individual in a community or organization can be affected by sense of community and agreeableness. the aim of this study is to determine: (1) the relationship between sense of community and agreeableness with prosocial behavior, (2) the relationship between sense of community with prosocial behavior, and (3) the relationship between agreeableness with prosocial behavior among member of young on top (yot). the population of this study is member of young on top (yot) region joglosemar-jatim 2015 which is divided in six cities, those are in solo, semarang, jogja, malang, jember, and surabaya. sampling used population studies or census by using the entire population consisting 162 members. instrument in this study used prosocial behavior scale, sense of community scale, and agreeableness scale using indonesian version of bfi. multiple regression analysis was used for examining the first hypothesis, and partial correlation test for examining the second and the third hypothesis. the result of this study showed that there was a significant positive correlation between sense of community and agreeableness with prosocial behavior among member of young on top (yot) (f-test = 100,875; p < 0,05; and r = 0,784). partially, the result shows the significant positive correlation between sense of community and prosocial behavior (r = 0,660; p < 0,05), and there is significant positive correlation between agreeableness and prosocial behavior (r = 0,244; p < 0,05). the value of r2 in this study is 0,559 or 55,9% which was of effective contribution of sense of community towards prosocial behavior with amount 47,26% and effective contribution of agreeableness towards prosocial behavior with amount 8,67%. key word: prosocial behavior, sense of community, agreeableness globalization makes the behaviors that often appear likely to lead to negative things like individualistic, selfish, and has nature of contractual relationship based solely on profit-loss and exploitation (yuwono, 2009). but in essence, whatever degree of human’s independence, they would still need help for others at certain moments (faturochman in sabiq & djalali, 2012). people need to help each other in order to survive. behavior that refer to voluntary and deliberate actions specifically intended to benefit or improve the wellbeing of another called as prosocial behavior. eisenberg and mussen (1989) define prosocial behavior as a behavior that is voluntary and deliberate that has positive consequences for the well-being of another person or group. these actions are made by empathy and by a sense of concern about others’ well-being and rights. prosocial behavior consists of six aspects, such as helping, sharing, generosity, donating, cooperative, and honesty. prosocial behavior can determine interaction and the formation of relationships between individuals, it can even makes the community thrive (singh & teoh, 2013), can improves self-esteem, helps in psychosocial adaptation, and gets experience that makes positive feeling like grateful (caprara & steca, 2005). prosocial behavior was also can prevents social conflicts (sunarwiyati in kartono, 2005) as well as reducing the potential of depression and anxiety (krause, 2009). mcginley and carlo (2007) explains that prosocial behavior at the individual associated with a poor social adjustment such rejection. chen et al. (2002) adds that individuals who are less involved in prosocial behaviors are more likely to engage in aggressive behavior and antisocial behavior. antisocial behavior is a behavior that has the intent to hurt or harm others. farrington (in millie, 2009) said that, at this time anti-social behavior happens a lot and seemed become a normal thing. the central statistics agency (bps) in 2015 published that from 2008 to 2014 there has been a fairly rapid increase in cases of mass clash that occurred on the various elements of society. anti-social behavior and aggressive behavior can be reduced by increasing the positive behavior of the 7ariska tri devi, munawir yusuf, hardjono, the relationship between sense of community . . . individual so the harmonious relationship can always be maintained. the positive behaviors such as prosocial behavior (eisenberg & mussen, 1989) need to be built and maintained by the individual. gagne (2013) mentions the organization or community is one of many ways to contribute to the society because it can provides an opportunity for individuals to develop prosocial behavior. prosocial behavior within the organization or community can improve academic achievement, positive self-esteem, positive relationships with others, even higher prosocial behavior than before (penner et al., 2005). interaction that takes place from time to time on a particular social group will create bonding among members. the stronger bond existing can affects, changes, or improves the behavior of the individual (boner in gerungan, 1996). these attributes can positively affect a sense of belonging within the individual (goodenow in strayhorn, 2012). sense of belonging in community organization called as sense of community (royal & rossi, 1996). brodsky et al. (in omoto & snyder, 2009) reported that individuals who have a sense of community have willing to be active voluntary and be more generous (kingston et al. in omoto & snyder, 2009). besides, cuthill (2002) states that when there is a sense of community, individuals will have more interest in public. sense of community is a feeling that is owned by members of a community to look after each other in the group, and the mutual trust that each member needs will be met through shared commitment (mcmillan & chavis, 1986). sense of community consists of four aspects, namely membership, influence, integration and fulfillment of needs, and shared emotional connection. for individuals, the sense of community can be a positive sign of social progress (connell et al., in evans, 2007) and well-being (pretty et al., 2006). other studies have shown that individuals with a strong sense of community will have low feeling of loneliness and the behavior of crime tends to decrease (chipuer, 2001), get advantages in performance, good retention (thomas, 2012), increasing the social networks, as well as improving ability to manage problems in the community or organization (berkman & glass, 2000). while the absence of a sense of community can make people in the community feel isolated, alienated, and feel alone (farrell et al., 2004). basically, when two people have some similarity, the bond between the two can be intertwined and can lead to prosocial behavior (lichtenbarger, 2000). however, prosocial behavior not only happened by sense of community. another thing affecting prosocial behavior are personality traits of the individual. tendency of individuals to behave in prosocial generally settled in personality and temperament (caspi et al., 2003). trait theory is one way to understand the personality of the individual. the trait is grouped into five models called five factor model or big five. according to mccrae and costa (1996) five models of personality are agreeableness, extraversion, openness, conscientiousness, and neuroticism. among the five model of personality, caprara et al. (2012) states that agreeableness is the main model of personality that has a positive influence on the prosocial behavior of individuals. john and srivastava (1999) revealed that agreeableness is one of personality dimension from big five model that is synonymous with social adaptation, pleasant, sincere friendship, kindness, and love. agreeableness is divided into five aspects, namely altruism, compliance, modesty, tender-mindedness and trust. research carlo et al. (2005) states that there is a significant positive relationship between agreeableness with the voluntary activities as a part of prosocial behavior. graziano et al. (2007) found that individuals with high agreeableness has higher empathy, usually have high social natures (mount et al., 2005), more friendly and generous in negotiating to keep the feelings of others, and has a tendency to work together and maintain social harmony (hussain et al., 2012 ). individuals with high agreeableness is characterized by behaviors that tend to be warmer, have good social relationships, compassion, and love to help others (lepine & van dyne, 2001). on the other hand, individuals with low agreeableness is associated with high aggression (miller et al., 2009), tend to be selfish, not worry about other people, unfriendly and rude in social relationships, as well as having a high suspicion for others (hussain et al., 2012). based on the introduction above, it is necessary to have study on “the relationship between sense of community and agreeableness with prosocial behavior among member of young on top (yot)”. method population in thus research is the member of young on top in some cities such as yogyakarta, solo, semarang, surabaya, jember, and malang (joglosemarjatim) in 2015 that consisting of 162 peoples. sampling in this research used census population studies or entire studies. collecting data method was a quantitative approach using prosocial behavior scale, sense of community scale, and agreeableness scale. prosocial behavior scale constructed based on the aspects raised by eisenberg and mussen (1989), which is helping, sharing, generosity, donating, cooperative, and honesty. 8 journal of icsar; volume 1, number 1, january 2017: 6-12 sense of community scale constructed based on the aspects by mcmillan and chavis (1986), which is membership, influence, integration and fulfillment of needs, and shared emotional connection. agreeableness scale refers to the big five inventory (bfi) which has been translated into indonesian by ramdhani (2012) on the basis of aspects put forward by john & srivastava (1999), which are altruism, compliance, modesty, tender-mindedness and trust. calculation of scale validity used corrected item total correlation by aborting item that has a correlation coefficient below 0.3. reliability test used cronbach alpha formula. based on the results of validity and top (yot). these results have a positive relationship direction, so it can be said that the higher level of sense of community you have, the higher level of prosocial you have. reliability test, these scale consisted of 28-item for prosocial behavior scale with reliability coefficient 0.877; 31-item for sense of community scale with reliability coefficient 0.906; 7-item agreeableness scale with reliability coefficient 0.753. finding and discussion findings the results proved that first hypothesis is accepted, there is a positive and significant relationship between sense of community and agreeableness with prosocial behavior. table 1. simultaneous test results anovab model sum of squares df mean square f sig. 1 regression 4731,130 2 2365,565 100,874 ,000a residual 3728,648 159 23,451 total 8459,778 161 a. predictors: (constant), agreeableness, sense of community b. dependent variable: prosocial behavior from the table above, we can conclude that the results of hypothesis test using multiple linear regression showed a value of 0.000 (or 0.0001) with a significance level of 0.05 and value ftest 100.874 with ftable 3.05, stated that the p < 0.05 and ftest > ftable. the result of partial correlation test proved that the second and third hypothesis in the study are accepted. table 2. the result of partial correlation test between sense of community and prosocial behavior correlations control variables prosocial behavior sense of community agreeableness prosocial behavior correlation 1,000 ,660 significance (2-tailed) . ,000 df 0 159 sense of community correlation ,660 1,000 significance (2-tailed) ,000 . df 159 0 the result of partial correlation test in the table above showed that the variable sense of community has a significance of 0.000 (or 0.0001), at the 0.05 significance level (p-value < 0.05). it means there is significant relationship between the sense of community with prosocial behavior among member of young on 9ariska tri devi, munawir yusuf, hardjono, the relationship between sense of community . . . table 3. the result of partial correlation test between agreeableness and prosocial behavior correlations control variables prosocial behavior agreeable-ness sense of community prosocial behavior correlation 1,000 ,244 significance (2-tailed) . ,002 df 0 159 agreeableness correlation ,244 1,000 significance (2-tailed) ,002 . df 159 0 the result of partial correlation test in the table above shows that the variable agreeableness has a significance of 0.002 at a significance level of 0.05 (p-value < 0.05). it means there is significant relationship between agreeableness with prosocial behavior among member of young on top (yot). these results have a positive relationship direction, so it can be said that the higher level of agreeableness you have, the higher level of prosocial you have. the relative contribution of sense of community toward prosocial behavior is 84.5%, while the relative contribution of agreeableness toward prosocial behavior is 15.5%. effective contribution of sense of community toward prosocial behavior is 47.26%, while the effective contribution of agreeableness toward prosocial behavior is 8.67%. descriptive analysis showed that generally there was 6.17% of respondents in moderate level of prosocial behavior, 83.33% in high level, and 10.5% in level very high. in variable sense of community, there was 0.62% of respondents in low level, 33, 95% in moderate level, 57.41% in high level, and 8.02% in very high level. in variable agreeableness, there was 78.4% respondents in high level and 21.6% in very high level. based on the explanation above, this research has been able to answer the research hypothesis, that there is significant relationship between sense of community and agreeableness with prosocial behavior among member of young on top (yot) either together or partially. discussion the first hypothesis in this study is accepted, shows that there is significant positive relationship between sense of community and agreeableness with prosocial behavior among member of young on top (yot). arkelof and kranton (in baldassarri & grossman, 2014) said that when an individual has a sense of community, they would tend to indicate the expected behavior by members of his group. it can boost the potential of the behaviors leading to prosocial behavior (nolin, 2010), even goeree (2010) added that when individuals have such a relation to groups that is followed, he would be very willing to share and show prosocial behavior in greater way. agreeableness also able to predict prosocial behavior among member of young on top (yot). according to graziano and eisenberg (in carlo et al., 2005) agreableness is a core factor or the most important factor that has contribution to prosocial behavior of individuals. individual with agreeableness according to yarkoni et al. (2015) has a strong compassion to the response thus more likely to help someone. the second hypothesis in this study can be accepted, that there is significant positive relationship between sense of community with prosocial behavior among member of young on top (yot). it can be said that the higher level of sense of community means the higher the level of prosocial behavior. this suggests that the feelings contained in the sense of community like the feeling of caring for each other, mutual trust that the needs of each member will be mutually met through shared commitment, a sense in which individuals feel they have and considered in a network and structure; 10 journal of icsar; volume 1, number 1, january 2017: 6-12 turned out to have a positive relationship with prosocial behavior. the third hypothesis in this study can be accepted, that there is significant positive relationship between agreeableness with prosocial behavior among member of young on top (yot). it can be said that the higher levels of agreeableness you have, the higher the level of prosocial behavior owned. personality is one of the factor in prosocial behavior (sears et al., 1994). personality can be understood by several approaches, one of that is trait theory or the theory of nature. trait or characteristic is the size of individual differences in the tendency to show a consistent pattern of thoughts, feelings, and actions (mccrae & costa in cloninger, 2009). big five personality trait consisting of openness, conscientiousness, extraversion, agreeablenees, and neuroticism. among the five personality, graziano and eisenberg (1997) states that agreeableness is the most important personality trait that contribute to prosocial behavior. agreeableness itself by graziano et al. (in cote et al., 2011) is characterized by a generous, cooperation, helpfulness, easy to forgive, and has a good quality of warmth. coefficient of determination (r2) shows the influence of sense of community and agreeableness with prosocial behavior amounted to 0,559. this suggests that the effect of sense of community and agreeableness toward prosocial behavior have a presentation at 55.9%. the remaining portion of 44.1% is influenced by other factors outside the research. other factors that can influence prosocial behaviors include self gain, values and norms of the individual, empathy, cost, personality, interpersonal relations, norms of reciprocity, experience and mood, nature of the stimulus, vagueness of responsibility, and levels of need who need help (staub in dayakisni & hudaniah, 2009). conclusion and suggestion based on the analysis of quantitative data obtained through this study it can be concluded that: (1) there are significant positive relationships between sense of community and agreeableness with pro social behavior among member of young on top (yot). (2) there are significant positive correlations between sense of community with pro social behavior among member of young on top (yot). the more positive the sense of community, the higher pro social behavior. (3) there are significant positive correlations between agreeableness with pro social behavior among member of young on top (yot). the higher or more positive agreeableness means equally the higher prosocial behavior. (4) the relative contributions of sense of community toward pro social behavior is 84.5% and the relative contribution of agreeableness toward pro social behavior is 15.5%. (5) the effective contributions of sense of community toward pro social behavior is 47.26% and the effective contribution of agreeableness toward pro social behavior is 8.67%. references badan pusat statistik. (2015). statistik kriminal 2015. diambil dari https://www.bps.go.id/website/pdf_ publikasi/statistik-kriminal-2015.pdf baldassarri, d., & grossman, g. 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(2005). the interplay of traits and motives on volunteering: agreeableness, extraversion, and prosocial value motivation. journal of personality and individual differences, 38, 1293-1305. caspi a., harrington, h., milne, b., amell, j. w., theodore, r.f., & moffitt, t.e. (2003). children’s behavioral styles at age 3 are linked to their adult personality traits at age 26. journal personal. 71, 495-513. chen, x., liu, m., rubin, k. h., cen, g., gao, x., & li, d. (2002). sociability and prosocial orientation as predictors of youth adjustment: a seven-year longitudinal study in a chinese sample. international journal of behavioral development, 26, 128-136. chipuer. h. m. (2001). dyadic attachments and community connectedness: links with youth’s loneliness experiences. journal of community psychology, 29(4), 429-446. 11ariska tri devi, munawir yusuf, hardjono, the relationship between sense of community . . . cloninger, s. c. (2009). theories of personality: understanding persons, edisi kelima. london: pearson practice hall. coté, s., decelles, k. a., mccarthy, j. m., van kleef, g. a., & hideg, i. (2011). the jekyll and hyde of emotional intelligence: emotionregulation knowledge facilitates both prosocial and interpersonally deviant behavior. journal of psychological science, 22(8), 1073-1080. cuthill, m. (2002). coolangatta: a portrait of community well-being. urban policy and research, 20, 187-203. dayakisni, t., & hudaniah. (2009). psikologi sosial edisi revisi. malang: umm press. eisenberg, n., & mussen, p. h. (1989). the root of prosocial in children. new york: cambridge university press. evans, s. (2007). youth sense of community: voice and power in community contexts. journal of community psychology, 35(6), 693-709. doi: 10.1002/jcop.20173 farrell, s. j., aubry, t., & coulombe, d. (2004). neighbourhoods and neighbours: do they contribute to personal wellbeing?. journal of community psychology, 32(1), 9-25. gagne, m. (2003). the role of autonomy support and autonomy orientation in prosocial behavior engagement. journal of motivation and emotion, 27(3), 199-223. gerungan, w. a. (1996). psikologi sosial. bandung: eresco. goeree, j. k., mcconnell, m. a, mitchell, t., tromp, t., & yariv, l. (2010). the 1/d law of giving. american economic journal: microeconomics, 2, 183-203. graziano, w. g., & eisenberg, n. (1997). agreeableness: a dimension of personality. dalam r. hogan, s. briggs, & j. johnson (1997) (eds.), handbook of personality psychology. san diego: academic press. graziano, w. g., habashi, m. m., sheese, b. e., & tobin, r. m. (2007). agreeableness, empathy, and helping: a person x situation perspective. journal of personality and social psychology, 93(4), 583599. hussain, s., abbas, m., shahzad, k., & bukhari, s. a. (2012). personality and career choices. journal of business management, 6(6), 2255-2260. john, o. p., & srivastava, s. (1999). the big-five trait taxonomy: history, measurement, and theoretical perspectives. dalam l. a. pervin, & o. p. john (eds.), personality: theory and research (7th ed.). new york: guildford press. kartono, k. (2005). patologi sosial 2: kenakalan remaja. jakarta: rajawali press. krause, n. (2009). meaning in life and mortality. journals of gerontology series b, psychological sciences and social sciences, 64, 517-527. lepine, j. a., & van dyne, l. (2001). voice and cooperative behavior as contrasting forms of contextual performance: evidence of differential relationships with big five personality characteristics and cognitive ability. journal of applied psychology, 86(2), 326-336. lichtenbarger, d. m. (2000). the effects of similarity on altruism and its relationship to predicted versus actual helping behavior. department of psychology, 3, 46-51. mccrae, r. r., & costa, p. t., jr. (1996). toward a new generation of personality theories: theoretical contexts for the five-factor model. dalam wiggins (eds.), the five-factor model of personality: theoretical perspectives. new york: guilford. mcginley, m., & carlo, g. (2007). two sides of the same coin? the relations between prosocial and physically aggressive behaviors. journal of youth and adolescence, 37, 337-349. mcmillan, d. w., & chavis, d. m. (1986). sense of community: a definition and theory. journal of community psychology, 14, 6-23. millie, a. (2009). anti-social behavior. united kingdom: bell and bain ltd. miller, c. a., parrott, d. j., & giancola, p. r. (2009). agreeableness and alcohol-related aggression: the mediating effect of trait aggressivity. experimental and clinical psychopharmacology, 17(6), 445-455. mount m. k., murray r. b., & steve m. s. (2005). higher-order dimensions of the big five personality traits and the big six vocational interest types. journal of psychology, 58, 447-478. nolin, d. (2010). food-sharing networks in lamalera, indonesia. human nature, 21, 243-268. omoto, a. m., & snyder, m. (2010). influences of psychological sense of community on voluntary helping and prosocial action. dalam s. stumer & m. snyder (eds.), the psychology of prosocial behavior: group processes, intergroup relations, and helping (223-227). new jersey: wiley-balckwell. penner, l. a., dovidio, j. f., piliavin, j. a., & schroeder, d. a. (2005). prosocial behavior: multilevel perspectives. annual review of psychology, 56, 365-392. pretty, g., bishop, b., fisher, a., & sonn, c. (2006). psychological sense of community and its relevance to well-being and everyday life in australia. diambil dari the australian psychological society ltd. website: http://groups.psychology.org.au/ assets/files/community-updated-sept061.pdf 12 journal of icsar; volume 1, number 1, january 2017: 6-12 royal, m. a., & rossi, r. (1996). individual-level correlates of sense of community: finings from workplace and school. journal of community psychology, 24, 395-416. sabiq, z., & djalali, m. a. (2012). kecerdasan emosi, kecerdasan spiritual dan perilaku prososial santri pondok pesantren nasyrul ulum pamekasan. jurnal psikologi indonesia, 1(2), 53-65. sears, d. o., fredman, j. l., & peplau, l. a. (1994). psikologi sosial, edisi kelima. jakarta: erlangga. singh, s., & teoh, v. y. (2013). enhancing prosocial behavior among college students: exploring the role of abstract mindset. international journal of law and social sciences. 3(1), 28-32. strayhorn, t. l. (2012). college students’ sense of belonging: a key to educational success for all students. new york: routledge. thomas, l. (2012, juli). building student engagement and belonging in higher education at a time of change: final report from the what works? student retention & success programme.https://www. heacademy.ac.uk/system/files/what_works_final_ report_0.pdf yarkoni, t., ashar, y. k., & wager, t. d. (2015, agustus). interactions between donor agreeableness and recipient characteristics in predicting charitable donating and positive social evaluation. diambil dari https://doi.org/10.7717/peerj.1089 yuwono, s. (2009, november 11). islam dan fenomena mutakhir indonesia. harian joglosemar, 8. 32 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 comparative study of regular teachers’ special education pedagogy competence level in elementary and senior high inclusive school tias martikaa, abdul salimb abspecial education program, postgraduate sebelas maret university, indonesia e-mail: tiasmartika@gmail.com abstract: comparative study of regular teachers’ special education pedagogy competence level in inclusive school elementary and senior high school level. in general, this research aims to determine regular teachers’ special education pedagogy competence level in the level of elementary and senior high inclusive school. subject in this research was 38 regular teachers in elementary inclusive school and 45 regular teachers in senior high inclusive school. data was collected through questionnaire. data was analyzed by using normality test, homogeneity test, and t-independent test. result of this research showed that data from both variables was normal, homogeny, and the average score of regular teachers’ pedagogy competence in elementary school is 61.5 while the average score of regular teachers’ pedagogy competence in senior high school is 48.78. it can be concluded that regular teachers’ special education pedagogy competence level in elementary school is higher than in senior high school. keywords: pedagogy competence, regular school, inclusive school inclusive education according to government regulation no. 70 year 2009 article 1 states that “inclusive education is education system giving chance for all students with special needs and intelligence potential and/or special gifts to have education or lesson in education setting together with regular students.” the implementation of inclusive education in indonesia refers to the regulation above where children with special needs in inclusive school have education service appropriate with their needs. development of inclusive school in indonesia is increasing as reported by sunardi (2009) that presents data of the amount of inclusive school as follows. year amount of inclusive school amount of students with special needs 2004 467 2,573 2005 504 6,000 2006 600 9,492 2007 796 15,181 the increasing amount of inclusive education school is not comparable with the development of service for students with special needs in inclusive school. there are some problems in the implementation of education service in inclusive school. one of the problems is teachers’ condition in inclusive school as mentioned by yusuf (2016) as follows. it is not supported with sufficient teachers’ quality yet. class teachers are seen as not sensitive and proactive yet to students with special needs. the presence of special teacher. it is not supported with clear regulation about role, duty, and responsibility of each teacher yet. in doing education tasks, there is no regular discussion yet, no collaboration model as guidance, and no sufficient budget support. the ideal inclusive school should have special education teachers with special education competence. however, fact in the filed shows that not all inclusive school has special education teachers. gunarhadi (2012) finds out that 80% inclusive school in elementary school have no special education teachers yet. another research conducted by sunardi, munawir, gunarhadi, and priyono (2010) also mentions that there are only 3 teachers worked as teacher’s assistance in inclusive school. it makes students with special needs in inclusive school are handled by class teacher or subject teacher. regular teachers in inclusive school should own special competence in giving education service for students with special needs. according to mulyasa (2012), competence is combination from knowledge, skill, value, and behavior reflected in thinking and acting behavior. based on regulation number 14 year 2005 about teachers and lecturers in article 10 paragraph 1, there are four competences should owned by a teacher, namely pedagogy competence, personality competence, social competence, and professional competence obtained from profession training. in this research, it will compare regular teachers’ special education pedagogy competence level in the level of 33tias martika, abdul salim, comparative study of regular teachers’. . . . elementary and senior high inclusive school. pedagogy competence is teachers’ ability to students, designing, and teaching-learning process, learning evaluation, and students’ development to actualize any kinds of potential they have (suyanto and jihad, 2013). meanwhile, special education pedagogy competence is pedagogy competence should owned by a teacher in the field of special education to rise potential of students with special needs up and to serve education sufficient with their portion. this research compares regular teachers’ special education pedagogy competence level in the level of elementary and senior high inclusive school and its results will be used to group special education pedagogy competence difference among each education level. method this research used comparative method. in this method, the data are compared and drawn into new conclusion. the word comparative itself is built from word ‘compare’. it means compare to find out comparison from two concepts or more. according to nazir (2005: 58), comparative research is a descriptive research used to determine basic answer of cause-effect, by analyzing causing factors of particular phenomenon. subject used in this research is 38 regular teachers of elementary school (boyolali regency, surakarta city, and karanganyar regency) and 45 regular teachers of senior high school (klaten regency, surakarta city, and sukoharjo regency). data is collected through questionnaire of teachers’ special education pedagogy competence level measurement by gunarhadi et al. (2015). the measurement used is cronbach alpha reliability measurement with reliability level is 0.19. data was then analyzed by using spss 20 through normality test, homogeneity test, and t-independent test. findings and discussion finding measurement result of regular teachers’ special education pedagogy competence level in inclusive school is as follows. table 1. regular teachers’ special education pedagogy competence level in elementary inclusive school subject score subject score subject score subject score 1 70 11 73 21 56 31 46 2 74 12 59 22 70 32 55 3 64 13 44 23 54 33 61 4 88 14 79 24 71 34 50 5 56 15 42 25 69 35 61 6 58 16 52 26 69 36 59 7 58 17 54 27 69 37 74 8 48 18 40 28 71 38 85 9 71 19 40 29 77 10 73 20 44 30 53 table 2 regular teachers’ special education pedagogy competence level in senior high inclusive school subject score subject score subject score subject score 1 44 13 29 25 73 37 42 2 50 14 54 26 71 38 66 3 59 15 67 27 59 39 73 4 63 16 39 28 49 40 35 5 51 17 63 29 32 41 44 6 46 18 47 30 53 42 46 7 61 19 31 31 45 43 49 8 32 20 42 32 44 44 37 9 54 21 30 33 57 45 68 10 54 22 45 34 33 11 38 23 51 35 29 12 59 24 48 36 33 34 journal of icsar; volume 1, number 1, january 2017: 32-35 normality test one-sample kolmogorov-smirnov test elementary senior high n 38 45 normal parametersa,b mean 61,50 48,78 std. deviation 12,580 12,588 most extreme differences absolute ,146 ,073 positive ,079 ,073 negative -,146 -,058 kolmogorov-smirnov z ,897 ,488 asymp. sig. (2-tailed) ,397 ,971 a. test distribution is normal. b. calculated from data. based on the result of normality test by using kolmogorov smirnov test, it is obtained that sig. data of elementary school is 0.397 (0.397> 0.05). it means that sample data of elementary school is distributed normally. also for the value of sig of senior high school is 0.971 (0.971> 0.05) it means that sample data of senior high school is distributed normally. homogeneity test test of homogeneity of variances score levene statistic df1 df2 sig. ,052 1 81 ,821 from table above, it shows that significance value is 0.821. because p-value is 0.821 > 0.05, then, data was taken from homogeny sample. t-test independent samples test f levene’s test for equality of variances t-test for equality of means sig. t df sig. (2-tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed ,052 ,821 -4,589 81 ,000 -12,722 2,772 -18,239 -7,206 equal variances not assumed -4,589 78,704 ,000 -12,722 2,772 -18,241 -7,204 based on table above, it is obtained sig (2-tailed) value is 0.000 < 0.005. according to decision making basis in independent sample t-test, it can be concluded that there is difference between average score of regular teachers’ special education pedagogy competence level in the level of elementary school and senior high school. group statistics group n mean std. deviation std. error mean score sd 38 61,50 12,580 2,041 sma 45 48,78 12,588 1,876 based on table above, it show that average score of regular teachers’ special education pedagogy competence level in the level of elementary school is 61.50 and the average score of regular teachers’ special education pedagogy competence level in the level of senior high school is 48.78. based on the data, it can be presented in the form of diagram as follows. figure 1. regular teachers’ special education pedagogy competence level in the level of elementary and senior high school 35tias martika, abdul salim, comparative study of regular teachers’. . . . discussion average score of regular teachers’ special education pedagogy competence level in the level of elementary school is 61.50 (good) and the average score of regular teachers’ special education pedagogy competence level in the level of senior high school is 48.78 (fair). this result is in line with research conducted by gunarhadi, sunardi, andayani, and anwar (2016) about regular teachers’ comprehension about special education in elementary inclusive school. result of the research is 16% is in low level, 64% is in moderate level, and 20% is in high level. meanwhile, research conducted by martika, salim, and munawir (2016) about teachers’ pedagogy competence in senior high inclusive school states that 27% is in very low level, 44% is in low level, 22% is in fairly level, 7% is in good, and 0% is in very good. bukvic, z (2014) observes about teachers’ competence in inclusive school. the result states that 70% teachers do not have or limited knowledge about teaching students with special needs, and most of their attitudes are negative. however, teachers with positive attitude to inclusive education prefer not to teach students with special needs. it is a fact that regular teachers’ special education pedagogy competence level in elementary and senior high inclusive school has significant difference. it is because some factors stated by gunarhadi et al (2016), that there are should at least two reasons to discuss why teachers have low comprehension about special education. first, those teachers do not have special educationqualification. for them, inclusive education is new trends. children with special needs are beyond their experience that they’ve never imagined before. second, people with special education qualification do not act as class teacher in inclusive school. therefore, they do not have fully responsible of education service especially for children with special needs in their school (sunardi et al, 2010). another reason is that in inclusive school, teachers have little chance to participate in training in the field of special education. conclusion and suggestion conclusion of this research is that average score of regular teachers’ special education pedagogy competence in elementary school is higher than in senior high school. school should plan training program to increase special education pedagogy competence level for regular teachers in inclusive school. inclusive school having special education teacher can be information source in special education pedagogy competence comprehension for regular teachers. it needs to be created peer teaching for regular teachers so that they can share their problems faced in inclusive school. references bukvic, z. (2014). teachers competency for inclusive education. the european journal of social and behavioural sciences (ejsbs), 1586-1590. http:// dx.doi.org/10.15405/ejsbs.141 gunarhadi, sugini, tri rejekiandayani. (2012). teachers’ performance in inclusive education. procceding, asean academic community international conference, hs-36-pf, 48-51. gunarhadi, sunardi, andayani, t.r., & anwar, m. (2016).pedagogic mapping of teacher competence in inclusive schools.prosiding ictte, 1 (1), 389394. martika, t., salim, a., & yusuf, m. (2016). understanding level of regular teachers’ competency understanding to children with special needs in inclusive school.european journal of special education research, 1(3), 3038. mulyasa, e. (2012). standar kompetensidan sertifikasi guru. bandung: pt. remajarosdakarya. nazir.(2005). metodepenelitian. jakarta: ghalia indonesia. sunardi., yusuf, m., gunarhadi., priyono. (2010). theimplementasi of inclusive education for student with special needs in indonesia. laporanpenelitian (international collaboration research uns with the university of pittsburgh, usa).surakarta : lppm uns. suyanto, jihad, a.(2013). menjadi guru profeional. jakarta :esensierlangga group undang-undangrepublik indonesia nomor 14 tahun 2005 tentang guru dandosen 46 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 using picture exchange communication system to improve speech utterance among children with autism widuri jusoha, rosadah abd majid b asekolah kebangsaan datu’hashim, pengkalan chepa, 16100, kota bharu, kelantan, malaysia bnational university of malaysia,43600 bangi, selangor, malaysia. e-mail : widurijusoh@gmail.com abstract: picture exchange communication system is a common augmentative communication system used on children with autism spectrum disorder (asd), which is one of the categories of developmental problems in social interaction, communication and behavior patterns. the aim of this study is to see an increase in the utterance of the word by students with autism using pecs. this study is an action research using quantitative descriptive on data collection. observations were implemented over a period of four weeks to see the effectiveness of pecs using cartoon picture cards and cards real pictures to enhance the utterance of two primary school autism students. from the result shown, the application of pecs successfully stimulates utterance among the students. this study is expected to enhance the communication and social interaction development of children with autism and other children who have difficulty mastering the language. keywords: autism students, utterances, pecs autism is a disability which is characterized by a breakdown in communication, social interaction, sensory disturbances, and emotional behavior. kathleen et.al (2002) and hybels and weaver (2001) defines communication as a process of creating and sharing meanings, feelings and ideas in speech, writing, group interaction or public speeches. this process involves individuals and their interaction with the elements of the context, message, channel, noise (interference) and feedback prevail. it clearly shows that communication involves interaction between two individuals as a transmitter and receiver of information and produces an effect. communication is also a process of teachers sharing experiences with his students (abdullah hassan and ainon mohd, 2002). according to the kamus dewan of fourth edition, speech means something is said or mentioned. in this study, it is seen as a way for students with autism to convey or deliver their message by uttering words they have heard or learned. the increase in their word speech has been seen as a guide in how well did they acquire their social communication skills. picture exchange communication system (pecs) is an alternative way of autism children were taught to communicate using pecs flash cards. according to frost and bondy (2002), pecs is one of the primary approaches in teaching communication skills by using pictures. thus, this approach is particularly suitable for students with autism spectrum disorder problems (asd). pecs is a program that consists of six phases. each has the role to develop children’s speaking skills and to enable them to communicate (spence-cochran and pearl, 2012). each phase undertaken should be done in sequence. the first phase, students learn spontaneously to express their need with picture cards. students will be using one card at a time. in the second phase, teachers will add on vocabulary by adding the number of cards that are used, with the same technique. the third phase, teachers teach students to identify the cards and help them to put it on the white board. by phase four, the teacher teaches the students basic sentence structure using sentences. in the final fifth and sixth phase, the teacher adds on vocabulary with adjectives and other words. the researcher used only phase one to phase three since the students has a very limited of words. children with autism may have difficulty with language skills and to receive information given to them. they also have difficulty with non-verbal communication such as hand gestures, eye contact and facial expressions (national institute on deafness and other communication disorder, 2016). at least 40% of children with autism are unable to speak. about 25% to 30% of children with autism are able to speak at the age of 12 to 18 months and then lost this ability. they are also only able to speak after 4 or 5 years or more. according to tien (2008), pecs is an effective intervention for improving the communication skills among participants with asd. the question of whether 47widuri jusoh, rosadah abd majid, using picture exchange communication system. . . the use of pecs can improve speech word in autistic students need to be researched. as much as 35% -55% of individuals with autism, never had communication skills (cafiero and meyer, 2008). in this study, the participants have limited amount of speech word for which they have difficulties to express their wishes. therefore, this study was undertaken to see an increase in speech words uttered by the student with autism using pecs. method this study is consists of two rolling action. therefore, this is an action research using a quantitative approach based on the behavior of conditioning theory expounded by ivan pavlov (1849) and combined with model studies kemmis and mctaggart (1988). the method of collecting data was by using a checklist which was done three times a week during the bahasa melayu lesson for an hour per session. it was implemented in stages over four weeks with a different set of pecs every two weeks involving the two loops of study. in the first and second week of study, cartoon pecs (pecs 1) was provided during the process. next on the third and fourth weeks which was the second loop, pecs with real pictures (pecs 2) was provided. the data on the number of speech words said by the participants for both loops were recorded. the selection of participants was by purposive sampling (noraini, 2010). the participants were two boys aged 8 and 10 years old, from the special education integration programme in primary schools which have had communication problem in the classroom. they were labelled as student a and student b to facilitate the analysis of the findings. a total of ten cards images were used in table 1. figure 1: two rolling action research based action research model kemmis & mc taggart (1988) in the first loop of this study, the researchers had used a one to one coaching with the participants. the participants were asked to choose a cartoon picture and showed it to the researcher. the researcher will then read out the words accordingly while the participants were encouraged to repeat the words they heard. each successful attempt by the participants, will be recorded by the researcher. this approach will run for two weeks. at the end of two weeks of pecs 1, the results showed that the participants did not achieve the desired objective of uttering 5 words from the 10 words given. hence in the second loop of this study, the researchers used the stimulus of ten pictures of the same object but changing cartoon pictures into real picture (pecs 2). the same guidance on the first loop was executed for two weeks during the third and fourth weeks. at the end of the implementation process of the second loop, the recorded data will be compared with the data obtained in the first loop. findings and discussion findings the findings of this study can be extracted from table 1 below. table 1: data collection of speech word picture student a student b pecs 1 pecs 2 pecs 1 pecs 2 week 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4 drink eat 1 1 canteen 1 1 1 toilet 1 1 trash 1 1 1 coloured pensil 1 1 tv 1 1 1 1 cd 1 1 1 1 1 pj tshirt 1 1 1 watch total 1 2 3 5 2 1 4 6 48 journal of icsar; volume 1, number 1, january 2017: 46-49 figure 2: word speech enhancement graph using pecs table 1 shows an increase in speech word for student a and student b after the implementation of pecs. for students a, there was a continued improvement from week one to week four. starting with pecs 1, the word uttered was “eat”, then it was increased by two speech-word which is was “eat” and “toilet” in the second week, it increased to three utterance of the word, namely “coloured pencil”, “tv” and “cd “in the third week after using pecs 2. in the last week of the fourth week, the uttered word continued to increase, student a managed to utter five words which are the word “trash”, “coloured pencil”, “tv”, “cd” and “pj shirt”, for students b, in the first week, there were two word utterances that were recorded which were “eat” and “canteen”. however in the second week, the student was only able to utter the word “cd”. further improvement were see in the third week after pecs 2 was given, b student was able to utter four words which were “trash”, “tv”, “d”, and “pj shirt”. in the final weeks, there was a sharp increase in the word utterance by student b which was six words of “canteen”, “toilet”, “trash”, “tv”, “cd” and “pj shirt”. the data collected from the studies that had been conducted showed that the utterance of the words by students with autism can be improved by application of pecs 2 and the teachers may be able to carry out the process of the pdp effectively. discussion based on recent research findings, it is proven that the use of pecs, using stiff card image is more effective in improving the speech for students with autism. similar prior studies conducted by lerna, anna esposito, dalila conson, massimiliano massagli and angelo (2014) all indicated that pecs used on children with autism spectrum disorder (asd) increases their abilities in areas such as communication skills, asking skills and cooperative games and activities. this result has proven pecs to have a positive impact towards communication skills (anna lerna et.al, 2014). in fact this findings contradicts with researches made in philippines, flippin et.al (2010) stating that pecs only offers an average hike in communication skills among autistic children. however, research conducted by sulzer azaroff, hoffman, horton, bondy and frost (2009) confirms pecs to be a very effective learning technique in communication skills that is also beneficial to individuals with people having speech problems and even for the mute. according to kasari et al. (2012), socio-communicative skills at an early age are very important. this is because attention must be given since young. this is indeed affectsed the learning level of the child as set out in the behavioral theory expounded by ivan pavlov (1849).the findings showed that 170 of the 173 children who participated in the pecs study or other picture exchange communication interventions showed improvement in their ability to make a request. it shows that pecs is an effective approach in changing not only the behavior of children with autism but also children with other learning disabilities (lancioni, 2007). therefore, the proposed pecs can also be used for students who have stutter problems. apart from that, pecs is suitable for hyperactive children in behavior management. these interventions can be combined with rewards, or combined with token to attract children with autism to communicate. conclusion and suggestion through the application of pecs on the two autism students, there is an increase in their word speech after two phases of intervention. the usage of pecs in teaching and learning can enhance the utterance of the word and allow students to focus more on what is taught by the teacher. hence, this study has implications for 49widuri jusoh, rosadah abd majid, using picture exchange communication system. . . teachers of special education in particular to apply the pecs in pdp. the use of pecs is one of the important strategies to address the problem of communication and learning disabilities in students and children with autism. however, the cooperation between teachers and parents is strongly needed in order to encourage them to improve their communication skills and to maintain the effectiveness of educational interventions. references abdullah hassan & ainon mohd. (2002). kemahiran interpersonal untuk guru. pahang: pts publications & distributor sdn. bhd cafiero, j. m. (2008). the effect of an augmentative communication intervention on the communication, behavior, and academic program of an adolescent with autism. focus on autism and other developmental disabilities, 16, 179 – 189. flippin, m. , reszka , s. , & watson , l. r .(2010). effectiveness of the picture exchange communication system (pecs) on communication and speech for children with autism spectrum disorders: a meta-analysis. american journal of speechlanguage pathology, 19, 178 – 195 . frost, l., & bondy, a. (2002). pecs: picture exchange communication system training manual (2nd ed.) . cherry hill, nj: pyramid educational consultants inc. kasari, c., gulsrud, a., freeman, s., paparella, t. and hellemann, g., (2012), longitudinal follow-up of children with autism receiving targeted interventions on joint attention and play. journal of the american academy of child and adolescent psychiatry, 51, 487–495. kathleen s. verderber, rudolph f. verderber & deanna d. sellnow. (2002). communicate 14th edition. isbn-13: 978-0840028167. isbn10: 0840028164. wadsworth publishing; 14 edition (january 1, 2013) lancioni, g. e., o’reilly, m. f., cuvo, a. j., singh,n. n., sigafoos, j.,&didden, r. (2007). pecs and vocas to enable students with developmental disabilities to make requests: an overview of the literature. research in developmental disabilities, 28, 468– 488. lerna, a., esposito, d.,conson, m., russo, l. and massagli, a., 2012, social– communicative effects of the picture exchange communication system (pecs) in autism spectrum disorders. international journal of language and communication disorders, 47, 609–617. lerna, anna, esposito, dalila conson, massimiliano massagli, angelo (2014). long-term effects of pecs on social-communicative skills of children with autism spectrum disorders: a follow-up study. international journal of language & communication disorders / royal college of speech & language therapists. doi: 10.1111/1460-6984.12079 noraini idris. 2010. penyelidikan dalam pendidikan. kuala lumpur.mcgraw hill (malaysia) sdn.bhd sulzer-azaroff, b., hoffman, a. o., horton, c. b., bondy, a., & frost, l. (2009). the picture exchange communication system (pecs): what do the data say? focus on autism and other developmental disabilities, 24(2), 89103. tien, k. c. (2008). effectiveness of the picture exchange communication system as a functional communication intervention for individuals wit h autism spectrum disorders: a practice-based research synthesis. education and training in developmental disabilities, 43, 67–76. 134 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 2 july 2018 the analysis of problems causing the inhibitors of deaf’s work in the company prima dea pangestu, imas diana aprilia universitas pendidikan indonesia, indonesia email: primadeapangestu18@student.upi.edu abstract: the purpose of this study is to find out the description of problems causing the inhibitors of deaf’s work. this research uses the qualitative approach with descriptive method. the technique of collecting data in this research is through interview, observation and documentation study. data analysis techniques used are through data reduction, data presentation or display data and conclusion (conclusion) and verification. from the results of the study, researcher found that there are problems for deaf in work, especially in the company due to some things that have not matured, such as the competence of the deaf, adaptation of corporate environments that are still difficult for the deaf, the inability of the company to provide services for deaf employees, and mental preparation for the deaf that is still not done in school. the conclusion of this study is, there are still many problems causing the inhibitors of deaf’s work in the company. keywords: deaf, the factor inhibiting of work, a company introduction law number 8 of 2016, article 1 paragraph (1) concerning persons with disabilities stipulates that what is meant by; “persons with disabilities are anyone who experiences long-term physical, intellectual, mental, and/or sensory limitations in interacting with the environment may experience barriers and difficulties to participate fully and effectively with other citizens on the basis of equal rights.” furthermore, in the law of the republic of indonesia number 8 of 2016, article 11 on the rights of persons with disabilities, stating that every person with the disability has equal rights and opportunities in employment, entrepreneurship, and cooperative. employment opportunities for workers with disabilities are recognized in government regulation number 43 of 1998 concerning efforts to improve the social welfare of persons with disabilities in article 28 stipulates that; “employers must employ at least 1 (one) person with disabilities who meet the job requirements and job qualifications of his company for every 100 (one hundred) workers in his company.” although the government has also adopted law no. 8 of 2016 on persons with disabilities particularly in article 45 which provides that; “the government and the regional government shall ensure the process of recruitment, acceptance, job training, work placement, work sustainability and fair career engagement and without the discrimination of persons with disabilities.” however, due to the lack of awareness of companies in indonesia in providing opportunities for persons with disabilities, the rules are merely written rules and few companies provide opportunities for people with disabilities to work and demonstrate their abilities. the case of the existence of discrimination at work occurred in bandung, according to data from ppid bandung in 2016, there are 1977 companies. however, based on data obtained from the office of manpower bandung that from 1977 company contained in the city of bandung, only 5 companies are awarded from mayor of bandung for having employed disability in the company kusumastuti (2016). the five companies that have been awarded for employing disability include pt trans retail indonesiabandung (12 persons with disabilities), daarut tauhid foundation (4 persons with disabilities), bandung institute of higher education / national hotel institute (2 persons with disabilities ), pt fast food indonesia / kfc (1 person with disabilities) and hotel human resources management association as users. step from the mayor of bandung, mr. ridwan kamil by giving appreciation should get appreciation. step ridwan kamil is an effort of the government in fulfillment of existing laws. however, if we compare the firms employing disability with those who do not, are 5: 1977 or when presented only about 0.25% of firms in bandung who employ disabilities. however, if we compare the company who employing disability with those not employing disabilities is 5: 1977 or if presented only about 0.25% of the company in bandung who employ disability. this is in line with the survey results of indonesian disabled persons, which was launched by the tribunnews site, the ratio of persons with disabilities employed in 135prima dea p, imas diana a, the analysis of problems causing the inhibitors of deaf ’s . . . . indonesia just under 0.5 percent, from 463 new twolevel regions only five regions already exist about people who like disability every 100 employees of the company. this suggests that there is a gap in terms of employment opportunities gained by persons with disabilities, especially in the deaf. this fact is in line with research conducted by angela (2014) in romania, from angela (2014) research, we can see that in romania, the percentage of disability that works is still low at 12.7%. in addition, the number of unemployed persons with disabilities more than non-disabilities. not only angela, the results of studies conducted by blazquez & malo (2005) in malaysia also found that people with disabilities compete with non-disabled in the work which can affect the quality of work according to the competence of people with disability. the study of students’ disability skills in malaysia found that they are still lacking in the workforce compared to ordinary students (guenther et al., 2008). although the law in malaysia has a number of advantages and opportunities for persons with disabilities to gain access to the labor market, there is still discrimination and the company lacks information about their disability so that it affects their recruitment as employees. as a result, these workers with disabilities, although completing their education at the middle and upper levels, are still unable to obtain employment (guenther et al., 2008; suruhanjaya, 2006). this is different from what happened in malaysia. based on the results of (guenther et al., 2008) before work, disability youth acquire job skills through technical education and training systems managed by the government and as required by the company. such preparations and cooperation have had an impact on disability workers in malaysia. so that disability in malaysia can have good performance in the company. the lack of deaf who work in indonesia, especially in the city of bandung is difficult to work in the company, making researchers want to know and analyze problems causing the inhibitors of deaf’s work in the company. development of career disability the state guarantees the persons with disabilities in law no. 4 of 1997 on persons with disabilities and regulations for its implementation, namely government regulation no. 43 of 1998 (on efforts to improve the social welfare of persons with disabilities). law no. 4 of 1997 stipulates that persons with disabilities are part of the indonesian people who also have equal positions, rights, obligations, and roles. article 6 states that every person with disabilities is entitled to (1) education in all units, lines, types, and levels of education; (2) decent work and livelihood according to the type and degree of disability, education, and ability; (3) equal treatment to participate in development and enjoy the results; (4) accessibility in the context of its independence; (5) rehabilitation, social assistance, and maintenance of social welfare; and (6) equal rights to cultivate their talents, abilities, and social life, especially for children with disabilities in the family and community environment. the application of this article is reinforced by circular letter of the minister of manpower and transmigration no.: 01.kp.01.15.2002 on the placement of disabled persons in the company. in addition, law no. 13 of 2003 on manpower which adheres to the principle of non-discrimination (chapter iii, articles 5 and 6). the government provides training for disabled workers in article 19 and provides protection in article 67, for example, arbitrary termination of employment in article 153 (ilo & world bank, 2012). nevertheless the reality faced is not as stipulated in the law and circular letter, there are critics such as the government through the ministry of social affairs and the ministry of manpower has various job training programs such as loka bina karya (lbk) but the coverage of this facility is very small, not more than 150 people per institution year and training results are not accompanied by job placement (irwanto et al., 2010). based on the results of data collection / survey of disabled persons in 9 provinces of jambi, bengkulu, bali, west nusa tenggara, east nusa tenggara, west kalimantan, south sulawesi, gorontalo and west java, 299,203 people and 10.5% (31,327 people) is a person with severe disabilities who experience obstacles in daily activities (activity daily living / adl). the number of the handicapped male is more than female equal to 57,96%. the highest number of people with disabilities is in west java province (50.90%) and the lowest is in gorontalo province (1.65%). from the age group, the age of 18-60 years occupies the highest position. the most common disabilities were leg defects (21.86%), mental retardation (15.41%) and speech (13.08%). approximately 67.33% of adults with disabilities have no skills and work. the main types of skills for disabled people are massage, carpentry, farmers, labor and services blázquez & malo (2005). in the report of kusumastuti (2016) stated that according to susenas 2000, 17% of people with disabilities work in agriculture, 18.6% in industry, 23.9% in general trading, and 13% in other sectors. the survey results based on icf (international classification of functioning, disability, and health developed by the who) in 14 provinces shows that most persons with disabilities do not work (marjuki, 136 journal of icsar; volume 2, number 2, july 2018: 134-138 2010). children with special needs are entitled to education and skills training in accordance with the ability and talents. but in reality, there are still very few special training courses for children with special needs. training needs of children with special needs need to be designed according to the needs and the level of ability of each type or specificity of the child. therefore, it is necessary to understand and able to provide training for the child, such as the team of doctors as well as medical personnel, psychologist, and companion of children with special needs. skill giving is also a big part of the education curriculum. method this research uses a descriptive method. descriptive method is used to examine problems that take place now by describing the systematic facts and characteristics of the object or subject studied, in this study to get a picture of the problems causing the inhibitors of deaf’s work in the company. in this study, researchers used a qualitative approach. the researcher as an instrument can be directly related to the data source to make observations while participating, in order to produce more and more detailed data. in this research, the researcher tries to explore about problems causing the inhibitors of deaf’s work in the company. this research was conducted at slb b cicendo and fast food company kfc bandung. the data collected is about the efforts of the school in facilitating the deaf to work in the company and the process of recruitment and training hearing in the company. the collected data can be personal documents, field notes, remarks, and respondent actions and documentation. the data collection technique is done by 1) observation, that is the researcher conducting the observation activity in the school about the student activity that supports in the debriefing of competence in working in company, the implementation of recruitment of deaf disability employee by company, 2) documentation, covering report or various article from magazine or journals related to the research topic. the documents are used to get the data. 3) interviews, conducted with the headmaster of slb, skill teachers at slb as well as corporate leaders / hrd departments. the data that can be in the form of interview result with headmaster of slb, skill teacher at slb and head of company/part hrd company. in this study, the analysis used is a qualitative descriptive analysis that displays data from observations, interviews, documents, or archives in the form of a written description (description) that describes the object of research in the field. inspection and validity are performed in several ways, namely 1) perseverance observers, conducted throughout the field observation process with the intention to obtain extensive and in-depth data in accordance with the research focus, 2) triangulation, by comparing data between the results of interviews with observation and documentation. 3) negative case analysis, in this research, the researcher finds case still less maximal giving skill competence from school to student, and the company has not trust in the ability of disability. findings and discussion findings from the research that has been done, it can be presented several findings, as follows: 1) the school provides some skills such as salon skills, workshops etc. that can increase the competence and skill skills of students to stock work in accordance with the school curriculum. 2) the school has cooperation to implement an internship program with the special company for students of smalb grade xi. 3) apprenticeship cooperation is still one party, meaning only limited to the school, the role of the company is limited to the recipients of students who will intern. in addition, the absence of further cooperation in the distribution of work between companies and schools, thus making schools to orient students to entrepreneurship. the decision for the orientation is not based on the interest of the students, but the decision of the school. 4) the company is very open to persons with disabilities, especially the deaf in working in the company in accordance with the qualifications that have been determined. 5). the company regretted that many people with deaf need a long adaptation with the company because the competencies required by the company are less in line with the skill competencies of disabled persons with hearing impairment. 6). deaf who work in the company was only able to survive approximately 2-3 months. 7). the company does not fire the disabled person with the disability, but the deaf people who resigned from the company. 8). the withdrawal of persons with disabilities is due to the disability of persons with disabilities in keeping with the company’s demands. 9) the company still considers the performance and productivity of deaf people to be very different and less when compared to other non-disability employees. 10) the company is not able to facilitate the deaf people, demanding that deaf people be equal to non-disability employees (no compensation for disability). discussion from the results of research, we can know 137prima dea p, imas diana a, the analysis of problems causing the inhibitors of deaf ’s . . . . our company is not able to meet and facilitate the deaf, so deaf with all its limitations do not work in this company anymore. this is different from what happened in neighboring indonesia, malaysia. based on the results of (guenther et al., 2008) before work, the disabled youth obtained technical vocational and training work that was administered by the government and as required by the company. in addition, (guenther et al., 2008) cite similar agreements and cooperation that affect the disability workers in malaysia. can disabilities in indonesia have a good performance in the company? talking about the cooperation between the school and the company, based on guimaraes et al. (2015) research results in pernambuco city, brazil, there is a program of cooperation between companies and schools in preparing for disability, called “workplace adaptation”, such programs as apprenticeship programs that exist in indonesia. in pernambuco, brazil, in the workplace adaptation program, there is a pre-assessment of employment in companies with disability capabilities, so that the work to be undertaken by disability is tailored to its ability. thus, disability is not burdened by corporate demands. if we analyze more deeply, the problems that become inhibitors of the deaf in working at the company due to the incompatibility between the needs of the company with what is prepared so far by the school to equip their students to work in the company. in addition, the company still does not have full awareness in facilitating deaf disability needs. this is not in line with that of uncrpd article 2, which states that “to improve the productivity and comfort of the work environment, good communication and friendly relationships are essential. remember that the intended communication includes “language, text display, braille, embossed communications, print large size, accessible and written multimedia, audio, simple language, human readers and forms, additional and alternative communication tools and formats other, including accessible information and communication technology “. in line with that disclosed irwanto et al. (2010) namely “raising awareness of managers and employees before the process of recruitment of persons with disabilities will be very useful. at this stage, you will find some suggestions for the integration of deaf people among employees to work well.“ from the results of the study it has been found that some problems related to inhibition of hearing impairment of work have been found, and the cause of the problem arises have been found, as follows: (1) there is a lack of conformity between the needs of the company with what is prepared so far by the school to equip their students to work in the company. (2) the company still does not have full awareness in facilitating deaf disability needs. the cause of the problem must be resolved and found the solution, for it needed further research from the research that has been done by the researcher. conclusion based on the exposure of the research results it can be concluded as follows: (1) there are some problems that inhibit the work of the deaf in the company; (2) problems in schools such as lack of readiness of schools in providing various briefings both in the form of competence and mental in the deaf; (3) while the problem in the company more to the lack of trust from the company against the deaf; (4) after analyzed, found that there is no match between the needs of the company with what is prepared so far by schools to equip their students to work in the company also still lack full awareness in facilitating the needs of deaf. the suggestions that can be given in this research is that the problems can be solved and given the solution. solutions that can be given can be further research on what efforts can be done to overcome the problem. references angela., & monica, b. (2014). employment of persons with disabilities. elsevier journal form 3rd world conference on learning, teaching and educational leadership. blázquez, m., & malo, m. á. (2005). educational mismatch and labor mobility of people with disabilities: the spanish case. revista de economía laboral, 2(1), 31-55. guenther, j., falk, i., & arnott, a. (2008). the role of vocational education and training in welfare to work. national centre for vocational education research. guimaraes., bruno., & bezzera, m. (2015). workplace adaptation of people with disabilities in the construction industry. elsevier journal from 6th international conference on applied human factors and ergonomics. ilo., & world bank. (2012). lokakarya pemetaan kegiatan disabilitas. summary report. jakarta: propel-dpo window. irwanto, e. r. k., fransiska, a., lusli, m., & okta, s. (2010). analisis situasi penyandang disabilitas di indonesia: sebuah desk review. jakarta: fakultas ilmu-ilmu sosial dan politik universitas indonesia. 138 journal of icsar; volume 2, number 2, july 2018: 134-138 kusumastuti, m. (2016). perlindungan hukum dari diskriminasi bagi penyandang disabilitas dalam dunia kerja. skripsi. fakultas hukum : universitas atma jaya yogyakarta. marjuki. (2010). penyandang cacat berdasarkan klasifikasi icf. kepala badan penelitian dan pendidikan, kemensos ri. suruhanjaya. (2006). laporan mengenai hak orang kurang upaya. kuala lumpur: suruhanjaya hak asasi manusia. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p216 216 the effectiveness of blended learning model towards learning outcomes of students' multiplication operations with autism sukinah sukinah*, ari anggit triadi universitas negeri yogyakarta, yogyakarta, indonesia. *e-mail: sukinah@uny.ac.id abstract: this study aims to test the effectiveness of the blended learning model on the learning outcomes of multiplication operations of students with autism in class vii smplb at the pembina state special school of east kalimantan province. this study uses a quantitative approach with the type of single subject research (ssr). the research design uses a-b-a'. the research subjects were three students with autism class vii smplb. data collection techniques using tests and observations. data is presented in tables and graphs. the data analysis technique uses analysis under conditions and between conditions. the results showed an increase in the acquisition of test scores. the first subject got 40% at baseline 1 to 70% at baseline 2. the second subject got 30% at baseline 1 to 50% at baseline 2 the third subject got 30% at baseline 1 to 60% at baseline 2. based on these findings, it can be concluded that the blended learning model is effective on learning outcomes of multiplication operations of students with autism. this conclusion is based on increasing scores of all three subjects and is supported by a low percentage of overlap. keywords: blended learning model, learning outcomes of multiplication operations, students with autism. introduction teaching and learning activities in the world of education in general before the covid -19 pandemic took place with teachers and students meet each other directly with a model called face-to-face. this is an ideal model that has many advantages according to nengrum, solong, and iman (2021: 6) namely the interaction of teachers with students can run effectively so that they become more enthusiastic in participating in the ongoing learning and providing comprehensive material. this face-to-face model is also applied to students with special needs, one of which is students with autism. the reason for using the face-to-face model for students with special needs is based on the cone of experience learning theory proposed by dale (1969 in nabiulana, 2019: 25) namely that students in general will know more about learning materials that can be simulated rather than listening explanation from the teacher. this face-to-face model was used until the covid-19 pandemic that have caused the face-to-face model to be replaced with an online learning model based on the joint decree of the minister of education, culture, research and technology, minister of religion, minister of health, and minister of home affairs number 05/kb/2021, 1347, hk.01.08/menkes/6678/2021, 443-5847 2021 about the guidelines for the implementation of learning during the pandemic coronavirus disease 2019 (covid-19) to reduce the spread of the covid-19 virus. the online learning model is a less effective model for students with autism. this is indicated by the decrease in learning outcomes of multiplication operations by students with autism. theoretically based on the theory of dale (1969, in nabiulana, 2019: 25), the right learning for students with autism is to use a learning model that can be simulated and observed http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p216 sukinah & triadi, the effectiveness of blended learning model towards… 217 directly compared to being listened by the teacher. the online learning model is less able to simulate and observe teaching and learning activities directly in accordance with the ideal conditions of the theory above. the results of previous research from krisnawati & putri (2022: 1331) also revealed the weaknesses of the online learning model for students with autism including the difficulty of the teacher in delivering material so that the students could understand, difficulties in communicating online and the busyness of parents to accompany the students with autism during online learning. the problem regarding online learning was then further investigated by the researchers by examining facts in the field with the research site at the state special school of pembina east kalimantan. the facts in the field are based on the results of observations and interviews in the field during the educational practice period. observations were carried out in class vii smplb autism with online and visiting schools outside the online system during the educational practice activities from july 14 to december 12 2021. the targets of observation were focused on students, parents and teachers who teach in the class. the observations made were focused on online learning carried out by schools. during the observation, the teacher used the whatsapp video call and google meet platforms depending on the situation and the students’ needs. first, the teacher explains the material to the students, then the stude nts were asked to do the exercises given by the teacher. the results of observations showed that students rarely answered or responded to questions from the teacher, then when the teacher asked students to do the exercises they looked confused and had to be guided by the teacher. when the teacher corrects the student's work, the student does not focus on their attention when responding to a signal from the teacher. the teacher finally continued to correct the students' multiplication results even though the students rarely paid attention. therefore, during the online learning’s activities, there appears to be a lack of participation from students paying attention to the materials that were presented by the teacher. interviews were conducted online and at schools (offline) from 14 to 16 july 2021 with school principals and seventh grade autism teachers from the pembina state junior high school in east kalimantan province with interview topics covering the implementation of online learning that being conducted by schools. the results of interviews on the topic of online learning shows that students with autism often have signal disturbances and spend quota assistance from the ministry of education and culture during online learning excessively. especially in learning multiplication operations, the teacher uses google meet during learning and whatsapp video calls for individual communication through the media if one of the students does not understand the learning material that were being taught. the teacher also received complaints from the boredom of students with autism participating in online learning so that it was difficult in terms of class management. the teacher then argues that conditions like this caused students’ learning outcomes to decline. the results of observations and interviews that are supported by theory and the results of previous studies show that the online learning model used at the pembina state special school of east kalimantan province is less effective, thus reducing the learning outcomes of multiplication operations for students with autism. however, due to the covid-19 pandemic, it is not possible to return using the face-to-face learning model. therefore, it is necessary to apply the latest alternative learning model solutions apart from face-to-face and online models that can overcome these problems. one of them is by using blended learning. hrastinski (2019: 566) explains that blended learning is a concept used to describe learning that combines conventional models with face to face or face to face with online learning. the advantages that can be found from the blended learning model according to fathurrahman & nuthapaturahman (2015: 5) are time-saving, cost-effective, learning is more effective and efficient, students are easy to access learning materials, students can study 218 journal of icsar; volume 6, number 2, july 2022, 216 229 subject matter independently, utilize learning materials available online, students can have discussions with teachers outside of the face-to-face learning hours, teachers don't spend too much energy teaching, add enrichment material through internet facilities, expand the range of learning/training, optimal results and increase the attractiveness of learning . this learning solution with blended learning had hopes to be achieved, namely as an alternative model of the online model to improve learning outcomes of multiplication operations for students with autism, especially after seeing the concept of blended learning and its advantages. the reason for using the blended learning model compared to other learning models is that there are restrictions on face-to-face learning models as instructed by the ministry of education and culture in a joint decree of the minister of education and culture, minister of religion, minister of health, and minister of home affairs of the republic of indonesia. number 05/kb 2021, number 1347 of 2021, number hk.01.08/menkes/6678/2021, number 443-5847 of 2021 concerning guidelines for the implementation of learning during the pandemic coronavirus disease 2019 (covid-19) to reduce the spread of the covid-19 virus so that full face-to-face cannot be carried out and based on the results of previous observations which suggest the ineffectiveness of online learning. method this study uses a quantitative approach. quantitative research according to sukmadinata (2017: 53) is research based on the philosophy of positivism which is centered on objective phenomena and analyzed quantitatively. this quantitative research uses the type of single subject research (ssr) which according to prahmana (2021: 9) is an experimental study conducted on a single subject to observe and assess a particular intervention on changes that occur in the subject with repeated observations on a single subject for a certain time. the final result to be achieved with this type of research is to reveal the results of testing the effectiveness of the implementation of the blended learning model that will be carried out on the learning outcomes of integer multiplication operations for students with autism. during this research, the condition of the research subjects will be observed before being given treatment (baseline condition 1), then at the time of being given treatment (intervention condition), and after being given treatment (baseline condition 2). the place where this research was carried out was at the pembina state special school of east kalimantan province. the basic considerations of the researchers in choosing a research location at that location are: a) there is no blended learning model in multiplication operations learning for students with autism at school and b) have the capacity to carry out blended learning models with students with autism in learning multiplication operations. students with autism . this research was carried out within 4 weeks while the learning took place in april of the 2022/2023 academic year. this is because researchers need to observe and test the development of learning outcomes in the early and final phases. the research subjects were three individual students with autism class vii at the pembina state special school, east kalimantan province. the research design used in this study was a-b-a'. according to prahmana (2021: 15), the a-b-a' design is a research development design in ssr from a simple ab design where there is a return to the baseline condition after the intervention session was carried out. a is another term for baseline 1 session and b is another term for intervention session and a' is another term for baseline 2. the implementation of baseline 1 in this study was in the form of conducting observations and pretests on the results of learning mathematics with integer multiplication operations before the intervention was implemented in 3 sessions. the intervention phase was sukinah & triadi, the effectiveness of blended learning model towards… 219 held for 6 sessions in the blended learning model where three times to be taught using the online learning model and three times to be taught using the face-to-face model. the implementation of baseline 2 is a repetition of baseline 1 where the researcher will observe and give a final test without intervention three times to evaluate the effectiveness of the blended learning learning model on the learning outcomes of students with autism multiplication operations. data collection techniques used in this study were observation and tests. the test according to sukmadinata (2017: 223) is a technique of collecting data by measuring the achievement of both mathematics and non-mathematical students. the test used is a short answer test. the purpose of this type of test according to gronlund (1985 in faradillah, hadi & soro, 2020: 20) is to test low thinking skills, namely: 1) understanding of terms, 2) understanding of facts, 3) understanding of principles, 4) understanding of procedures, and 5) interpreting data simply. multiplication operation which is measured based on the time range. the time span in question is before the intervention ( baseline 1), at the time of the intervention (intervention) and after the intervention ( baseline 2) to find out the final learning outcomes of students after undergoing learning with the blended learning model during the time of the study. sugiyono (2017: 203) explains that observation is a data collection technique with specific characteristics, namely observing directly the conditions in the field which are not limited to individuals, but also other natural objects. observations made in this study are participatory so that researchers are directly involved in manipulating the behavior of students when observed. moelong (2017: 280-281) explains that data analysis techniques are techniques for organizing and sorting data into a category so that hypotheses can be formulated according to the data results. the analysis that were used in this study are under conditions and between conditions. the steps in conducting analysis under conditions and between conditions according to prahmana (2021: 32-39). the analysis technique under conditions and between conditions were data analysis technique used in this study. under conditions analysis will cover several aspects including: 1) condition length, 2) directional trend, 3) stability trend, 4) trail trend, 5) stability level or range, and 6) level change. the analysis between conditions will discuss aspects including: 1) the number of variables that are changed, 2) changes in the direction of the trend, 3) changes in the stability trend, 4) changes in level, and 5) the percentage of overlap. result and discussion result(s) the results obtained from the acquisition of scores are then converted as speed levels expressed in the form of a percentage which will then be tested for hypotheses to determine the effectiveness of the blended learning model for students with autism. the first subject in the baseline phase 1 of session 1 obtained a presentation score of 40%. then, at the end of baseline session 1 session 3 obtained a percentage score of 40% with an average score acquisition of 40% thus being included in the low category. the second subject in the baseline phase 1 of session 1 obtained a presentation score of 30%. then, at the end of baseline session 1 session 3 obtained a percentage score of 30% with an average score acquisition of 30% thus being included in the low category. the third subject in the baseline phase 1 of session 1 obtained a presentation score of 30%. then, at the end of baseline session 1 session 3 obtained a percentage score of 30% with an average score acquisition of 30% overall thus being included in the low category. 220 journal of icsar; volume 6, number 2, july 2022, 216 229 table 1. scores of the three subjects in the baseline phase 1 phase sessions first subject score second subject score third subject score baseline 1 1 4 (40%) 3 (30%) 3 (30%) baseline 1 2 4 (40%) 3 (30%) 3 (30%) baseline 1 3 4 (40%) 3 (30%) 3 (30%) average 4 (40%) 3 (30%) 3 (30%) the first subject in the intervention phase of session 1 obtained a percentage score of 60%. then, at the end of the intervention session, the subject obtained a percentage score of 60% with an average score of 60% so that it was included in the sufficient category. the second subject in the intervention phase of session 1 obtained a percentage score of 40%. then, at the end of the intervention session, the subject obtained a percentage score of 40% with an average score of 40% so that it was included in the low category. the third subject in the intervention phase of session 1 obtained a percentage score of 50%. then, at the end of the intervention session, the third subject obtained a percentage score of 50% with an average score of 50% so that it was included in the sufficient category. table 2. scores of the three subjects in the intervention phase phase sessions first subject score second subject score third subject score intervention 1 6 (60%) 4 (40%) 5 (50%) intervention 2 5 (50%) 3 (50%) 4 (40%) intervention 3 6 (60%) 4 (40%) 5 (50%) intervention 4 6 (60%) 4 (40%) 5 (50%) intervention 5 6 (60%) 4 (40%) 5 (50%) intervention 6 6 (60%) 4 (40%) 5 (50%) average 5,833 (58.3%) 3,833 (38.3%) 4,833 (48.3%) the first subject in the baseline phase 2 session 1 obtained a percentage score of 80%. then, at the end of the baseline session 2, the first subject obtained a percentage score of 80% with an average score of 80% so that it was included in the good category. the second subject in the baseline phase 2 session 1 obtained a percentage score of 50%. then, at the end of the baseline session 2, the second subject obtained a percentage score of 50% with an average score of 50% so that it was included in the sufficient category. the third subject in the baseline phase 2 session 1 obtained a percentage score of 70%. then, at the end of the baseline session 2, the third subject obtained a percentage score of 70% with an average score of 70% so that it was included in the good category. table 3. scores of the three subjects in the baseline phase 2 phase sessions first subject score second subject score third subject score baseline 2 1 8 (80%) 5 (50%) 7 (70%) baseline 2 2 8 (80%) 5 (50%) 7 (70%) baseline 2 3 8 (80%) 5 (50%) 7 (70%) average 8 (80%) 5 (50%) 7 (70%) the results of the accumulated test scores on these three subjects were then converted into a polygon graph. sukinah & triadi, the effectiveness of blended learning model towards… 221 figure 1. graph of the accumulated score of first subjects figure 2. graph of accumulated scores for second subjects figure 3. graph of the accumulated score of the third subject 222 journal of icsar; volume 6, number 2, july 2022, 216 229 the overall test results showed that there was an increase in the percentage score for the three subjects. the percentage score for the first subject in the baseline phase 1 is 40%, and then increased to 80% in the baseline phase 2. meanwhile, the percentage score for the second subject in the baseline phase 1 is 30%, and then increased to 50% in the baseline phase 2. finally, the score percentage of the third subject in the baseline phase 1 which is 30%, and then increased to 70% in the baseline phase 2. the results of observations on the behavior of the three research subjects during the study showed that there was a significant increase in the accumulation of observation scores for each subject. the test results obtained from these three subjects were then analyzed to test the hypothesis by using under conditions analysis and between conditions analysis. table 4. accumulated observation scores of the three subjects in the baseline 1, intervention, and baseline 2 phases phase sessions first subject’s observation score second subject’s observation score the third subject’s observation score baseline 1 1 5 5 5 baseline 1 2 6 5 6 baseline 1 3 6 6 7 intervention 1 8 7 7 intervention 2 6 5 10 intervention 3 10 8 11 intervention 4 12 8 11 intervention 5 14 11 12 intervention 6 14 12 13 baseline 2 1 13 11 12 baseline 2 2 14 12 13 baseline 2 3 14 14 14 the results of the analysis calculation in the condition of the first subject in the aspect of stability level showed stable (83.33% in the intervention phase & 100% in the baseline phase 1 and 2) in the three phases. changes in baseline level 1 are 40-40 (0), then the intervention phase is 50-60 (+10), then baseline phase 2 is 80-80 (0). table 5. analysis results in the first subject condition the results of the analysis calculation in the condition of the second subject in the aspect of stability level showed stable (83.33% in the intervention phase & 100% in the baseline phase 1 and 2) in the three phases. changes in baseline level 1 are 30-30 (0), then the intervention phase is 30-40 (+10), then baseline phase 2 is 50-50 (0). no. condition or phase a1 b a2 1. condition length 3 6 3 2. directional tendency 3. stability tendency 100% (stable) 83.33% (stable) 100% (stable) 4. trace tendency (=) (+) (=) 5. stability level and range stable 40-40 stable 60-50 stable 80-80 6. level change 40-40 (0) 60-50 (+10) 80-80 (0) sukinah & triadi, the effectiveness of blended learning model towards… 223 table 6. analysis results in the second subject condition no. condition or phase a1 b a2 1. condition length 3 6 3 2. directional tendency 3. stability tendency 100% (stable) 83.33% (stable) 100% (stable) 4. trace tendency (=) (+) (=) 5. stability level and range stable 30-30 stable 30-40 stable 50-50 6. level change 30-30 (0) 40-30 (+10) 50-50 (0) the results of the analysis calculation in the condition of the third subject in the aspect of stability level showed stable (83.33% in the intervention phase & 100% in the baseline phase 1 and 2) in the three phases. changes in the baseline level 1 are 30-30 (0), then the intervention phase is 40-50 (+10), then the baseline phase 2 is 70-70 (0). table 7. analysis results in the third subject condition no. condition or phase a1 b a2 1. condition length 3 6 3 2. directional tendency 3. stability tendency 100% (stable) 83.33% (stable) 100% (stable) 4. trace tendency (=) (=) (=) 5. stability level and range stable 30-30 stable 40-50 stable 70-70 6. level change 30-30 (0) 50-40 (+10) 70-70 (0) the results of the analysis between conditions in the first subject showed that the change in stability from the baseline 1 to the intervention phase and the intervention phase to the baseline 2 was stable to stable. the percentage of overlap from the baseline phase 1 to the intervention and the intervention phase to the baseline 2 was 0%. table 8. results of the analysis of the first subject conditions no. condition comparison results (a1-b) results (b-a2) 1. number of variables changed 1, namely the results of learning multiplication operations for students with autism 1, namely the results of learning multiplication operations for students with autism 2. changes in trend direction and their effects (=) (+) (+) (=) stability trend change stable to stable stable to stable no. condition comparison results (a1-b) results (b-a2) 3. level change (40-60) +20 (60-80) +20 4. overlap percentage 0% 0% 224 journal of icsar; volume 6, number 2, july 2022, 216 229 the results of the analysis between conditions in the second subject showed that the change in stability from the baseline 1 to the intervention phase and the intervention phase to the baseline 2 was stable to stable. the percentage of overlap from the baseline phase 1 to the intervention was 0%. while the percentage of overlap from the intervention phase to the baseline phase 2 is 16.67%. table 9. results of analysis between third subject conditions no. condition comparison results (a1-b) results (b-a2) 1. number of variables changed 1, namely the results of learning multiplication operations for students with autism 1, namely the results of learning multiplication operations for students with autism 2. changes in trend direction and their effects (=) (+) (+) (=) 3. stability trend change stable to stable stable to stable 4. level change ( 30-40) +10 (50-60) +10 5. overlap percentage 16.67% 0% the results of the analysis between conditions in the third subject showed that the change in stability from the baseline 1 to the intervention phase and the intervention phase to the baseline 2 was stable to stable. the percentage of overlap from the baseline 1 to the intervention phase and the intervention phase to the baseline 2 was 0%. table 10. results of the analysis in the third subject conditions no. condition comparison results (a1-b) results (b-a2) 1. number of variables changed 1, namely the results of learning multiplication operations for students with autism 1, namely the results of learning multiplication operations for students with autism 2. changes in trend direction and their effects (=) (=) (=) (=) 3. stability trend change stable to stable stable to stable 4. level change (30-40) +10 (50-70) +20 5. overlap percentage 0% 0% the explanation that can be described based on the analysis within and between conditions is that there is an increase in the score and level of achievement of the multiplication operation learning outcome test in the baseline 2 phase against the baseline 1 phase for each subject. this explanation is also supported by the percentage of overlap where in the baseline 1 condition to the intervention, 0% for the first subject, 16.67% for the second subject, and 0% for the third subject. meanwhile, the percentage of overlap in the intervention condition to baseline 2 was 0% for the first subjects, 0% for the second subjects, and 0% for third subjects. based on the theory of data analysis of single subject research according to prahmana (2021: 39) where the smaller the percentage of overlap, the better the effectiveness of the intervention on target behavior, it can be concluded from the results of data analysis from the three research subjects that the blended learning learning model is effective on operating learning outcomes. multiplication of students with autism. sukinah & triadi, the effectiveness of blended learning model towards… 225 discussion(s) the research titled "the effectiveness of the blended learning model on learning outcomes of multiplication operations for students with autism" had the aim of testing the effectiveness of the blended learning learning model on the learning outcomes of multiplication operations of students with autism. based on the results of hypothesis testing on research conducted on 3 students at the pembina state special school in east kalimantan province, it was found that the use of the blended learning model was effective on the students' learning outcomes of multiplication operations. the three autistic students who are currently in class vii of the autistic junior high school previously had obstacles in improving the learning outcomes of multiplication operations material during the online learning model. this is then resolved with a blended learning model that allows face-to-face meetings so that students can directly observe concrete learning. this finding is supported by the theory of cone of experience, according to dale (in nabiulana, 2019: 25) explaining that students in general will know more about material that can be simulated than what is heard by the teacher's explanation. this also applies to students with autism where students know better if the material being taught can be simulated in a palpable and visualized context so that learning must be concrete or at least semi-concrete. this kind of learning certainly cannot be applied when using the model in the network. the urgency behind the importance of this learning material is that the subject's learning outcomes are decreasing with the online learning model, so it is necessary to implement a more effective alternative learning model. as for other urgency, where arithmetic operations are always implemented in daily life, such as when shopping and managing finances. based on these thoughts, it can be concluded that mastery of arithmetic operations is very important for every individual with autism. the focus of this research is focused on improving learning outcomes of multiplication operations of students with autism. this research is an effort to innovate learning models to improve learning outcomes of multiplication operations for students with autism using a blended learning model. the implementation of blended learning model conducted by researchers was successfully implemented because the learning was still carried out by holding face-to-face meetings even though it was interspersed with online learning. then, when learning takes place, students tend to be able to follow the directions of the researcher independently so as to create practical collaboration between the subject and the researcher. researchers also use learning resources that can be accessed by students outside the network by meeting directly with researchers and online using soft files uploaded by researchers. the researcher also assessed the test results and observed the three students in two different conditions, namely in the network using the google meet platform and outside the network face-to-face. the successful implementation of blended learning is in accordance with the theory from carman (2005 in nasution, jalinus, syahril, 2019: 37-39) explaining that there are five key designs so that blended learning can be carried out effectively, namely: 1) live events, 2) self-paced learning, 3) collaboration, 4) assessment, and 5) performance support materials . the increase in scores that occurred gradually in the intervention phase which were carried out for 6 meeting sessions for approximately 2 weeks for students with autism proved the effectiveness of the blended learning learning model to improve learning outcomes of multiplication operations of students with autism. this is supported by the theory from abdullah (2018: 859) explaining that blended learning is a learning model that combines faceto-face learning models and learning models using computer technology that are carried out both within the network and outside the network at different times. having the opportunity to meet face-to-face while still learning online due to the covid-19 pandemic shows the advantages of the blended learning model in providing learning opportunities with more intensive social interaction than the online model. 226 journal of icsar; volume 6, number 2, july 2022, 216 229 the results of the study also revealed that the increase in scores between the three research subjects was different from each other. the percentage score of achievement at the end of baseline 2 from each subject was 80% in the first subject, 50% in the second subject, and 70% in the third subject. as for the background of the difference in the achievement of these scores, namely the difficulties faced by each research subject in the multiplication operation between two digits being taught. the first subject had difficulty in placing the numbers in units, tens, and hundreds as well as in multiplication between two digits using borrowing techniques. the third subject had more difficulties than the first subject, namely apart from the difficulties already mentioned in the first subject, the third subject also had difficulties in multiplying with pairs of numbers correctly. the second subject had more difficulties than the first and third subjects, namely apart from the difficulties mentioned in the first and third subjects, the second subject also experienced difficulties in adapting to using the arithmetic abacus so that sometimes it was still wrong to produce multiplication correctly even though the way of working was already done. appropriate. the unique and different difficulties between the three subjects of students with autism in learning multiplication operations are not uncommon. utari, kurniawan & fathurrochman (2020: 75) explained that each individual with autism has different levels of disorders and barriers. this difference in barriers occurs due to age, intelligence level, the effect of treatment and therapy on each individual as well as several other habits. these differences in barriers then affect several areas of children's lives, including differences in learning outcomes of multiplication operations between students with autism at school. learning that is applied to students pays attention to the structure, scheduled, and programmed patterns. this scheduled pattern is to carry out learning every school day from monday to friday by adjusting the concept of blended learning, namely three times face-toface and three times online. the material for the two-digit multiplication operation that is taught starts from the easy one, namely the two-digit multiplication operation in descending order without the technique of storing, then proceeds to the difficult stage, namely the technique of storing. the implementation of the learning in this research has been planned as outlined in the lesson plan (rpp) so that the objectives to be achieved are to improve learning outcomes of multiplication operations for students with autism. the aforementioned aspects are implemented in the context of this blended learning learning and the results strongly support the increase in the test scores obtained by the three subjects above. the above aspects of course follow and adapt to the theory of hermansyah & purnomo (2016: 13-15) namely the success of learning students with autism when using patterned, structured, and programmed principles. the blended learning model that is applied to students with autism based on the results of ongoing research shows differences with blended learning for regular students. blended learning for regular students only needs to pay attention to five key aspects as stated by carman (2005 in nasution, jalinus, syahril, 2019: 37-39), namely: 1) live events, 2) selfpaced learning, 3) collaboration, 4) assessment, and 5) performance support materials. for blended learning with students with autism, apart from the five aspects mentioned above, it is also necessary to pay attention to the characteristics and needs of students with autism. in blended learning for students with autism, it is necessary to pay attention that the characteristics of students with autism will affect the success of blended learning . the characteristics of students with autism based on the dsm v book written by the american psychiatric association (2013: 236) are limited and repetitive social interaction, communication, and behavior. social interaction and communication as well as limited and repetitive behavior in the context of blended learning focuses on how teachers adapt in interacting and communicating and increasing the motivation of students with autism to actively learn, adapt, and present learning materials and media in two different classes, namely sukinah & triadi, the effectiveness of blended learning model towards… 227 the outdoor class. network and classes within the network. in addition, aspects that need to be considered are the needs of students with autism. sofyan and yuwono (2014: 19) explain that the needs of students with autism can be found by conducting an assessment of these students. the conclusion of this opinion is that before carrying out learning with blended learning for students with autism, an assessment should be carried out to find the learning needs of students for the smooth learning. another finding from this blended learning model is that during learning with this model, it will show less effectiveness if it is not supported by adequate learning media in overcoming parts that are difficult for students with autism to understand . this is in accordance with the conclusion of the research by nurmantara, indrawati, & suganda (2020: 129) that the consideration of choosing the right media and learning model adapted to the material and characteristics of students will help each other so that the implementation of learning for students is better. the factors that support the success of the intervention in this study are: 1) the first factor, namely the blended learning model, can provide opportunities for the three research subjects to learn face-to-face so as to create intensive and fun social interactions. 2) the second factor, namely the three research subjects had the motivation to increase the short answer test scores through exploration of different ways and results of answers in each meeting. 3) the third factor, namely the research subject can adapt to the varied learning environment of blended learning . 4) the fourth factor, namely cooperation or cooperation from the school, especially from homeroom teachers who teach and parents in creating a conducive learning environment. the supporting factors as described above are in accordance with the theory of ramadani, sulthoni & wedi (2018: 205) where the success factors for implementing the blended learning model, apart from educational guidelines, are human resources both from teachers and students. and an adequate learning environment. the effectiveness of the blended learning learning model on the multiplication operation learning outcomes of students with autism is evidenced by the increase in the short answer test scores from the baseline 1 session to the intervention and to the baseline 2 session and the low percentage of data overlap. based on the theory of prahmana (2021: 39) explains that the smaller the percentage of overlap, the better the influence of the intervention on target behavior. there is other evidence from the results of previous research by hardiansyah (2017: 214) which found that the blended learning learning model implemented was more effective than conventional arabic learning in improving learning outcomes in the listening ability of students with autism. based on the results of hypothesis testing which is supported by expert opinion and from the results of previous studies, it can be concluded that the blended learning model has an effective influence in improving learning outcomes of multiplication operations of students with autism. conclussion conclusion(s) the conclusion that can be drawn based on the results of the research that has been presented and discussed is that the blended learning model is effective on the learning outcomes of multiplication operations for students with autism. this is indicated by the increase in the scores of the three subjects after being given intervention in the baseline phase 2 when compared to the initial ability of the subjects in the baseline phase 1. the first subject in the baseline phase 1 got an average level of achievement of 40%. then in the intervention phase the average level of achievement rose to 58.33% and at baseline 2 it rose again to 80%. the second subject in the baseline phase 1 got an average level of achievement of 30%. then in the intervention phase the average level of achievement rose to 38.33% and at baseline 2 it rose again to 50%. the third subject in the baseline phase 1 got an average level of 228 journal of icsar; volume 6, number 2, july 2022, 216 229 achievement of 30%. then in the intervention phase the average level of achievement rose to 48.33% and at baseline 2 it rose again to 70%. this finding is also supported by the overlapping percentage of the three subjects. the first subject score has data overlap between conditions at baseline 1 and intervention and intervention and baseline 2 by 0%. the second subject score has data overlap between conditions at baseline 1 and intervention by 16.67% and at intervention and baseline 2 by 0%. the third subject score has data overlap between conditions at baseline 1 and intervention and intervention and baseline 2 by 0%. the increase in scores in the baseline 1, intervention, and baseline 2 phases is supported by the low percentage of overlapping data between conditions in the three subjects, indicating that the blended learning model is effective in improving learning outcomes of multiplication operations students with autism. implication(s) the implications that can be conveyed based on the results of the research and the conclusions that have been made are as follows: 1) for students, the use of the blended learning model is effective in improving learning outcomes of multiplication operations. therefore, it is necessary to develop a blended learning model in other areas of learning material. 2) for teachers, the blended learning model can be used as a model choice to improve the learning outcomes of students with autism in other subjects. 3) for the school, the blended learning model can be taken into account in the agreement of implementing the curriculum using alternative learning models other than the online model on the learning outcomes of students with autism in various fields of learning. suggestion(s) researchers can provide suggestions based on research findings as follows: 1) teachers are expected to understand and examine more deeply and implement the application of the blended learning model according to the needs of students with autism as an alternative learning model in schools. 2) the school is expected to consider the blended learning model in determining alternative learning model policies from the online learning model currently implemented in schools. 3) future researchers are expected to be able to further examine the effectiveness of the blended learning learning model on learning outcomes of multiplication operations at the class and other school levels so that there are generalizations about the results of the study and use other types of assessment such as performance appraisals. references abdullah, w. (2018). model blended learning dalam meningkatkan efektifitas pembelajaran. fikrotuna, 7(1), 855-866. depdikbud. (2021). keputusan bersama menteri pendidikan, kebudayaan, riset, dan teknologi, menteri agama, menteri kesehatan, dan menteri dalam negeri nomor 05/kb/2021, 1347, hk.01.08/menkes/6678/2021, 443-5847 tahun 2021 panduan penyelenggaraan pembelajaran di masa pandemi coronavirus disease 2019 (covid-19). faradillah, a., hadi, w. & soro, s. (2020). evaluasi proses & hasil belajar matematika dengan diskusi dan simulasi. jakarta: uhamka press. fathurrahman & nuthpaturahman. (2015). blended learning. banjarmasin: institut agama islam negeri (iain) antasari. hardiansyah, m.h. (2017) efektivitas model pembelajaran blended learning untuk meningkatkan prestasi belajar siswa pada kemahiran menyimak di man 1 tulungangung. prosiding konferensi nasional bahasa arab, malang, 3, 207-215. hermansyah & purnomo, s.h. (2016). modul guru pembelajar plb autis kelompok kompetensi e.. bandung: pppptk tk dan plb bandung. hrastinski, s. (2019). what do we mean by blended learning? techtrends, 63(5), 564–569. sukinah & triadi, the effectiveness of blended learning model towards… 229 krisnawati, r.d. & putri, z.f. (2022). strategi pembelajaran siswa autis pada masa pandemi di slb dharma bakti patianrowo. khazanah intelektual, 6(1), 1313-1334. moelong, r.j. (2017). metode penelitian kualitatif (36th edition), bandung : pt. remaja rosdakarya offset. nabiulana, l. (2019). innovative technologies in education and using them for information technology teaching. international journal of academic.research and reflection, 7(6), 24-29. nasution, n., jalinus, n. & syahril (2019). buku model blended learning. pekanbaru: unilak press. nengrum, t.a., solong, n.p. & iman, m.n. (2021). kelebihan dan kekurangan pembelajaran luring dan daring dalam pencapaian kompetensi dasar kurikulum bahasa arab di madrasah ibtidaiyah 2 kabupaten gorontalo. jurnal pendidikan, 30(1), 1-12 nurmantara, l., inderawati, r. & suganda, l.a. (2020). learning models and media employed by 7th grade english teachers. english community journal, 4(2), 122–132. prahmana, r.c.i. (2021). single subject research teori dan implementasinya: suatu pengantar. yogyakarta: uad press. ramadani, a.d., sulthoni & wedi, a. (2019). faktor-faktor yang berpengaruh terhadap implementasi blended learning di jurusan teknologi pendidikan universitas negeri malang. jurnal kajian teknologi pendidikan, 2(1), 62-67. sugiyono. (2017). metode penelitian kuantitatif, kualitatif, dan r&d. bandung : cv. alfabeta. sukmadinata, n.s. (2017), metode penelitian pendidikan. bandung: pt. remaja rosdakarya. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p125 125 prototype development of social personal guidance guide using roleplaying techniques to improve social interaction of children with intellectual requirements endang pudjiastuti sartinah*, sri joeda andajani, pamuji department of special education, faculty of education, universitas negeri surabaya, surabaya, indonesia *corresponding author e-mail: endangsartinah@unesa.ac.id abstract: 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. keywords: social personal guidance, role playing-techniques, social interaction for children with intellectual requirements introduction the learning process that occurs in inclusive schools between students and teachers should be able to carry out smooth social interactions. but not all students can carry out social interactions, especially children with special needs. children with special needs in question are mentally disabled children. beirne-smith, m., patton, j. r., & kim (2006) states that mentally disabled children are children who experience intellectual disorders, whereas academic conditions are below the average of a normal child. the classification of mentally disabled children is carried out in very varied or various ways based on multiple disciplines and multiple changes in the paradigm of the existence of mentally disabled children. according to bremer, c. d. and smith, j. (2004), the classification of mentally retarded children aims to facilitate the provision of services to mentally retarded children according to the abilities of each child with mental retardation. the classification of mentally retarded children is mild mental retardation, moderate mental retardation, and severe mental retardation. the explanation is as follows: 1) mild intellectual disability (50 -70), namely mentally disabled children who are classified as mild, can be educated like normal children, they can be independent, learn various skills and life skills, and can learn several light theories. and valuable for everyday life. 2) moderate intellectual disability (30-50), namely mentally disabled children belonging to the moderate classification, are children who http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p125 mailto:endangsartinah@unesa.ac.id 126 journal of icsar; volume 7 , number 1, january 2023, 125 129 can still be trained independently and fulfill and carry out their own needs. 3) children with severe mental retardation (iq < 30) are mentally retarded children classified as severe and have an intelligence level below 30. with this level of intelligence, children commonly called idiots are challenging to train, let alone be educated to learn various academic theories. they need special care and sincerity from their families—fish, j (1985). so in overcoming the problems of mentally disabled children, a guidance technique is needed, namely the role-playing technique. wicaksono (2016) states that the role-playing method has two kinds of meaning. first, role-playing is a theatrical activity. this means that some players and characters play a specific role, the role is under the characters that have been written in the scenario, and the purpose of playing this role is to provide entertainment to others. second, role-playing is a sociological activity in which the patterns of behavior shown by a person are determined by social norms that live in society. based on the results of observations on december 13, 2021, at sdn gunung anyar 273 surabaya, several mentally disabled children have problems with social interaction; this can be seen in the behavior of children who like to be alone and never socialize with their friends when learning in class and during breaks. the social stories can reduce negative behaviors in autistic teenager in a secondary school (sha’arani & tahar, 2017). the results of interviews with several regular teachers at schools found that mentally disabled children tend to withdraw from their friends due to parents' lack of self-awareness about the importance of socializing for mentally disabled children. in addition, based on the results of interviews with the special assistance teacher (gpk) at the school, it was found that the children had been invited to play with their friends. still, due to the high egocentricity of the children, their friends chose to withdraw and avoid mentally disabled children at the school. in connection with these problems, it is necessary to provide assistance or instructions for schools to offer guidance services that can train mentally disabled children to socialize and developmentally disabled children's academics. one of the strategies that can suggest helping build the social interactions of mentally disabled children is the provision of guidance services tailored to the needs and characteristics of mentally disabled children. a personal social guidance guide is needed to assist teachers in providing guidance services for spiritual children, which is printed in a guidebook. based on these problems, researchers have high hopes for schools, especially teachers, to have guidelines in developing social interaction for mentally disabled children. the guide is a reference as a learning resource to increase efficiency and effectiveness in schools to achieve goals optimally. method this study uses a quantitative approach with the type of research and development (r&d) development research. this study aims to produce a product: developing a teacher's guidebook in personal social guidance to develop social independence for mentally disabled children. according to sugiyono (2014), research and development methods are research methods used to produce specific products and test the feasibility of these products. the development model used in this research is thiagarajan, s, semmeln, d, s & semmel m.i. (1974), namely the 4-d model, which is explicitly used to develop learning tools in this research is to develop a guide that is specifically for teachers. the stages used in the 4-d development model are defined, designed, developed, and disseminate. in the research, the 4d model was modified and only carried out three stages of development, namely 1. definition stage, 2. design stage, 3. development stage. the define stage is the stage to define and define the learning requirements. this defined stage includes five main steps, namely front-end analysis, student analysis (learner analysis), task analysis (task analysis), concept analysis, and formulation of learning objectives (specifying instructional purposes). the design stage aims to design a personal social guidance guide to sartinah, andajani, & pamuji, prototype development of social personal guidance … 127 develop social independence for mentally disabled children. the development stage is to produce a final draft, namely a prototype of a social, personal guidance guide for developing social independence for autistic children. the test subject in the research on developing teacher guides in personal social guidance with role-playing techniques for mentally disabled children is a special assistant teacher (gpk). the study was conducted at sdn gunung anyar 273 surabaya. result and discussion result(s) the process of developing a teacher's guidebook in personal social guidance using roleplaying techniques to improve social interaction of children with mental retardation. 1. expert validation the experts involved in providing assessments or validating teacher guidebooks in personal social guidance using role-playing techniques to improve social interaction for mentally disabled children consist of two experts, namely guidance and counseling experts and plb experts, especially mentally disabled experts. 2. field trial observations showed that providing personal social guidance using role-playing techniques to increase the social interaction of mentally disabled children gradually can increase student activity in terms of asking friends, greeting friends, inviting friends to play together, and saying hello when you meet friends. 3. teacher's ability to provide personal social guidance by using role-playing techniques. the success of teachers in providing personal social guidance by using role-playing techniques to increase social interaction of mentally disabled children because of the availability of teacher manuals; personal social guidance teacher guides can make it easier for teachers to provide personal social guidance whose steps have been facilitated by researchers and using media which mentally disabled children favor to make it easier for teachers to provide social, personal guidance with role-playing techniques. 1. student response students are enthusiastic about implementing social, personal guidance using role-playing techniques. this means that the provision of personal social guidance with role-playing techniques can increase the enthusiasm of mentally disabled children to have the desire to interact with their friends. this agrees with purwati (2003, p.26-27), explaining that in the aspect of personalsocial development, guidance services help students (1) have self-understanding; (2) develop positive abilities; (3) make healthy choices of activities; (4) able to respect other people; (5) have a sense of responsibility; (6) develop interpersonal relationship skills; (6) can solve the problem; (7) and can make good decisions. discussion(s) results of the development of a teacher's guide to personal social guidance using roleplaying techniques to improve social interaction of children with mental retardation. the quality of the teacher's guidebook in personal social guidance with role-playing techniques to improve the social interaction of mentally disabled children is the quality of development expressed by nieveen. nieveen (1999) states that three aspects need to be considered in assessing the quality of a product from development research; these aspects are validity, practicality, and effectiveness. validity is seen from content and constructs validity. content validation is seen from how the product conforms to the social interaction aspects of mentally disabled children. in contrast, form validation is seen from the accuracy of the use of theories used as a guide in the formulation or preparation of the product. practicality can be seen in whether the teacher can apply the effect to autistic children. effectiveness is seen based on whether or not the product can increase children's social interaction, namely: 1. the validity of the teacher's guidebook in personal social guidance with role playing techniques to improve social interaction of children with mental 128 journal of icsar; volume 7 , number 1, january 2023, 125 129 retardation. based on the results of data analysis from the development of teacher manuals in personal social guidance with role-playing techniques to improve social interaction of mentally disabled children in inclusive elementary schools, the results of this product that has been developed have passed several revisions from experts, namely counseling guidance material experts (bk), notable education material experts (plb), and expert practitioners, namely teachers and have been declared eligibility in terms of validity by experts. 2. practicality of teacher's guide books in personal social guidance with role playing techniques to improve social interaction of children with intellectual requirements the acquisition of a teacher's guidebook in personal social guidance using role-playing techniques to improve the social interaction of mentally disabled children is caused by several factors. these factors are: first, the guide has been developed following the practical aspects that have been disclosed by nieveen (1999). second, the focus is prepared according to the teacher's needs in dealing with children's social interactions. third, the development of teacher guides is equipped with support, namely manuals, so that teachers can use the guidebook well. fourth, the product of the focus is interactive. fifth, the teacher's book guide in personal social guidance using role-playing techniques is prepared by taking into account the needs and characteristics of children. meanwhile, the obstacles or obstacles faced during the implementation of the social, personal guidance guide with the role-playing technique for mentally disabled children at sdn gununganyar 273 were when the mood of the mentally disabled child experienced instability so that the teacher needed an additional prompt so that the child would take part in personal social guidance activities. 3. the effectiveness of teacher's guidebooks in personal social guidance with role playing techniques to improve social interaction of children with mental retardation through a small-scale (limited) trial conducted at sdn gunung anyar 273, surabaya with a subject of six mentally retarded children, is known the results of the data analysis of the effectiveness of the guidebook obtained an average of 3.0. based on the criteria previously determined, the social, personal guidance guide with role-playing techniques to increase social interaction of mentally disabled children in elementary school is declared effective in increasing social interaction of mentally disabled children. from the results of small-scale trials, it can be said that there is a significant influence from the use of guides; this means that giving stimulus to mentally disabled children in terms of social interaction gradually can increase the social interactions of mentally disabled children to be able to interact with their friends without help from other people. other than the experiences they have gone through. based on the discussion, many challenges faced by special education teachers to improve the ability and services to disabled student (kartini & aprilia, 2022). conclussion the 4d development model resulted in developing a prototype teacher guide in personal social guidance with role-playing techniques to improve the social interaction of mentally disabled children in inclusive elementary schools with good, practical, and adequate quality. the components of the development of the resulting prototype guide consist of: a. preface, b. introduction, c. the steps for implementing a prototype development guide for personal guidance. 2. feasibility and development of the resulting guide prototype can be described as follows: a. from the data analysis, we can see that the validity is 3.0 out of a maximum value of 4; this means that the development of the resulting guide prototype meets the validity criteria. b. from the data analysis, we can obtain that the practicality value is 2.7 from the maximum value of 4; this means that the development of the guide prototype meets the practicality criteria. c. from the data analysis, we can obtain that the effectiveness value is 3.0 from the maximum value of 4; this means that the development of the prototype guide meets the effectiveness criteria. thus, we can conclude that developing a prototype teacher guide in sartinah, andajani, & pamuji, prototype development of social personal guidance … 129 personal social guidance with role-playing techniques in increasing the social interaction of mentally disabled children in inclusive elementary schools is feasible. acknowledgments the author would like to thank related parties who have contributed to the writing of this article. references bremer, c.d. dan smith, j. (2004). teaching social skills. information brief, addressing trends and developments in secondary education and transition. october 2004. vol. 3. issue 5. beirne -smith, m., patton, j. r., & kim, (2006). mental retardation: an introduction to intellectual disability 7th edition. a. pearson education company. fish, j. (1985). educational opportunities for all. london: inner london education authority. kartini, a., & aprilia, i. d. (2022). challenges and opportunities for regular teachers in the implementation of assessments for students with special needs in inclusive education provider school. journal of education for sustainability and diversity, 1(1), 29–38. https://doi.org/10.57142/jesd.v1i1.4 nieveen, n. (1999). prototyping to reach product quality. design approaches and tools in education and training (pp. 125-135). springer, dordrecht. purwati. (2003). model bimbingan dan konseling perkembangan di sekolah dasar. tesis. unnes. tidak diterbitkan sha'arani, n. b., & tahar, m. m. (2017). tantrum behavior modification for autistic student at secondary school using social stories technique. journal of icsar, 1(2), 140-144. sugiyono. (2014). metode penelitian kuantitatif, kualitatif, dan kombinasi (mixed methods). bandung : alfabeta. thiagarajan, s, semmeln, d, s & semmel m.i. (1974). instructional development for training of exceptional children: a source book indiana university wicaksono, a., dkk. (2016). teori pembelajaran bahasa: suatu catatan singkat edisi revisi. yogyakarta: garudhawaca. https://doi.org/10.57142/jesd.v1i1.4 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p030 30 helping girls with deafness victims of sexual harassment: rebt with bisindo as a mental health education service in schools marlina marlina*, yuninda tria ningsih, zulian fikry, dea resti fransiska universitas negeri padang, padang, indonesia *e-mail: lina_muluk@fip.unp.ac.id abstract: this article examines the girls with deafness in schools who experience sexual harassment. the purpose of this study is to find a post-sexual harassment service model that is in accordance with the characteristics of girls with deafness and explain how schools pay attention to well-organized and theoretical programs using a preventive approach to mental health. participants totaled 166 users consisting of 105 teachers, 38 students, 8 lecturers, 5 members of organizations for the deaf and other professions. the results showed that sexual harassment can occur physically and verbally towards the girls with deafness which can cause trauma. the girls with deafness are more at risk of being sexually abused than boys. they experienced very significant intimidation. the limited communication characteristics of girls with deafness cause trauma of sexual harassment, irrational beliefs that interfere with social functioning in the environment. there is a need for intervention in special mental health service programs such as rebt with bisindo that are in accordance with the characteristics of students with deafness. the role of the teacher in preparing children to deal with face life in an increasingly complex society. keywords: girls with deafness, rebt, bisindo, sexual harassment introduction women with disabilities are one of the vulnerable groups who are victims of sexual violence. this is worrying because many of them do not get education and legal protection. (plummer & findley, 2012). limitations in several aspects make cases of sexual harassment experienced by women with disabilities more difficult than other cases (marlina & kusumastuti, 2019). accessibility is also a key factor in the successful handling of cases of sexual harassment against women with disabilities (marlina & sakinah, 2019). fulfillment of accessibility in accordance with needs will reduce the impact of discrimination felt by persons with disabilities, both psychologically and physically (afiati, 2017). the diverse needs of persons with disabilities make the handling of cases for each group must find its own solution. girls with deafness are included in the group of people with disabilities who have difficulties in hearing, language, and communication (utari et al., 2020). the results of the study (arsyati et al., 2016) show that cases of sexual abuse that occur in children in indonesia are worrying. case reports show that 84% of students with disabilities have experienced sexual harassment (lestari, 2020) and other reports indicate that 88% of child victims of sexual abuse may become perpetrators of child sexual abuse (simbolon, 2018). students with mild and moderate disabilities are at risk of sexual harassment compared to students with severe disabilities (marlina, 2015). in some cases that occurred in the field,, only 18% received treatment (gillander gådin & stein, 2019). the results of the study (soylu et al., 2013) show that victims of sexual violence will experience mental disorders in the form of post-traumatic stress disorder (ptsd). some other disorders include acute stress (asd), major post-abuse depression (mdd), post-abuse behavior disorder (cd), and negative and irrational thoughts. http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 marlina, ningsih, fikry & fransiska, helping girls with deafness victims of sexu… 31 the report of the indonesian association of women with disabilities shows that cases of sexual violence against girls with deafness often experience difficulties in the investigation process by the authorities due to several factors, including (1) the inability of the police to understand the flow of cooperation in the handling process, (2) miscommunication during the preparation of the bap. because the sign language used by people with deaf is not understood by the relevant parties and (3) there is no comprehensive treatment model in accordance with the characteristics and needs of children with deaf who are victims of sexual violence. this means that there has been no serious handling of cases of sexual violence against girls with deafness. most of the handling of post-sexual violence against women with disabilities is handled through training (young et al., 2012); and pharmacotherapy (santosh & baird, 1999). treatment with cognitive restructuring techniques is very rarely found, if an y, it is carried out on depressive blind people (liziana n onuigbo et al., 2019); the use of rational emotive behavior therapy in junior high school students who are victims of bullying (hasibuan & wulandari, 2016). some of these studies are not in accordance with the characteristics of the girls with deafness who use sign language as communication. a comprehensive treatment model is needed that is in accordance with the characteristics and needs of deaf girls. one of them is rational emotive behavior therapy/rebt (dryden, 2005), research (liziana nnenna onuigbo et al., 2018) on special education teachers in reducing irrational thinking shows good results with the rebt therapy model. research (liziana n onuigbo et al., 2019) to deal with depression problems faced by depressed blind people; for burnout stress management interventions for special educator teachers (ugwoke et al., 2018); and the implementation of the rebt program in the school curriculum for stress management in students with emotional disorders (banks, 2011) also showed similar results. the advantages of this rebt will be developed and adapted to the communication modality for people with hearing impairment, namely using indonesian (bisindo). rebt with bisindo is a therapy that tries to change irrational thoughts into rational ones so that the subject has feelings of worth, ability, and acceptance by using indonesian sign language (bisindo) as a communication tool in the therapy process. bisindo is a spoken language that grew up in indonesia as the natural mother tongue of the deaf community in indonesia. bisindo was initiated by the indonesian prosperity movement for the deaf (gerkatin) which is considered a language that can represent indonesia's deaf culture. bisindo is a language commonly used by people with deaf and mute since childhood. in other words, bisindo is a natural language that is easily digested by people with deaf or when used to communicate with people. bisindo is delivered using two hands. the purpose of using two hands is to make it easier for the interlocutor to understand what the other person is saying using bisindo (mursita, 2015). however, there has been no rebt research that has been applied based on the characteristics and needs of girls with deafness, namely rebt based on indonesian sign language (bisindo). in order for the intervention to be effective, it is better to use a model that is acceptable and in accordance with the characteristics and needs of the client (ellis & dryden, 2007). such interventions should place women with disabilities who are victims of sexual violence no longer feeling negative emotions (stress, sadness, anger); view life and various events in life as life experiences (ogbuanya et al., 2018); have rational thoughts about oneself; do not feel stupider, weaker than the perpetrators of sexual violence, feel worthy of being sexually harassed, feel that everyone views them negatively and feel unable to achieve success in life (berliner & elliott, 2002). this study combines rebt with bisindo in the syntax of handling the girls with deafness who are victims of sexual violence. the use of rebt with bisindo has advantages, including: (1) therapy that focuses on the characteristics and needs of deaf people, (2) helps other parties 32 journal of icsar; volume 6, number 1, january 2022, 30-36. in understanding the forms of communication used by deaf people so that there is no misunderstanding by both parties, (3) improves communication and reading skills (anugerah et al., 2020). based on these problems, this article aims to: (1) describe cases of sexual harassment in girls with deafness, (2) explore the need to develop a rebt model that is in accordance with the characteristics and needs of the girls with deafness. method participant(s) a survey on the on the needs assessment of deaf girls who were victims of sexual harassment was conducted was conducted on 166 respondents from several cities in indonesia containing responses to cases of sexual harassment that occurred in girls with deafness. the ages of the children in question ranged from 11-18 years. the covid-19 pandemic situation made the survey conducted online by the google form platform, the link was shared via whatsapp for one month. data of types respondents involved in the study are presented in table 1 and figure 1. table 1. respondent profession no profession frequency percentage 1. practitioner 1 1% 2. teacher 105 63% 3. lecture 8 5% 4. women's organization 2 1% 5. gerkatin 5 1% 6. principal 1 1% 7. inspector slb 1 1% 8. scout 1 1% 9. students 38 23% 10. general public 4 2% total 166 100% figure 1. distribution of respondent by island assessment tools needs assessment, the scale used to collect need assessment data, which consists of questions about sexual harassment in girls with deafness, socialization of handling sexual harassment in girls with deafness, frequency of sexual harassment cases in girls with deafness, application of rebt in cases of sexual harassment and the need for rebt with bisindo for girls with deafness victims of sexual harassment. data collection using a questionnaire with a likert scale to find out the needs of the developed model, with once (3), sometimes (2), and never (1) criteria. marlina, ningsih, fikry & fransiska, helping girls with deafness victims of sexu… 33 35% 12% 14% 18% 10% indecent or suggestive remarks questions unwelcome and inappropriate touching, hugging or kissing the circulation of pornography (by wa, for example) requests or demands for sexual favours (for example, video call sex) other result and discussion result(s) the needs assessment questionnaire was analyzed quantitatively and qualitatively. quantitative analysis was used to analyze data on respondents understanding of sexual harassment toward girls with deafness and the needs of respondents (users) of rebt therapy according to the characteristics of the deaf which were made in percentage form. while qualitative analysis is used to analyze the data on respondents responses to rebt with bisindo needs. figure 2 shows that cases of sexual harassment in girls with deafness. figure 2. cases of sexual harassment in girls with deafness description of figure 2. a : sexual harassment in girls with deafness, b: socialization of handling sexual harassment in girls with deafness, c: frequency of sexual harassment cases in girls with deafness, d: application of rebt in cases of sexual harassment the results showed that 57% of respondents sometimes knew about cases of sexual harassment that occurred in girls with deafness. these results indicate that the findings (un women, 2020), women with disabilities have a higher risk of experiencing sexual harassment than men with disabilities due to stereotypes, stigma, discrimination and the normalization of sexual harassment cases. figure 3. sexual harassment behavior category the frequency of cases of sexual harassment that occurs is not comparable to the socialization of handling cases of sexual harassment against girls with deafness. cases of child sexual abuse will have a dangerous impact if not taken seriously (latcheva, 2017). examples 34 journal of icsar; volume 6, number 1, january 2022, 30-36. 82% 13% 5% need service for rebt with bisindo for girls with deafness victims of sexual harassment. very important moderately important unimportant 85% 90% 55% 40% 25% 0% 20% 40% 60% 80% 100% the use of bisindo in psychological therapy is important as a solution bisindo-based therapy is a form of accommodation for deaf women educational institutions need manuals for dealing with cases of sexual… need a manual that contains symbols that can describe the sexual… it requires systematic and collaborative handling of mental health impacts caused are depression, anxiety, post-traumatic stress disorder, suicidal ideation/attempts that arise after being a victim. so this will harm the victim by not socializing, avoiding the usual study room area on campus), physical (eg sleep disorders, bruising, pregnancy disorders, and sexually transmitted diseases), and decreased academic results (eg skipping school, dropping out of school). specifically for girls with deafness, special handling is needed that is tailored to communication needs. rebt with a psych educational approach, which is basically in the form of active-directive (directing or guiding) and didactic (teaching), will focus on thoughts, emotions and actions. this rebt implementation procedure will run optimally if the communication is two-way. people with deafness use sign language that combines the shape, orientation and movement of the hands, arms, body and facial expressions to express thoughts (marlina & irdamurni, 2018). so that the merger of rebt and sign language to develop a model of service delivery guidelines for girls with deafness victims of sexual harassment will be an innovation in handling cases of sexual harassment against women with disabilities. the use of rebt that is adapted to the characteristics of the deaf who has speech and language limitations has never been done. especially in indonesia, the use of sign language that is widely used by the deaf is bisindo. so that one of the applications of rebt for girls with deafness victims of sexual harassment can be mediated through bisindo. figure 4. need service for rebt with bisindo the picture 5 shows an overview of respondents' understanding of the need for bisindobased rebt therapy. figure 5. overview of respondents' understanding of the need for bisindo-based rebt therapy marlina, ningsih, fikry & fransiska, helping girls with deafness victims of sexu… 35 conclussion girls with deafness who are victims of sexual harassment have several communication characteristics that result in disturbances and problems in resolving sexual harassment cases. as a victim, the impact of sexual harassment leads to a decline in mental health. the results of the needs analysis show, they need intervention strategies designed for post-sexual abuse psychological services. besides, there are the need for institutions, teachers, and education to support the handling of cases of sexual harassment in interventions that can be integrated into the academic curriculum. rebt with bisindo is designed to be a comprehensive strategy that will challenge potentially traumatizing behavioral aspects, negative emotions, irrational beliefs into positive emotions. the addition of bisindo to the rebt procedure will make the understanding of the girls with deafness optimally for the purposes of the rebt therapy procedure. it is important to distinguish between rational and irrational beliefs because irrational beliefs can cause emotional disturbances, such as depression, excessive anxiety, guilt, and anger, as well as negative behavioral reactions such as aggression, withdrawal, and impulsivity. a review of the application of rebt with bisindo shows that, with modifications appropriate to the characteristics of girls with deafness, rebt is effective in debating irrational beliefs in girls victims of sexual harassment. in addition, the results of the needs analysis are very strong suggested that the bisindo-based rebt concept needs to be taught in a systematic, multi-modal manner approach and integrated into classroom settings in schools. further research on the development of the rebt guidance model with bisindo needs to be carried out so that this promising intervention can be implemented applied competently for post-sexual harassment case handling services for girls with deafness. reference afiati, a. 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(2012). staff attitudes towards sexuality in relation to gender of people with intellectual disability: a qualitative study. journal of intellectual and developmental disability, 37(4), 343–347. https://doi.org/10.3109/13668250.2012.704983 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p129 129 the traditional way of professional development in inclusive education: still effective or not? suhendri*, norimune kawai hiroshima university, hiroshima, japan *e-mail: d196070@hiroshima-u.ac.jp abstract: numerous studies suggest professional development to improve educators’ attitudes toward inclusive education. however, not all professional development seems to be effective in boosting participants’ attitudes. this current study is aimed to explore the effectiveness of professional development in inclusive education, especially for kindergarten principals in indonesia. by conducting a 10-day professional development (n=60), the attitudes toward inclusive education of the participants were measured before and after the professional development using itaie (the indonesian teachers' attitudes toward inclusive education). a paired t-test was applied to find the differences in principals’ attitudes toward inclusive education before and after the professional development. the finding revealed no significant improvement in kindergarten principals’ attitudes toward inclusive education after joining the traditional way of professional development. keywords: professional development; principals attitudes; inclusive education introduction many scholars reveal that teachers’ attitudes towards inclusive education determine the successful implementation (avramidis & kalyva, 2007; barnes & gaines, 2015; elisa & wrastari, 2013). in addition, teachers' attitudes towards inclusive education greatly influence the learning environment in inclusive schools (monsen et al., 2014). barnes and gaines (2015) believed teachers with positive attitudes towards inclusive education could create a good school atmosphere to bring positive student achievements. . one of the ways to gain the positive attitudes teachers need to attend professional development in inclusive education. in a study by avramidis and kalyva (2007), 60% of the 135 participants believed their attitudes would be affected by their knowledge. one-third said they could get more knowledge through professional development. in addition, prinsloo (2006) believed that professional development was a key factor in positively impacting teachers' attitudes toward inclusive education. in fact, principals' attitudes and knowledge towards inclusive education still become barriers to actualizing inclusive education as they lack professional development. meanwhile, slee (2010) points out that professional development programs keep struggling to equip teachers to implement inclusive education. unfortunately, most studies reveal that 'sit and get' professional development has had fewer impacts on improving educators' competencies (mcleskey & waldron, 2002; nishimura, 2014; tate, 2012). therefore, the current study will explore the effectiveness of the traditional way of professional development to improve kindergarten principals’ attitudes toward inclusive education. http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p129 130 journal of icsar; volume 6, number 2, july 2022, 129-133 method the current study used a quasi-experiment comparison group design by applying a traditional way of professional development as the intervention. upon obtaining ethical approval, 60 indonesian kindergarten principals were asked to join the conventional professional development for ten days. some participants represented each island to join the professional development. due to the pandemic situation of covid-19, the class was held online with 60 participants. the itaie scale – the indonesian teachers' attitudes toward inclusive education scale developed by ediyanto (2020) was applied to measure the principals' attitudes toward inclusive education before and after the treatment. the instrument contains a six-point likert scale ranging from strongly disagree (1), disagree (2), neutral (3), agree (4), to strongly agree (5). for the analysis, the paired t-test was applied to measure the significant difference between pre and after the professional development. result and discussion result(s) respondent background in this current study, kindergarten principals joined the traditional professional development. the participants were asked to complete a survey about their attitudes toward inclusive education before and after the professional development was conducted. to indicate the level of the attitudes, the range of the mean will be as follows:  a mean score of more than 3.5 (m > 3.5) will be considered that kindergarten principals have a high positive attitude toward inclusive education at kindergartens,  a mean score between 1.3 and 3.5 (1.3 ≤ m ≤ 3.5) will indicate a moderate attitude,  a mean score lower than 1.3 (m < 1.3) will show the negative attitude of kindergarten principals towards implementing inclusive education at kindergartens. from the quantitative data analysis in the control class, the mean score of principals’ attitudes toward inclusive education before the professional development was 3.0 (see table 1), between 1.3 and 3.5 (1.3 < m < 3.5). it indicated that participants’ attitudes towards inclusive education were moderate attitude. after the professional development, the attitudes were measured again. there was a slight improvement; the mean was 3.1 (table 2), but still moderate attitudes. table 1. the mean score of principals’ attitudes toward inclusive education before and after the professional development before the professional development after the professional development statistics value statistics value n valid 60 n valid 60 missing 0 missing 0 mean 3.0098 mean 3.1256 std. deviation .44670 std. deviation .42303 minimum 1.50 minimum 2.18 maximum 4.09 maximum 4.27 suhendri and kawai, the traditional way of professional development… 131 the paired t-test analysis was applied to get more accurate data about the difference paired sample t-test was used to determine whether there are differences in kindergarten principals’ attitudes before and after the conventional professional development in inclusive education. the decision-making guideline in paired sample t-test was based on the significance value.  if the probability or significance value (sig. 2-tailed) is less than 0.05 (<0.05), then there is a significant difference between principals’ attitudes before and after the professional development in inclusive education  conversely, if the value of probability or sig. (2-tailed) is higher than 0.05 (> 0.05), then it can be concluded that there is no significant difference between principals’ attitudes before and after the professional development in inclusive education the paired t-test analysis found that the sig (2-tailed) value was 0.144 (table 2). this value was more than 0.05. since the sig. (2-tailed) was higher than 0.05 (> 0.05), so it was concluded that there was no significant difference between principals’ attitudes before and after the professional development. in other words, the traditional professional development did not successfully improve principals’ attitudes toward inclusive education. table 2. the result of paired t test paired differences sig (2tailed) mean std. deviation std. error mean pair 1 var00001-var00002 -.11212 .58639 .07570 .144 discussion(s) the traditional professional development in this current study did not apply any combination of professional development except the “sit and watch” method. as predicted, it did not improve teachers’ attitudes towards inclusive education. most studies claimed that the failure of traditional professional development to improve teachers’ competencies was due to its top-down structure, one-size-fits-all nature, and lack of continuous follow-up and support (shurr et al., 2014; utami & prestridge, 2018; visser et al., 2014). this finding reinforced some other studies about traditional professional development's failure to boost teachers’ attitudes and competencies, for example, a study by reina et al. (2019) and ediyanto et al. (2020). they found that the traditional professional development failed to boost 40 spanish physical education teachers’ (pet) attitudes towards inclusive education. this result was also in line with the study by sykes (1996). he said that a traditional professional development where teachers do one-shot training was ineffective in developing their competencies. artman et al. (2020) also argued that traditional professional development failed to meet teachers’ needs. as a result, the students’ achievements were also hard to gain. however, some studies mentioned different results regarding the improvement of attitudes towards inclusive education after professional development. many studies mentioned that professional development could boost teachers’ attitudes toward inclusive education, such as ediyanto (2020), kuyini and desai (2008), lambe (2007), and male (2011). male (2011) revealed that forty-eight teachers, who were enrolled in a master's program in special and inclusive education, indicated having more positive attitudes at the end of the professional development compared with at the beginning for four categories of inclusion, namely physical/sensory; social; academic; and behavioral. 132 journal of icsar; volume 6, number 2, july 2022, 129-133 conclussion a positive attitude toward inclusive education is a key element in implementing inclusion. one of the ways for educators to achieve it is by joining professional development. however, not every professional development has successfully improved educators’ attitudes toward inclusion. this current study revealed that the traditional professional development in inclusive education had failed to improve kindergarten principals’ attitudes toward inclusion. the principal’s attitudes remained moderate before and after the professional development. however, this finding could not be generalized in other areas of education except in a kindergarten setting with a limited number of participants. future studies with more participants and comparison control and experiment group would give comprehensive results. references artman, b., danner, n., & crow, s. r. 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(2019). incluye-t: a professional development program to increase the self-efficacy of physical educators towards inclusion. physical education and sport pedagogy, 24(4), 319-331. shurr, j., hilth, m., jasper, a., mccollow, m., & heroux, j. (2014). another tool in the belt: self-directed professional development for teachers of students with moderate and severe disabilities. physical disabilities: education and related services, 33(1), 17-38. slee, r. (2010). political economy, inclusive education, and teacher education. in c. forlin (ed.), teacher education for inclusion: changing paradigms and innovative approaches (pp. 13–22). london: routledge. sykes, g. (1996). reform of and as professional development. phi delta kappan, 77(7), 464. tate, m. l. (2012). " sit and get" won't grow dendrites: 20 professional learning strategies that engage the adult brain. corwin press. suhendri and kawai, the traditional way of professional development… 133 utami, i. l. p., & prestridge, s. (2018). how english teachers learn in indonesia: tension between policydriven and self-driven professional development. teflin journal, 29(2), 245-265. visser, r. d., calvert evering, l., & barrett, d. e. (2014). #twitterforteachers: the implications of twitter as a self-directed professional development tool for k-12 teachers. journal of research on technology in education, 46(4), 396-413. 159 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 the improvement of down syndrome children’s independency through vocational skill training noor rita syofiyawatia, asrowib, gunarhadic, siti s fadhilahd abcuniversitas sebelas maret, surakarta, indonesia dslb putra harapan gondang sragen, central java, indonesia e-mail: rita.pascaunsplb15@gmail.com abstract: this research aimed to find out the down syndrome children’s independency using vocational skill training. the research method employed was classroom action research (car). the subjects of research were four children with down syndrome. techniques of collecting data used were a documentation study, test, and observation. the data analyzed by an interactive model by comparing prior data before and after the action through 2 cycles. the result showed that the mean score of down syndrome children independency increased. the implementation of the vocational skill training in local content subject material successfully improved the down syndrome independency. keywords: vocational skill training, independency, down syndrome education is a very important to all aspects of human life, requiring the human being to think. special education is the form of educational service dealing with the students with special needs, including those with down syndrome. special education consciously attempts continuously to improve education as well as possible. one of education service given to the children in academic area is independency lesson. gunarhadi (2005) states that the children with mild down syndrome or the educable children are those likely acquiring education in independency, writing, and counting fields at certain grade at special school. for the down syndrome children, independency is the most important thing to their life in the future. without independency, they will not develop maximally. the development of syndrome down children is varying, including physical, cognitive, and psychosocial aspects. gunarhadi (2005) states that many factors affect those development: (1) internal factor including talent, hereditary characteristic, motivation, and instinct, (2) external factor including food, climate, culture, economy, position of children within the family, and (3) general factor including intelligence, sex, health and race. just like other normal children, the development of children with special needs is affected by many factors. they are the position of children in the family, how the family treats the children, how the parents pay attention to their development, and the extent to which parents attempt to find knowledge related to their children development. independency is one of parents’ pattern in taking care of children encouraging them to be independent, but still putting limits and controlling their action. parents support everything the children do. independency is the objective of learning for down syndrome children. children are expected to fulfill all of their need without others’ help. recalling that childhood and adolescence are the important periods in the independency development process, the understanding and the opportunity the parents give to their children in improving independency are very important. family is the main and first pillar in creating the independent children. to help the children with down syndrome deal with independency difficulty, vocational skill training is conducted. method this research was taken place in slb putra harapan gondang sragen, central java, indonesia. the research was conducted in the academic year of 2016/2017 from november 2016 to february 2017. this study was a classroom action research (car) design. classroom action research, according to el wardani, et al (2006), is an action research conducted in the classroom. car was the one conducted by teacher him/her self or in collaboration involving author, teachers, children or other employees of school aiming to improve the system and the teacher’s performance in the attempt of improving the quality of children independency, both process and product. in this research, the vocational skill training was employed to find out whether or not there is the increase in the children’s independency product (output). 160 journal of icsar; volume 1, number 2, july 2017: 159-161 the strategy used in this study was classroom action research. this research aimed to describe and to explain the reality in the field through the author’s observation. in this case, the object observed is the children’s independency activity before and after the action has been given using vocational skill training. the subject of research consisted of teachers and children with down syndrome in slb putra harapan gondang sragen in the school year of 2016/2017. the children studied consisted of 4 children: 2 boys and 1 girl. the object of research was the independency activity of children with down syndrome in slb putra harapan gondang sragen in the school year of 2016/2017. the classroom action research (car) conducted can be illustrated in the figure 1. findings and discussion findings the chart from figure 2 above shows the comparison of independency score of children with down syndrome between cycles. considering the data of pre-cycle product for the children before the action was taken, it can be found that the mean score of children’s independency is 43.73; this figure increased to 57.50 in cycle i and 70.00 in cycle ii. in the material of vocational skill training, it can be found that there is an increase of independency activeness and the children’s independency output (product). thus, the implementation of independency improvement up to cycle ii has been considered as good, because the children’s understanding on the completion of vocational skill activity has indicates some improvement. figure 1. research procedure figure 2. the comparison of independency score of children with down syndrome between cycles table 1. score list between cycles for the 2nd graders no name score prior condition cycle i cycle ii 1 woro 40 50 60 2 arga 40 55 70 3 ningsih 45 55 70 4 ajib 50 60 75 total 180 230 240 mean class 43,75 57,50 70.00 the material of children independency is the daily life skills the children need in their life. this research was conducted in 4 stages: planning, acting, observing, and reflecting. 161noor rita s, asrowi, gunarhadi, siti s fadhilah, the improvement of down syndrome children . . . . discussion the result of independency in cycles i and ii shows that the vocational skill training can improve the children’s concentration and memory concerning the routine activity so that the children’s independency output can improve. the improvement of concentration and memory using vocational skill training runs sustainably both in school and at home; it is in line with bratanata (1999) stating that the main objective of learning this vocational skill training is to stimulate the brain function thereby developing and achieving the optimum function, and improving speed, appropriateness, and precision in thinking, and practicing concentration and memory. meanwhile, the improvement of children’s independency output is compensated with the improvement of children’s attitude in the classroom. the result of observation shows the children’s activity during independency process in cycles i and ii also improves. the improvement of independency output of children with down syndrome in slb putra harapan gondang sragen can be seen in the elaboration above. the improvement of independency is affected by the utilization of vocational skill training and independency process. the increase in percentage affective score shown by children with down syndrome in cycles i and ii indicates the big interest in independency using vocational skill training. interest, according to hurlock (2012), is an individual’s wish to pay attention to certain object, followed with the pleasure to satisfy the need. nevertheless, every vocational skill training method used of course has both strength and weakness. conclusion and suggestion conclusion considering the result of classroom action research conducted in two cycles by applying the vocational skill training instrument in the children with down syndrome in slb putra harapan gondang sragen in the school year of 2016/2017, it can be concluded that the independency of children with down syndrome can be improved through vocational skill training. the independency has achieved the independency passing classically. suggestion the theoretical implication of current research shows that independency by applying vocational skill training can improve the independency ability of children with down syndrome in local content material of skill. in presenting the learning material, teacher should be able to choose the appropriate independency method to facilitate the children to master the material well in independency. in this independency material, the children can do experiment independently so that they can understand easily and then memorize the material without compulsion and suppression from parents and teacher. this result of the research can be used as the input for the teacher to improve the appropriate independency strategy and method thereby improving the quality of teaching independency process in relation to the objective to be achieved by the students. references bratanata. (1999). dunia anak-anak (bermain sambil belajar). jakarta : gramedia. el wardani, m. a., messner, j. i., & horman, m. j. (2006). comparing procurement methods for design-build projects. journal of construction engineering and management, 132(3), 230-238. gunarhadi. (2005). penanganan anak donw syndrom dalam lingkungan keluarga dan sekolah. jakarta : dirjen dikti depdiknas hurlock, e. (2012). perkembangan anak jilid 1 edisi 6. jakarta: erlangga irdawati., muhlisin, a. (2009). sindrom down pada anak ditinjau dari segi biomedik dan penatalaksanaannya. berita ilmu keperawatan, 2(1): 47-50 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p042 42 development of eating ability in moderate intellectually disabled children at wisma gondosuli 8 bhakti luhur orphanage, malang gardiana karya department of special education, universitas negeri malang, indonesia *e-mail: corriemarut@gmail.com abstract: in everyday life, humans need food, therefore everyone must have eating skills, including children with moderate intellectual disability. this research is focused on children with moderate intellectual disability with the inability to eat independently . this study aims to describe: the ability to develop self-feeding in children with moderate intellectual disability. this research is a qualitative descriptive study. the research subjects are two intellectually disabled children in grade 2 sdlb who live in bhakti luhur orphanage, malang. data collection was carried out by observation (participant) because the researcher lived with the children and the data was documented. the steps of data analysis used descriptive qualitative analysis, namely presenting data in narrative form. the results showed that the ability to develop self-feeding in moderate intellectual disabled children was still in the moderate category because it still needed further assistance and training. suggestions for companions to remain patient and diligent in training the abilities of moderate intellectual disabled children to train them repeatedly in the same way until children have eating skills. keywords: self-development ability to eat, moderate intellectual disabled children introduction intellectual disabled children are children with special needs who have intellectual limitations. intellectual disabled children are children whose intelligence are significantly below the average intelligence of children in general, accompanied by obstacles in adjusting to the surrounding environment (apriyanto, 2012). the intellectual development of intellectually disabled children is slower than normal children in general. according to (garnida, 2015) intellectually disabled children are children who actually experience obstacles and retardation in mental-intellectual development below the average child in general, so they have difficulty in completing their tasks properly. the intellectually disabled are classified into 3, namely the light intellectually disabled, the moderate intellectually disabled, and the severe intellectually disabled. an intellectually disabled child of the moderate category has an iq ranging from 20/25-50/55 and can only be trained to take care of themselves (activities of daily living) , and perform social functions according to their abilities (efendi, 2006). in addition, the classification of intellectually disabled children has long been known as children with mild mental retardation, children with moderate mental retardation, and idiot for children with severe and very severe mental retardation (apriyanto, 2012). the characteristics of intellectually disabled children are different from other children with special needs. according to (garnida, 2015) a person can be said to be an intellectually disabled child if he has: (1) inhibition of intelligence functioning in general or below average; (2) inability to behave socially / adaptively; (3) barriers to social/adaptive behavior occur at the developmental age. because of these various obstacles, intellectual disabled children tend to be alone if the social environment in which they develop does not care about them. according to (sudrajat & rosida, 2013) the characteristics of intellectually disabled children include: (1) slow in learning new things; (2) difficulty in generalizing and learning new http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i12022p042 karya, development of eating ability in moderate intelectu… 43 things; (3) the ability to speak is lacking for children with severe intellectual disability; (4) physical disabilities and movement development; (5) lack of self-help ability; (6) unusual behavior and interactions; (7) continuous inappropriate behavior. these various characteristics reflect that service for intellectual disabled children deserve better attention. one of them is by caring for the future of them such as always giving sincere love to them every day. physical appearance of intellectual disabled children also different from other children with special needs. (garnida, 2015) mentions the physical characteristics and appearance of them namely: (a) unbalanced physical appearance, such as the head is too small or too big; (b) unable to take care of himself according to the age of a normal child in general; (c) there is no or very little attention to the surrounding environment; (d) lack of coordination of movements or movements that are sometimes uncontrollable. there are many obstacles in carrying out activities that make intellectually disabled children tend to be moody or even passively carry out activities that should be carried out by children of their age. the difference between them and other normal children in the learning process lies in the obstacles and problems or learning characteristics. the difference in the learning characteristics of intellectually disabled children with their peers is that they have problems in terms of: (1) their level of proficiency in solving problems; (2) generalizing and transferring something new; (3) interest and attention to the completion of the task. the problem of intellectually disabled children who have very low intellectual abilities accompanied by low development of adaptive behavior will also have a direct impact on their daily lives. children with these obstacles will experience difficulties and problems in living their lives. these problems according to (kemis and rosnawati, 2013) are as follows: a) the learning problems of intellectually disabled children have difficulties in thinking abstractly and have to learn with concrete objects. there are several things that can be considered in their learning process according to (kemis and rosnawati, 2013). the problem of adjustment is a special difficulty for them when they are faced with understanding and interpreting an environmental norm. the problem of adjustment is that they take actions that are not in accordance with the norms where they live. most people think that the behaviour of them is strange and unusual in terms of the normative size that is not in accordance with the development of his age. personality problems of intellectually disabled children is that they have a different personality from children in general. this personality is related to environmental factors and experiences when he was a child. personality problems of them according to (kemis and rosnawati, 2013), namely: isolation and rejection of the society because of the strange behaviour of them in socializing with their peers. low awareness of them is influenced by low cognitive process factors that have an impact on low personality processes. self-development learning for intellectually disabled children is being adapted to their characteristics and abilities. self-development learning is learning that is expected to help them to be independent and not depend on others. self-development is an effort to build an individual self both as an individual and as a social being through education in the family, school and in the community so that the realization of independence with adequate involvement in daily life (astati, 2010). self-development learning needs to be given to intellectually disabled children as an effort to provide provisions for the future. self-development education has deep principles and functions, especially for mentally retarded children and as a knowledge for families and communities. in bhakti luhur, various disabilities are treated according to their respective categories. self-development learning is one of the special programs given to intellectually disabled children, namely taking care of themselves, self-help, daily skills, daily activities (activity of daily living). this activity is an effort to provide education for them so that the 44 journal of icsar; volume 6 , number 1, january 2022, 42 49 children can be independent, especially in life and so that they are able to adapt to their environment. the goal of self-development is given to children with special needs so that they are able to carry out activities of daily needs and no longer depend on the help of others and can grow their self-confidence (sudrajat and rosida, 2013). the existence of self-development for children with special needs becomes more aware of ways to carry out activities related to their daily life needs without having to wait for help from others. according to (sudrajat and rosida, 2013) the scope is: a) self-care is the ability to carry out basic daily activities for people in general, for example: (a) recognizing and using eating utensils and drinking utensils; (b) perform personal hygiene such as bathing, brushing teeth, cleaning after urinating and defecating and grooming without the help of others. according to (sudrajat and rosida, 2013) the purpose of providing reinforcement is as follows: 1) provide feedback for students on their behavior, so that they can control the behavior of these students from negative to positive. 2) improve and focus students' attention on the learning material being discussed. 3) encouraging, generating and increasing students' learning motivation to make it easier for students to learn. 4) giving rewards and encouraging students to be more active in participating in the learning process. there are two types of reinforcement, namely: (a) non-verbal reinforcement (head movements, cheerful faces, smiling, laughing. in addition to strengthening, there are also self-development learning methods. sudrajat and rosida (2013: 1). the ability to eat is part of a self-help education program that is taught to children so that they can be independent in eating so they don't depend on others. in order to increase children's independence in carrying out good eating activities, it is necessary to carry out continuous training for children. the attention and affection of caregivers, and those around them are also highly expected in providing education to children, so that children feel comfortable and motivated in carrying out the tasks assigned to them. the ability to eat well must be learned by all children also for children with moderate intellectual disability. observations showed that the intellectually disabled child was not yet able to take their own food in turns with their other friends. self-eating needs to be taught to children with moderate intellectually disability because it makes children independent in eating activities without help from others. the indicators are: 1) can take plates, spoons and forks, 2) can scoop rice using a spoon, 3) can spoon vegetables using a vegetable spoon, 4) can take a side dish with a fork and put it on a plate, 5) can eat using a spoon and fork, 6) can chew food without making a sound, 7) can eat without spilling, and 8) can tidy up spoons and forks after eating. learning methods for intellectually disabled children have special principles that must be known by caregivers, including: individual approach, practical approach, (approach by means of continuous practice. according to (garnida, 2015) the special principles for these children are: 1) the principle of compassion: children with intellectual disabilities often experience difficulties in carrying out their academic tasks. the difficulties they experienced had an impact on the decline in their enthusiasm for learning. caregivers must be more intensive in supervising these children. the way to raise the spirit of these children is through a gentle, patient, willing to sacrifice, friendly and sociable attitude so that the self-confidence of the intellectual disabled child grows. 2) demonstration principle: children with intellectual disability have weaknesses in terms of abstract thinking. they always have difficulty imagining things without a concrete picture or example. so caregivers must provide training in accordance with the conditions in the surrounding environment. because these children are more interested in concrete things. using props will make it easier for them to digest the meaning of the exercises given by the caregiver. eating is a vital need for humans from infants to adults, all need food. if you don't eat, your body will feel weak, and you will easily get sick. the type of food eaten not only fills the karya, development of eating ability in moderate intelectu… 45 stomach so it is not empty but serves to replace damaged body parts and to increase energy. (wantah, 2008) eating is putting food into the mouth to be chewed and then swallowed. if you just put food in your mouth and then vomit again, it's not eating. in carrying out eating activities, of course, it is necessary to have good eating procedures, how to sit, pray before and after eating, how to take food, how to hold a spoon and put it in your mouth, eat without spilling it. however, in everyday life it is not easy, there are still problems found when eating, children are not able to eat regularly as taught, especially when they eat alone without companion, there will be difficulties like fighting about who is first. how to eat is one of the most important things for children with moderate intellectual disability with the aim of being independent. the procedure for eating using a spoon begins from the sitting posture, how to dress at mealtimes, chew time, how to take food and how to hold a spoon correctly. method this research use descriptive qualitative approach. according to (suharsimi, 2005) descriptive research only intends to describe, not intended to test hypotheses. this study was chosen by researchers because researchers intend to describe the ability to develop selffeeding in moderately intellectual disabled children who are in a bhakti luhur orphanage through observation, interviews and documentation. the research location is the place where the research takes place and this research location influences the research results. this research is where the researcher is in a very close range and wants to know the ability to develop self-feeding in moderately intellectually disabled children who stay approximately two and a half year at the bhakti luhur orphanage in malang. this study focused on two moderately intellectual disabled: children who entered the orphanage at the same time with almost the same age of 9 years with slightly the same background: they were being abandoned by both parents and lived with their grandmother which resulted in a slow progress in participating in activities at the orphanage. this study uses descriptive qualitative research by looking at the phenomena that occur in the field. the study began with observation of the subject and then continued with direct interviews with caregivers. from the results of observations and interviews, the researchers compared with the theory about intellectually disabled children, their characteristics and problems. collecting data through direct observation/participant observation, because the researcher lives with the children, and takes part in self-help eating activities with the children who are observed directly by the observer among others: ability to take rice, side dishes and vegetables. in taking rice, side dishes and vegetables from the dining area, there were several aspects that have been able to be done independently without the help of a companion and there were aspects that have not been able to be done and still need assistance from a companion. the aspects that have been able to be done by themselves were; holding a ladle, using a ladle; bringing rice to a plate and pouring rice on a plate, and holding a vegetable spoon; take vegetables, and bring and pour vegetables on a plate. while the aspects that were still carried out with the help of a companion when holding a fork; take the side dish using a fork, put the side dish on the plate. when practicing preparing food by taking rice, side dishes and vegetables from the dining area, there are some aspects that can be done independently without the help of a companion and there are aspects that have not been able to be done and still need help from caregivers. the aspects that have been able to be done by themselves are; holding a ladle, using a ladle, bringing rice to a plate and pouring rice on a plate, and holding a vegetable spoon. 46 journal of icsar; volume 6 , number 1, january 2022, 42 49 the ability to eat with a spoon and fork from the participant. ot, when eating using a spoon and fork, the aspects that they can do on their own were; able to hold a tablespoon with the right hand, able to scoop enough food, able to put food in the mouth, and chew food slowly. while the aspects that have not been able to be done alone and still with the help of caregivers were: holding a fork. nf, when eating using a spoon and fork, the aspects that they have been able to do on their own were; able to hold a spoon with the right hand, able to hold a fork with the left hand, able to scoop enough food, and able to put food in the mouth. while the aspects that have not been able to be done by themselves and still with the help of caregivers were: using a fork. the ability to apply proper eating habits from the participant. ot , when applying polite eating, aspects that they can do on their own were: praying before and after eating, able to scoop food without making a sound, able to chew food with his mouth closed, and able to swallow food slowly. while the aspects that have not been able to be done alone and are still with the assistance of a companion were; the sitting position of the child must be upright (calm, neat and polite, look at the plate and food), take food according to the needs, not talk much and not joke during eating and be able to maintain oral hygiene during eating. nf, when eating can't sit up straight, don't look at the plate and food, this is because the subject can't be calm and actively move and always talk and joke with friends beside him. when taking food that must be in accordance with their needs, the subject took a lot of food, ate, and there was still rice and side dishes on the plate. the ability to tidy up the dining table after eating. nf , when tidying the dining table after finishing eating, aspects that have been able to be done alone were; self-development ability to eat tidy up rice, side dishes and vegetables and get rid of dirty cutlery. while the aspects that have not been able to be done alone and still with the help of the teacher were; able to clean the table from scattered food and be able to tidy up the seat by putting the chair close to the dining table. ot, after eating, did not clean the table from the scattered food and did not tidy up the seat by closing the chair at the dining table because every time he finished eating, the subject went straight out of the dining room and play with his friends, so the subject after finishing eating did not tidy up the place. at wisma gondosuli 8, bhakti luhur orphanage in malang, the caregivers provide continuous guidance with repeated exercises that can change the ability of moderate intellectual disabled children to be better. in addition, the ability to eat can be improved by using demonstration. the technique of presenting and analysing the data used is descriptive qualitative analysis, namely presenting data in narrative form. (arikunto, 2005) stated that qualitative descriptive analysis only uses simple data exposure. the data exposure is then followed by a qualitative interpretation, which is described in words to obtain a conclusion which is carried out using the principle of induction which puts forward a description that starts from the specific (sukardi, 2006). the conclusion drawn by the principle of induction is what will answer the problem formulation. result and discussion result(s) the bhakti luhur orphanage, at jalan gondosuli 8, lowokwaru malang is one of the units of bhakti luhur orphanage in malang. at bhakti luhur orphanage, children with intellectual karya, development of eating ability in moderate intelectu… 47 disability range in age from seven to nine years old, are in a good condition. when they come for the first time they have difficulty for one to two weeks or even a month to adjust both for eating/drinking, bathing and dressing, because at home they usually eat at any time and at any place bathing and dressing is also difficult for them. the subjects in this study were intellectual disabled children in the second grade of sdlb bhakti luhur malang. the research subjects were two children: ot, have the characteristics of easy to socialize, easy to forget, so he often doesn't complete tasks well. nf, have soft and quiet characteristics, have physical completeness as in normal children. the two research subjects according to the ability to eat are still with the help of caregivers. the two subjects in their daily activities follow the schedule of activities at the homestead, including: participating in activities at the homestead, for example, every morning, participating in prayer together at the homestead with the caregivers, helping with household chores. subjects have physical completeness as in normal children. their daily activities follow the schedule of activities in the orphanage, including: being involved in activities at the house every morning, participating in prayer together at the homestead with the caregivers, helping with household chores. figure 1. ot in eating activity (ot eat using spoon and fork still with help, ot after eating the tablespoon, face down with the help) figure 2 nf eating activity (nf can scoop rice, nf can scoop vegetables, nf eats using spoon and fork still with help, and nf after eating the tablespoon face down with help) discussion(s) efforts to provide training for independence in self-help eating are for children with moderate intellectual disability, the obstacles that are often faced by caregivers are in accordance with the intellectual limitations of these children. for this reason, in practicing self-development according to (kemis and rosnawati, 2013:26) certain things need to be done 48 journal of icsar; volume 6 , number 1, january 2022, 42 49 such as: (1) the material being taught needs to be broken down into small parts and arranged sequentially; (2) each part of the material is taught one by one and is done repeatedly; (3) exercise activities should be carried out in concrete situations; (4) give children encouragement when they are learning something; (5) create a pleasant learning atmosphere. this is what caregivers need to do. the exercises that have been given repeatedly show results that are not optimal where the subject has not been able to be independent in eating selfdevelopment. based on the results of observations and discussions with the caregivers that the use of direct learning methods to children showed results in the moderate category. ability to take rice, side dishes and vegetables the ability to take rice, vegetables and side dishes is very low when the subject is passive, if there is no companion even though it has been taught by the demonstration method where the caregiver gives an example and the child follows. according to (sudrajat and rosida, 2013) the purpose of the self-development exercises given is so that they are able to carry out daily activities and not depend on others. in addition, if they are able to do it themselves, it will foster self-confidence. ability to apply polite eating the ability to eat politely is one of the important parts in developing self-eating, the subject can sit up straight, calmly, pray before and after eating, patiently waits for their turn to take food, takes food as needed, eats slowly not while talking, joking or standing while eating, able to eat without spilling, tidying up spoons and forks after eating, maintaining cleanliness at the dinner table (wiping his mouth with a tissue or napkin.) ability to eat using a spoon and fork. the ability to recognize eating utensils and be able to use a spoon and fork appropriately where the right hand uses a spoon and the left hand uses a fork, and scoop food into the mouth. according to (sudrajat and rosida, 2013), self-care in self-eating is the ability to perform basic daily activities for people in general, for example: (a) recognizing and using eating utensils and drinking utensils; (b) perform personal hygiene. this is not easy, they need caregivers who are intensive in mentoring. the way that must be done in raising the motivation of intellectual disabled children is through a gentle, patient, willing to sacrifice, friendly, sociable attitude so that self-confidence in these children grows. according to (garnida, 2015) the special principles for intellectual disabled children are: 1) the principle of compassion. these children who have intellectual disabilities often have difficulty in carrying out tasks, 2). principles of habilitation and rehabilitation. these children have limited abilities but in certain fields they have abilities or potentials that can still be developed. habilitation is an effort made by someone so that children realize that they still have abilities or potentials that can be developed even though these abilities or potentials are limited. rehabilitation is an effort carried out in various forms and ways, little by little to restore lost or not functioning optimally. conclussion based on research conducted by researchers related to the ability to develop self-feeding in moderately intellectual disabled children, it can be concluded that self-eating learning needs to be given to these children as an effort to provide provisions for their future with the aim of being able to carry out their own daily activities independently in this case. eating and drinking. self-eating learning activities are continuous and repeated efforts accompanied by various methods used according to their abilities and characteristics. indicators of the ability karya, development of eating ability in moderate intelectu… 49 that need to be achieved, namely: 1) the ability to take rice, side dishes and vegetables, 2) the ability to eat using a spoon and fork, 3) the ability to apply a polite way of eating. learning self-eating with several learning methods, including an individual approach; this method is used according to the limited circumstances of the children who are different from normal children. 1) these children with disabilities are served individually so that they get full attention. any mistakes are immediately recognized and corrected. 2) practical approach considering the limited ability of these intelectual disabled children: so the exercises given must be simple and practical. in addition, they can be trained by demonstrating how to sit politely, taking rice, vegetables and side dishes. based on the results of the research above, the results are in the moderate category because they still need further assistance and training until the child is independent or has eating skills without the help of others. based on the conclusions above, it is recommended for caregivers to remain patient, diligent and creative in looking for more interesting ways to train the two intellectual disabled subjects. reference apriyanto, n. (2012) the intricacies of mental retardation & learning strategies. edited by chrisna. yogyakarta: javalitera. arikunto, suharsimi. 2013. research procedure: a practical approach. fifteenth printing. jakarta : rineka cipta. astati, mulyati (2010) education for children with intellectual disabilities. bandung: cv. chess. independent works. basuni, m. (2012). self development learning in mild mentally impaired children. jpk (journal of special education), 9(1). efendi, m. (2006). pengantar psikopedagogik anak berkelainan [introduction to psychopedagogy of children with disabilities]. jakarta: bumi aksara. garnida, d, et al. (2015). 2013 curriculum implementation teacher training materials. kemis, & rosnawati, a. (2013). education of children with special needs. mentally disabled. jakarta: pt. luxima metro media. maria j. wantah. 2007. “development of self-reliance for mentally impaired children able to train”. jakarta: ministry of national education noor, hasanuddin. 2006. qualitative-naturalistic research in education. yogyakarta somantri, sujihati. 2006. extraordinary child psychology. bandung : pt. refika. aditama. sudrajat and rosida. (2013). self development education for children with special needs. jakarta: luxima. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p037 37 developing reading assessment instrument using digital technology for students with dyslexia irdamurni irdamurni*, johandri taufan, ardisal ardisal universitas negeri padang, padang, indonesia *e-mail: irdamurni@fip.unp.ac.id abstract: this research aims to develop a reading assessment instrument using digital technology for students with dyslexia. the development functions are to (1) develop a reading assessment instrument based on digital technology for students with dyslexia, (2) examine the appropriateness of reading assessment instrument using articulate storyline to screen students with dyslexia. the data was collected through observation, interviews, and questionnaires. the data was validated by the material expert, information technology expert, and language expert in elementary school. the responses were also collected from teachers and students in inclusive elementary school as the users. a validation test was performed to find out the appropriateness of the developed assessment instrument. during the validation test, the experts assessed three aspects (content, digital technology, and language) and the teachers and students also gave their responses as the users of the assessment instrument. the total score of the validation results in all categories was 778 with an average score of 155.6. the aspect of content scored 3.79, the aspect of technology scored 3.60, and the aspect of language scored 3.85, with an average score of 11.24. thus, the validation results by experts were categorized as very good and the final product that has been developed can be used as reading assessment instrument to screen students with dyslexia. keywords: instrument; reading assessment; digital technology; dyslexia introduction reading skills is one of the characteristics of early development. students need reading skills to accomplish other tasks like writing. this means when a student is failed to learn reading skills, they will also encounter more problems. reading skills is not only learned through formal learning but also electronic media (widyorini, 2017). people today prefer smartphones like android to read than books because it is more simple and easier to use. moreover, it can be embedded with questionnaires and assessments. developed assessment instruments in the forms of speed reading, critical reading, reading comprehension, and literal reading. in addition, (helen keller international indonesia 2014) has also published a printed book on assessment guide to the indonesian language for students that have difficulties in learning. assessment is a process of collecting information from students after learning in school (wardani 2017). the information becomes the basis in the decision-making of quality learning wahyuni & ibrahim, (2014). (xu & liu 2009) stated that teachers need three essential elements in the learning process (1) knowledge on assessment, (2) implementation of assessment, and (3) professional development in assessment. assessment will allow a teacher to identify their students’ difficulties during the learning process and find the solution for them (zainal, priyatni, & widiati, 2018). the assessment results will become a reference and evaluation framework to improve student's learning outcomes. according to (orton dyslexia society 2004) reading assessment is essential to identify students’ reading difficulties and detect those with dyslexia. hence, a correct intervention can be performed for them. (alimin, z.2013) explained that assessment is a process of collecting detailed information about an individual in making judgments and decisions. dyslexia is a http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i12022p037 38 journal of icsar; volume 6 , number 1, january 2022, 37 41 neurological disorder with hereditary component that impairs someone’s language ability. irdamurni, et al (2018). dyslexia has different severity levels depends on the person’s difficulties in receiving and expressing language, which involves phonology, reading, writing, spelling, and counting (orton dyslexia society, 1994). dyslexia refers to a learning disability that is caused by a neurological disorder and impairs reading skills. according to widyorini, (2017) dyslexia involves disability to recognize letters, numbers, symbols, punctuations, words, sentence analysis, dictation, reading technique, reading comprehension, and speech. as stated in dsm 5 (diagnostic and statistical manual of mental disorder edition 5) dyslexia is a term that refers to learning difficulties with the problem in recognizing words, failure in decoding, and inability in spelling. (harry, 2017). findings from research conducted in indonesia showed that the prevalence of dyslexia in school-age is 3 –17% (dewi, 2014). dyslexia cases are often found in elementary school, which sometimes make the teachers confused. to solve this problem, a reading assessment instrument is needed to identify students’ abilities, the type of challenge they encounter, and the causes of the difficulties. the instrument aims to provide information to professionals/ teachers and parents about the prediction of their children’s skills and the possibility of their children’s performance. hence, it allows an easier process in designing the correct strategy for early intervention (hallahan, kaufman & pullen. 2012). method this research used the addie model procedure which consists of several stages: analysis; design; development; implementation and, evaluation (sugiono, 2013). a literature study was also conducted to investigate the concept of digital literacy and determine the dimension and indicators of digital literacy. the design stage focused on the arrangement of instrument outlines from the obtained indicators. in the development stage, a reading assessment instrument was made using digital technology. the process was followed by making the guide of validation sheet for instrument appropriateness. the validation was examined by three experts and two teachers of students with dyslexia. after the validation, the experts suggested a revision on 15 items of the content (including material and purpose of learning, instruction, and assessment instrument); 12 items of language indicators (including readability, communicativeness, and appropriateness to students’ development; 15 items of digital technology (including display, readability, convenience, colors, and developed instrument). results from the experts were summarized into four categories: very good; good; fair; poor. result and discussion result(s) results of validation from three experts and two teachers on the content developed for the assessment instrument are described in the table 1. table 1 shows that both aspects of content and digital technology in assessment instrument using digital technology are categorized as good. meanwhile, validation on language aspect is categorized as very good. thus, reading assessment instrument using digital technology is considered good for students with dyslexia. further validation test was conducted for all categories as seen in table 2. irdamurni, taufan, & ardisal, developing reading assessment instrument using di… 39 table 1. summary of validation scores from experts and teachers aspect e1 e2 e3 t1 t2 total average average score category content 55 50 57 58 58 278 55.6 3.70 good digital technology 42 57 55 58 58 270 54.0 3.60 good language 42 45 48 48 48 231 46.2 3.85 very good total 11.24 average score 3.75 good based on validation from experts and teachers, the assessment instrument developed to detect students with dyslexia is categorized as very good. in other words, the reading assessment instrument that has been developed using digital technology can be used to screen students with dyslexia. table 2. summary of validation test from experts and teachers aspect expert teacher total category content 3.70 4.75 8.45 very good digital technology 3.60 5.80 9.40 very good language 3.85 6.00 4.93 very god average score very good figure 1. validation results from experts and teachers discussion(s) the conversion results of the assessment instrument based on digital technology show that the instrument is good and appropriate to be used. the instrument aims to screen students with dyslexia and help teachers in elementary schools to develop a learning program for students with dyslexia. the developed assessment instrument has complied with the national professional certification agency (bnsp) which meets four elements of appropriateness: the content is properly assessed; the level of difficulties is adequate for students cognitive level; the materials are easily understood; the material concept and content are relevant; the implementation of digital technology can be accessed through smartphone (regulation of the national professional certification agency, 2013). content digital technology language expert teacher 40 journal of icsar; volume 6 , number 1, january 2022, 37 41 the aspects of content and language were categorized as very good as the language used in the assessment instrument is easily understood and is appropriate for children's development in elementary school. as asserted khalfan (2004), a child, until they are nine years old, can master up to seven languages when they are placed in a setting where they need to use the languages for daily communication. furthermore, the language used in the assessment instrument is correct and decent. the language is suitable for students’ development and the sentences are effective. the questions are provided in a communicative way that reflects direct communication with the students. the communicative language is shown from the use of greetings, the use of the secondperson point of view that belongs to students, and the use of the first-person point of view that belongs to the assessment instrument (muslich, 2010:76). the display is also considered good as its writing system is consistent, it serves the procedures of the process, and the proportion of picture and text is centered on students. the technology used here is articulate storyline that improves the interaction between teachers and students (http://belajar.kemdikbud.go.id/pelatihan). the final product of the assessment instrument that has been developed using articulate storyline is able to screen students with dyslexia. the instrument has successfully detected students with dyslexia through visual discrimination, figure-ground, visual ground, visual memory, auditory discrimination, phonological awareness, auditory memory, auditory order, and auditory combination. irdamurni et al (2018). the instrument helps to identify the challenge that students encounter and seek the solution based on their respective challenges. irdamurni, et al.(2019) based on the conversion results, the reading assessment instrument is good and appropriate to be used and hence, it can be used as a reference and evaluation framework to improve student's learning outcomes. conclussion the results of the material expert validation test and the teacher's response to the reading assessment instrument were declared good or suitable for use. furthermore, the overall validity results from material experts, language experts and technology experts, the reading assesment instrument developed has a good category. based on the results of the overall expert test assessment, it is known that the digital technology-based reading assessment instrument for elementary school students is categorized as very good, meaning that the digital technology-based reading assessment instrument is suitable for use in elementary schools, to capture students with dyslexia. reference alamin, z. (2008). pelajaran membaca. jakarta: depdikbud. alimin, z. dkk. (2013). layanan pendidikan inklusi (pegangan bagi pelatih). dinas pendidikan provinsi jawa barat, save the children dan ikea badan nasional sertifikasi profesi, (2013). tenang pedoman pelaksanaan asesmen kompetensi. jakarta. duff, f. j., clarke, p. j. (2011). practitioner review: reading disorders: what are the effective interventions and how should they be implemented and evaluated? journal of child psychology and psychiatry52:1 pp 312. doi: 10.1111/j.1469-7610.2010.02310x dewi, k. (2014). lebih dalam mengenal dan memahami disleksia. hand-outyang disampaikan di seminar memahami kesulitan belajar anak dan launching aplikasi edukasi lexipal tanggal 20 desember 2014. endang widyorini dan julia maria van tiel. 2017. disleksia: deteksi, diagnosis,penanganan di sekolah dan di rumah. jakarta: prenada irdamurni,kasiyati,zulmiyetri,johandri taufan (2018). bahan ajar bahasa indonesia membaca pemahaman untuk anak disleksia. padang: sukabina press irdamurni, kasiyati, zulmiyetri, johandri taufan (2018).the effect of mingle model to improve reading skills for students with dyslexia in primary school. irdamurni, taufan, & ardisal, developing reading assessment instrument using di… 41 journal of icsar volume 2 number 2 july 2018 irdamurni.(2017) reading study model for dyslexia children based on mingle technique.journal of icsar,volume 2 number 2 july 2017 johnson. (2012). assessing learning in the primary classroom. usa: rotledge. khalfan,muhameda.(2004).anakkubahagia anakku sukses: panduan islami bagi orangtuadalammembesarkananak. jakarta: pustaka zahra. 2004. kemdikbud. 2016. pelatihan guru sd pintar tik. pembuatan media pembelajaran menggunakan articulate storyline. diakses tanggal 10 september 2021.http://belajar.kemdikbud.go.id/pelatihan koh, k., carol, l. e., burke, a., luke, a., gong, w., & tan, c. (2017). developing the assessment literacy of teachers in chinese language classrooms: a focus on assessment task design. language teaching research, 1-25 muslich, masnur. 2010. text book writing: dasar-dasar pemahaman, penulisan, dan pemakaian bukuteks.jogjakartaar-ruzz media. permendikbud nomor 17 tahun 2017 yang berisi larangan sekolah memberlakukan seleksi baca bagi calon siswa yang akan masuk sekolah dasar. (peraturan menteri pendidikan dan kebudayaan tentang penerimaan siswa baru nomor 17 tahun 2017 pasal 3). sugiono, 2013.metode penelitian pendidikan, bandung: alfabeta the orton dyslexia society. (1994). a new definition of dyslexia. bulletin of the orton dyslexia society (now the international dyslexia association) wardani, h. (2017). pengembangan instrumen asesmen presentasi ilmiah di sma. muaddib: studi kependidikan dan keislaman, 6(2), 127. https://doi.org/10.24269/muaddib.v6n2.2016.127-146 wahyuni, s., & ibrahim, abd. s. (2014). asesmen pembelajaran bahasa. bandung: pt refika aditama xu, y., & liu, y. (2009). teacher assessment knowledge and practice: a narrative inquiry of a chinese college efl teacher’s experience. tesol quarterly, 43(3), 492–513. https://doi.org/10.1002/j.15457249.2009.tb00246.x zainal, a., priyatni, e. t., & widiati, n. (2018). instrumen asesmen berbasis higher order thinking skills dengan memanfaatkan kumpulan cerpen filosofi kopi untuk kelas x. jurnal pendidikan: teori, penelitian, dan pengembangan, 3(12), 1561—1571. http://belajar.kemdikbud.go.id/pelatihan pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p083 83 implementation of vocational skills program for intellectual disabilities: evaluation study with cipp (context, input, process, product) rizky amalia rosyidi*, ahsan romadlon junaidi, asep sunandar department of special education, universitas negeri malang, malang, indonesia *e-mail: amaliarosyidi@gmail.com abstract: this study aims to determine the implementation of vocational skills programs for intellectual disabilities in terms of context, input, process , and product . at the same time knowing the supporting and inhibiting factors for implementing vocational skills programs for intellectual disabilities in special schools. the design used is a holistic singlecase study. the analysis technique used is miles & huberman's data analysis technique which consists of data reduction, presenting data and drawing conclusions/verification. checking the validity of the data is done through triangulation of data/sources and triangulation of methods. the results of this study are in the form of an overview of t he implementation of the vocational skills program for intellectual disabilities at slb pembina malang in terms of context, input, process, and product aspects. as well as the supporting and inhibiting factors for its implementation. keywords: cipp evaluation model, vocational skills program, intellectual disability introduction intelligence is a complex function for learning information and skills. (somantri, 2006). because these complex functions affect a person's adaptive behaviour. intellectual disabilities with limited intelligence functions make them have limited adaptive behaviour as well. concepts in adaptive behaviour are daily behaviour, fulfilment of community expectations, and the environment in which they live, as well as the ability to effectively cope with the conditions that are happening in the community. adaptive behaviour is a person's ability to adapt, avoid mistakes, and solve difficulties related to everyday life as well as the environment and society. the limited intelligence of intellectual disabilities makes them unable to think abstractly so that it is difficult to adjust to the environment, eventually there is a large gap between individuals with intellectual disabilities and society. efendi (2017) explains the barriers that are clearly visible in intellectual disability from a cognitive perspective which is also a characteristic. they tend to have cognitive and abstract thinking skills, have difficulty concentrating, and have limited social skills. in general , people with intellectual disabilities are not able to store difficult instructions, are less able to analyse and assess the events they face, and those with intellectual disabilities are able to teach, the highest achievement in reading, writing and arithmetic is no more than normal children at grade ii-iv elementary school. the low iq score is the main factor in the gap experienced by intellectual disabilities with the surrounding community. because of their limitations, intellectual disabilities are often seen as useless individuals. they are judged to be unable to do one thing that has value. this thinking is clearly wrong. people with intellectual disabilities are able to master at least one or more certain skills that are useful for themselves and the environment around them. limitations that have many impacts on the life of intellectual disabilities can be minimized through training programs that are specifically designed according to the needs and conditions of the individual concerned. this program is designed to support intellectual disabilities to achieve optimal adjustment. efendi (2017) explains several things that need to be considered in supporting social adjustment for intellectual disabilities in special schools. among them are http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i12022p083 84 journal of icsar; volume 6 , number 1, january 2022, 83 92 school curricula that are tailored to student needs, conducive environmental conditions, fulfilment of basic needs for intellectual disabilities, and job guidance and training. through formal and non-formal educational institutions, intellectual disabilities are able to develop their skills. formal educational institutions provide several subjects related to skills that aim to increase students' independence through self-development skills and vocational skills to prepare students to enter the world of work. both of these skills need to be mastered by intellectual disabilities to narrow the gap between intellectual disabilities and society. for intellectual disabilities at the secondary school level, job guidance and training are the main things. this is because job guidance and training is an indispensable part of career and vocational education. so that they can achieve self-realization and social integration which is the goal of special education. the more they are satisfied with their economic activities during their working life, the higher their quality of life, this will lead to social integration (kim, lee, lim, 2012). in order to improve the quality of vocational education in special schools, it is necessary to provide vocational skills and training in accordance with the chosen field of work after graduation. broadly speaking, the implementation of vocational skills programs in special schools consists of three stages, namely planning, implementation and evaluation (mumpuarti, 2006; setiawan, suriansyah, & sundari, 2021). in its implementation, the provision of skills through vocational skills in special schools has encountered many obstacles. ratningsih's findings (2017) problems found in the implementation of vocational skills for intellectual disabilities include aspects of learning, infrastructure, human resources, and product marketing. the highest percentage of problems in implementing vocational skills for intellectual disabilities is in the learning aspect. ariza and prihastuti (2016) found barriers to implementing vocational skills in catering for intellectual disabilities were unscheduled programs, uncertain sources of funds, and lack of administration by teachers. school commitment in running a program is also one of the problems in implementing vocational skills (sarimanah, wasliman, mulayadi, 2020). apart from the problems that arise from schools, other obstacles also arise from parents and industry players. mutiah (2021) found that the barriers to vocational skills management for intellectual disabilities stem from parents who are too high in demanding the success of skills programs without wanting to participate in them. in addition, it was also explained that the lack of knowledge of business actors regarding the potential and abilities of intellectual disabilities was a problem that needed to be resolved. vocational skills as an important part of the transition program for students with special needs have an important role in supporting the lives of post-school students, especially in their career lives. the training that students receive during school through vocational skills is expected to be a provision that can be applied in the future. in order to achieve optimal social integration into society. therefore, it is important to know the problems that exist in the implementation process through evaluation activities. if a learning program runs continuously without any evaluation what will happen is the program becomes obsolete and does not meet the needs. the role of evaluation is as a basis for program development to maintain its quality. tyler (2013) adds that the evaluation process is very important in the process of determining the extent to which educational goals are actually realized by curriculum and teaching programs. the cipp process shows a common view to view the evaluation of system components and program components in the context of the system as equal to the objectives of the program. the input component is equivalent to planning, the process component is equivalent to implementation and the product component is equivalent to outcomes. by equalizing this rosyidi, junaidi, & sunandar, implementation of vocational skills program for mental… 85 evaluation activity, it shows that the cipp model can be used for various purposes (mulyatiningsih, 2011). the cipp evaluation model is a comprehensive evaluation model that has formative and summative functions (jaya & ndeot, 2019). the summative function means that the results of the evaluation are intended as material for consideration of the continuation of the program being held, while the formative function means that the results of the evaluation are intended to improve and develop the ongoing program. the evaluation of the cipp model is able to produce a high level of accuracy that can be used as evaluation material for teachers and school principals (fahruddin, 2020). method this research design uses a single holistic case study. holistic single-case study research is research that places a case as the focus of research. case studies have a special place in evaluation research (patton, 1980; cronchbach, et.al, 1980; guba & lincoln, 1981). case studies can also be used in evaluation research with the application of causal linkages in life interventions, describing the life context in which the intervention has occurred, descriptive of illustrative case studies, journalism about interventions, exploring situations where the intervention being evaluated does not have a clear structure (schwartz & jacobs, 1979; van maanen, dabbs, faulkner, 1982). a case study is a qualitative strategy in which the researcher conducts an in-depth exploration of a program, event, activity, and process, against one or more individuals (creswell, 2009). a single holistic design case study was used to examine the general nature of the vocational skills program at slb pembina malang. the research was conducted to describe the implementation of the vocational skills program at slb pembina malang in terms of context, input, process and product (cipp) adaptation of the evaluation model developed by stufflebeam. the evaluation components of the cipp model are presented in figure 1 and the research process for implementing vocational skills programs for intellectual disabilities is presented in figure 2. figure 1. components of evaluation of the cipp model for the implementation of the vocational skills program at slb pembina malang 86 journal of icsar; volume 6 , number 1, january 2022, 83 92 figure 2. case study research process implementation of vocational skills program at slb pembina malang the type of sample used is purposive sampling with research subjects that include the head of the slb pembina malang, the administrative head of the slb pembina malang, team leader cv. bintang karya putra, parents alumni and eight people vocational skills instructor for intellectual disabilities slb pembina malang. the analytical technique used is the miles & huberman data analysis technique which consists of three activity lines. namely data reduction, data presentation and drawing conclusions/verification. checking the validity of the data is done using source/data triangulation and method triangulation. result and discussion result(s) the results of the research on the implementation of the vocational skills program for intellectual disabilities at slb pembina malang are depicted through the scheme in figure 3. discussion(s) vocational skills program objectives (context) apsari, mulyana & purinami (2018) found that the limitations of persons with disabilities are the main obstacle for companies to be able to hire them as employees. this causes the number of persons with disabilities who have not worked to reach 74.4%. one possible solution to reduce this number is to provide them with skills through skills programs. in accordance with the findings of the nlts showing that secondary school vocational education is one of the educational interventions that has the potential to result in significantly higher post-school performance associated with a higher probability of finding a paid job (wagner, 1991). the findings of arvidsson, widen, & tideman (2015), show that the type of post-school work for children with special needs in sweden is related to gender, the type of educational program carried out in secondary school and age. this explains the importance of a systematic program to support the types of work that will be undertaken by special school graduates, including vocational skills. rosyidi, junaidi, & sunandar, implementation of vocational skills program for mental… 87 figure 3. implementation of the vocational skills program slb pembina malang seen based on context, input, process, and product. the main orientation of the context aspect is to identify the background of the implementation of a program. the context aspect is used to see the level of relevance of the objectives and priorities of the program designed according to the needs analysis. program development should follow the swot analysis (strengths, weaknesses, opportunities, threats). smith, ittenbach, & patton (2002) stated that developing program objectives is the main essential component needed in vocational programs. vocational practice includes several important areas that should not be overlooked, including home economics and pre-vocational or work-related skills, as well as training in specific areas. in addition, job-oriented vocational training should provide options for students with disabilities in secondary schools. the choice to decide whether the training followed by the student reflects the interests, aspirations and abilities of the student (wagner, 1991). according to tanshzil (2012) aspects of independence consist of emotional independence, independence of action, and independence of values. the purpose of implementing the vocational skills program at slb pembina is more directed to the three aspects of independence. students are expected to be able to escape the dependence of their parents in fulfilling their basic needs. students are also expected to be able to carry out activities, as a manifestation of the functioning of freedom. matters relating to reasonable regulations regarding behavior and decision making. in addition, students are also able to interpret the principles of right and wrong. by considering students' interests and abilities that are able to be optimized. 88 journal of icsar; volume 6 , number 1, january 2022, 83 92 vocational skills curriculum for intellectual disabilities (input) the vocational skills curriculum for intellectual disabilities has a gray color, there is no clear hair as a specific limit regarding the competencies to be achieved. the s lb pembina vocational skills curriculum is the result of developing the existing curriculum. the vocational skills curriculum for intellectual disabilities tends to follow the abilities of each student. the ability of students with moderate to severe intellectual disabilities which are far below the average makes it seem as if the curriculum is just running in place and there are no changes that lead to significant development of abilities. so that in the end they are more focused on developing self-development skills rather than increasing vocational abilities. bouck (2009) has compared ten functional curriculum models. the results showed that none of the curriculum models reviewed were able to meet the needs of the student population with intellectual disabilities in learning. in addition, bouck explained that each functional curriculum has strengths and weaknesses, no one covers them all. and it can be described as a solid and complete functional curriculum model for middle school students with intellectual disabilities except for brolin's life centered career education (lcce). brolin (1997) introduced a life-centered education curriculum. life centered career education (lcce) was developed based on a career education approach. the lcce approach is an approach with substantial elements that are closely related to transition services, functional skills, outcome(s)-based education and self-determination. this model is a model designed to be flexible, so that it can be applied to all students with special needs, including moderate to severe intellectual disabilities. the success of implementing life centered career education is proven by agular (2018). the results of agular's research show that the life centered career education (lcce) program has proven to be a successful approach and can lead students to develop significant life skills and be able to determine their own destiny. placement type of student vocational skills (process) the implementation of vocational skills in special secondary schools is generally a standalone subject. in fact, more than that, vocational skills are a part that has an important role in the transition process of children with special needs to post-school life and even work. therefore, the placement of the types of skills should be carried out based on a comprehensive examination of the things that are really needed to support the transition process of students with special needs. in this case, the parties involved in the examination process through a comprehensive assessment have a vital role. cooperation from various parties such as school administrators, teachers, parents, government and private institutions and the community is needed to ensure that all plans that have been planned run optimally (abdullah, yasin, deli, & abdullah, 2015). brolin (1997) mentions special education teachers, family and community personnel have a major role in the design of transition programs including the decision to place students in them. the transition specialist role is defined as one that provides coordination among those involved in the transition process (defur & taymans, 1995). in accordance with the objectives of the vocational skills program that is oriented towards interests and abilities. the placement of students in the type of vocational skills takes into account the results of the interest assessment conducted by the classroom teacher. in this case, the classroom teacher has a role as a transition specialist, who provides recommendations based on the results of the assessment that has been carried out. the results of the assessment are then discussed with the parents. setiawan, suriansyah & sundari (2021) explain that parental support in collaboration with tutoring skills from the teacher can lead students to successful learning. this is in line with the results of research by ratnengsih (2017) which shows that the consideration of the placement of vocational skills for rosyidi, junaidi, & sunandar, implementation of vocational skills program for mental… 89 students with intellectual disabilities is the condition of the students concerned. placement is done since junior high school students. during junior high school students are allowed to switch skills. high school students are not allowed to switch skills and focus on one type of skill. the knowledge base for transition specialist practitioners is an important step in professionalizing the transition specialist role (defur & taymans, 1995). the knowledge base represents a mix of skills from the disciplines of special education, vocational education, and vocational rehabilitation. therefore, levinson and palmer (2005) describe the components of a comprehensive vocational assessment that need to be identified as the basis for planning transition programs for students with special needs. 1) academic skills, 2) daily activity skills, 3) personal and social skills, 4) occupational and vocational skills, 5) career maturity, 6) vocational interests, and 7) vocational talents. influence of vocational skills program on career life of post-school alumni (product) wagner (1991) found that there were no differences in absenteeism, class performance or school persistence in those who attended or did not receive job training. however, the substantive differences in post-secondary outcomes are evident. more than half (51%) of youth who had taken vocational education in their last year of secondary school reported working. vocational training and miscellaneous training were found to be significant predictors of job success for individuals with intellectual disabilities (dutta et al, 2008). fasching's (2014) findings show that women with intellectual disabilities and those from special schools are the group with the lowest success rates. individuals with intellectual disabilities have a lower percentage of technical/professional placements than individuals with physical and sensory barriers (dutta, et al, 2008). life-centered career education transition model curriculum consists of five stages, namely elementary, junior high, senior high, postsecondary and adult service. at the smalb level, students are in a period of career exploration as well as career preparation. to enter postsecondary ( postsecondary ). for students with intellectual disabilities, this postsecondary stage is a time for them to prepare for their careers by working in sheltered workshops. the alumni are accommodated in sheltered workshops and work according to their capabilities. this has been implemented in the slb pembina malang which is manifested in the form of a cv, namely cv. bintang karya putra. o'connor (2014) explains that people with intellectual disabilities have work perseverance. they show good results, if the work is done repeatedly. by fulfilling the available vocational skills training qualifications, it can significantly improve the job position of all labor market participants (polidano & mavromaras, 2010). barriers to the implementation of the vocational skills program ebuenyi (2020) found that negative attitudes towards individuals with intellectual barriers. structural barriers by excluding them from primary school. rigid curricula and untrained teachers and unclear policies severely hinder the practice of participating in the training of persons with intellectual disabilities in technical and vocational education and training programs. fatih (2021) states that the obstacles that arise in learning skills are caused by the diverse abilities of students and the lack of concentration of students. besides that, the ability and characteristics of students also make the learning of vocational skills less than optimal. intellectually disabled students who get bored easily with volatile moods hinder the implementation of skills learning (yuwono, kusumastuti, & rahmah, 2020). this causes instructors to tend to be overwhelmed in supervising their students. 90 journal of icsar; volume 6 , number 1, january 2022, 83 92 the learning barriers of each school in the practice of implementing vocational skills learning are different. mutiah's findings (2021) show that obstacles in the management of vocational education for intellectual disabilities include parents' demands on teachers/schools that are too high, 2) the absence of parents in supporting their child's education process, 3) business actors who do not understand the potential and needs of children with disabilities . intellectually. conclussion based on the results of the study, it was found that the implementation of the vocational skills program at slb pembina malang can be described through the evaluation of the cipp model as follows. judging from the context aspect, it is known that the program's objective is to develop students' skills according to their abilities and interests. as well as providing provision of skills so that students are able to be independent. judging from the input aspect , the resources needed in the implementation of the vocational skills program include students, instructors, infrastructure, funding sources, and skills program materials. the vocational skill with the highest number of students is cosmetology. the instructor of the vocational skills unit at slb pembina malang consists of the person in charge and the team. three of the eight teachers have not taken the competency test. facilities in the form of materials and equipment to support vocational skills at slb pembina malang are complete. the equipment came from the directorate and education office of east java province. infrastructure in the form of a skill room is available for six types of skills. sources of skills funds come from routine bos funds, bpopp funds, and school entrepreneurship results. the regulation of skills funding sources is a school policy. the budget for each skill is adjusted to the application for funding for each skill. the skill material is obtained by the teacher from ki kd in the existing curriculum and is adjusted to the ability of students. viewed from the aspect of the program implementation process, it includes student placement and the learning implementation process. placement of students is done since students are in seventh grade. the process of determining the types of skills followed by students is the result of an interest assessment carried out by the classroom teacher. the results of the assessment from the class teacher will then be discussed with the parents. students are given the opportunity to identify their interests by switching between types of skills while in junior high school. when students enter high school, students are concentrated on one type of skill. students with moderate to severe intellectual disabilities (c1) are not required to participate in the vocational skills program. characteristics of students with moderate to severe intellectual disabilities (c1) increase the risk of work accidents in certain skill workshops. students with moderate to severe barriers are directed to ceramic craft skills. the learning process for each type of skill is almost the same. the difference lies in the teachi ng style between teachers. vocational skills learning outcomes will be returned to students, some of which are sold or exhibited in special events . viewed from the product aspect , the results of the vocational skills program include the impact of the skills and career life of post-school alumni. the impact of skills is divided into two, namely the impact of instructional and the impact of accompaniment. the instructional impact in the form of vocational abilities only appears in two types of skills, namely automotive and agricultural. accompaniment impacts appear on all types of skills. certain types of skills (beauty) have an influence as a supporter of self-development for students. meanwhile, other types of skills (housekeeping, catering, fashion) have an effect on increasing the ability of daily activities. the skills (ceramic crafts) are concentrated on improving rosyidi, junaidi, & sunandar, implementation of vocational skills program for mental… 91 students' fine motor skills. it is also known that after graduating, the alumni worked in the cv. bintang karya putra sheltered workshop at slb pembina malang as cleaners. meanwhile, the supporting factors for vocational skills include the budget for skills teacher competency training, skills training from the course and training institute, complete infrastructure and materials, and parental support. factors inhibiting the implementation of vocational skills include lack of energy to supervise learning, diverse classes and student barriers, moody students and often tantrums, lack of parental care for students, hyper and nosy students or throwing objects, unavailability of tools to practice at home, and students need repetition of the material being studied. suggestion suggestions for school principals are to consider using a life centered career education curriculum approach on vocational skills, provide training to classroom teachers regarding comprehensive vocational assessments, and form a comprehensive vocational assessment team to support transition programs for students. suggestions for teachers are to collaborate with business actors and consider the use of labor assistance models in the implementation of vocational skills. suggestions for future researchers to conduct more in-depth research on the implementation of life centered career education (lcce) , and conduct research that involves the correlation between the interests and abilities of students with special needs and the work they want to do. reference abdullah, n., yasin, mhm, deli, aaa, & abdullah, na (2015). vocational education as a career pathway for students with learning disabilities: issues and obstacles in the implementation. international journal of education and social science, 2 (3), 98-104 agular, s. (2018). evaluating a life centered career education durriculum to support student success apsari, nc, mulyana, & purinami. (2018). persons with disabilities in the world of work. focus: journal of social work, 1(3), 234. ariza, f., & prihastuti e, mp (2016). evaluation of the implementation of cooking skills learning at sma-lb bc kepanjen malang. boga-si pendteknik student e-journal, 5 (2) arvidsson, j., widen, s., & tideman, m. (2015). post-school options for young adults with intellectual disabilities in sweden. research and practice in intellectual and development disabilities, 2 (2), 180-193. bouck, ec (2009). functional curriculum models for secondary students with mild mental impairment. education and training in developmental disabilities, 435-443. brolin, de (1997). life centered career education: a competency based approach. council for exceptional children, 1920 association drive, reston, va 20191-1589 (stock no.p180g, $30 nonmembers; $21 members). creswell, jw (2009). research design: qualitative methods instrument of evaluation research. london: sage publications, baverly hills cronbach, lj. et al. (1980). toward reform of program evaluation: aims, methods, and institutional arrangements. san francisco:jossey-bass defur, sh, & taymans, jn (1995). competencies needed for transition specialists in vocational rehabilitation vocational education, and special education. exceptional children, 62 (1), 38 – 51. dutta, a., gervey, r., chan, f., chou, cc, & ditchman, n. (2008). vocational rehabilitation services and employment outcomes for people with disabilities: a united states study. journal of occupational rehabilitation, 18 (4), 326. ebuenyi, id, rottenburg, es, bunders-aelen, jf, & regeer, bj (2020). challenges of inclusion: a qualitative study exploring barriers and pathways to inclusion of persons with mental disabilities in technical and vocational education and training programs in east africa. disability and rehabilitation, 42 (4), 536 – 544. efendi, moh. (2017). psychopedagogics of children with special needs. malang: fip um fahruddin, f. (2020). evaluation of history learning program using context, input, process, product (cipp) model. historia: journal of the history education study program, 8 (2), 199-211. fasching, h. (2014). vocational education and training and transitions into the labor market of persons with intellectual disabilities. european journal of special needs education, 29 (4), 505 – 520. 92 journal of icsar; volume 6 , number 1, january 2022, 83 92 fatih, ar (2021). implementation of catering learning for class ix students with mental retardation at slb c, kedungkandang state autism malang (doctoral dissertation, malang state university) guba, eg, & lincoln, ys (1981). effective evaluation. san francisco: josey bass jaya, prp, & ndeot, f. (2019). application of the cipp evaluation model in evaluating the integrative holistic paud service program. pernik: journal of early childhood education, 1 (01), 10-25. kim, y., lee. h., & lim, k. 2012. the difference of socioeconomic status and sociodemographic characteristics of daily life satisfaction of women with disabilities. vocational rehabilitation research, 22 (3), pp. 49-65. levinson, em, & palmer, ej (2005). preparing students with disabilities for school-to-work transition and post school life. principal leadership, 5 (8), 11-15. mulyatiningsih, e. (2011). process evaluation of a program. jakarta: earth literacy. mumpuarti, m. (2006). management of vocational development for the mentally retarded at the special school for the mentally retarded. jpk (journal of special education), 2 (2) mutiah, kn (2021). management of vocational skills education for children with intellectual requirements. exceptional (education for exceptional children) journal of exceptional education, 2 (1), 191-198. o'connor, m. (2014). the national disability insurance scheme and people with mild intellectual disability: potential pitfalls for consideration. research and practice in intellectual and developmental disabilities, 1 (1), 17-23. patton, mq (1980). qualitative evaluation methods. beverly hills, ca: sage polidano, c., & mavromaras, k. (2010). the role of vocational education and training in the labor market outcomes of people with disabilities. a national vocational education and training research and evaluation program report national center for vocational educational research. ratnengsih, e. (2017). implementation of vocational programs for children with mental requirements. jassi_anakku, 18 (1), 87 – 92 sarimanah, s., wasliman, i., & mulyadi, s. (2020). learning management of vocational programs for children with mental requirements at slb subang regency. nusantara education review, 3 (1), 71-80. schwartz, h., & jacobs, j. (1979). qualitative sociology: a method to the madness. new york: free press setiawan, s., suriansyah, s., & sundari, s. (2021). skills program management (vocational) for children with special needs (abk) at slbn-1 palangka raya. equity in education journal, 3 (1), 22-29. smith, mb, ittenbach, rf, & patton, jr (2002). mental retardation. new jersey: merrill prentice hall. somantri, sujihati. (2006). extraordinary child psychology. bandung: pt. refika aditama tanshzil, sri, wahyuni. (2012). model of character education development in islamic boarding school environment in building student independence and discipline. journal of educational research, 13 (2) tyler, rw (2013). basic principles of curriculum and instruction. united kingdom: routledge van maanen, j., dabbs, jm, & faulkner, rr (1982). varieties of qualitative research (vol. 5). sage publications, incorporated. wagner, m. (1991). the benefits of secondary vocational education for young people with disabilities. findings from the national longitudinal transition study of special education students. yuwono, i., kusumastuti, de, & rahmah, n. (2020). learning sewing skills in developing the independence of mild mentally retarded students. special and inclusive education journal (special), 1 (2), 154-161 57 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 the implementation of phonic method in teaching vocabulary in speaking to visually impaired students in slb a (visual impairment) donni prakosha, abdul salim, sunardi sebelas maret university, indonesia email: donniipp@gmail.com abstract: this research aimed to explore the implementation of phonic method in teaching vocabulary to vision impairment students. this study was a qualitative research with case study as the research design. data in this study was analyzed by using miles and huberman model of analysis. it consists of data reduction, data display, and conclusion drawing. result of this study showed that teaching documents used in the teaching-learning process of english to visually impaired students of slb a surakarta are curriculum, syllabus, and lesson plan. to teach effectively, the teacher uses some components to support the teaching process. the supporting components used in this teaching-learning activity related to phonic method are laptop, slate and stylus, and jaws and talk program keywords: phonic method, visually impaired students, vocabulary teaching many educational institutions include english as one subject to be taught. english becomes one important subject taught in both regular school and special school. students with disabilities have the same right to learn english in school as the general school population. there should be no discrimination in the field of education, including children with special needs. an increasing numbers of students with special needs are enrolling into educational institution. visually impaired people are known difficult to see objects clearly. to teach visually impaired students, especially english, it needs persistence, enthusiasm, and seriousness from teachers. visually impaired students have difficulty to maximize the function of their eyes or even barely can use their eyes at all. although they are difficult to do visual activity, they are able to do activities using other senses. to support their lack in visual activity, they need their other senses such as hearing, movement, or tactile. the basic stage in learning foreign language, or in this case learning english, is learning vocabulary first. vocabulary is the basic material to put into the patterns, because there is no sentence, no essay, and even no language without vocabulary (pan and xu, 2011). in the other words, english learners’ ability in reading, listening, writing, and speaking is influenced by the vocabulary. to teach vocabulary, it aims not only to make learners memorize words, but also to make them master and use their vocabulary for all context. vocabulary is knowledge or knowing the meanings of words and knowing how to use it in sentences (john, 2004). vocabulary also can be defined as words we must know to communicate effectively in speaking (expressive vocabulary) and in listening (receptive vocabulary) (neuman and dwyer, 2009). this statement is also in line with the statement from (hiebert and kamil, 2005) defining that vocabulary is knowledge of words and words meaning in both oral and print language and in productive and receptive forms. visually impaired children find it hard to read text in textbook written with ordinary letters. visually impaired children can rely on their hearing ability to acquire information. phonic method can be an alternative method used to teach visually impaired students since it uses sounds as the main media in teaching. phonics is a systematic teaching of the sounds conveyed by letters and groups of letters, and includes teaching children to combine these to read or write words (mcguinness, 2004). this method provides students, especially with visual impairment, to learn through hearing, so that they can use english well (virdyna, 2015). teaching english by using phonic method need to be conducted in a systematic way. teachers should follow some particular steps in using phonic method, from letters to words, and from words to sentences. method the major focus of this research is to explore the implementation of phonic method in teaching vocabulary to visually impaired students. this research involves phenomena related to investigate human behavior. it focuses on the reality happening in the field. the result is then explained in form of words rather than measurement or statistics. by looking at the objective 58 journal of icsar; volume 2, number 1, january 2018: 57-61 instructions techniques with some modification to provide effective education program. besides, mulyasa (2009) states standard materials developed and used as teaching-learning material should be adjusted based on the needs and abilities, containing the value of the functional, practical, and adapted to the conditions and needs of environment, school, and region. vocabulary teaching process using phonic method to visually impaired students one obstacle that the students had to face in learning vocabulary was the lack of braille printed english book. all guidance books from government were printed in regular letter. thus, to overcome the problem, teacher used phonic method to teach english. he delivered the materials by reading aloud or asking some questions to students. for example, he asked his students whether anyone knew what “sapu” in english was. then, he said that sapu in english was broom. the teacher then told his students that the letters were ‘b’, ‘r’, ‘o’, ‘o’, and ‘m’. after he spelled the letters, he pronounced the word correctly. although there were two o letters, he told the students that when they say “broom”, they should pronounce double o with ‘u’. he also taught how to use the word in sentences. in this part, he already taught his students the meaning, how to spell it, how to pronounce it, and how to use it in sentence. heward (2000) states that teachers may develop verbal or other auditory cues as signals for important information or particular events. according to liu (2005), explicit phonics instruction is significantly more effective than nonsystematic phonics instruction with children of different ages, abilities, and socioeconomic background. based on the statement, explicit phonics instruction is effective for children with different abilities. visually impaired students have different ability from normal or sighted students. thus, explicit phonics instruction is suitable for them. in the process of teaching and learning in class, teacher sws tried to create fun environment in class by inserting some light humors. he also often started the lesson with regular conversation. teacher sws has implemented fun learning to create enjoyable lesson for his students and to avoid boredom and stress for the students. also by starting the lesson with regular conversation, teacher sws could create friendly situation that eliminate tensed and stressed atmosphere in classroom. willis (2007) states that superior learning takes place when classroom experiences are enjoyable and relevant to students’ lives, interests, and experiences and students retain what they learn when the learning is associated with strong positive emotion. besides, learning will take place if the person delivering it acts as a facilitator. the facilitator should of this research, a qualitative research is determined as the proper research to be used. the implementation of phonic method in teaching vocabulary to visually impairment students is regarded as a case study because its objective is to identify the implementation of phonic method in teaching vocabulary to visual impairment students. data were analyzed by using interactive model analysis of miles and huberman. there are three steps in this model, namely data reduction, data display, and conclusion drawing/verification. data reduction means summarizing, selecting the important points, focusing on them, and looking for the theme. after reducing data, the next step is displaying data. the third step in analyzing qualitative research is drawing conclusion or verification. conclusion in qualitative research is its finding. findings and discussion findings teaching and learning documents teaching and learning documents used as data in this study cover (1) curriculum, (2) syllabus, and (3) lesson plan. curriculum has a function as guidance for teacher in performing learning program to achieve educational target (hidayat, 2013). referring to the statement, curriculum is an important component that should be comprehended by teachers. there was no difference between curriculum used in special school and regular school. the government had provided curriculum of 2013 (k13) as the new curriculum. however, the curriculum used at slb a surakarta was still ktsp. the second document was syllabus. the english syllabus used in the teaching-learning process at slb a surakarta was based on curriculum of ktsp. however, syllabus used in every school should be adjusted to students’ ability. therefore, the english teacher of slb a surakarta also adjusted the syllabus they used with their students’ ability. hadi (2007) states that needs must be addressed if schools provide service for learners with visual impairment are needs that can be met by adapting curriculum and second, needs that require changes in teaching method. mulyasa (2009) mentions that curriculum is developed by considering the students’ potential, development, and needs. the third document used was lesson plan. the lesson plan was divided into three main phases, namely exploration, elaboration, and evaluation. besides, phonic method was also mentioned in the lesson plan as another teaching method because the teacher used phonic method to teach english in class. according to mutonga (2011), teachers may be able to use their usual 59donni prakosha, abdul salim, sunardi, the implementation of phonic method in teaching . . . . home. by giving them homework, teacher sws could check his students’ ability in using words. supporting components for the implementation of phonic method in teaching vocabulary to visually impaired students to teach effectively, a teacher may use some components to support the teaching process in class. teacher used laptop to play the songs used in teachinglearning activity. by listening to english songs, students could listen english words and knew how to pronunce words correctly through native speaker. the second component is slate and stylus. they were writing tools used by visually impaired person to write. all students used slate and stylus to write text or to note down the material given by the teacher. the last component is jaws and talk program. jaws stands for job asccess with speech. this program was a computer screen reader program for microsoft windows that allows blind and visually impaired users to read the screen. while jaws was built for computer, there was another program created for cellular phone called talks & zooms program. this program was a software application for mobile handsets that converts displayed text into highly intelligible speech and/or large print on phones. westwood (2009) states that to facilitate the instruction of visually impaired students, the school should provided non-optical aids, tactual aids, and auditory aids. the difficulties faced by the students and english teacher in the implementation of phonic method in teaching vocabulary in speaking the first difficulty faced by students dealing with vocabulary learning was noise. slb a surakarta is located on the side of busy road. meanwhile, the 7th, 8th, and 9th grade rooms are located at the very front of the school. it makes the sounds of busy road can be heard from the classroom. the second difficulty is that the students found it hard when teacher sws spelled too fast. it was difficult for students to write when teacher sws spelled too fast. they should ask their teacher to repeat the spelling again, unless they would record with the wrong spelling. the third difficulty is that they still had difficulty in using words in sentences. they mentioned that they had difficulty in making sentences. phonic method was not suitable to be used to deliver usage of words since this method was implemented by linking letter to letter into word and pronunce it. this method supported to form words instead of sentences. not only students but also teachers had their own difficulties in teaching-learning activity. related to the implementation of phonic method in teaching vocabulary in speaking, teacher sws also faced some establish an atmosphere in which her learners feel comfortable, are able to discuss new ideas and learn from their mistakes, as long as they are not threatened by external factors. teacher’s way to develop the indicator of vocabulary mastery there are four indicators of vocabulary mastery, namely meaning, pronunciation, spelling, and use. to develop the students’ ability in meaning, the teacher also frequently gave them some questions related to previous lesson. by doing this activity, teacher sws could check his students’ memory about the previous lesson. if his students forgot, he could remind his students again. besides, through this repetition, his students could strengthen their memory related to meaning. dimyati et al. (2004) state that learning is an activity to train the existing abilities in humans consisting of the ability of observing, responding, remembering, and thinking. by performing a repetition, those abilities will develop. the next indicator of vocabulary mastery was pronunciation. to master vocabulary, the english learners should practice how to pronounce words correctly. to develop his students’ ability in pronouncing words, teacher sws often gave his students example of the correct pronunciation. teacher sws asked his students to repeat after him. bandura (boeree, 2006) states that children are very quick to absorb what they see or hear, so they are easy to obtain information or learn by imitating. following this theory, teacher sws taught his students by asking them to imitate what he said, thus the students can pronounce correctly based on what they hear from their teacher. the third indicator of vocabulary mastery was spelling. to teach spelling for the students, teacher sws spelled words orally. after he taught his students the correct spelling, he asked the students to spell the word again and how to pronounce it. teacher sws also gave his students homework related to vocabulary. from the homework, he could check his students understanding about spelling. he discussed the homework that he gave at the previous meeting together with all students. by discussing together, students knew their mistakes related to spelling and could obtain the correct answer. the last indicator of vocabulary mastery was use. teacher sws had taught them how to make sentences by giving them exercise in class. he also gave them some questions to make them build some simple sentences. to increase their ability in using words, teacher sws often asked some questions in class to push them making sentence. when they faced difficulty, he helped them by guiding them word by word. another way that teacher sws used to develop his students’ ability in using words was by giving them homework. homework allowed students learn individually at 60 journal of icsar; volume 2, number 1, january 2018: 57-61 difficulties. first diffculty faced by teacher sws was timing. teacher sws felt that the allotted time was too short for english. moreover, when he had to teach using phonic, he should spell the words for his students. this method was rather time consuming. the lack of braille book became the second difficulty faced by the teacher. all english books given by government were still in latin alphabet. surely, without textbook, the students could not learn independently at home. they obtained materials from their teacher by recording the materials explained in their notebook. thus, teacher had extra task. besides, he should explain the materials. he should also teach the students the correct spelling by using phonic method. hadi (2007) states that teaching-learning activities created by teachers are not always the same from day to day, for example a noisy classroom may be disruptive. therefore, the use of methods should be appropriate to the situation. this is very important because the situation also determines the success of a method. with supportive situation, it will be in line with what the teacher wants to deliver to the students. this statement is also in line with the statement from syarifuddin (2011) that one of the factors that influence the success of learning is the classroom atmosphere. the quiet, safe, and disciplined state of the class affects the level of learners’ understanding of the material. it relates to student’s concentration and comfort. from those statements, it can be concluded that to deliver materials through effective teaching method, teachers need to consider class situation and atmosphere. teacher’s sound should be louder if the class situation was noisy so that the students could hear the material delivered by the teacher well. to overcome the disruptive situation caused by noise, teacher sws should find a way so that he can teach his students effectively. the strategy that teacher sws used is by setting the tables in classroom. the table for teacher is placed very close with students’ tables. this setting can minimize teaching-learning problem caused by noise. by setting teacher’s table to be very close with students’ table, teacher can deliver his materials more effectively. the students can also hear explanation and materials from their teacher more clearly since their position is close to their teacher. in line with this elaboration, fauziati (2015) states that arranging the seating is important too in classroom management. seating arrangement will affect the lesson. different situation of the class requires different seating arrangement. another theory comes from dunbar (2004) stating that many experienced teachers recommend assigned seating for students to facilitate discipline and instruction. best practices suggest a few common-sense rules to guide classroom arrangements, namely (1) students should be seated where their attention is directed toward the teacher and (2) students should be able to clearly see chalk board, screens, and teacher. english teacher’s proposed solution to overcome the problem in teaching vocabulary in speaking to visually impaired students to solve problems faced by english teacher dealing with vocabulary teaching process, students should be provided with braille printed textbooks. by using the mentioned books, the students could study independently at home and teaching-learning process in classroom could be faster and more efficient. in addition, teacher sws also suggested that the school provided a language laboratory. providing them language laboratory would give more opportunity to improve their ability in english, especially in listening and speaking. the last is related to teaching method. teacher should use other teaching methods or models to complement the phonic method. besides, teacher sws also suggested that teachers, especially who teach students with special needs, need to use and consider some proper teaching methods by lokking at the students’ condition and needs. conclusion and suggestion conclusion the result of this research showed that: (1) teaching documents used in the teaching-learning process of english to visually impaired students of slb a surakarta are curriculum, syllabus, and lesson plan; (2) the problems faced by the students are disturbing sound from outside, spelling words too fast, and using words; and the teacher argues that the allotted time was too short, unsuitable teaching method used to teach sentences, and noisy sound become problems faced by the teacher; and (3) the solutions proposed by the teacher are providing students with braille printed english textbook, providing students with language laboratory, and using other teaching methods or models to complement phonic method. suggestion referring to the result of this study, the researcher gives some suggestions. in using phonic, teacher should consider the tempo when he/she spell the words. besides, teacher needs to discover teaching methods, models, and strategies to support phonic method. teacher should also play audio media of english native speaker for visually impaired students to develop their english skill. the second suggestion is for students. the students should pay more attention when their teacher spells words, so that they can write the correct spelling. 61donni prakosha, abdul salim, sunardi, the implementation of phonic method in teaching . . . . students should be more active to note down the words spelled by the teacher. students should be more diligent to note down new vocabulary in their book. references boeree, c. g. (2006). personality theories. pennsylvania: shippensburg university dimyati,. et al. (2004). belajar dan pembelajaran. jakarta: rineka cipta dunbar, c. (2004). best practices in classroom management. michigan: michigan state university fauziati, e. (2015). english as a foreign language: principle and practice. surakarta: pt. era pustaka utama hadi, p. (2007). komunikasi aktif bagi tunanetra. jakarta: departemen pendidikan nasional heward, w. l. (2000). exceptional children: an introduction to special education. upper saddle river, nj: prentice hall hidayat, s. (2013). pengembangan kurikulum baru. jakarta: pt. remaja rosdakarya hiebert, e. h., & kamil, m. l. (2005). teaching and learning vocabulary. new jersey: lawrence erlbaum associates john, r. (2004). research in teaching vocabulary. annual review of applied linguistics, (24), 146161 liu, c. k. (2005). phonics & children’s english pronunciation. english works, (20), 22-24. mcguinness, d. (2004). early reading instruction: what science really tells us about teaching reading. new york: mit press mulyasa, e. (2009). kurikulum tingkat satuan pendidikan. jakarta: pt. remaja rosdakarya mutonga, s. (2011). public works in bulozi: a case study of the construction and maintenance of canals. international journal of humanities and social science, 1(17), 250-259 neuman, s. b., & dwyer, j. (2009). missing in action: vocabulary instruction in pre-k. the reading teacher, 62(5), 384-392. pan, q., & xu, r. (2011). vocabulary teaching in english language teaching. theory and practice in language studies, (1), 1586-1589 syarifuddin, a. (2011). penerapan model pembelajaran cooperative: belajar dan faktor-faktor yang mempengaruhinya. ta’dib, 16(1), 113-136 virdyna, n. k. (2015). penerapan metode fonik pada pembelajaran bahasa inggris bagi anak usia dini. okara. (1) 113-130 westwood, p. (2009). what teachers need to know about students with disabilities. australia: acer press willis, j. (2007). the neuroscience of joyful education. educational leadership. 64 25 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 the effects of inclusive education on the self-concept of students with special educational needs nurul aina zakaria national university of malaysia, malaysia e-mail : alwanihusna87@gmail.com abstract: inclusive education is a platform that provides opportunities for students with special educational needs (sen) to learn in a regular classroom with normal students. however, there are many challenges faced by students with sen who learn in an inclusive setting, such as negative perception from the mainstream teachers and peers, being bullied and excluded by peers; facing academic issues because of following the regular curriculum like normal students, and lack of support from the parents. the problems occurred has affected the self-concept of students with sen. therefore, a study was conducted to explore the impact of inclusive education towards the self-concept of students with sen in terms of identify the level of self-concept among students with sen; identify the strongest and the weakest domains of selfconcept; explores the differences of self-concept levels based on gender; and to study the relationship between the level of self-concept with the period of learning in an inclusive education. the respondents consisted of 52 students with sen, aged between 8 to 15 years old who learn in inclusive settings from 10 schools in the district of hulu langat, selangor. the study was conducted using a set of questionnaires that contains 80 items of piers-harris children’s self concept scale that respondents had to answer. the findings showed that the level of self-concept among the students with sen is at moderate. the study also found that the strongest self-concept domain among the students with sen is happiness and satisfaction (hap), and the weakest self-concept domain is popularity (pop). in addition, the results showed that there is no significant difference in the levels of self-concept based on gender, and there is no significant relationship between the levels of self-concept with learning periods in inclusive education. key words: self-concept, students with special educational needs, inclusive education declaration of united nations (un) on the rights of humanity in 1948 puts education as a human right regardless of age, gender, or race (md. amin kasba, safani bari, mohd. hanafi & mohd. mokhtar, 2009). in malaysia, policies and regulations have been established to fight for the rights of people with special educational needs (sen) in securing equal education through the education act 1996, rules of special education, 1997 (abdul rahim & muhammad khairul, 2013), and the national education blueprint malaysia (azad athahiri & norsayyidatina, 2010). policies and legislation have provided an opportunity for students with sen to get equal education like normal students. arising from this, the inclusive education program has been introduced to allow students with sen to be placed in regular classes to study with normal students and taught by mainstream education teacher (abdul rahim & muhammad khairul, 2013; pijl, meijer & hegarty in hofman, 2014), according to hofman (2014), the placement of students with sen in inclusive education has become a major educational mission in many countries. salamanca (1994) also supports an inclusive education as a program that places students with sen with normal students in the same class (lewis & doorlag, 2006 & murnie, 2013). according to friend (2005) in peterson (2011), students with sen are those who attend the inclusive education appropriate to their level regardless of physical, mental or developmental delay. in the current era, inclusive education does not only provide spaces for students with sen to build friendships with normal students and learn in an environment of normal (heiman in alev girli, 2007), the students with sen can emulate the positive behavior of peers, be part of the community, and develop their potential in academic and non-academic aspects (kucuker & tekinarslan, 2015). effective inclusive education clearly benefit students with sen, because they can enhance their potential in all aspects. this indirectly helps in forming a positive self-concept and make disciples of people who are happy and successful. according to rogers (1951), self-concept encompasses beliefs, feelings, perceptions, attitudes and values that uphold an individual. in addition, selfconcept also means thinking about yourself, and other people’s thinking towards the individual. self-concept is divided into two types: positive and negative selfconcept. individuals who have a negative self-concept are those who are not excited, irritable, and often associated with failure. while individuals who have 26 journal of icsar; volume 1, number 1, january 2017: 25-31 positive self-concept are those who are always happy, not easily deterred, optimistic and are often associated with success. therefore, teachers should be concerned about the development of self-concept of students in school so that a positive self-concept can be formed. self-concept of students in the school can be influenced by people who were in the vicinity of the students, teachers, parents and friends. teachers can bring a huge influence in the formation of self-concept of students (azizi & jaafar sidek in the study nurul ain & azizi yahaya, 2012) as the learning process in schools involves many interactions between teachers and students. in addition, the social environment, acceptance or allowance to students also influences the student’s self-concept. figure 1: conceptual framework figure 1 refers to the conceptual framework to guide the study. the framework helps us to understand how supports and challenges that are given to the students with sen will have an impact to his or her self-concept in an inclusive environment. figure 1 shows that parents, teachers and peers play a role in the formation of self-concept of students with sen in inclusive education. supports that are given to the students will leads to a successful life, while failure occurs when there are various obstacles given to the students. figure 2 : maslow hierarchy of needs (maslow, 1954) in this study, humanistic learning theory by maslow serves as the backbone of the study. figure 2 shows the five levels of hierarchy of needs in which introduced by maslow (1954). this model shows the hierarchy of human needs in order to be happy and successful in life. maslow (1954) in mazlina (2014) states that a person will reach the maximum satisfaction if all five stages of the necessities are met. this matter is closely related to a person’s self-concept as when the necessities of life are met, then a positive self-concept is formed. furthermore, a positive self-concept can also be fostered through motivation provided to students. if students have motivation, students will generate positive action. in this study, the motivation exists when a person’s needs are met in all levels of maslow’s hierarchy (in the study of fatima, 2014). therefore, the theory of maslow’s hierarchy of needs is suitable to serve as a guide for this study. although inclusive education has longestablished in malaysia, there are still many obstacles in implementing the program in schools. typically, students with sen attendance are often not accepted by teachers and peers (garguilo in supiah, 2010). mainstream education teachers attitudes that are biased or unfair to students with sen often occurs when students are unable to follow the level or standard of learning areas (richel, 2014). therefore, students with sen have to follow the curriculum and the same test as normal students without any modification according to the level and needs (mohd. najib & sanisah, 2006; supiah, 2010). besides having problems academically, students with sen do not have many acquaintance, and its presence is often not required. in addition, students with sen also found to be less interactive with peers but only interact with teachers (koster, pijl, nakken & van houten, 2010). other than that, the family background of the students could also cause a negative impact on the development of the students’ self-disciple (dyson in sternke, 2010). the problems faced by students with sen in an inclusive education have affected the student selfconcept, social behavior, and student achievement in academics (hofman & judith, 2014). consequently, students become unhappy, low self-esteem and are not motivated to learn. in addition, students also often act to isolate themselves from their friends because they feel themselves unnecessary, thus making them frequently involved in disciplinary problems. consequently, it is important for teachers to develop strategies and good planning so that teaching and learning activities in school help to boost the selfconcept of students, especially students with sen. this is because, the self-concept of students with sen 27nurul aina zakaria, the effects of inclusive education on the . . . proved to be lower than normal (montogomery in sternke study, 2010). schmidt & cagran study (2008) also found that hearing impaired students also have lower academic and social perception than normal students. a study was conducted to examine the effects of self-concept of students with sen in the inclusive education. among the objectives of the study are: (1) identify the level of students with sen self-concept; (2) identify the strongest and the weakest self-concept domains among students with sen; (3) review the differences in the level of self-concept of students with sen based on gender; (4) to study the relationship between the period of study in an inclusive education with students with sen level of self-concept. method the study was conducted on 52 students with sen aged 8 to 15 years from 10 schools in the district of hulu langat, selangor. the instrument used in this research is piers-harris children’s self-concept scale (first-edition) 80 items, consisting of six domains, namely, happiness and satisfaction (hap), behavioral adjustment (beh), freedom from anxiety (fre), physical appearance (phy), intellectual & school status (int) and popularity (pop). this instrument has two options, “yes” or “no”. in this study, respondents were given 15 minutes to answer the questionnaire provided and guidance is given to students in need. teachers provide guidance by reading the questions clearly and loudly so that students understand the question. for the determination of self-concept marks, marks “1” was given if the respondent gives a positive sign on that item, while marks “0” was given if the respondent entered a negative item. examples of items are shown in table 1. table 1 : piers-harris children’s self-concept scale items no. item yes no 1 i am good hearted 2 i am happy 3 i hate school 4 i quarrel all the time in addition, the determination of the level of self-concept refers to the interpretation of the scale as shown in table 2 (rohany & lee, 2013). table 2 : piers-harris interpretation scale scale interpretation < 39 poor 40 – 59 moderate > 60 good a pilot study was conducted on 30 students with sen from 3 schools and value reliability coefficient “alpha” obtained is 0.75. data were analysed using descriptive and inferential statistics. for data analysing, researchers compare the mean score of student’s self-concept for answering research question 1 (table 4) and 2 (table 5). the independent t-test was used to compare the mean scores based on the gender to answer research question 3 (table 6), and pearson correlation test was used to answer research question 4 (table 7). findings and discussion findings respondent demographics table 3 : respondent demographics analysis items classification n % gender male female 38 14 73.1 26.9 age 7-9 years old 10-12 years old 13-15years old 2 32 18 3.8 61.5 34.5 race malay chinese indian others 32 14 4 2 61.5 26.9 7.7 3.8 the period of study in inclusive education < 1 years old 1 – 2 years old 3years old > 2 37 13 3.8 71.2 25 table 3 shows the majority of respondents were malays (n = 32) and the number of male (n = 38) were more than female students (n = 14). most of the respondents aged 10 to 12 years (n = 32), while the majority of students learn in an inclusive education in the next 1 to 2 years (n = 37). students with sen self-concept table 4 : self-concept analysis levels of self-concept % poor 7.69 moderate 69.23 good 23.08 28 journal of icsar; volume 1, number 1, january 2017: 25-31 table 4 shows the level of self-concept among students with sen. according to table 4, there were 69.23 % of the students with sen have a moderate self-concept level, followed by 23.08 % a good level and 7.69 % poor level. this finding shows that the majority of students with sen are at a moderate level. this finding is a positive sign that the students could have a better self-concept if more support and motivations are given. therefore, teachers in schools should show intensive efforts in creating a learning environment that is persons with disabilities (pwds) friendly so that students can benefit from an inclusive education. in addition, teachers can also practice methods of teaching and learning in the form of universal design learning (udl). udl is learning curriculum developed for the benefit and opportunity for all individuals to learn. learning through udl, teachers develop strategies, approaches, teaching materials and flexible methods of assessment that can be adapted and adjusted to individual needs (kurtts, 2006). identifying the strongest and the weakest selfconcept domains. table 5: score analysis of 6 domains of self concept 6 domains of self-concept % interpretation happiness and satisfaction (hap) 80.0 good behavioral adjustment (beh) 75.0 good freedom from anxiety (fre) 57.1 moderate popularity (pop) 50.0 moderate physical appearance (phy) 61.5 good intellectual & school status (int) 60.0 good student self-concept difference based on gender table 6: independent t-test level of self-concept across gender gender n mean sd t sig. male 38 52.21 6.995 -.356 .723 female 14 53.07 9.499 relationship between the periods of study in an inclusive education with students’ self-concept level table 7 : pearson correlation test on the relationship between the periods of study in an inclusive education with student’s levels of self-concept manipulated variables r sig. n periods of study in inclusive education with level of selfconcept 0.102 0.474 52 discussions table 5 above shows six domains of piersharris self-concept and the mean scores obtained by the respondents. the findings indicate that the most powerful self-concept domain among the students with sen is hap (80%), while the weakest domain is pop (50%). overall, the domains of fre and pop are at a moderate level, while other self domains hap, beh, phy, and int are at a good level. this is supported by studies (koster, timmerman, nakken & van houten, 2009) that most students with sen have a positive social perception, and have a good interaction and acceptance from peers. based on this finding, it can be said that students with sen are happy and satisfy to learn in an inclusive education because they have the opportunity to learn with peers in the normal setting. this is supported by studies (kamaliah & wan amimah, 2010) that students with sen were happy in the inclusive education as they can learn and communicate with peers and teachers. in the study done by huei (2009), found that the inclusive environment that provides more attention has positively impacted a student with sen to become happier, gets more individual instruction and attention, and no longer getting into trouble. the researchers also concluded that the lowest self-concept domain popularity is influenced by peer acceptance of students with sen in the classroom. besides that, negative perception and acceptance from teachers and peers has weaken the self-concept of students with sen (bukowski, hoza b. & m. boivin, 1993; taylor, & spratt, 2010). table 6 shows that there was no significant difference in the level of self-concept of students with sen based on gender, t (50) = -.356, and sig. = 0.723 (p> 0.05). in terms of the mean shows that female have a score (mean = 53.07, sd = 9499) which was higher than male (mean = 52.21, sd = 6,995). however, this difference was not significant. this means that the null hypothesis that there is no significant difference 29nurul aina zakaria, the effects of inclusive education on the . . . between the levels of self-concept based on gender can be accepted. although the findings of this study showed no significant association level of self-cross-gender, other studies have shown that girls have self-concept, confidence and discipline that are lower than boys (marsh in the study of miller, 2000; bear, clever & proctor, 1991; fontana & obidigbo in aihie study, 2009). physically, the female often worry about their physical than male students (saskatchewan education, 1991). table 7 shows that there is no significant relationship between the periods of study in an inclusive education with the self-disciple, with r = 0.102 and sig = 0.474 (p> 0.05). the positive strength of the relationship is very weak. this indicates that the null hypothesis that there is no significant relationship between the study periods in an inclusive education with the students with sen level of self-concept can be accepted. although the results showed no significant correlation between the period of learning in an inclusive education with the students with sen level of self-concept, study daniel & king in caleigh (2013) proven that the self-concept of students with sen depends on the age of the students. the older students were found to have more positive selfconcept than younger students. many other studies have also proven that the self-concept of students with sen increase from year to year (cesar & santos, 2006), while students with sen in secondary schools have higher confidence level than students in primary school (johnson, johnson & rynders in caleigh, 2013). this study is expected to be beneficial to the teachers in schools to be more sensitive to the needs of students with sen. curriculum, teaching and assessment methods should be adjusted according to the level and needs of the students, in order to create a learning environment that is harmonious, safe and comfortable (bucholz, j. l. & sheffler, j. l. 2009). in addition, teachers and parents need to provide support and motivation to the students so that students can excel (kucuker & tekinarslan, 2015 & loh, 2006). furthermore, the joint venture and a good relationship between special education teachers and mainstream teachers should be established through discussion, sharing of knowledge and teaching materials so that inclusive educations can work better (abdul rahim & muhammad khairul, 2013; glatthorn et al., 2006; glickman et al., 1998). the ministry of education (moe) should also be more aware of the needs in inclusive education in terms of budget preparation, labor, facilities and so on. in addition, the monitoring inclusive schools program shall be run by the ministry of education to ensure inclusive education running in a systematic and effective manner. on behalf of the state education department (nrd), various training and courses about inclusive education and how to handle students with sen should be provided for teachers in schools. adequate training will have a positive impact on the attitudes and perspectives of general education teachers on inclusive education and students with sen, besides smoothen the implementation of inclusive educations in schools (prinsloo in the study richel, 2014). in addition, programs or activities planned in schools should involve all children regardless of their status and enhance positive self-concept in students. among the programs that can be held is storytelling, singing, camping, sports days and others. parents should also be actively involved in the parent teacher association (pta) of the school in order to jointly develop activities in accordance with the needs of their children, as well as to strengthen the relationship between parents, teachers and students. good relationships are formed indirectly will influence the attitudes and behaviour of pupils at the school. moreover, encouragement, support and motivation should be given to children with sen so that a positive self-image can be formed in students, in order to improve their academic achievement (azizi yahaya, saiffuddin ismail, amir hamzah & halimah, 2010). this is because the attitudes and perceptions of parents may have an impact on the formation of the self-image of students (raviv & stone, 1991 in anu, 2002) conclusion and suggestion an effective inclusive education capable of forming a positive self-concept, and increase the potential of students with sen as a whole. steady cooperation, as well as continued support of all parties, including administrators, teachers, parents and the local community are needed to establish an effective inclusive education. it is hoped that an inclusive education manage to eliminate the gap and the negative stigma against individuals with special needs, as they are also entitled to be successful and happy like other people. as for proposed extension, a study that explores the differences of the self-concept levels among students with sen in government-aided schools and students with sen in private schools can be carried out to see to what extent inclusive education at schools have an impact on the level of self-concept of students with sen. 30 journal of icsar; 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(2010). self-concept and self-esteem in adolescents with learning disabilities. university of wisconsin-stout. supiah bt. saad. (2010). komitmen dan peranan guru dalam pelaksanaan pendekatanpendidikan inklusif di malaysia. jabatan pendidikan khas, kementerian pelajaran malaysia. saskatchewan education (1991). gender equity: policy and guidelines for implementation. retrieve on august 2016 from http://www.saskatchewan.ca/ 50 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 flexible model on special education services in inclusive setting elementary school imas diana aprilia indonesian university of education e-mail : imasdaprilia@gmail.com abstract: this research intends to study the implementation of inclusive education in elementary schools in the district of bandung in order to create a model for special education services in regular schools. the results of the implementation analysis combined with the results of the literature study used as a basis to design the model of special education services in inclusion settings. the main finding of this study is “flexible model on special education services in inclusive setting elementary school”. this model is built in three main foundations, which are standard operating procedures (sops), guidelines for the implementation in elementary school in the form of eight national education standards (nes), and the principle of the model implementation, namely flexibility. keywords: flexible model, special education, inclusion, elementary school educational services for students with disabilities have changed over time. the changes are in line with the development on the perspectives and attitudes towards people with disabilities that are getting better (ametepee & anastasiou, 2015). the education services for students with disabilities have changed from segregation, integration and inclusion. the fact, that three type of services still be implemented (florian, 2008), like that in romania (ghergut, 2011), in china (deng & zhu, 2016). segregation is an education system which segregates the education for students with special needs with education for students in general. the implementation of this system is the existence of special schools known as sekolah luar biasa (slb) in indonesia for different types of disabilities, namely special schools for students with visual impairment, hearing impairment, intellectual disabilities, physical disabilities, and behavioral disorders while integration is the education system in which they learn together with students in general. however, not all students with disabilities participants can be accepted or attend regular schools. those who can meet the terms and conditions applied are able to attend the regular school. as an example a student with visual impairment could attend regular school only if they have normal intelligence, have orientation and mobility skills at the certain level and the student doesn’t have issue of behavior and so forth. in this education system student has to adjust into the prevailing system in school. the fact, there are problems about it, for example, a majority of the students were stressed about school work and keeping up with their sighted peers and described feelings of loneliness (verdier, 2016). unlike the system of segregation and integration, inclusion system is a system that accommodates the education needs and all forms of challenges to learning experienced by students. therefore, it can be said that inclusive education accepts all learners with a wide range of diversity without any exception (kratochvilova, 2015). in addition, a student study in inclusive education setting school doesn’t adjust into the prevailing system in school but vice versa (nasibullov, et al, 2015). principally, in the inclusive education system all students regardless their condition are accepted in the school. basically, inclusive education is an education that respects differences in children and provides services to all children without making an exception regardless of their physical, mental, intellectual, social, emotional, economic, gender, ethnicity, culture, residence, language and so on. all children learn together, both in the formal or informal classroom or school. the study shown that children from inclusive classroom were expressed more high sympathy for children with disabilities (gasser, et al, 2013; gonçalves & lemos, 2014). in 1990 the international community implemented the world declaration on education for all (efa), which agreed that all countries should be committed on providing access to education for all children. in fact, in most countries there are still many children who are discriminated in education of whom are children with disabilities or children with special needs (hameed & manzoor, 2016). according to the ministry of education regulation no. 70 in 2009, all elementary schools should accept all children with special needs. in reality there are still 51imas diana aprilia, flexible model on special education services . . . . many elementary schools that are unwilling to accept children with special needs due to various reasons the school makes. some reasons are quite reasonable, although it doesn’t support the principles of inclusive education. the principle of inclusive education is children shouldn’t be refused in any schools they want to attend (booth, m. t. & unesco, 2003) therefore, in 1994 the special needs education stakeholders held world conference on special education in salamanca, spain that produces the salamanca statement. indonesia, as one of the participating countries to sign and approve the conference, is obliged to implement inclusive education. inclusive education has been pioneered in indonesia since the 1990s. until now, inclusive education continuously disseminates and develops. the success on its implementation is influenced by many factors such as culture, politics, and human resources (kwon, 2005). this research was conducted with the motivation to implement the ideal of inclusive education in indonesia through the application of the special education services in an inclusive setting. the same research were about the implementation of inclusive education for special needs learners in malaca malaysia (latiff, et al, 2014), in sweden (ineland, 2016), in botswana (mukhopadhyay, et al, 2012), in new zealand (selvaraj, 2016), in japan (futaba, 2016), in korea (song, 2016), in hongkong (poon-mcbrayer & wong, 2013), in australia (anderson & boyle, 2015), in england (lauchlan & greg, 2015), in india (sharma & das, 2015). in special education 2013 curriculum there are indications that do not comply with the spirit of inclusive education. for example, there are three concepts of education services for children with special needs, namely education services for children with special needs who have average and above average intelligence. these children are given the opportunity to enroll in regular schools using the regular curriculum as a whole; for children with mild and moderate level of special needs with below average of intelligence are encouraged to enroll in special classes with special teachers and curriculum; and for those who experience severe disabilities are encouraged to enroll in special schools. thus, the implementation of the education based on the 2013 curriculum is not in accordance with the concept or the philosophy of inclusive education. the main problem of this research is the implementation of education for children with disabilities in elementary schools as the implementation of inclusive education. it is considered important because there has been a gap between the ideal conditions with the actual conditions on the implementation of special education with the inclusion model in elementary school. conducting a research focusing on developing the education services model for children with disabilities (special education) in inclusive setting in elementary school is absolutely important to help decreasing or eliminating the education gap. method this research was conducted in elementary school having. the school is the state elementary school in district of bandung which has 27 students with special needs which include intellectual disabilities, physical disabilities, learning difficulties, and multiple disabilities. the principal and four teachers participated as respondents in this study. in accordance with the objectives of this research, namely to design a model of special education service in inclusive setting in elementary school, then the research was conducted with a qualitative approach. this qualitative approach carried out by the following procedure: (1) a descriptive study on the implementation of special education at an elementary school to draw real conditions, (2) do a literature study related to the implementation of inclusive education in elementary school, and (3) focus group discussion (fgd) to test the feasibility of the model. findings and discussion findings the model is built on three foundations: first, education service procedure for students with special needs called standard operating procedures (sops). second, the guidelines for the implementation in elementary school in the form of eight national education standards (nes), and third is the principle of the model implementation, namely flexibility. figure 1. three foundation of the special education model in inclusive setting this model is called a flexible model of special education services in inclusive settings in elementary school because one of the foundations used in this model is the flexibility principle this model is a framework to guide the implementation of inclusive special education in elementary school. these three model foundations can be described in the chart below. 52 journal of icsar; volume 1, number 1, january 2017: 50-54 figure 2. flexible model in special education services in inclusive setting in the outline the implementation of inclusive education using this model in elementary school will implement through this following stages. a student who is going to attend the school will be selected by panitia penerimaan peserta didik baru (ppdb), a committee in charge of accepting new student in the school. the approval for accepting the student with special needs in school is still highly depends on the principal’s policy. after the student is accepted at the school, there will be an identification to find out the challenges that the student might have during the learning and the further assessment will be performed. this information will be used as the foundation to design the learning based on the student’s needs. the learning program can be individualized learning program (ilp) or the classical learning program with a wide range of adjustment. after learning program is available, the teacher then starts the learning or intervention in accordance with the learning program that has been compiled. in the learning process, the regular teachers are responsible both for the student with special needs and the other students. to provide education for student with special needs, regular teachers may be assisted or receive consultation from guru pembimbing khusus (gpk) or special teacher. the study shown that importance of collaboration between general dan special education teachersʼ in inclusive education practices (khairuddin, 2016). the special teacher is a teacher who has the qualifications to handle student with special needs. in addition, in the learning process the student with special needs also needs support from all communities involved such as parents, government and others (kozleski, et al, 2015). in principle, the learning for student with special needs can be implemented in regular school with various modifications, such as modifications on the learning objectives, materials, and learning methods (kuyini, et al, 2016). evaluation is needed to analyze the student with special needs’ progress based on the learning objectives that have been designed. this evaluation for student with special needs in regular schools also requires adaptation as well as the learning process. in addition the program and implementation of intervention should also be evaluated. furthermore, the assessment process, program design and implementation of the program need an annual review thoroughly as feedbacks for the program following year. in implementing this model, school has to follow all the procedures and integrate it with the eight national education standards (nes) as the foundation for the implementation. in addition, all activities should be implemented flexibly. discussion this flexible model on special education services in inclusive setting elementary school is built in three foundations, namely; education service standard operating procedures (sops) for children with special needs, guidelines for the implementation in elementary school in the form of eight national education standards (nes), and the flexibility principle. the stages (syntax) within this model refer to the sops activities which include (1) the new students’ admissions (ppdb), (2) identification and assessment, (3) learning or intervention, and (4) evaluation. these stages are adapted from the model formulated by mc loughlin & lewis (2001). in indonesia student who attends elementary school is selected by panitia penerimaan peserta didik baru (ppdb). the selection conducted in most primary schools so far has not given ample opportunity for children with special needs to go to school. furthermore, the rejection towards student with special needs is also based on the severity level of disabilities. if the level of disability is relatively mild some elementary schools are willing to accept the student. in fact, some students with special needs are not identified at the time they register to school, but more likely during their learning process. for example, children are known to have intellectual disabilities when their scores on all subjects are below the average. the provision of guru pembimbing khusus (gpk) or special teacher is still facing many challenges, such as in terms of funding and availability of gpk. in addition, gpk academic qualifications has not fully achieved because they don’t have special education qualification. for that, both are needs of models for preparing special and general education preservices teachers focussed are in use of assistive technologies, functional behavioral assessment, and instructional 53imas diana aprilia, flexible model on special education services . . . . accommodations (laarhoven, et al, 2007). needs of approaches to asessing pre-service teachersʼ learning (walton & rusznyak, 2016) and needs of using an intersectional approach to understand difference and exclusion and examining boundary practices to examine teacher learning for inclusive education (waitoller & artiles, 2013). exchange perceptions of teachers about the inclusion (tiwari, et al, 2015). conclusions and suggestion basically, the readiness of the teachers and other school members are quite good. both the teacher and principal show positive attitudes towards the existence of children with special needs. on the other hand, they haven’t had sufficient understanding and experience on teaching children with special needs. some schools which have students with special needs do not have adequate facilities and infrastructure to support the learning process for students with special needs. even so the attempt to change and modify the physical environment has been carried out to support the need of the students with special needs. it is very important for every inclusive school to have some experts such as psychologists, doctors, physicians, social workers and so on. nevertheless, this school has not got any of the experts mentioned. resource centre is a support resource for the implementation of inclusive education that has been prepared by the government. resource center is a special school specially prepared to add its duties and functions as special school. on the implementation, this inclusive school has not collaborated with the resource center. thus, the support from the resource center to help this school implementing the inclusive education has not been perceived as it is expected. references ametepee, l. k., & anastasiou, d. (2015). special and inclusive education in ghana: status and progress, challenges and implications. international journal of educational development, 41, 143-152. anderson, j., & boyle, c. (2015). inclusive education in australia: rhetoric, reality and the road ahead. support for learning, 30(1), 4-22. booth, m. t., & unesco. (2003). overcoming exclusion through inclusive approaches in education: a challenge & a vision; conceptual paper. unesco. deng, m., & zhu, x. (2016). special education reform towards inclusive education: blurring or expanding boundaries of special and regular education in china. journal of research in special educational needs, 16(s1), 994-998. depdiknas. 2009. peraturan menteri pendidikan nasional nomor 70 tahun 2009 tentang pendidikan inklusif bagi peserta didik yang memiliki kelainan dan potensi kecerdasan dan/ atau bakat istimewa. jakarta. de verdier, k. (2016). inclusion in and out of the classroom: a longitudinal study of students with visual impairments in inclusive education. british journal of visual impairment, 34(2), 130-140. florian, l. (2008). inclusion: special or inclusive education: future trends. british journal of special education, 35(4), 202-208. futaba, y. (2016). inclusive education under collectivistic culture. journal of research in special educational needs, 16(s1), 649-652. gasser, l., malti, t., & buholzer, a. (2013). children’s moral judgments and moral emotions following exclusion of children with disabilities: relations with inclusive education, age, and contact intensity. research in developmental disabilities, 34(3), 948-958. ghergut, a. (2011). education of children with special needs in romania; attitudes and experiences. procedia-social and behavioral sciences, 12, 595-599. gonçalves, t., & lemos, m. (2014). personal and social factors influencing students’ attitudes towards peers with special needs. procediasocial and behavioral sciences, 112, 949-955. hameed, a., & manzoor, a. (2016). defeating inequalities in school access: a case of children with disabilities in pakistan. journal of research in special educational needs, 16(s1), 345-350. ineland, j. (2016). hybrid structures and cultural diversity in welfare services for people with intellectual disabilities. the case of inclusive education and disability arts in sweden. altereuropean journal of disability research/revue européenne de recherche sur le handicap, 10(4), 289-300. khairuddin, k. f., dally, k., & foggett, j. (2016). collaboration between general and special education teachers in malaysia. journal of research in special educational needs, 16(s1), 909-913. 54 journal of icsar; volume 1, number 1, january 2017: 50-54 kozleski, e. b., yu, t., satter, a. l., francis, g. l., & haines, s. j. (2015). a never ending journey: inclusive education is a principle of practice, not an end game. research and practice for persons with severe disabilities, 40(3), 211-226. kratochvílová, j. (2015). learning conditions-part of the support system for pupils in an inclusive classroom. procedia-social and behavioral sciences, 186, 637-643. kuyini, a. b., yeboah, k. a., das, a. k., alhassan, a. m., & mangope, b. (2016). ghanaian teachers: competencies perceived as important for inclusive education. international journal of inclusive education, 20(10), 1009-1023. kwon*, h. (2005). inclusion in south korea: the current situation and future directions. international journal of disability, development and education, 52(1), 59-68. latiff, m. a. a., mohamed, w. a. w., & asran, m. a. (2015). implementation of inclusive education for special needs learners with learning disabilities. procedia-social and behavioral sciences, 204, 81-87. lauchlan, f., & greig, s. (2015). educational inclusion in england: origins, perspectives and current directions. support for learning, 30(1), 69-82. mcloughlin, j. a., & lewis, r. b. (2001). assessing students with special needs. prentice hall. mukhopadhyay, s., nenty, h. j., & abosi, o. (2012). inclusive education for learners with disabilities in botswana primary schools. sage open, 2(2), 2158244012451584. nasibullov, r. r., kashapova, l., & shavaliyeva, z. s. (2015). conditions of formation of social successfulness of students with disabilities in the system of continuous inclusive education on the basis of value approach. international journal of environmental and science education, 10(4), 543-552. poon-mcbrayer, k. f., & wong, p. m. (2013). inclusive education services for children and youth with disabilities: values, roles and challenges of school leaders. children and youth services review, 35(9), 1520-1525. sharma, u., & das, a. (2015). inclusive education in india: past, present and future. support for learning, 30(1), 55-68. selvaraj, j. a. (2016). inclusive education in new zealand: rhetoric and reality. history of education review, 45(1), 54-68. song, j. (2016). inclusive education in japan and korea–japanese and korean teachers’self‐efficacy and attitudes towards inclusive education. journal of research in special educational needs, 16(s1), 643-648. tiwari, a., das, a., & sharma, m. (2015). inclusive education a “rhetoric” or “reality”? teachers’ perspectives and beliefs. teaching and teacher education, 52, 128-136. van laarhoven, t. r., munk, d. d., lynch, k., bosma, j., & rouse, j. (2007). a model for preparing special and general education preservice teachers for inclusive education. journal of teacher education, 58(5), 440-455. waitoller, f. r., & artiles, a. j. (2013). a decade of professional development research for inclusive education: a critical review and notes for a research program. review of educational research, 83(3), 319-356. walton, e., & rusznyak, l. (2016). approaches to assessing preservice teachers’ learning in authentic and rigorous ways: the case of an inclusive education module. perspectives in education, 34(1), 84-101. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p59 59 the perception of special education teachers towards the involvement of audiologist in special education school mohd hanafi mohd yasin1, mohd mokhtar tahar1, suziyani mohamad1, nurul ezza aleyza binti rasilah2, rabaishah azirun2 1 universiti kebangsaan malaysia 2 ipg kampus pendidikan islam *corresponding author e-mail: mhmy6365@ukm.my abstract: 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%) 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%)), involved in balance problems (65 teachers (39.4%)) and vestibular problems (88 teachers (53.3%)). the research shown that having an audiologist helps to reduce the impact of hearing loss for the deaf students when 152 (83.8%) 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. keywords: audiologists, special education teacher, perception. introduction audiologist have important roles for individual with deaf and hard of hearing (dhh). according to christina m. border (2015), individual dhi always deal with both clinical audiologist and educational audiologist. clinical audiologists are not only focused on childhood care but also provides lifelong services for the survival of individual. based on christina m. border’s writing (2015), clinical audiologist usually will work in hospital and have main responsibility which is to diagnose or detect the degree of hearing loss, set the programme of the hearing aids and evaluate individual’s ear health. usually, individual dhh have an appointment with clinical audiologist at least once a year. educational audiologist is a person chosen by school to provide audiologist services and hearing screening for individual between 3 to 21 years old (christina m. borders, 2015). hearing screening usually done with big number of pupils in one time. educational audiologist work at school and involve in proving maximal conducive environment to ease hearing problems. in order to provide maximal conducive environment, direct involvement of educational audiologist is a must. they involve in helping to put up and prepare tools in classes, share the correct way of using the tools and advise teachers on any improvement needed to reduce environment noises. http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p59 60 journal of icsar; volume 7 , number 1, january 2023, 59 69 clinical audiologists and educational audiologists play important roles for dhh individual. christina m. borders (2015) said collaboration between both group of audiologists give hopes for life and better education for individual with hearing problems. in malaysia, educational audiologists are still not well known yet their duty indirectly implanted by teachers. everyone plays an important role in helping to provide quality education for individual with hearing problems. audiologists are included in the team (yahya don, 2007). in general, audiologists are responsible in helping identify an individual’s hearing level and assisting in providing better quality lifestyle opportunities (cheryl deconde johnson, 2021). children with hearing loss have communication issues that affect their ability to read, write, socialize, and thrive academically (rifnurrohma, 2017; agusliati & aprilia, 2022). they need full communication, which includes writing, writing motions, and signs. students who are deaf cannot hear words or sounds; instead, they use lipreading to understand conversation (widyahety et al., 2022). in international level, there is a job introduced as an educational audiologist where it is a unique position in assisting the educational management of individual dhh. they specifically provide a conducive classroom environment for dhh (cheryl deconde johnson, 2021). other than identifying the degree of hearing loss, educational audiologists have knowledge and skills about the impact of hearing loss in education, relevant educational goals and experience with strategies and technologies that support students and teachers in the classroom. in malaysia, the involvement of audiologists in school is still not considered as an important job and the task is still held by special education teachers. according to cynthia mccormick richburg (2011), many schools in almost 50 different counties in indiana pa provide educational audiologist services. however, in malaysia, the job of a teacher is not only to teach but be a counsellor, caregiver and facilitator which the preparation of conducive environment for individual with hearing problems must also include in their working scope (siti muhibah binti hj. nor, 2018). law enforcement educational audiology services are not one of the legal services. there are several rules in the idea state that special services such as audiology services involved in helping individual with hearing problems are important and legitimate (kym meyer, 2019). idea : section 300.34 (related services) related services such as the transportation and development of services, corrections and support needed to help individual with hearing problems. the services include the services of occupational therapists, limb therapist, speech therapists, audiology services and more. if an individual with hearing problems requires related services to access the free appropriate public education (fape) curriculum, the school must list the services required by the individual. even though the act covers all types of disabilities, audiology involvement also covers the services mentioned above. idea : section 300.5 (assistive technology) assistive technology is any equipment or product to improve the function of individual with hearing problems. this act is also open to all types of disabilities. for individual with hearing problems, fm system and microphone are hearing aid technology (hat) that are often used to help smooth the learning process. audiology is the only profession that has the right to make decisions, choose hearing aid technology (hat) and choosing the suitable teaching aids because it fits their working scope. teachers and speech therapists are not taught yasin, et al., the perception of special education … 61 to do such things in their studies. collaboration is the key to provide quality education. collaboration between educational audiologists, special education teachers and speech therapists are important to ensure individual dhh get a quality education. even though there are some overlap between their works, each profession has a specific job. if the cooperation is not so good, even the existing technological advances are not very helpful to students in education. for example, even if a student has modern hearing aids, the learning process will not effective if the teacher uses inappropriate teaching aids. idea : section 300.113 (routine inspection) in a research conducted in schools showed on every school day, half of the hearingimpaired students who use hearing aids have a device that does not work well. therefore, routine inspections have been included in the idea regulations and these routine inspections need to be performed to ensure that hearing aids and external components of medical devices implanted are in good condition and functioning. when hearing aids work well, dhh students can access learning much easier. anyone with knowledge of how to inspect hearing aids can make these routine inspections including teachers as well as educational audiologists. permanent hearing-impaired students who are not eligible for educational services under idea will not be ignored and can still receive educational audiology services and hearing aid technology (hat) through plan 504. in periodic monitoring, educational audiology can support residential facilities including the use of assistive technology. method participants and procedure the participants consisted of 165 individuals working as special education teachers across the country. these special education teachers must have experience in handling and teaching students with hearing problems regardless age or location. these teachers should be honest in answering questions and willingly to answer the questionnaire. in selecting participants, nonrandom sampling used where not all individuals in the population could be selected. the snow-balling sampling technique have been used where the researcher communicates with a representative who have contacts that meet the criteria the researcher has set. then, the individual represented me to connect with his contact. therefore, 165 special educations obtained as participants. measures in this research, questionnaire is used as research instrument. questionnaire forms were selected because it is easier to distribute to special education teachers regardless places. the questionnaire is divided into three section. the first section is to identify the background of the participant which are special education teachers. their backgrounds were taken to ensure the period of being a special education teacher and their experience in handling students in hearing problems. the second section is to measure the level of understanding of the participant about the role of educational audiology in schools and to identify the level of knowledge of the participant about the impact of hearing loss with the environment. in this section, other than questions about the actual roles of educational audiologist, several questions about the impact of hearing loss with the environment are also included. section three to evaluate the perception of participant on the importance of educational audiology involvement in schools. in this section, questions on teachers’ opinions if the educational audiologist services introduced and held in malaysia are asked to find out teachers’ perceptions about the involvement of educational audiology in schools. in line with the objectives of the research, the questionnaire was divided by three sections to achieve each of the objectives namely to identify special education teachers’ 62 journal of icsar; volume 7 , number 1, january 2023, 59 69 perceptions of the importance of audiologists’ involvement in schools, measuring their understanding of the role of the audiologists in schools and knowing their knowledge of the impact of hearing loss with the school environment. data analysis based on the feedback that has been provided by the participant, the data will be analyze. since the data obtained are data in form of variety of answers, data analyze using descriptive statistics. descriptive statistics will provide techniques that help to infer and explain data in variety of answers. descriptive statistics can be used in pie chart, frequency and bar chart data. so, even though there are a variety of chart forms resulting from the research, the data still can be analyze. result and discussion result(s) analysis of the perception of special education teachers on the importance of the involvement of audiologists in schools. in line with the main objectives of the research, special education teachers’ perceptions of the importance of audiologist involvement in schools were obtained in the second section of the questionnaire. teachers’ perceptions were assessed using likert scale. the results of the study were recorded in tabular form as follows. table 1. result of special education teachers’ perceptions of the importance of audiologist involvement in schools statement strongly disagree disagree not sure agree strongly agree i know exactly who the audiologist is. 0 (0%) 8 (4.9%) 44 (27%) 69 (42.3%) 42 (25.8%) audiologists only work in hospitals. 30 (18.2%) 34 (20.6%) 56 (33.9%) 33 (20%) 12 (7.3%) an audiologist will diagnose a person’s hearing loss. 0 (0%) 2 (1.2%) 21 (12.7%) 71 (43%) 71 (43%) an audiologist will help reduce the impact of a person’s hearing loss. 0 (0%) 14 (8.5%) 39 (23.8%) 61 (37.2%) 50 (30.5%) audiologists assist in the selection, use and care of hearing aids. 0 (0%) 1 (0.6%) 14 (8.5%) 66 (40.2%) 83 (50.6%) an audiologist will eliminate a person's hearing problems. 42 (25.5%) 50 (30.3%) 49 (29.7%) 17 (10.3%) 7 (4.2%) individuals who do not have hearing problems can seek the services of an audiologist. 14 (8.5%) 13 (7.9%) 47 (28.5%) 53 (32.1%) 38 (23%) the expertise of audiologists does not cover balance problems. 20 (12.1%) 36 (21.8%) 65 (39.4%) 27 (16.4%) 17 (10.3%) the audiologist’s expertise covers vestibular problems. 3 (1.8%) 6 (3.6%) 88 (53.3%) 45 (27.3%) 23 (13.9%) the expertise of an audiologist depends on the advancement of the instruments used. 7 (4.2%) 16 (9.7%) 39 (23.6%) 69 (41.8%) 34 (20.6%) audiologists' expertise includes providing rehabilitation training for individuals wearing hearing 0 (0%) 1 (0.6%) 24 (14.5%) 76 (46.1%) 64 (38.8%) yasin, et al., the perception of special education … 63 aids. the expertise of an audiologist is needed in educating individuals with hearing problems. 1 (0.6%) 3 (1.8%) 22 (13.3%) 62 (37.6%) 77 (46.7%) the audiologist’s expertise includes coordinators in infant hearing screening programs. 0 (0%) 0 (0%) 30 (18.2%) 62 (37.6%) 73 (44.2%) the services of an audiologist are needed in schools. 1 (0.6%) 4 (2.4%) 32 (19.4%) 57 (34.5%) 71 (43%) audiology services focus on hearing only. 7 (4.2%) 26 (15.8%) 55 (33.3%) 53 (32.1%) 24 (14.5%) the services of audiologists are needed in various walks of life. 0 (0%) 1 (0.6%) 15 (9.1%) 72 (43.6%) 77 (46.7%) the result of the research found that most participants were aware of the role of audiologists in general this can be seen when 142 (86%) participants agreed and strongly agreed that an audiologist is an individual who diagnoses a person’s hearing loss. in addition, 149 (90.8%) respondents agreed and strongly agreed that audiologists assist in the selection, use and care of hearing aids. based on table 1, although 111 (68.1%) respondents stated that they clearly know who an audiologist is, they are still unsure about the role of an audiologist in particular. based on table 1, 88 (53.3%) respondents were unsure about the role of audiology covering vestibular problems and 65 (39.4%) balance problems. 56 (33.9%) respondents were not sure whether audiologists only work in hospitals while 55 (33.3%) respondents were unsure about audiology services whether they only focus on hearing or vice versa. this proves that the exact role of the audiologist is still unclear to the respondents. respondents ’understanding of the audiologist’s actual perceptions will to some extent influence respondents’ perceptions of the importance of audiologist involvement in school. in conclusion, most respondents welcomed the involvement of audiologists in the school. table 1 shows that a total of 71 (43%) respondents strongly agreed and 57 (34.5%) participants agreed that the services of audiologists are needed in schools. 77 (46.7%) strongly agreed and 63 (37.6%) agreed that the expertise of audiologists is needed in educating individuals with hearing problems. the services of audiologists needed in various walks of life were agreed and strongly agreed by 149 (90.8%) participants. analysis does special education teachers understand the role of audiologist in schools an understanding of the actual role of an audiologist is close to the authenticity of individual’s perception about how important the involvement of audiologist in schools. the level of understanding of the participant about the roles of audiologists in school had been study in the second section of the questionnaire. table below shows the understanding of special education teachers about the roles of audiologists in schools. table 2. result of special education teachers understandable to the role of audiologist in schools statement strongly disagree disagree not sure agree strongly agree hearing loss have significant impact to student’s achievement. 1 (0.6%) 4 (2.4%) 10 (6.1%) 42 (25.5%) 108 (65.5%) hearing loss have significant impact to student’s level of social and communication. 1 (0.6%) 0 (0%) 9 (5.5%) 48 (29.1%) 107 (64.8%) 64 journal of icsar; volume 7 , number 1, january 2023, 59 69 hearing loss make impact in the arrangement of the classroom. 1 (0.6%) 4 (2.4%) 18 (10.9%) 52 (31.5%) 90 (54.5%) hearing loss make impact in choosing teaching aids. 1 (0.6%) 2 (1.2%) 7 (4.3%) 53 (32.3%) 101 (61.6%) hearing loss make impact for a special education teacher. 5 (3%) 7 (4.2%) 18 (10.9%) 54 (32.7%) 81 (49.1%) the use of soft things such as curtain and carpet help reduce the impact of hearing loss faced by the student. 3 (1.8%) 15 (9.1%) 59 (35.8%) 50 (30.3%) 38 (23%) student’s arrangement in the classroom based on the level of student’s hearing loss help reduce the impact of hearing loss faced by the student. 2 (1.2%) 5 (3%) 21 (12.7%) 73 (44.2%) 64 (38.8%) excessive lighting exposure are helpful for learning process for the student with hearing loss. 13 (8%) 32 (19.6%) 64 (39%) 36 (22.1%) 18 (11%) wider classrooms are helpful for learning process for the student with hearing loss. 18 (11%) 36 (22.1%) 54 (33.1%) 37 (22.7%) 18 (11%) the impact of hearing loss in school environment can be control. 0 (0%) 13 (7.9%) 60 (36.6%) 66 (40.2%) 25 (15.2%) reduce the impact of the hearing loss in school environment are teacher’s responsibility only. 63 (38.2%) 37 (22.4%) 29 (17.6%) 26 (15.8%) 10 (6.1%) i know about fm system. 24 (14.7%) 35 (21.5%) 59 (36.2%) 30 (18.4%) 15 (9.2%) fm system have been used in my school. no -73.2% maybe -16.5% yes -10.4% hearing aids help student to focus during classes. 0 (0%) 4 (2.5%) 15 (9.2%) 65 (39.9%) 79 (48.5%) i know how to maintain hearing aids. 51 (31.1%) 37 (22.6%) 48 (29.3%) 15 (9.1%) 13 (7.9%) i will check my student’s hearing aids before the class started. 27 (16.4%) 34 (20.6%) 46 (27.9%) 37 (22.4%) 21 (12.7%) based on table 2, research tells most of the participants have high understanding about the roles of audiologists in school. 63 (38.2%) participants strongly disagree and 37 (22.4%) participants disagree that reducing the hearing loss impact in school environment are teacher’s responsibility only. other than that, only 28 (17%) participant agree and strongly agree that they know how to maintain hearing aids. it shows that the roles of audiologist in school are needed. the roles of audiologist in school are important when most participant not sure about certain statements. based on table 2, 59 (35.8%) participants are not sure that the use of soft things such as curtain and carpet help reduce the impact of hearing loss faced by the student. other than that, 64 (39%) participants not sure about excessive lighting exposure are helpful for learning process for the student with hearing loss and 54 (33.1%) participants are not sure about the statement wider classroom are helpful for learning process for the student with hearing loss. the selection of soft things, the selection of suitable lighting exposure and the selection of suitable size of the classroom are audiologists’ specialities. so, it shows that the involvement of audiologist in school are very important to help special education teachers in providing the best medium for students with hearing loss in study. as a conclusion, the roles of audiologists in school are very important because 59 (36.2%) participants are not sure about fm system. fm system is one of the hearing aids technology that helps students with hearing loss to study in class. due to 73.2% participants are not using fm system in school, the roles of audiologist in school are very important to help yasin, et al., the perception of special education … 65 special education teachers to use fm system which are very useful for student with hearing loss. even though 144 (82.4%) participants agree and strongly agree that hearing aids helps student with hearing loss more focus when teachers teaching but only 58 (35.1%) participant that will check the hearing aids of the students before teaching. it shows that the roles of audiologist in school are very importance to helps special education teachers. analysis are special education teachers have knowledge about the impact of hearing loss with school environment every hearing loss will give impacts towards an individual. the impact of hearing loss related with school environment. the school environment gives huge impact of learning process for student with hearing loss. the result of the research can be seen in table 3. table 3. result of are special education teachers have knowledge about the impact of hearing loss with school environment statement strongly disagree disagree not sure agree strongly agree hearing loss makes difficult for students with hearing problems to learn. 8 (4.9%) 4 (2.45) 16 (9.8%) 49 (29.9%) 87 (53%) teachers need to be creative in engaging students with hearing problems in learning sessions. 1 (0.6%) 0 (0%) 6 (3.7%) 49 (29.9%) 108 (65.9%) teachers need the expertise of audiologists as a reference for students’ hearing conditions. 1 (0.6%) 1 (0.6%) 8 (4.9%) 54 (33.1%) 99 (60.7%) the use of aids such as fm systems, hearing aids and loudspeakers help make learning process easier. 1 (0.6%) 1 (0.6%) 15 (9.1%) 61 (37.2%) 86 (52.4%) the involvement of audiologists in the education system provides many benefits for teachers and students. 1 (0.6%) 1 (0.6%) 8 (4.9%) 48 (29.4%) 105 (64.4%) the involvement of audiologists in special education schools are needed in selecting suitable teaching aids for student with hearing problems. 1 (0.6%) 1 (0.6%) 15 (9.1%) 44 (26.7%) 104 (63%) the involvement of audiologists in special education schools are important in helping special education teachers to ensure students’ hearing aids in good condition. 1 (0.6%) 2 (1.2%) 13 (7.9%) 41 (24.8%) 108 (65.5%) the involvement of audiologists in special education schools will delay learning process. 34 (20.7%) 51 (31.1%) 22 (13.4%) 15 (9.1%) 42 (25.6%) the involvement of audiologists in special education schools are needed to reduce the impact of hearing loss with school environment. 2 (1.2%) 6 (3.7%) 31 (18.9%) 58 (35.4%) 67 (40.9%) the involvement of audiologists in special education schools will increase the burden of teachers. 38 (23%) 59 (35.8%) 27 (16.4%) 18 (10.9%) 23 (13.9%) the involvement of audiologists in special education schools save the teachers’ time to refer audiologist. 2 (1.2%) 3 (1.8%) 25 (15.2%) 53 (32.2%) 81 (49.4%) the involvement of audiologists in special education schools are consuming a lot of expense. 13 (7.9%) 19 (11.5%) 72 (43.6%) 26 (15.8%) 35 (21.2%) the involvement of audiologists in special education schools helps increase the quality of special education in malaysia. 1 (0.6%) 2 (1.2%) 12 (7.3%) 55 (33.5%) 94 (57.3%) the involvement of audiologists in special education schools ease students to directly refer to the audiologists. 1 (0.6%) 1 (0.6%) 16 (9.7%) 55 (33.3%) 92 (55.8%) 66 journal of icsar; volume 7 , number 1, january 2023, 59 69 the involvement of audiologists in special education schools helps in maintaining hearing aids technology such as fm system and speaker. 1 (0.6%) 2 (1.2%) 24 (14.6%) 58 (35.4%) 79 (48.2%) the scheduled involvement of audiologists in special education schools (weekly/monthly) are more suitable than the daily involvement. 2 (1.2%) 3 (1.9%) 17 (32.7%) 53 (32.7%) 87 (53.7%) the research shown 125 (76.9%) participants agree and strongly agree that the involvement of audiologist in special education are needed to reduce the impact of hearing loss with the school environment. it is also proved when 153 (93.8%) participants agree and strongly agree that teachers need the expertise of audiologists as a reference of students’ hearing condition. based on table 3, 157 (95.8%) participants agree that teachers need to be creative in engaging students with hearing problems in learning process. however, the need of the involvement of audiologists in special education schools in choosing the suitable learning aids for students with hearing problems agreed by 148 (89.7%) participants. 85 (58.8%) participants strongly disagree and disagree that the involvement of audiologists in special education will delay the learning process. 152 (83.8%) participants agree and strongly agree that the involvement that the involvement of audiologists in special education school give many benefits for students and teachers. as conclusion, the involvement of audiologists in special education schools ease students with hearing problems to refer to audiologists are agreed by 147 (89.1%) participants. 149 (90.8%) participants agree and strongly agree that the involvement of audiologist in special education schools helps increase the quality of special education in malaysia. however, 140 (86.4%) participants agree and strongly agree if the involvement of audiologists in special education schools is done weekly or monthly than is done daily because 72 (43.6%) participants not sure about the involvement of audiologists in special education schools are consuming high cost. discussion(s) in malaysia, the roles of audiologists in special education schools is not well known yet. it shows that the awareness of the importance of the involvement of audiologists in special education schools are still low. in fact, the roles that should audiologists are included in teachers’ job scope which burden teachers with multiple works and mix of job scope. other than that, less skilled teachers in managing and maintaining hearing aids is one of the factors the involvement of audiologists in special education schools needed to be emphasized. hearing aids are important to student with hearing problems. if the exposure, awareness and skilled teachers are still low, students with hearing problems will having discomfort which cause the school environment not conducive for them to learn. this research is one of the efforts to identify the perception of special education teachers about the importance of the involvement of audiologists in special education schools. in this research, 165 special education teachers are the participants. the perception of special education teachers towards educational audiologists is very important to evaluate because special education teachers are one of the members that closely involved with educational audiologists. what are the perceptions of the special education teachers on the importance of the involvement of audiologists in schools? the research shows even most of special education teachers only understand the role of audiologist in general but most of the teachers agreed that audiologists have their own roles in yasin, et al., the perception of special education … 67 schools. the involvement of audiologists not only can reduce special education teachers’ work but also helps in increasing the quality of special education system in malaysia. the specific roles of audiologists are still not clear for special education teachers. most of the teachers are not sure about the involvement of audiologists’ expertise such as balancing and vestibular problems. it shows that the exposure of audiologists’ specific roles among special education teachers are still low. low exposure of audiologists’ specific roles among special education teachers will cause the importance of audiologists’ involvement in special education schools not too clear for special education teachers. are special education teachers understand about the roles of audiologist in school? the research shows that most of special education teachers have high understanding of the roles of audiologists in school. educational audiologists not only need to help in maintenance of hearing aids but also individual that need to ensure that classroom’s condition is suitable and conducive for students with hearing problems to study. make sure that the class has suitable lighting, the correct use of fm system and evaluate the suitable learning aids are educational audiologists’ expertise which are needed in school. so, the roles of audiologists in schools helps teachers in preparing and providing conducive classroom that are suitable for students with hearing problems. are special education teachers have knowledge about the impact of hearing loss with school environment? the research show that special education teachers strongly agree that the involvement of audiologists in special education schools are needed to reduce the impact of hearing loss with school environment. the involvement of audiologist ease special education teachers to get reference about the suitable environment for students with hearing problems. special education teachers that can’t see the involvement of audiologists in school will delay learning process yet give many benefits for special education teachers and students with hearing problems. the impact of hearing loss necessarily exists among students with hearing problems. so, audiologists’ expertise are needed to minimalize the impact to provide conducive environment for student with hearing problems. based on the research, it can be concluded that less skill in reducing the impact of hearing loss in school are one of the factors why special education teachers agreed that the involvement of audiologists in schools are important. it is shows when most of special education teachers do not know how to do maintenance of hearing aids even thought hearing aids are one of the main mediums for students with hearing problems to communicate with teachers. other than that, most of special education teachers do not know that the use of oft things such as curtain and carpets can absorb sound and minimize echo in classroom. so, students with hearing problems can hear teachers voice clearly. less exposure about the roles of audiologists in special education schools can be detected in this research which most special education teachers not sure whether audiologists work only at hospital. like overseas, the exposure of audiologists’ involvement in special education school widely known. so, they more understand that the services of audiologists not only at hospital but also in special education schools. conclussion the research shows special education teachers agree that the involvement of audiologists in special education schools are very important and can help reducing teachers’ workload. the exposure of audiologists’ roles in special education schools to special education teachers are very important to be enhanced because this research shows that audiologists give many benefits for teachers and students with hearing problems. it is undeniable that special 68 journal of icsar; volume 7 , number 1, january 2023, 59 69 education teachers do have their own expertise in providing the best education for students with hearing problems, but schools also need the expertise of audiologists in providing a comfortable and conducive environment for students with hearing problems. good collaboration between various parties will create good awareness towards community. so, special education teachers, special education schools, audiologists and government need to make a good collaboration to increase awareness so that the importance of audiologists’ involvement in special education schools can be seen clearly. government need to provide medium for audiologists to give services in special education schools while schools need to welcoming audiologists’ services in the schools. special education teachers need to cooperate with audiologists to give the best environment for student with hearing problems to learn. the involvement of audiologists in special education schools not only can act as reference for special education teachers in choosing the 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(2005). an educational audiology service delivery model: needs of teachers of children with hearing loss . doctoral dissertation . university of pretoria. vannette, d. l. & krosnick, j. a. (2018). the palgrave handbook of survey research . switzerland : springer international publishing ag widyahety, i., sunardi, s., & yuwono, j. (2022). analysis of media needs for dance learning for deaf students based on interactive multimedia. proceeding of international conference on special education in south east asia region, 1(1), 146–153. zaliza hanapi, et al. (2018). tinjauan awal keperluan kajian kebolehpasaran graduan oku bermasalah pendengaran. online journal for tvet practitioners 3(2) : 1-8. 52 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 the effect of computer-based image series media toward description writing skills of a student with intellectual dissability in the grade vii smplb fenty ayu prastikawati, abdul huda universitas negeri malang, indonesia e-mail:fentyayuprastikawati@gmail.com abstrak: one of obstacles faced by them is writing descriptive text. one way to improve descriptive writing skills for a student with intellectual dissability is the use of computer-based image series media. the purpose of this study was to writing skills of a student with intellectual dissability before and after using the computer-based image series media, and to describe the effect of the use of those media towards description writing skills of a student with intellectual dissability. this study used an experimental research with quasi experimental design. the result showed that students’ descriptive writing after used computer-based image series media shows an increasing. keywords: computer-based image series media, description text, a student with intellectual dissability writing descriptive text is a part of a range of writing skills taught in school. in addition, the teaching of descriptive text is an important lesson for students because it can be used as a means to express feelings, thoughts, opinions, and experiences through writing. but writing descriptive text in school today can be said to have not succeeded in making learners interested / like to write. this phenomenon was discovered by several studies that have been done. findings the research findings prove that write or compose one subject matter that is not liked by the students and teachers, while the essay writing skills of learners is still relatively low. efendi, (2005) states that a person is said to be a disability mentally subnormal or intellectual dissability, if he has a level of intelligence is so low (below normal), so as to pursue development tasks require assistance or services specifically, included in the education programs. heavy and light intellectual dissability experienced by a person depending on its grade. or we can say the more weight a person intellectual dissability’s level, the more complex the accompanying impact. according mangunsong et al. (1998), the characteristics of children with intellectual challenges based on the level intellectual dissability’s among others: (1) “mild”; (2) “moderate”; (3) “severe” and (4) “profound”. to develop the ability to write the descriptive text on many normal children may not encounter significant barriers, because they can take advantage of sight, hearing and other senses to understand an event. they can take advantage of all the potential in him to acquire vocabulary in an attempt to improve their language skills and speech. otherwise, children with intellectual disability often get failure to do perception to an event or failure in receiving verbal and nonverbal stimulation from the environment often takes place. learning methods in the education of children with intellectual disability in principle no different from education in general, essentially the learning method must consider the characteristics of learners, learning objectives, and the availability of learning resources. but the application of learning methods for children with intellectual disability in various areas of teaching often encounter obstacles and difficulties understanding the concepts being studied such as. in learning bahasa indonesian, especially in writing descriptive text. based on observations made on the learner students with intellectual dissability smplb class vii in the learning indonesian indicate that the level of writing ability of students is still low, especially in the teaching of writing descriptive text is not as expected. based on interviews with classroom teachers vii, the problems experienced by learners in writing descriptive text are: (1) the difficulty in explaining the events in detail, (2) low ability learners to write the story in chronological order so that it becomes a bouquet intact, (3) low writing skills of learners in integrating the relationship between sentences, and (4) low ability learners in using spelling and punctuation in the descriptive text. to understand the need for special attention for children with intellectual dissability in the learning process, teachers and schools should be able to work together in organizing special services for students with intellectual dissability. mangunsong (2014) states that “and the most important is that the teachers and caregivers are skilled and experienced. the staff of teachers must be true well trained so that it can meet the individual needs of the child “. 53prastikawati a f, abdul huda, the effect of computer-based image series media toward . . . . table 1. pretest data results of writing descriptive text skills of students with intellectual dissability in class vii smplb no subjek the pretest value amount avarage i ii iii iv 1 dy 58 33 67 58 216 54 2 dv 50 58 50 50 208 52 3 fr 50 67 50 67 234 58,5 4 nr 50 42 58 58 208 52 5 pr 42 33 58 58 191 47,75 6 st 42 67 33 33 175 43,75 amount 308 : 6 = 51,33 of the image series that aired in one piece so that he can form a complete description essay. thus, learning to write essays using the description of computerbased media image series are expected to be applied effectively and fun. using the media image series increased writing ability of students in learning indonesian (santoso, et al, 2012). the use of computer-based image series media showed that the media is quite effective to improve students’ skills in composing. hence, based on previous research, the authors gave bids in teaching essay writing descriptions using computer-based media image series to overcome the obstacles faced by the essay writing children with intellectual dissability. methods sugiyono (2010) argues that “the research method is defined as a scientific way to get data with a specific purpose and usefulness”. in this study used experimental research methods. experimental design used in this study is a quasi experimental design. according to arifin (2011), quasi experiment is widely used in educational research design with pre test post test for many variables that can not be observed. the design used is a time series design, in the design of pre-test and post test done four times. this is done in order to determine the stability of the ability of learners before and after using a computer-based media image series. samples in this study are all 6 students of class vii smplb retarded. therefore, in this study the sample used is the total sample. as disclosed sugiyono (2013) total sample is all members of the population used as a sample. the usage of the total sample because the population is relatively small or less than 30 people. so, it is very important for teachers to conduct an approach, strategies and appropriate learning methods, and the use of appropriate learning media for the learning process of students with intellectual dissability can run well. the use of instructional media strived to be able to generate interest and stimulate the creativity of learners with intellectual challenges in writing descriptive text. as (arsyad, 2014), “the use of instructional media in teaching and learning can generate new passions and interests, raise motivation and stimulation of learning activities”. meanwhile, according to arsyad (2014) the benefit of instructional media in teaching and learning are: (1) submission of the lessons become more standardized; (2) learning can be more attractive; (3) learning to be more interactive; (4) the length of time necessary learning can be shortened; (5) the quality of learning outcomes can be improved; (6) learning can be given when and where needed; (7) a positive attitude of students towards what they are learning; and (8) the role of the teacher may be changed to be more positive direction. to overcome the constraints or difficulties experienced by learners with intellectual challenges, especially in teaching essay writing descriptions, required learning media that allows the child to happy and interested in participating in learning activities. one medium that can be used in accordance with the characteristics of children with intellectual challenges is a series of computer-based image. the media image series is a series of images consisting of 2 to 6 images that tell a whole story that can serve students in making up this line of thought, and any image can be used as a paragraph. the use of computer-based image series media is expected to motivate learners in learning to write descriptive text. with a series of images arranged in a systematic form as a unity story into a computer, a student with intellectual dissability can write the story 54 journal of icsar; volume 2, number 1, january 2018: 52-56 table 2. post test data results of writing descriptive text skills of students with intellectual dissability in class vii smplb no subjek the value post test amount avarage i ii iii iv 1 dy 83 92 92 75 342 85,5 2 dv 83 67 67 92 309 77,25 3 fr 83 75 67 92 317 79,25 4 nr 67 75 83 75 300 75 5 pr 75 75 92 75 317 79,25 6 st 75 75 67 75 292 73 amount 469,25 : 6 = 78,2 table 3. summary of pretest and post test results average of students with intellectual dissability in class vii smplb no subjek pre test post test changes (x y) 1 dy 54 85,5 + 2 dv 52 77,25 + 3 fr 58,5 79,25 + 4 nr 52 75 + 5 pr 47,75 79,25 + 6 st 43,75 73 + amount 308 469,25 x = 6 here is a table 2 of the result data post test writing descriptive text skills of students with intellectual dissability. activities post test carried out after the students received treatment, namely the use of computer-based image series media in learning activities. activities post test was also carried out four times. from the above post test results can be seen an increase in writing descriptive text of learning outcomes after using computer-based image series media. all students with intellectual dissability get value average above 60. this post test results better than the pre test, with value average 78.2. here is a table 3 on the recapitulation of the pretest and post test learners students with intellectual dissbility. from the above table can be seen the results of the average pre-test all students are still relatively low, which is below the value of 60. while the results of the average post-test can be seen that all learners have increased skills of essay writing descriptive text, with an average yield average above post test score of 60. positive changes of writing descriptive text skills is seemed in description of the results of pre-test and post test. positive change or improvement of skills of essay writing this description occurred in all study subjects such as, x = 6. it can be concluded that the use of computer-based image series media can improve writing descriptive text skills. sugiono (2013) explains that the research instrument is an instrument used to measure the natural and social phenomena that are observed. the research instrument used in this study is the test instrument. data analysis techniques used in this study is a nonparametric statistical data analysis with quantitative data and the number of small research samples, ie, n = 6. to test the hypothesis that has been set is accepted or rejected, this study used the mark test formula (sign test). finding and discussion findings description of the data here is a table 1 of the result data pretest writing descriptive text skills of students with intellectual dissability. pretest activities carried out four times in order to determine initial skills of learners before being given treatment. from the above table, it can be seen that the pretest results showed early skills of students still tend to be low because of the learning without the use of media and only with a lecture from the teacher, so that the learning experience is still not optimal. the results of the pretest all students with intellectual dissability are still under the kkm (minimum standard) or still below the value of 60. 55prastikawati a f, abdul huda, the effect of computer-based image series media toward . . . . testing the hypothesis proved by using test formula sign (sign test). in tests of statistical hypothesis testing one-sided test results showed that there is a significant effect on writing descriptive text skills of students with intellectual dissability learners before and after using a computer-based image series media. in tests of statistical hypothesis test two-sided test results obtained that there is a significant effect on writing descriptive text skills of students with intellectual dissability learners of class vii smplb before and after the use of computer-based image series media. discussion skills of students before treatment writing descriptive text skills in students with intellecual dissability learners appears on the results of pre-test was done four times. the pre test done repeatedly is intended to determine the stability of the skills of learners before being given treatment (treatment). the results showed that the descriptive text skills in students with intellecual dissability learners of all students still tend to be low, namely 51.33 or under the kkm predetermined value is 60. results of tests conducted prior to the implementation of treatment (treatment) in the form of the use of computer-based image series media for students with intellectual dissability is show a fairly low. in order to understand the need for special attention for children with intellectual disability in the learning process, teachers and schools should be able to work together in organizing special services for students with intellectual dissability. mangunsong (2014) states that “and the most important is the teachers and caregivers are skilled and experienced. the staff of teachers must be true well trained so that it can meet the individual needs of the child “. hence, it is very important for teachers to conduct an approach, strategies and appropriate learning methods, and the use of appropriate learning media for the learning process of students with intellectual dissability can run well. in accordance with the proposed (arsyad, 2014) that the use of instructional media in teaching and learning can arouse desire and new interests, encourage motivation and stimulation of learning activities, and even had an impact a psychological impact on students. it is necessary for the holding of the right media to attract the interest of learners in learning to write essays description. skills of students after treatment implementation of the post test was also carried out four times. in the implementation of post test learners look more calm, confident and focused in working on the given problem. interest of learners in learning to writing descriptive text using a computer-based image series media appears when some learners ask the researcher to guide the use of the media used during recess. this triggers an increase in post test results. post test results indicates that skills description of the writing descriptive text of all learners with intellectual dissability have increased. from the data, it can be seen an increase in writing descriptive text skills in students with intellectual dissability learners description after the implementation of treatment in the form use computer-based picture series media. students with intellectual dissability who use visual learning media have better results than just using just the teacher lecturing. arsyad (2014) argues that the visual media can facilitate understanding (eg, through the elaboration of the structure and organization) and strengthen memory. the use of computer-based image series media in the education of students with intellectual dissability learners sparked enthusiasm in learning. this is in accordance with the said tarin (1996) that fabricated through the image series media meant to train and sharpen students’ imagination. the use of computer-based image series media is most appropriate learning activities writing descriptive text students with intellectual dissability learners. with a series of computer-based images media can also be motivated in the implementation of learning to writing descriptive text students with intellectual dissability learners. tarin (1996) argues that writing through the medium of drawing the series means to train and sharpen students’ imagination. the effect of computer-based image series media toward description writing skills of a student with intellectual dissability based on the analysis of pre test and post test has been tested using the test mark (sign test) showed a positive change in the essay writing skills of students with intellectual dissabilty learners. the research finding found that there is a positive effect on the provision of treatment in the form of the use of media images on a computer-based series students with intellectual dissability learners. increasing the value of writing descriptive text skills of students with intellectual dissability learners after the implementation of the use of computer-based image series media showed that the learning is very influential. proof of the effect of media images in a series of computer-based learning to writing descriptive text skills students with intellectual dissability learners used statistical formulas non parametric test of signs (sign test) showed a significant effect. 56 journal of icsar; volume 2, number 1, january 2018: 52-56 this concurs with research conducted by muljadi et al. (2012) that the use of the media image series can improve the learning skills of composing indonesian ie their composing skills upgrading. it also agreed with the results of research conducted by tarin (1996), that the use of the media image series can improve learning outcomes write a simple essay students in learning indonesian. based on the research findings, it can be stated that writing descriptive text skills of both learners and students with intellectual dissability can be maximized by the use of computer-based image series media. conclusion and suggestion conclusion based on the research that has been described above it can be concluded as follows. results of learning to writing descriptive text of learners with intellectual dissability before the implementation of the use of computer-based image series media tend to be relatively low, and the results of learning after the implementation of the use of computer-based image series media showed an increase. the writing descriptive text skills of the seventh grade students with intellectual dissability can be improved by using the computer-based image series media. media images of computer-based series can interest students in learning to writing descriptive text so as to improve writing descriptive text skills learners. it can be concluded that the use of computer-based image series media can improve writing descriptive text skills. suggestion based on the research found, there are some suggestions as follows. for the headmaster, it is suggested to help the smooth implementation of the teaching and learning activities in the classroom through the facilities and infrastructure needed by learners. for the teacher, it is expected to use the medium of learning interesting and effective for the achievement of learning objectives, especially in the essay writing description learning. the teachers can use computer-based image series media to attract students. references arifin, z. (2011). penelitian pendidikan motode dan paradigma baru. bandung: pt remaja rosdakarya. arsyad, a. (2014). media pembelajaran. jakarta: pt raja grafindo persada. efendi, m. (2005). pengantar psikopendagogik anak berkelainan. malang: bumi aksara. mangunsong., frieda. (1998). psikologi & pendidikan anak luar biasa . jakarta: lembaga pengembangan sarana pengukuran dan pendidikan psikologi. muljadi, e., gevorgian, v., singh, m., & santoso, s. (2012). understanding inertial and frequency response of wind power plants (pp. 1-8). ieee. sugiono. a., (2013). prosedur penelitian suatu tindakan praktek. jakarta: pt rineka cipta. sugiyono. (2013). metode penelitian bisnis. bandung: alfabeta. sugiyono. a., (2010). metode penelitian kuantitatif kualitatif dan r & d. bandung: alfabeta. tarin, j. j. (1996). potential effects of age-associated oxidative stress on mammalian oocytes/embryos. mhr: basic science of reproductive medicine, 2(10), 717-724. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p101 101 improving vocabulary reading skills with word card and picture card for moderate intellectual disabilities yohanes subasno*, klemensia nini, consita densi stpipi malang, malang, indonesia *e-mail: subasno@gmail.com abstract: teaching reading functional vocabulary to students with intellectual disability (id’s) is a challenge for teachers in special schools. they face many obstacles in teaching vocabulary which are caused by various factors, especially student characteristics and learning structures that are less practical and tend to be academic. this study aims to measure the effectiveness of using word cards and picture cards to improve vocabulary reading skills in moderate id’s students. the type of research applied is single subject research, with multiple baseline across subject designs. the research subjects were two moderately id’s students in grade 5 and grade 2 slb-c1 bhakti luhur malang. an instructor and an observer played an important role in this study. the experimental instrument used is lesson plan which consists of three units, each teaching two vocabularies. data analysis is carried out by performing graphical inspections that focus on trend, latency, and level changes. the effectiveness was confirmed by percentage of all non-overlapping data (pand) in the intervention condition against the baseline-1 condition. the results showed that with the intervention, the target behavior in the form of vocabulary understanding had a trend of grades rising gradually touching a high level of score, and settling at a high level in the baseline-2 condition. the average pand for subject-1 reached 80.55% (effective), and subject-2 reached 96.67% (very effective). keywords: moderate intellectual disability; picture cards and word cards; reading vocabulary skills introduction in modern society, the ability to read (literacy) is a very important capital for everyone in life. reading skills are also very important for children who have intellectual disabilities, even though they have significant limitations in cognitive function and adaptive behavior. intellectual disabilities (id’s) children who have reading skills will increase their social participation, quality of life and self-esteem. however, until now, many studies have shown that many id’s people do not have the ability to read and are even illiterate (sermier dessemontet et al., 2019). historically, many people were pessimistic about the results of teaching reading to mentally retarded students. in fact, they are not really expected to learn to read. in the last decade, society's expectations for this group of students have changed, where children and adolescents with mental retardation are expected to benefit from reading lessons. this shift in societal expectations has also led to an increasing number of studies investigating effective intervention models to improve early reading and functional reading skills for mentally retarded students (reichow et al., 2019). teaching reading to mentally retarded students in the mild and moderate categories is indeed a continuing challenge in the world of special education. moderate id’s is commonly referred to as being able to train, but understanding the vocabulary used in everyday life is an important skill to master in life. slb-c1 teachers face many obstacles in teaching vocabulary to students with moderate id’s, which are caused by various factors, especially student characteristics and learning structures that are less practical and tend to be academic. the use of teaching aids in learning to read is very necessary for mentally retarded students. teaching http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i12022p101 102 journal of icsar; volume 6 , number 1, january 2022, 101 109 aids should be adapted to the needs and characteristics of mentally retarded students who have difficulty in abstract thinking and weak memory (fauzia & kustiawan, 2017). observations made by researchers on the learning process of reading vocabulary for moderately id’s students at slb bhakti luhur malang found that students did not really understand some of the functional vocabulary taught. two students who are in grade five and grade two, tend to parrot or as far as imitating the vocabulary spoken by the teacher, during the learning process. teachers who are faced with thematic learning arrangements, often pay less attention to the details of teaching preparation, including the use of learning media. this fact encourages researchers to improve learning (remedial teaching) as an experimental research by using picture cards and word cards as media. in general, the term mental retardation has been used in the educational environment, especially special education in indonesia. the term of mental retardation, which is used later in this article, referring to the term intellectual disability, replaces the mention of mental retardation. the positive consequences of using the word intellectual disability are mainly in terms of: a) a change from the concept of disability b) better alignment with professionals in a praxis that focuses on functional behavior; c) provide a logical rationale for providing individual support within a socio-ecological framework; d) non-offensive towards disability or mental impairment; and e) more consistent with international terminology (schalock et al., 2007). piaget's theory of cognitive development described in "piagetian's genetic approach to reading and language development" notes that a normal child's cognitive development consists of a sensorimotor stage, (from birth to about 2 years), a pre-operational thinking stage (from about 2 to 7 years), the concrete operational stage (from about 7 to 11-12 years), and the formal operational stage (from about 11-12 to 14 years) (vida, 1980). in children with intellectual disabilities, mental age will be considered, so that concrete operational stages will also apply to more chronological ages. the use of concrete media, which is represented by picture card media, is one of the theoretical foundations in this research. furthermore, picture cards as support in learning (scaffolding) were deliberately reduced until students were able to perform reading tasks independently. instructional strategies such as these have been shown to be effective in achieving direct and explicit learning objectives (allor et al., 2014). interventions or treatments that focus on reading skills will work in almost the same way for students with mental retardation and regular students. generally, the instruction used to assist students in reading comprehension is that spoken and written language can be broken down and manipulated into units (words, syllables, and letters). furthermore, to associate these spoken units it can be assisted with pictures used in the teaching process (reichow et al., 2019). one function of props, such as pictures, are believed to help students in perceiving an object (fauzia & kustiawan, 2017). several researchers have begun to explore phonics-based approaches to reading interventions for mentally retarded students (allor et al., 2014; browder et al., 2012). this approach focuses on teaching students to identify and manipulate phonemes in spoken language and relate them to printed text. the phonics approach means teaching students to make connections between sounds in spoken language and printed letters. the teaching instructions are in the form of decoding (written to spoken) and encoding (oral to written) (reichow et al., 2019). picture cards and word cards are learning media that are familiar to teachers, including teaching early reading and functional reading. both are an inseparable part as a learning medium. in other words, learning media is an integral part of the whole system and learning process, meaning that learning media is the most influential and decisive element in learning activities. furthermore, the media is also defined as something that lies in the middle. the subasno, nini & densi, improving vocabulary reading skills with word card and… 103 point is an intermediary that connects all parties who need a relationship to occur and distinguishes between communication media and communication aids (herdianingsih et al., 2019). reading comprehension vocabulary can be focused on specially selected words. the words are taught in a certain way, for example, matching words with pictures as an initial understanding. students also need to find alternative ways to access age-appropriate reading (ahlgrim-delzell et al., 2016). in several single case studies, all mentally retarded students were able to read (understand) several words consisting of consonants-vowels and/or consonant-vowel-consonant structures containing several letter-sound relationships after 5 to 23 intervention sessions (sermier dessemontet et al., 2019). however, it is important to pay attention to the prerequisites for learning to read, which include physical readiness, perceptual readiness, cognitive and affective readiness, as well as environmental readiness (christianti, 2015). method this study is a small n-experimental study or single subject research (ssr) in order to see the causal relationship between variables, after treatment (horner et al., 2005; sunanto et al., 2005). the design applied is multiple baseline across subjects with the aim of measuring changes in vocabulary reading skills using picture cards and word cards for each subject. the measurement of the dependent variable is carried out repeatedly within a certain period. the causal relationship between variables is not first compared between subjects but is compared with oneself under different conditions (sunanto et al., 2005). the conditions referred to are baseline conditions and intervention conditions. the baseline is the state of the target's behavior in the natural situation prior to the intervention. while the intervention condition is a condition in which a treatment is given, and the target behavior is measured during the treatment. subjects of this research consist of 2 students. table 1. research subject data identity subject1 subject2 name aw mvp gender female male birth of date april 27th, 2007 may 5th 2009 grade 5 slb-c1 2 slb-c1 iq 43 36 address jln. terusan dieng no. 40 malang the procedure of this research includes: 1) baseline-1 phase, assessing the subject's ability to read vocabulary in the untreated condition. the assessment is carried out using an assessment sheet, based on a predetermined value scale, which is a range of 1-5. at this stage an assessment is carried out with the aim of obtaining stable reading skills for each vocabulary; 2) intervention phase, namely giving treatment using experimental instruments. the intervention was carried out as a treatment session according to the individual research setting, where each session lasted 35 minutes. for each treatment session, each subject is observed and given an assessment, based on the score scale that has been set in the scoring sheet, which ranges from 1-5; 3) baseline-2, assessing (again) vocabulary reading skills after the intervention to see and state whether the achievements in the intervention phase changed or remained the same. the intervention instrument was the lesson plan (lp) to read vocabulary using picture cards and word cards. this instrument has been declared valid with a score of 4.4 (scale 1-5) by two experts, namely orthopedagog and master of psychology. the lp consists of 3 units, 104 journal of icsar; volume 6 , number 1, january 2022, 101 109 each containing two vocabularies. each vocabulary is equipped with a picture card and a word card. vocabulary as an intervention material was taken from indonesian language subjects which based on the assessment, and the assessment carried out by the class teacher stated that the two subjects had not understood it. the vocabulary materials in question are the words “head” and “hand” (for lp-a), “table” and “pencil” (for lp-b), “yard” and “flag” (for lp-c). data analysis was carried out by graphical visual inspection. the graphic in question is a conversion of research data in the form of a line polygon diagram. this graphical visual analysis was carried out on each subject, in conditions and between conditions that included trend (tendency in the direction of the data trail), latency (time required session), level change (change in score level) (jhangiani et al., 2019) and the effectiveness of the intervention being measured. using the percentage of all non-overlapping data (pand) (scruggs & mastropieri, 2015). pand is all data points in the intervention condition that do not overlap with all data points in the baseline-1 condition, divided by the number of data points in the intervention condition, and multiplied by 100%. if the score is > 90%, the intervention is considered very effective, 90% 70% effective, 70% 50% questionable, and <50% ineffective (olive & franco, 2008). result and discussion result(s) lesson plan a based on graph 1, the trend (the direction of the research data) in the baseline-1 condition is flat (stable) for subject-1, and fluctuating for subject-2, but still at a low level for both head and hand vocabulary. in the intervention condition, although the track data fluctuated but had an upward trend (indicated by the accumulative line of exponential points), even subject-1 reached the maximum score at the end of the intervention session for both vocabularies. meanwhile, subject-2 reached the maximum score for hand word only. gradual score achievement shows that picture cards and word cards work trendily, that is, it takes time to have an impact on the expected behaviour, namely the ability to read vocabulary with high scores. subasno, nini & densi, improving vocabulary reading skills with word card and… 105 figure 1. the ability to read the vocabulary of subject-1 and subject-2 on lesson plan-a in the baseline-2 condition, the data traces of the two vocabularies were fluctuating at the high score level for both subjects. this means that even without further intervention, the ability to read head and hand vocabulary can be maintained. level change by calculating the difference in the average score in the baseline-2 and baseline-1 conditions and the effectiveness of the intervention based on the pand are presented in the table 2: changes in score levels, percentage of non-overlapping data and effectiveness of interventions. table 2. changes in score levels, percentage of non-overlapping data & effectiveness of interventions vocabs average score baseline-1 average score baseline-2 level change pand (%) effectiveness subject1 head (1+1+1)/3 = 1,0 (4+5)/2 = 4,5 4,5 1,0 = 3,5 5/6 = 83,3 effective hand (1+1+1)/3 = 1,0 (5+5)/2 = 5,0 5,0 1,0 = 4,0 4/6 = 66,7 questionable subject2 head (1+1+1+1)/4 = 1,0 (5+4)/2 = 4,5 4,5 1,0 = 3,5 5/5= 100 very effective hand (1+2+1+1)/4 = 1,3 (4+5)/2 = 4,5 4,5 1,3 = 3,2 5/5= 100 very effective lesson plan-b based on graph 2, the trend or direction of the research data in the baseline-1 condition is fluctuating in pencil words and stable in table words for subject-1; while subject-2, has a horizontal track record for both vocabularies. 106 journal of icsar; volume 6 , number 1, january 2022, 101 109 figure 2. the ability to read the vocabulary of subject-1 and subject-2 on lp-b in the baseline-1 condition, it is clear from graph 2 that the data points achieved are still at a low level, which indicates that intervention is indeed needed. entering the intervention condition, although the trace trend (indicated by the exponential dotted line), even at the end of the intervention session, subject-1 reached the maximum score for both vocabularies, while subject-2 reached the maximum score for the word table, while for the word of pencil only recorded a score of 4 points. the data trail that increases from session to session towards the expected behavior shows that the improvement model for teaching reading using picture cards and word cards works in trend mode, which requires several treatments so that the impact of vocabulary reading skills gets a high score. in the baseline-2 condition, the data traces of the two vocabularies were stagnant at the high score level for subject-1 and fluctuating at the high score level for subject-2. that is, even though the treatment is no longer given, the ability to read table and pencil vocabulary can be maintained at a high level of ability. changes in levels calculated by calculating the difference in the average score in the baseline-2 and baseline-1 conditions and the effectiveness of the intervention based on the percentage of non-overlapping data (pand) are presented in the table 3. table 3. changes in score levels, percentage of non-overlapping data & effectiveness of interventions vocabs average score baseline-1 average score baseline-2 level change pand (%) effectiveness subject1 table (1+1+1)/3 = 1,0 (4+4)/2 = 4,0 4,0 1,0 = 3,0 5/6 = 83,3 effective subasno, nini & densi, improving vocabulary reading skills with word card and… 107 pencil (1+2+2)/3 = 1,7 (5+5)/2 = 5,0 5,0 1,7 = 3,3 5/6 = 83,3 effective subject2 table (1+1+1+1)/4 = 1,0 (5+4)/2 = 4,5 4,5 1,0 = 3,5 5/5 = 100 very effective pencil (1+1+1+1)/4 = 1,0 (4+4)/2 = 4,0 4,0 1,0 = 3,0 5/5 = 100 very effective lesson plan-c based on graph 3, the trend or direction of the research data in the baseline-1 condition is fluctuating on the word page for subject-1 and stable horizontally on the word flag. meanwhile, subject-2 has a stable record for the word yard, but on the contrary it fluctuates in the word flag. in the baseline-1 condition it can be seen from graph 3 that the record of data points achieved by the two subjects is still at a low level, which indicates that there is a need for immediate treatment. entering the intervention condition, the data trail appears to be increasing from session to session, although the increase depicted is not stable, but fluctuates. the description of the trend of the data direction from the baseline-1 condition through the intervention condition to the baseline-2 condition is shown by a dotted exponent line for the two vocabularies. at the end of the intervention session, both subjects achieved maximum scores on the flag vocabulary. meanwhile, the word yard only achieved a score of 4 points. the data trail that has increased from session to session towards the maximum score shows that the improvement model for teaching reading using picture cards and word cards has a trend changeability, which requires several treatment sessions so that the impact of vocabulary reading skills gets a high score. in the baseline-2 condition, both subjects had the same track record of data, where the word yard remained at a score of 4, while the word flag was able to reach its maximum score again as it had been at the end of the intervention session. in other words, even though the intervention was no longer given, the ability to read the vocabulary of the yard and flag could be maintained at a high level of ability or understood by both subjects. changes in levels calculated by calculating the difference in the average score in the baseline2 and baseline-1 conditions and the effectiveness of the intervention based on the percentage of data that do not overlap are presented in the table 4. 108 journal of icsar; volume 6 , number 1, january 2022, 101 109 figure 3. the ability to read the vocabulary of subject-1 and subject-2 on lp-c table 4. changes in score levels, percentage of non-overlapping data & effectiveness of interventions vocabs average score baseline-1 average score baseline-2 level change pand (%) effectiveness subject1 yard (1+2+2)/3 = 1,7 (4+4)/2 = 4,0 4,0 1,7 = 2,3 4/6 = 66,7 questionable flag (1+1+1)/3 = 1,0 (4+5)/2 = 4,5 4,5 1,0 = 3,5 6/6 = 83,3 effective subject2 yard (1+1+1+1)/4 = 1,0 (4+4)/2 = 4,0 4,0 1,0 = 3,0 5/5 = 100 very effective flag (1+1+2+2)/4 = 1,5 (4+5)/2 = 4,5 4,5 1,5 = 3,0 4/5 = 80,0 effective discussion(s) teaching reading that involves cognitive functions to students who have intellectual disability is a challenge and effort that must be taken seriously and continuously. therefore, it is very important for teachers at slb-c1 to seek various ways, especially the provision of teaching aids or media that will help students to perceive an object or reading material (fauzia & kustiawan, 2017; reichow et al., 2019). based on graph 1 and table 2 which are presented to discuss the results of the research on lp-a for the two subjects above, it is known that the change in the score level from the baseline-1 phase to the baseline-2 phase reached a score point between 3.25 to 4.0 from the range of score 1-5. the change in the score level indicated that the intervention using word cards and picture cards improved the subject's understanding of reading vocabulary. this is very relevant to the results of research with structured teaching steps by utilizing picture cards and word cards in improving head and hand vocabulary teaching with a success effectiveness range between 66.7% to 100%. learning media in the form of picture cards and word cards which are often seen as irrelevant, if applied directly and explicitly, have proven to be effective and even very effective in achieving learning objectives, to lead students with moderate intellectually disabilities to be able to understand the words table and pencil, which previously had always subasno, nini & densi, improving vocabulary reading skills with word card and… 109 experienced failure. agree with what was conveyed by allor et al., (2014), that the function of picture cards as support in learning (scaffolding) must be gradually reduced until students are able to perform reading tasks independently. the success of using picture cards and word cards is confirmed by the results of a single case study, all id’s students are able to read several words consisting of consonants-vowels and/or consonant-vowel-consonant structures containing several sound-letter linkages after 5 to 5 years, 23 intervention sessions (sermier dessemontet et al., 2019). the results of the study that applied the lesson plan (lp) with vocabulary of yard and flag, had almost the same pattern as the two previous lp. these three teaching improvement models rely on learning media, because researchers realize that learning media is an integral part of the whole system and learning process, meaning that learning media is the most influential and decisive element in learning activities (herdianingsih et al., 2019). in essence, improving teaching reading vocabulary for students with moderate mental retardation requires the availability of teaching aids, as suggested by fauzia & kustiawan, (2017) where these teaching aids must be adapted to the needs and characteristics of mentally retarded students who have difficulty in abstract thinking and weak memory. the fact that this experimental research shows effective results cannot be separated from the importance of educators' understanding that learning should pay attention to various readiness, as stated by christianti (2015) including physical and environmental readiness. conclussion the use of picture cards and word cards has proven to be effective in improving vocabulary reading skills for moderate intellectual disability students. the effectiveness is based on the calculation of the percentage of non-overlapping data (pand) which is in the range of 66.7 to 100 percent. the pand achievements of each word by subject-1 are: head (83.3), hand (66.7), table (83.3), pencil (83.3), yard (66.7), flag (100). the average is 80.55% (effective). meanwhile, subject-2 has achievements: head (100), hand (100), table (100), pencil (100), yard (100), flag (80). the average is 96.67% (very effective). furthermore, in the baseline-2 condition where no intervention was given, the scores achieved by the two subjects were at a high level, namely at scores of 4 and 5. in other words, the intervention that was applied had permanent results. suggestion based on the results of research that has proven to be effective, the researchers suggest to teachers who teach students with moderate intellectual disabilities to use word cards and picture cards to teach vocabulary reading. teachers are also advised to use more pictures (varied) that have the same meaning, as it will help students have a better understanding. for further researchers, the use of word cards and picture cards can be used for different types of intellectual disabilities. future researchers can also apply the use of word cards and picture cards to a wider range of research subjects. research using word cards and picture cards is also recommended to be applied to a larger number of subjects. reference ahlgrim-delzell, l., browder, d. m., wood, l., stanger, c., preston, a. i., & kemp-inman, a. (2016). systematic instruction of phonics skills using an ipad for students with developmental disabilities who are aac users. journal of special education, 50(2), 86–97. https://doi.org/10.1177/0022466915622140 allor, j. h., mathes, p. g., roberts, j. k., cheatham, j. p., & al otaiba, s. (2014). is scientifically based reading instruction effective for students with below-average iqs? exceptional children, 80(3), 287–306. https://doi.org/10.1177/0014402914522208 browder, d., ahlgrim-delzell, l., flowers, c., & baker, j. (2012). an evaluation of a multicomponent early literacy program for students with severe developmental disabilities. remedial and special education, 110 journal of icsar; volume 6 , number 1, january 2022, 101 109 33(4), 237–246. https://doi.org/10.1177/0741932510387305 christianti, m. (2015). membaca dan menulis permulaan untuk anak usia dini. in jurnal pendidikan anak (vol. 2, issue 2). https://doi.org/10.21831/jpa.v2i2.3042 fauzia, a., & kustiawan, u. (2017). multimedia interaktif untuk meningkatkan kemampuan membaca permulaan siswa tunagrahita. jurnal ortopedagogia, 3, 6–12. herdianingsih, m. f., wahyuno, e., & pramono, p. (2019). syllabic method dalam kemampuan membaca permulaan siswa tunagrahita. jurnal ortopedagogia, 5(1), 39–43. https://doi.org/10.17977/um031v4i12018p039 horner, r. h., carr, e. g., mcgee, g., odom, s., & wolery, m. (2005). the use of single-subject research to identify evidence-based practice in special education. exceptional children, 71(2), 165–179. https://doi.org/10.1177/001440290507100203 jhangiani, r. s., chiang, i.-c. a., cutter, c., & leighton, d. c. (2019). research methods in psychology (4th ed.). the open university of hong kong. olive, m. l., & franco, j. h. (2008). (effect) size matters: and so does the calculation. the behavior analyst today, 9(1), 5–10. https://doi.org/10.1037/h0100642 reichow, b., lemons, c. j., maggin, d. m., & hill, d. r. (2019). beginning reading interventions for childre n and adolescents with intellectual disability. cochrane database of systematic reviews, 2019(12). https://doi.org/10.1002/14651858.cd011359.pub2 schalock, r. l., luckasson, r. a., shogren, k. a., borthwick-duffy, s., bradley, v., buntinx, w. h. e., coulter, d. l., craig, e. m., gomez, s. c., lachapelle, y., reeve, a., snell, m. e., spreat, s., tassé, m. j., thompson, j. r., verdugo, m. a., wehmeyer, m. l., & yeager, m. h. (2007). the renaming of mental retardation: understanding the change to the term intellectual disability. intellectual and developmental disabilities, 45(2), 116–124. https://doi.org/10.1352/1934-9556(2007)45[116:tromru]2.0.co;2 scruggs, t. e., & mastropieri, m. a. (2015). how to summarize single participant research: ideas and applications. exceptionality: a special education journal, 9(4), 227–244. https://doi.org/10.1207/s15327035ex0904_5 sermier dessemontet, r., martinet, c., de chambrier, a. f., martini-willemin, b. m., & audrin, c. (2019). a meta-analysis on the effectiveness of phonics instruction for teaching decoding skills to students with intellectual disability. educational research review, 26(march 2018), 52–70. https://doi.org/10.1016/j.edurev.2019.01.001 sunanto, j., takeuchi, k., & nakata, h. (2005). pengantar penelitian dengan subyek tunggal [introduction to single subject research]. center for research on international cooperation in educational development (criced). vida, l. k. (1980). piaget’s genetic approach to reading and language development. annual meeting of the southeastern regional conference of the international reading association, 16. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p078 78 the relationship between peer social supports with the resilience of blind adolescents in surakarta anis noviatun*, hermawan hermawan, mahardika supratiwi sebelas maret university, surakarta, indonesia *e-mail: anisn@student.uns.ac.id abstract: this study aims to determine the relationship between peer social support with the resilience of blind adolescents in surakarta. this research is included in the type of quantitative research with a correlational research design. the subjects in this study were 30 blind adolescents in surakarta who were selected by purposive sampling technique. data collection is done by distributing online scale. the instrument used in this study consisted of the scale of resilience of blind adolescents (α = 0.900) and the scale of peer social support (α = 0.846). the data were analyzed using simple linear regression analysis techniques with the significance level. = 0.01. the results of data analysis obtained the value of tcount> ttable is 3.504> 2.7632 with p = 0.002 (p < 0.01). based on data analysis, it is also known that the correlation coefficient is 0. 552. the coefficient of determination (rsquare) is 0.305 or the effective contribution of the predictor variable to the criterion variable is 30.5%. based on these results it can be concluded that there is a significant relationship between peer social support and the resilience of blind adolescents in surakarta. it means that if the social support of peers goes up, the resilience of blind adolescents goes up. conversely, if the social support of peers goes down, then the resilience of blind teenagers also falls. keywords: peers social support, resilience of blind adolescents. introduction vision is a very important channel of information for humans. according to sunanto (2005), 80 percent of human experience is obtained from information through the sense of sight. in general, humans who have normal vision can enrich their experience, but there are some people who experience disturbances in their sense of sight or are known as blind. according to hallahan, kauffman, and pullen (2009), blind people are individuals who have visual acuity of less than 20/200 feet in eyes that have been corrected with visual aids, and have a very narrow field of view, which is less than 20 degrees. lowenfeld (in sunanto, 2005) states that the limited condition of the blind causes serious problems in aspects of variety and type of experience (cognition), orientation and mobility, and social emotions in the form of difficulties in interacting with their environment. the various obstacles experienced by the blind cause the blind to experience feelings of sadness, stress, and frustration. on the other hand, adolescence is a period or phase in the span of human life. hall (in jannah, 2016) calls adolescence 'a time of storm and stress' or a period full of storms and mental stress because at this time there is a process of identity formation where adolescents will experience major physical, intellectual, and emotional changes that cause sadness and doubt or conflict in the individual with his environment. like young people with vision, blind teens also face various challenges and problems during their teenage years. according to a study conducted by zegeye (2019), blind adolescents face more severe challenges than alert adolescents because blind adolescents must face obstacles due to blindness and parallel developmental tasks. resilience according to reivich and shatte (in hendriani, 2018) is an individual's ability to deal with adversity or trauma in a healthy and productive way. in general, resilience is http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i12022p078 noviatun, hermawan, & supratiwi, the relationship between peer social support… 79 characterized by several characteristics, namely the ability to face difficulties, resilience to deal with stress, and the ability to rise from the trauma experienced. to be able to develop this resilience ability, blind adolescents need a resilience driving factor. herman, stewart, diazgranados, berger, jackson, and yuen (2011) state that there are three factors driving resilience, namely: 1) personality, including self-efficacy, self-esteem, internal locus control, optimism, and demographics; 2) biological, including neurological in the individual; and 3) environment, in the form of social support from family, school, community, peer social support according to weiss (in sinaga and kustanti, 2017) is a system of giving and receiving with the principles of mutual respect, sharing of responsibilities, agreement to help each other, mutual understanding and empathy to be able to go through and share emotional and emotional experiences. experienced psychology. peers are one of the most influential social environments during adolescence. research from staminirović, mijatović, and dimoski (2014) states that during adolescence, the influence of peers is much greater than that of parents. the existence of social support from peers is expected to encourage blind teenagers to respond positively to problems in order to be able to become resilient individuals. the hypothesis about the relationship between peer social support and the resilience of blind adolescents in surakarta is supported by several previous studies. one of them is zeeshan and aslam's (2013) research on resilience and social welfare between congenitally blind, acquired blind, and visually impaired individuals. this study states that socio-economic support can affect individual resilience, both visually and visually impaired individuals. individuals who have social support (including from peers) tend to have high resilience as well. method this research is included in the type of quantitative research with a correlational research design. the subjects in this study were 30 blind adolescents in surakarta who were selected by purposive sampling technique based on two criteria, namely: 1) blind adolescents who live in surakarta with ages between 11-24 years; 2) does not experience intellectual, social, and communication disorders. the measuring instrument or instrument used in this study is a likert scale, which consists of the peer social support scale and the resilience of blind adolescents scale. the validity test technique used in this study is content validity through expert judgment and item analysis or different tests. the reliability test technique used is the alpha cronbach technique. table 1. instrument validity and reliability test results variable pearson correlation information reliability valid invalid resilience of blind adolescents 0.105 – 0.749** 26 items 12 items 0.900 peer social support 0.068 – 0.689** 21 items 10 items 0.846 data collection is done by distributing the scale online. the data were analyzed using a simple linear regression analysis technique with the help of spss version 25. result and discussion result(s) based on the results of research on 30 subjects, the score for the level of peer social support and resilience of blind adolescents in surakarta is shown in table 2. simple linear regression analysis was carried out after ensuring that the prerequisite tests which included normality test, linearity test, and heteroscedasticity test were met. the results of simple li near regression analysis of predictor variables and criterion variables in figure 1 show that there is a relationship between peer social support and the resilience of blind adolescents in surakarta. 80 journal of icsar; volume 6 , number 1, january 2022, 78 82 based on this statement, it can be said that the higher the peer social support, the higher the resilience of the visually impaired adolescent will be. on the other hand, the lower the peer social support, the lower the resilience of blind adolescents will be. table 2. level of peer social support and resilience of blind teens variable very good well pretty good not good average sd peer social support 4 (13.3%) 20 (66.7%) 5 (16.7%) 1 (3.3%) 72.03 8.11 resilience of blind adolescents 3 (10%) 17 (56.7%) 8 (26.7%) 2 (6.7%) 69.69 10.25 figure 1. coefficient and model summary of peer social support with the resilience of blind adolescents discussion(s) resilience is one of the main factors for individuals to be able to adapt to various changes in the environment that trigger stress (rahmasari, jannah, & puspitadewi, 2014). fuster (in mar'atannisa, rusmana, and budiman, 2019) also mentions that resilience is needed to help individuals bounce back from adversity and successfully adapt to the demands of stressful situations, including when facing adolescence with various upheavals experienced. during adolescence, the visually impaired experience more severe challenges than the visually impaired because blind adolescents have to face challenges due to blindness and parallel developmental tasks (zegeye, 2019). peer social support is a system of giving and receiving with the principles of mutual respect, sharing of responsibilities, an agreement to help each other, as well as mutual understanding and empathy to be able to share emotional and psychological experiences experienced (weiss in sinaga and kustanti, 2017). ). during adolescence, peer influence is greater than that of parents (staminirović, mijatović, & dimoski, 2014). support from peers is expected to encourage blind teenagers to respond positively to problems. murphy and carbone (2008) add that the benefits of peer social support for children with special needs (including the visually impaired) are that it can help reduce stress, self-control and be more patient and relaxed, and improve skills. based on the results of the study, it is known that blind adolescents in surakarta have good peer social support. these results are in line with research conducted by savitri and hartati (2018) which states that 86% of the blind have social support in the moderate category. this study also shows that the most needed peer social support in increasing the resilience of blind adolescents is support in the form of reassurance of worth (recognition of competence and self-assessment). this social support contributes 28%. peer social support is also provided in the form of attachment, namely feelings of intimacy, peace, and security. social support in this form contributes 16%. other social support in the form of reliable alliance, guidance, and noviatun, hermawan, & supratiwi, the relationship between peer social support… 81 opportunity for nurturance also contributed 14% each. furthermore, social support in the form of social integration (a sense of belonging in a group) contributes 13%. social support that occurs between peers can have an effect on the resilience (resilience) of an individual in the face of all pressures or problems that occur in the individual. social support is the extent to which individuals feel that the provisions of social relations are available to them. allen (in salami, 2010) says that social relationships may be in the form of providing emotional, informational or tangible support from significant others, family members and friends. a study revealed that there is a relationship between peer support and resilience, which means that peer support can affect an individual's resilience (ekasari & andriyani, 2013). johnson & johnson (in mufidah, 2017) understands social support as something that provides benefits for adolescents including improving psychological well-being and adjustment, as well as clarifying self-identity, increasing self-esteem and reducing stress, as well as improving and maintaining physical health. the higher the social support an individual receives, the greater the individual's resilience. based on the results of research on 30 blind adolescent subjects in surakarta, it can be seen that there is a significant relationship between peer social support and the resilience of blind adolescents in surakarta. this is in line with the research of zeeshan and aslam (2013) which states that social support (including from peers) is directly proportional to the resilience of the innate blind, acquired visual impairment, and visually impaired individuals. this means that the higher the social support, the higher the individual's resilience. based on data analysis, it is also known that the resilience of blind adolescents is influenced by the variable of peer social support by 30.5%, while the rest is influenced by other variables. the results of this study are in line with amiliah's research (2017) which states that social support and religious factors are the two factors that most support the emergence of blind resilience in yogyakarta. this opinion is also supported by research by mar'atannisa (2017) and masna (2013) which states that the resilience of the blind is supported by three factors, namely i am, i can, and i have (which includes social support from peers). conclussion during adolescence, the visually impaired face more difficult challenges and problems than the visually impaired. this happens because blind teenagers have to face obstacles due to blindness and parallel developmental tasks. to prevent the emergence of negative responses due to facing obstacles and developmental tasks, visually impaired adolescents need resilience abilities. in general, resilience is characterized by several characteristics, namely the ability to face difficulties, resilience to deal with stress, and the ability to rise from the trauma experienced. to be able to develop this resilience ability, blind adolescents need resilience driving factors, one of which is the social support of friends from peers as a very influential social environment during adolescence. the results showed that there was a relationship between peer social support and the resilience of blind adolescents in surakarta. based on this statement, it can be said that the higher the peer social support, the higher the resilience of the visually impaired adolescent will be. on the other hand, the lower the peer social support, the lower the resilience of blind adolescents will be. reference hallahan, kauffman, & pullen. (2009). exceptional learner an introduction to special education. usa: pearson education. hendriani, w. (2018). resiliensi psikologis: sebuah pengantar. jakarta: prenadamedia group. 82 journal of icsar; volume 6 , number 1, january 2022, 78 82 mar’atannisa i.m., rusmana, n., & budiman n. (2019). kemampuan adaptasi positif melalui resiliensi. journal of innovative counseling: theory, practice & research, 3 (2), 70-75. mar’atannisa, i.m. (2017). resiliensi mahasiswa tunanetra (studi kasus terhadap mahasiswa tunanetra tidak dari lahir di fakultas ilmu pendidikan universitas negeri yogyakarta). e-journal bimbingan dan konseling, 6 (3), 309-325. masna. (2013). resiliensi remaja penyandang tunanetra pada slb a ruhui rahayu di samarinda. ejournal psikologi, 1 (1), 48-57. mcgaha, c.g. & farran, d.c. (2001). interaction in an inclusive classroom: the effects of visual status and setting. journal of visual impairment and blindness, 95 (2), 80-94. putro, k.z. (2017). memahami ciri dan tugas perkembangan masa remaja. aplikasia: jurnal aplikasi ilmuilmu agama, 17 (1), 25-32. salsabila, n., krisnani, h., dan apsari, n.c. (2018). rehabilitasi sosial bagi remaha dengan disabilitas sensorik. focus: jurnal pekerjaan sosial, 1 (3), 190-203. sarafino, e.p., smith, t.w. (2011). health psychologi biopsychosocial interactions seventh edition. usa: john wiley & sons, inc. schmidt, a.a., wallander, j., & biasini, f. (2007). quality of life and resilience in adolescents with a mobility disability. journal of pediatric psychology, 32 (3), 370-379. staminirović, d.v., mijatović l.r., dan dimoski s.m. (2014). identity crisis in the young blind and their impression of peer support. социолошки преглед, 48 (2), 241-258. sunanto, j. (2005). mengembangkan potensi anak berkelainan penglihatan. jakarta: departemen pendidikan nasional. zeeshan, m. & aslam, n. (2013). resilience and psychological well-being among congenitally blind, late blind, and sighted individuals. journal of education research and studies, 1 (1), 1-7. zegeye, t.g. (2019). an investigation on the status of resilience among blind adolescent student. journal of pedagogical research, 3 (1), 50-59. 13 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 understanding of special teachers in teaching children with special needs at inclusive schools djadja rahardja department of special education, indonesian unversity of education, indonesia e-mail: djadjarahardja@yahoo.com abstract: this study aims to obtain an objective picture of understanding of special teachers of the concept of children with special needs, teaching, and the concept of inclusive education. this research uses descriptive method with data collection in the form of a questionnaire. based on research results, there are three findings: 1) understanding of special teachers on the concept of children with special needs are at the translational level, while for the classification and their impact are not yet at the translation level, 2) understanding of the special teachers on planning, implementation, and evaluation of teaching children with special needs in inclusive settings are not already on the translational level; and 3) understanding of the special teachers on concepts, philosophies and policies related to inclusive education are not at the level of translation. keywords: special teacher, children with special needs, inclusive school society’s view of the concept of children with special needs in the globalization era has changed. people who initially has the view that children with special needs is different with children in general, are now of the view that children with special needs is not substantially different from the children in general. changes that view turned out to grow a new concept in service and education of children with special needs. three kinds of education services for children with special needs from segregation, integration to inclusion were conducted. the fact, that three type of services still be implemented (florian, 2008), like that in romania (ghergut, 2011), in china (deng & zhu, 2016). the shift in public thinking about children with special needs is in line with the emergence of the human rights movements that fight for their rights in all aspects of life including equal rights in or children with special needs obtaining educational opportunities. the government has provided support to the enactment of regulation of ministry of education and culture no. 002/01/1986 of integrated education for children with special needs, dated january 4, 1986, and circular of directorate of basic education, ministry of education and culture no. 6718 /c/i/1989 of expansion of learning opportunities in public schools for children with special needs. a clear understanding of the concept of special needs children is an important basis to be able to organize educational services that are right for them. kirk (1986: 5) argues that “people mistake in understanding these children will have an impact on how he is doing for their education”. in order to perform its function as a special teacher, they are expected to have a number of attitudes, knowledge and skills that can foster and develop the personality of children with special needs. berit & skortjen (2001: 311) suggests a minimum requirement abilities and skills in teaching children with special needs, are: (1) understand special education in terms of philosophical, historical, and formal rules that the underlying; (2) the characteristics of the students; (3) the assessment, diagnosis, and evaluation; (4) materials and learning process; (5) planning and management of the learning environment; (6) skills in managing student behavior and social interaction; (7) communication, cooperation, and collaboration; and (8) the professionalization and ethics implementation. competencies should be owned and controlled by the special teacher in performing his daily duties at the school. without mastery of various competencies above, the resulting performance will be weak and not meet expected goals. phenomenon in the field shows that the educational background of teachers in regular schools are not prepared to be a special teacher. thus, an understanding of special teachers is relatively low. similarly, a program specifically designed for teaching children with special needs in regular schools are not yet available, while the students that teachers face is in need of special education services, so that each student’s needs cannot be met. therefore, teachers in implementing educational services to children with special needs need to be asked. 14 journal of icsar; volume 1, number 1, january 2017: 13-17 based on the above phenomenon appears the problem of how understanding the special teachers to the basic concepts of teaching children with special needs in inclusive education settings? understanding the special teachers to the basic concepts of teaching children with special needs will greatly affect the development potential of children with special needs. method the purpose of this study is to obtain an objective picture of the understanding of special teachers specifically about the concept of children with special needs, teaching children with special needs, and the concept of inclusive education. the method used is descriptive method with the questionnaire as a data collection technique. respondents were 46 teachers who teach children with special needs at inclusive schools and without special education background. they are the teachers who taught in regular schools at the elementary schools and junior high schools level. data analysis technique used is descriptive statistical analysis techniques in the form of a percentage. findings and discussions findings understanding of special teachers on children with special needs. based on the data analysis has been done on teachers’ understanding of the concept of children with special needs can be seen in table 1. table 1 : understanding of special teachers on concept of children with special needs no answer frequency (f ) percentage (%) 1 yes 44 95,65 2 no 0 0 3 hesitant 2 4,35 total 46 100 in connection with the teachers’ understanding of the classification of special needs children can be seen in table 2. table 2 : understanding of special teachers on classification of children with special needs no answer frequency (f ) percentage (%) 1 yes 38 82,60 2 no 0 0 3 hesitant 8 17,40 total 46 100 teachers’ understanding of the impact on children with special needs can be seen in table 3. table 3 : understanding of special teachers on impact on children with special needs no answer frequency (f ) percentage (%) 1 yes 20 43,48 2 no 3 06,52 3 hesitant 23 50,00 total 46 100 understanding of special teachers on learning of children with special needs. understanding of special teachers on lesson plan for children with special needs can be seen in table 4. table 4 : understanding of special teachers on lesson plan for children with special needs no answer frequency (f ) percentage (%) 1 yes 3 6,52 2 no 26 56,52 3 hesitant 17 36,96 total 46 100 regarding to the implementation of learning for children with special needs can be seen in table 5. table 5 : understanding of special teachers on implementation of learning for children with special needs no answer frequency (f ) percentage (%) 1 yes 6 13.04 2 no 25 54,35 3 hesitant 15 32;61 total 46 100 understanding of special teachers on evaluation used in learning for children with special needs can be seen in table 6. table 6 : understanding of special teachers on learning evaluation for children with special needs no answer frequency (f ) percentage (%) 1 yes 7 15,21 2 no 25 54,35 3 hesitant 14 30,44 total 46 100 15djadja rahardja, understanding of special teachers in teaching . . . . understandng of special teachers on inclusive education understanding of special teachers on concept of inclusive education can be seen in table 7. table 7 : understanding of special teachers on concept of inclusive education no answer frequency (f ) percentage (%) 1 yes 6 13.04 2 no 25 54,35 3 hesitant 15 32;61 total 46 100 the understanding of special teachers about inclusive education philosophies can be seen in table 8 table 8 : understanding of special teachers about philosophies of inclusive education no answer frequency (f ) percentage (%) 1 yes 22 47,82 2 no 5 10,86 3 hesitant 19 41,32 total 46 100 special teachers’ understanding of policies related to inclusive education can be seen in table 9 table 9: understanding of special teachers on policies related to inclusive education no answer requency (f) percentage (%) 1 yes 10 21,73 2 no 6 13,04 3 hesitant 30 65,23 total 46 100 discussion referring to the table 1, it appears that in most cases (95.65%) special teachers acknowledge that they have understood concept of children with special needs, a small portion (4.35%) admit they hesitate in understanding the concept of children with special needs. no one admits that they do not understand the concept of children with special needs. the results show that conceptually the special teachers has understood what is meant by children with special needs. this is evident from the percentage figures, which are 95.65% or 44 out of 46 special teachers who has understood the notion of children with special needs. this means that they are able to express correctly on the definition of children with special needs with its own language, to interpret the concept of children with special needs, and is able to explain the abstract concept of children with special needs to be more concrete. overview achievement of understanding of the concept of special needs children in the special teachers when linked with the concept of understanding according to bloom (1981), special teachers understanding of the concept of special needs children are at the translational level. according to the table 2, it can be explained that the majority (82.60%), special teachers specifically states have to understand the type or classification of children with special needs, and no one claimed not to understand the classification of children with special needs. while stating hesitant as many as 8 people (17.40%). this means that conceptually special teachers has understood what is meant by the classification of children with special needs. with an understanding of special teachers about the classification of children with special needs as many as 38 people (82.6%), and no one who does not understand the classification of children with special needs, this illustrates that they are able to express properly on the classification of children with special needs with their own sentences, is able to interpret and explain concretely about the classification of children with special needs. it was concluded that most of the special teachers understanding of the classification of children with special needs at the stage of translational level (bloom, 1981). referring to the table 3, it appears that as many as 20 people (43.48%) special teachers has to understand the impact on children with special needs, as many as 3 people (6.52%) claimed not to understand the impact on children with special needs. meanwhile, the majority of them (50%) expressed hesitation in understanding the impact on children with special needs. the analysis showed that most of the special teachers still requires knowledge of the effects that occur in children with special needs. this is shown by the percentage figure of 50% were undecided. this means that they have not been able to state precisely about the effects that occur in children with special needs with the own language and the meanings of the concepts contained in the impact. it can be concluded that the special teachers cannot be able to translate the impact on children with special needs. when linked with the concept of understanding bloom (1981), then the understanding of special teacher particular the impacts that occur in children with special needs has not reached the level of translation. based on the table 4, it appears that in general (56.52%) special teachers did not understand the lesson plans for children with special needs. a total 16 journal of icsar; volume 1, number 1, january 2017: 13-17 of 17 people (36.96%) said that they still hesitate in understanding the lesson plans for children with special needs, as well as a small portion (6.52%) of the study subjects admit have understood the lesson plans for children with special needs. incomprehension special teachers about lesson planning for children with special needs as many as 26 people (56.52%) illustrates that they have not been able to declare the learning plan for children with special needs with the sentence itself, has not been able to interpret and have not been able to explain in concrete terms about the learning plan for the child with special needed. based on the concept of understanding bloom (1981), then the understanding of special teachers about lesson plan for children with special needs has not reached the level of translation. the table 5 shows that the majority (54,35%) special teachers specifically acknowledge that they do not understand the implementation of learning for children with special needs; while as many as 15 people (32.61%) said that they still hesitate in understanding the implementation of learning for children with special needs. a small portion (13.04%) out of 46 special teachers have understand the implementation of learning for children with special needs. results of the analysis showed lack special teacher about implementation of learning for children with special needs as many as 25 people (54.35%), meaning that they have not been able to state precisely about the implementation of learning for children with special needs with the sentence itself, has not been able to interpret and have not been able to explain concretely on the implementation of learning for children with special needs. based on the concept of understanding bloom (1981), understanding of special teachers in implementing the learning for children with special needs has not reached the level of translation. referring to table 6, that the majority (54.35%) special teachers do not understand the evaluation of learning for children with special needs. a total of 14 people (30.44%) said that they still hesitate in understanding the evaluation of learning for children with special needs. a small portion (15.21%) admit to having to understand evaluation of learning for children with special needs. the analysis showed that the special teachers misunderstandings about evaluation of learning for children with special needs as many as 25 people (54.35%) means that they have not able to express correctly on evaluation of learning for children with special needs with the own sentences, has not been able to interpret and cannot explain in concrete terms on the evaluation of learning for children with special needs. nevertheless, there are still some special teachers who have understood the evaluation of learning for children with special needs. based on the level of understanding bloom (1981), then the understanding of special teachers about evaluation of learning for children with special needs has not reached the level of translation. according to the table 7, it appears that in general, as many as 30 people (65.22%), special teachers have to understand the concept or understanding of inclusive education; fraction (13.04%) did not understand the concept of inclusive education. a total of 10 people (21.74%) said that they still hesitate in understanding the concept of inclusive education. conceptually special teachers have to understand the concept of inclusive education. it is characterized by a high performance of 65.22%. this means that they are able to express correctly on inclusive education and the understanding of the structure of own language and to make sense of the concept inclusive education appropriately. if linked to the concept of understanding bloom (1981), most of the candidates understanding of the special teachers about the notion of inclusive education at the level of translation, and the fraction is not yet at the level of translation. referring to table 8 shown that as many as 22 people (47.82%) special teacher has to understand the philosophy of inclusive education; and as many as 19 people (41.32%) are still undecided in understanding the philosophy of inclusive education. a small portion (10.86%) claimed not to understand the philosophy of inclusive education. the analysis shows that there are a lot of special teachers who understand the philosophy of inclusive education (47.82% or 22 people), but some are still hesitant in understanding the philosophy, as shown by the percentage figure of 41.32% or 19 people from respondents, and amounted to 10.86% who do not understand the philosophy of inclusive education. this means that special teachers are able to express correctly on the philosophy of inclusive education through their own sentences, are able to interpret the concepts contained in the philosophy of inclusive education and are able to explain the abstract concept of the philosophy of inclusive education becomes more concrete. based on the level of understanding bloom (1981), then the understanding of special teachers on the philosophy of inclusive education at the level of translation. according to the table 9, it appears that as many as 10 people (21.73%) special teacher has to understand the policies related to inclusive education, while as many as 6 people (13.04%) states do not understand the policies related to inclusive education, majority (65.23%) or as many as 30 special teachers was hesitant in understanding the policies related to inclusive education. the above data shows that most of the special teacher knowledge and understanding of policies 17djadja rahardja, understanding of special teachers in teaching . . . . related to inclusive education, as shown by the percentage figure of 65.23% of the study subjects admitted they hesitate in understanding the policies relating to inclusive education, and amounted to 13.04% who do not understand the policy of inclusive education. this means that teachers have not been able specifically stated correctly on policies relating to inclusive education in their own language structure, has not been able to interpret the concepts contained in the policy on inclusive education and have not been able to explain the concept of inclusive education policy on a more concrete way. based on the level of understanding bloom (1981), then the understanding of special teachers of the policies related to inclusive education is not yet at the level of translation. conclusion and suggestion understanding the special teachers about the concept of children with special needs are at the translational level, while for the type or classification of children with special needs and their impact is not yet at the level of translation. understanding of the special teachers about planning, implementation, and evaluation of teaching children with special needs in inclusive settings are not already on the translational level. understanding of special teachers about the concept, philosophy, and policies related to inclusive education is not at the level of translation. limited knowledge and understanding of the special teachers about the concepts of children with special needs, teaching children with special needs, and concepts of inclusive education, partly due to lack of knowledge received in college before. the material is also very limited given only one half as much as three credits. therefore, universities in particular majors or special education courses should be able to improve or optimize the weight of the material in both the education and children’s learning specifically on inclusion setting. given the expectations suggested by the special teacher specialized in this research is accompanied by several practical considerations, the increased knowledge and understanding of the special teacher is an essential and it will be realized if the competent institutions, especially development centers implement teachers make plans for education and training activities in the field of special education inclusion setting. references: berit, h.j. & skortjen, d. m. (2001). education-special needs education an introduction. oslo: unifub. bloom, bs., madaus, gf., hasting, jt. (1981) evaluating to improve learning. usa: mc.grow hill, inc. deng, m., & zhu, x. (2016). special education reform towards inclusive education: blurring or expanding boundaries of special and regular education in china. journal of research in special educational needs, 16(s1), 994-998. departemen pendidikan nasional (2002). kebijakan direktorat plb tentang layanan inklusif bagi anak berkebutuhan pendidikan khusus. jakarta: depdiknas. florian, l. (2008). inclusion: special or inclusive education: future trends. british journal of special education, 35(4), 202-208. ghergut, a. (2011). education of children with special needs in romania; attitudes and experiences. procedia-social and behavioral sciences, 12, 595-599. kirk, a.s. & gallagher, j.j. (1986) educating exceptional children. boston: houghton mifflin company pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p23 23 urgency of soft-skill development in vocational education for children with special needs sylvi noor aini 1, budi susetyo 1, ranti novianti 2 , gena diniarti 3, salma nadiyah 1 1 pendidikan khusus pasca sarjana, faculty of education, universitas pendidikan indonesia, bandung, indonesia 2 universitas negeri malang, malang, indonesia 3 universitas negeri yogyakarta, yogyakarta, indonesia *corresponding author e-mail: sylvinoor@upi.edu abstract: 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 selfconcept and coping strategies that are factors that influence striving for superiority. selfconcept 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. keywords: soft skills, vocational education, children with special needs introduction education is one of the sectors that has been mandated by the law as an effort to educate the life of the nation. in the opening of the law it is clearly written that the government is mandated not only to educate but to educate life. the implication is that education not only has the goal to improve the ability of students academically but also has a task to form learners who are ready to live their daily lives. law no. 20 of 2003 on the education system states that education is the right of every citizen including children with special needs, namely those who have physical, emotional, mental, intellectual and/or social disorders. education for children with special needs will certainly require various adjustments both in the planning process, implementation and evaluation, and follow-up learning. vocational education is a form of effort made by schools to combine practical lessons in the curriculum with the aim of forming learners who are competent in basic knowledge and skills (aulia, aprilia, tarsidi, 2023). one of the goals of vocational education is to prepare students who have a way of thinking as skilled workers (rosyidi, junaidi, & sunandar, 2022; syamsi, 2022; aini & juhanaini, 2022; ningtyas & andajani, 2022). the integration of vocational education in the curriculum becomes one of the most important elements in vocational education development programs (bacchus, 1988). good education is education that creates habits of thinking and reasoning so that students become more productive in dealing with all the problems they face. okorie (2000) argues that the value of a person's productivity in his work in the social and economic fields http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p23 mailto:sylvinoor@upi.edu 24 journal of icsar; volume 7 , number 1, january 2023, 23 29 will depend on the habit of thinking and doing something necessary according to their work. work awareness becomes one of the most needed factors in career education. chen (2003) is of the view that the factors that influence the career development process are usually influenced by the suitability of a person's personality to the demands of the work environment. this shows that soft skills have a strategic enough role in the work so that these aspects become an important part to be strengthened in vocational education as an effort to develop the character needed in the work environment (li, 2013:47). previous research has discussed striving for superiority by taking qualitative data on the factors that influence the striving for superiority process, namely self-control as an internal factor and social support as an external factor. sujoko (2009) further research discusses the form of striving for superiority used by children with special needs, namely compensation and coping stress. silvyana, f. (2018) in this study, researchers will discuss the relationship of striving for superiority with the motivation of learning children with special needs in vocational learning. mastery of soft skills (soft skills) is an element that is needed in work as capital in completing a job or solving problems. according to alfred adler, striving for superiority is an effort made by a person to overcome the feeling of inferiority that occurs in him. (ansbacher and ansbacher 1956), striving for superiority is a soft skill that must be developed in vocational education. this skill will have a positive impact on the personality of students with special needs in overcoming problems that arise from their environment or problems that arise in him. mc. donald (sardiman, 2006) developed the concept of motivation as a form of energy change in a person that has an impact on the emergence of positive behavior of a person towards a particular goal. the lack of research that discusses soft skills in vocational education encourages researchers to conduct further research on the aspects needed in the development of vocational programs. method the approach used is a quantitative approach with descriptive methods. research was conducted to look for correlations and prove the influence of striving for superiority on the learning motivations of children with special needs. the population taken was learners who experienced movement barriers (deaf) with research samples in learners who had cerebral palsy. the data collection process uses observation research instruments, documentation and questionnaires. the data is taken from the striving for superiority variable as a free variable and the learning motivation variable as the bound variable. free variable measurement refers to factors that influence striving for superiority, namely self-concept and coping strategy. measurement of bound variables is carried out on factors that affect motivation, namely intrinsic factors and extrinsic factors. table 1. striving for superiority and learning motivation research instruments variable dimension sub-dimension strivinf for superiority self concept knowledge hope assessment coping strategy problem solving focused coping emotion focused coping motivation instrinsict activity retention activity frequency persistention devotion fortitude attitude tendency aspirations aini, et al, urgency of soft-skill development in vocational … 25 extrinsict grading reward competition ego involvement assingment praise punishment passion for learning interest recognized purpose the researcher then conducts a process of validity and reliability on the research instrument that has been developed. the processing of research data is carried out through spearman correlation coefficient tests with the aim of analyzing the relationship of striving for superiority with learning motivation. result and discussion result(s) based on the analysis of the results of the research obtained, testing the hypothesis that states that striving for superiority has a relationship with learning motivation results in 0.93 < 1.0. the results show that it is accepted, meaning that there is a relationship between r_hitung< r_(tabel ) h_1 striving for superiority and student learning motivation. the results of this study are in line with the results of sujoko's research (2009) which states that the form of handling inferiority can be done through compensation where students cover their shortcomings with the advantages they have. the striving for superiority process is influenced by internal and external factors. self-concept becomes an internal factor that affects the striving process for superiority. the external factor is social support. the more support you get, the more successful the striving for superiority process through coping strategy. (sujoko, 2009). figure 1. striving for superiority 26 journal of icsar; volume 7 , number 1, january 2023, 23 29 figure 2. motivation to learn discussion(s) in alfred adler's view of the theory of personal psychology, a person's personality is formed from childhood and begins to realize that children can do nothing, especially when compared to older children and adults. the condition is a natural reaction of a person who does not function as expected. for adler, human life was motivated by a desire to overcome inferiority and a desire to dominate. the feeling of inferiority and the desire to be superior is the drive of each individual to be as perfect as possible (alfred adler, 2012). feelings of inferiority for individuals in general do not have too complex impacts and simply find a balance between feelings of inferiority, the need to be a part of something, and the need to be an important person (alwisol, 2007). the more individuals who are overcompensated, the stronger the feeling of inferiority (arief, at al., 2021). these conditions will be different in children with special needs so they need stronger reinforcement and development to overcome their sense of inferiority by developing self-concept and coping strategies. self-concept is a process of finding out and judging about himself. in hattie's view, 2014 on self-concept, states that "the self-concept is defined as the set of perceptions and feelings that and individual holds about himself. it also includes self-esteem with all of its parts considered as a whole". the opinion can be interpreted that self-concept is a series of perceptions and feelings that a person has about him. these perceptions include knowledge, understanding, interpretation and judgment. children with special needs have various obstacles that cause problems that require special or individual handling. these problems can have a negative impact on themselves both individually and in community life. lazarus and folkman (1984) say that circumstances that cause discomfort will have less impact on both physiological and psychological individuals. this situation will encourage someone to take action as a step to find a solution called a coping strategy. the way a person performs coping strategy is more influenced by cultural background, experience in dealing with problems, environmental factors, personality, selfconcept, social factors, and others. strategies that are usually often done by someone in coping strategy are to solve problems, seek social support and try to avoid problems (amirkhan, 1990) according to stuart and sundeen (1991) there are two types of coping mechanisms carried out by individuals, namely problem-centered coping (problem-focused form of coping mechanism / direct action) and coping centered on emotions (emotion-focused of coping / palliative form). coping strategy has the benefits children with special needs to overcome situations and demands that are felt to be stressful, challenging, burdensome, and exceed their abilities. the coping experience that a person has will affect the coping strategy that will be done in solving various problems. skills in overcoming problems through coping strategies are not easy for children with special needs. children with special needs need educational services that can aini, et al, urgency of soft-skill development in vocational … 27 develop and familiarize them with facing various problems simply and precisely through attitudes that suit the needs of the surrounding environment. coping strategy has an important role in helping students to be ready to live their daily lives with various problems that may arise from themselves or others. maslow (1943, 1970) believed that human behavior is driven by certain needs, such as physiological needs, sense of security, love, appreciation, self-actualization, knowing and understanding, and aesthetic needs. this need will encourage someone to do something. the impulse that arises due to the consciousness that arises from him is intrinsic motivation. however, the impulse that arises from outside him is an extrinsic motivation. intrinsic and extrinsic motivation has a significant relationship to the system that a person will build on striving for superiority in living life and solving the problems they face. each individual has a different character in living their lives, as well as in the life of organizing and working. overcoming existing differences, can be addressed well if the individual mastered the soft skills needed to overcome these differences. striving for superiority is part of soft skills that help children with special needs in dealing with various conditions. in organized life, the environment will require each individual to have skills that can build good relationships with colleagues and also be able to organize themselves so that they can be accepted in the surrounding environment. soft skills play a role in improving the competencies possessed by children with special needs in managing their personality and individual readiness to overcome tasks or problems. this is in line with the results of research conducted by chery novita sari (2012) that soft skills have a tremendous impact on the work performance of an individual. hariyanto (2016) also concluded in his research that the stronger a person's soft skills, the better one's commitment. this has an impact on the quality of work they do, the fewer mistakes that arise from the employee. soft skills are interpersonal skills that develop and serve to maximize the role of children with special needs in working such as effective communication skills, honest personal, have strong motivation in all conditions and have self-management in completing various tasks or problems. in the development of vocational programs, schools can organize programs that seek to form hard skills as well as soft skills that can help students live their lives and solve problems appropriately. self-concept development is one of the efforts that can be made to develop soft-skills. the development of the concept of learners can be done by building positive relationships that are full of acceptance, empathy, affection and appreciation, getting material support in the form of infrastructure so as to increase the possibility of students with special needs feel success and can increase their confidence. the success of an educator in building a positive self-concept will help students in achieving independence and being able to actualize themselves (crain, 2007: 480). self-concept development in the learning process can be done by building a passionate learning atmosphere, challenging and collaboration with friends. (surna, 2014:62) intrapersonal and interpersonal skills are part of soft skills that can develop various aspects in a person such as personal development, social participation and success in the workplace. this was revealed by kechagias in 2011. the statement further strengthens the importance of strengthening the development of soft skills in vocational education. laker and powell (2011) explain that intrapersonal skills will help children with special needs in managing themselves to adapt to various conditions. interpersonal skills will help children with special needs to be able to socialize and solve problems, make decisions (marando, 2012), and think conceptually (spencer & spencer 1993). martino et al. (2011) stated that soft skills will have a positive impact on the child's learning process because it will help children to learn quickly. efforts to develop soft skills through self-concept development will automatically develop coping strategy skills in learners. schools can encourage the creation of a character 28 journal of icsar; volume 7 , number 1, january 2023, 23 29 building climate for all students to help improve self-esteem, responsibility, critical thingking, emphaty, problem solving that will affect the ability of adaptive coping strategies to overcome problems both in school and outside the school (vaart at al., 2003; syofiyawati et al., 2017). adler believes that the more often learners cooperate and contribute to community activities, will improve their ability to solve problems faced through strategy coping and develop positive self-concepts against them. (magaldi & berler, 2020) the importance of developing soft skills in vocational education is part of the school's efforts to improve the competence of students with special needs according to the standards applicable in the business industry and the world of work. soft skills have an important role for students in living their daily life roles individually and socially. soft skills development seeks learners to be acceptable and can easily adjust to the rules and norms that apply in organizational and community life. in the process of working life, the things that will be faced by children are not just about work. they should be able to carry themselves with where they work, both how to communicate, how to manage time and many other things (sitanggang, 2020). sofskill becomes an important part of vocational education because in fact many jobs require the involvement of others in everyday life so that the ability to interact and cooperate is absolutely needed by children. soft skills can make a person easily adjust to the environment, manage work stress, work together in teams and encourage good relationships with colleagues, superiors, to other external parties. good interpersonal skills will also be useful when undergoing the job interview process to achieve success in work (sandroto, 2021). conclussion striving for superiority is one of the efforts that can be done by students with special needs in living their daily lives including in undergoing the learning process. in line with the results of the study, learning motivation is closely related to self-concept and coping strategy. this skill is closely related to soft skills that are needed by a person to complete tasks and problems that arise due to himself or others. a person's mastery in completing tasks will increase their motivation in learning including in vocational learning. schools need to strive for a comprehensive system in vocational education. the comprehensive system includes a hard skills development system and a soft skills development system where children with special needs get the opportunity to develop intrapersonal and interpersonal skills through communication development, personal development and self-management in solving various tasks or problems. the implication is that children with special needs will have work readiness through the development of soft skills and work skills through the development of hard skills simultaneously. schools will have different views in preparing vocational development programs that include hard skills and soft skills reinforcement. the hope for further research is to conduct research on learning models for children with special needs who can develop hard skills and soft skills. references adler, a. 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(2022). form of services on community-based employment skills education for people with disabilities in rural areas. journal of education for sustainability and diversity, 1(1), 67–85. syofiyawati, n., asrowi, a., gunarhadi, g., & fadhilah, s. (2017). the improvement of down syndrome children’s independency through vocational skill training. journal of icsar, 1(2), 159-161. van der vaart, c. h., de leeuw, j. r. j., roovers, j. p. w., & heintz, a. p.m. (2003). measuring health‐related quality of life in women with urogenital dysfunction: the urogenital distress inventory and incontinence impact questionnaire revisited. neurourology and urodynamics, 22(2), 97-104. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p059 59 development of tactile audio media for low vision students mu’jizatin fadiana*, ifa seftia rakhma widiyanti, saeful mizan pgri ronggolawe university, tuban, indonesia *e-mail: mujizatin000@gmail.com abstract: this study aims to develop a valid and effective audio tactile learning media to improve the learning achievement of students with visual impairments, especially low vision. the development model used is the 4d model (define, design, develop, and disseminate). data collection techniques include observation, interviews, documentation, and tests. this study uses a quantitative approach as a data analysis technique. the product developed is a set of learning media consisting of audio media and tactile media for mathematics statistics courses. audio media in the form of power point video containing sound and supported by several tactile media such as colored dice, coins, colored coins, number cards, bridge cards and colored cubes. the results of expert validation tests carried out on the developed instruments are categorized as valid and effective. keywords: audio media; tactile media; low vision; mathematical statistics introduction the law on the national education system states that every citizen has the same right to obtain quality education. the regulation also specifies that citizens who experience physical, emotional, mental, intellectual and mental disorders. they have the right to special education, with the result that education is not only for normal children but also for children with spe cial needs. children with special needs are defined as children who experience physical, mentalintellectual, social, or emotional limitations or limitations that are very influential in the process of growth and development compared to other children of their age. blind is one type of disability who has limited vision. blind people are divided into two types, namely low vision and blind. this grouping is used as a basis for handling the learning process. low vision is a visual impairment that still has residual vision and can identify visual information with tools. those who still have residual vision but are unable to use their eyesight to read 12-point ordinary writing in normal light conditions even though they are assisted by glasses (pertuni, 2004). while the blind are people who cannot access visual information at all (roe & wester, 2003). psychologically, blind people have excessive worries because of their limited ability to control environmental conditions. this makes blind people often experience excessive fear. the impact is lack of confidence, not independent, angry, aloof, passive, easily discouraged, and difficult to adjust (hadi, 2005). based on data from the central statistics agency, the number of blind people in indonesia reaches around 3.5 million people or about 1.5 percent of the total population (fitriyah, 2013). with this large enough number, the government should pay attention to the educational needs of them. education for the blind must be maximized to become productive people. schools do not only develop cognitive potential but also provide intercommunication. integrated education can develop the communication skills of blind students. with the result that, they can get along well with their surroundings (bowen, 2010). one of the provisions given at school is mathematics. mathematics provides students with logic, confidence in solving problems, and drawing conclusions to solve everyday problems (aisyah & retnawati, 2014). the problem that is often faced in learning mathematics is tha t students are not accustomed to practicing problem solving skills on math problems (dwina & http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i12022p059 60 journal of icsar; volume 6 , number 1, january 2022, 59 66 suherman, 2014). this situation causes the low problem solving ability of students (mawaddah & anisa, 2015). mathematics material for college level is more difficult to learn because the material presented is more abstract, such as in the mathematics statistics course. this course is one of the courses at the undergraduate level of the mathematics education study program. the material studied is more theoretical in nature such as the concept of probability and distribution of random variable functions (gantini, t & herrhyanto, n: 2009). in learning for children with special needs, learning resources play an important role (retnawati, prajitno & hermanto, 2015). limited learning resources and teaching aids are a problem in the learning process for students with low vision. those who experience visual impairments need real context and hands-on practice in learning mathematics (arlinwibowo & retnawati, 2015). students or students with visual impairments usually learn mathematics by memorizing mathematical formulas. thus, the learning process becomes meaningless. as a result, they are less motivated in learning (arlinwibowo & retnawati, 2015). the results of previous studies showed that low vision students did not have the motivation to attend lectures. these students tend to be lazy, lack initiative and lack confidence in attending lectures in the mathematics education study program. this attitude shows that there is a problem with low vision students' motivation in learning mathematics. motivation is one of the important things that affect the learning process. motivation is an impulse that leads to the goal to be achieved (arlinwibowo & retnawati, 2015). indications of motivation are willingness to learn, effective time management, diligent, persistent, happy and curious. therefore, motivation will have an influence on each learning outcome (gottfried & hudley, 2008). students' motivation to learn comes from their subjective experiences, especially those related to their willingness to be involved in learning activities and their reasons for doing so (brophy, 2010). in a task, especially a relatively difficult one, students must be able to maintain their motivation to achieve good results (sullo, 2009). teachers can see the motivation of students' attitudes when receiving relatively difficult questions (decaro, decaro & rittle-johnson, 2015). therefore, learning motivation is an important aspect that influences achievement of learning. learning for low vision students is to minimize visual information. thus, people with low vision can maximize the work of both the senses of touch and the senses of hearing (hersh & johnson, 2008). visual images can be packaged into concrete objects or media that can be touched or information in the form of audio. according to whittingham (2013), audiobooks can be accessed well by blind students. even the presence of audiobooks can increase the spirit of reading. audiobooks are the result of visual information technology that can be converted into non-visual information (mani, at. al., 2005). which can have an influence on the motivation and achievement of the visually impaired. one of the advantages of audiobooks is that they can facilitate students to study independently, whenever and wherever involving hearing and touch can provide flexibility for people with low vision to learn mathematics contextually. concrete learning will make it easier for students to understand it (retnawati, prajitno & hermanto, 2015). the material taught contextually can give meaning to the material. the meaning of what is learned will be stored in long-term memory (kyriacou, 2010). one strategy for learning mathematics is to include information in long-term memory. new ideas and experiences are transferred from short-term memory to long-term memory which are stored and used at a later date. the process will be supported by strong motivation and emotions (kennedy, tipps, & johnson, 2008). therefore, in this study, tactile audio media was developed so that it could be accessed by students with low vision. all visual information that is commonly used for the learning process will be converted into audio-based and touch-based. the hope is that there will be an fadiana, widiyanti, & mizan, development of tactile audio media for low visi… 61 increase in motivation and learning achievement of low vision students. thus, the purpose of this study is to develop audio tactile media for mathematical statistics courses that meet the valid and effective requirements. method research is a research development that uses the 4d model (define, design, develop, disseminate), will be but at this research stage disseminate not done. the purpose of this research is to produce audio tactile media for low vision students in mathematical statistics courses that are theoretically and empirically feasible. the material for mathematical statistics that will be developed includes; (1) experiments, sample spaces and events in statistics, (2) sample points and (3) probability. the theoretical feasibility data collection technique uses the method of review and validation. the results of the review are in the form of suggestions and input related to the initial draft to produce a second draft. at the review stage, the second draft was validated using a validation sheet instrument carried out by three validators, namely media expert lecturers, material expert lecturers, and tuban blind special school teachers. the validation sheet is prepared based on the national education standards agency. the questions are adjusted to the needs of the researcher. the validation sheet covers four aspects, namely: (1) presentation feasibility component, (2) content feasibility component, (3) linguistic feasibility component, and (4) differentiated learning suitability. the assessment uses the criteria of "yes" and "no" with a score of 1-4 based on a likert scale according to riduwan (2013). the validation results are then analysed quantitatively descriptively with the percentage for eligibility criteria (riduwan, 2013). the criteria is not feasible (25-40%), less worthy (4155%), decent enough (56-70%), worthy (71-85%), and very worthy (86-100%). media audio tactile said theoretically feasible when obtaining a score of > 70%. as for the student test data, the data analysis technique used in this study is nonparametric statistics and uses the wilcoxon match pairs test formula as follows: z: the value of the wilcoxon match pairs test statistic test t: the smallest number of levels/ranks : mean (average value) = : standard deviation = n: number of samples result and discussion result(s) in the define stage, search and data collection is carried out regarding the characteristics of appropriate media for low vision students in inclusive education settings. to obtain data regarding the characteristics of this media, interviews were conducted with research subjects consisting of two students with low vision, faculty of teacher training and education, pgri ronggolawe university, tuban and a teacher who teaches blind students at the tuban state special school. based on interviews conducted on research subjects, information on media characteristics that are suitable for low vision students includes (1) involving auditory, (2) involving information technology, (3) describing pictures or mathematical symbols, (4) involving touch or palpation. , (5) font size is more than 18, (6) use a magnifier to read books or read power point, (7) require lighting and colour combinations. 62 journal of icsar; volume 6 , number 1, january 2022, 59 66 furthermore, based on the information and data that has been obtained at the define stage, the design stage is continued. at the design stage, appropriate media are planned for low vision students. in this planning process, the researcher chose the type of application that was suitable for the characteristics of low vision students. it is also an application that is easy to use for users and is compatible with various devices. based on these considerations, audio and tactile media were chosen for low vision student learning. in addition to the media, reading aids in the form of a magnifier are also provided. audio media in the form of microsoft power point with sound, while tactile media in the form of colored dice, coins, colored coins, number cards, bridge cards and colored cubes. power point is one of the microsoft office programs used for presentation purposes. this presentation is presented in the form of slides supported by various media such as images, animations, videos and includes audio media (fauziah & pradipta, 2018). audio media can be inserted into the power point so that users understand the power point better through additional audio assistance. for low vision students, this audio media is the main source of information in accessing the material in the power point being studied. power point also makes it easier for teachers to deliver subject matter so that it can support an effective and efficient learning process (rahayu, 2012). while tactile media is an artificial media that functions the sense of touch or touch. tactile or imitation media in the learning process will make it easier for students to re-learn the material presented through media that have been created with various innovations and creativity that arise. thus, creative behavior can be realized, both cognitive and affective characteristics (attitudes and values) of creativity need to be developed in an integrated manner in the learning process (caliphate, 2018). in this study, the tactile media developed were large colored dice, colored coins, number cards, bridge cards and colored cubes. tactile media is used together with audio media by low vision students when learning mathematics statistics. they not only learn by using the sense of hearing, but also the functioning of the senses of touch and touch. so that by optimizing more than one sense in learning, it can help them to process information more easily. examples of results from audio media and tactile media developed can be seen in the figure 1. figure 1. tactile media for learning opportunities, permutations and combinations validation data analysis results in the validation of lesson plans by learning design experts, the average value of the percentage is 82%, the percentage is in the proper category. so, it can be said that the lesson fadiana, widiyanti, & mizan, development of tactile audio media for low visi… 63 plans used are feasible to be developed using tactile audio media. in material validation by material experts, the average percentage value is 89%, the percentage is in the very feasible category. on media validation by media experts, the average percentage value is 88%, this percentage is in the very feasible category. so it can be said that the developed media is very feasible to use. test data analysis results analysis of test data was used to determine the effectiveness of using tactile audio media in mathematics statistics courses for low vision students at the faculty of teacher training and education, pgri ronggolawe university. table 1 list of pre test and post test results name pre test post test name pre test post test name pre test post test s1 51 85 s7 59 90 s13 52 87 s2 45 81 s8 70 95 s14 56 88 s3 50 90 s9 70 98 s15 54 82 s4 60 95 s10 50 87 s16 50 82 s5 40 87 s11 55 90 s17 60 90 s6 42 85 s12 53 85 s18 60 85 average: pre-test: 54.28 and post-test: 93.33 low vision student subjects were given the initials s5 and s6. based on table 1, the learning outcomes of low vision students have increased. based on classical learning outcomes, inclusive class learning outcomes in mathematics statistics courses, especially statistical events and opportunities have increased. this can be seen from the average pre-test 54.28 increased to 93.33 in the post-test results. the increase in the ability of low vision students can be seen in the figure 2. figure 2 results of the recapitulation of pre test and post test of low vision student achievement the graph in figure 5 shows an increase in the mathematics statistical learning outcomes of low vision students. the purpose of this study is to test whether or not there is a difference between the variables x and y, so 5% = 1.96 where n = the number of samples as many as 18 students. h0 is accepted if z count > z table 1.96 and h0 is accepted if z count 2.20 < z table 1.96. according to sugiyono (2012:163) the two-party test is used when the null hypothesis (h0) reads "equal to" and the alternative hypothesis (ha) reads "not equal to" (h0=; ha≠). in this study, two-sided testing is used which is intended to test two sides, namely z count 64 journal of icsar; volume 6 , number 1, january 2022, 59 66 (calculated z value) and z table (z table value). the processed sign test resulted in a positive sign in all subjects. based on the results of the study before using tactile audio media, it obtained an average of 54.28, then after using tactile audio media it obtained an average of 93.33. in addition, the results also show that z count = 2.20 is greater than z table = 1.96 with a crisis value of 5% with n = 6, z count = 2.20 > z table = 1.96. based on these results, it is proven that the use of tactile audio media is effective in improving mathematics statistics learning outcomes. discussion(s) media audio is a media that is appropriate to use the blind for media audio use traditional modalities of hearing in giving information that wants to be delivered. audio media can provide a verbal learning experience so that it can increase students' understanding of the material being studied (delani, 2017). the results of this study indicate that audio media can improve mathematics statistical learning achievement in students with low vision. audio media not only helps low vision students to understand mathematical concepts but also to understand other concepts. m edia audio in the form of a power point with a voice to improve the achievement of students with visual impairment in learning courses audio verbal therapy (avt) (rafikayati & muhyi, 2020). due to the visual impairment that occurs in low vision, lecturers must think innovatively to develop learning media that are in accordance with the characteristics of low vision to help them learn, especially in today's online learning. audio media as a medium that can accommodate hearing modalities as the main learning tool for the blind can be a solution to the problem. audio media is media related to hearing, information is conveyed through verbal auditory symbols (sadiman, 2010). audio media can stimulate the mind and help in gaining knowledge, especially for users who have an auditive learning method and the visually impaired are included in this learning style. furthermore, interactive audio learning is a medium for the blind to interact with learning (dariyati et al., 2015). in addition to using audio media, to help a blind person or person with low vision in learning can also maximize other senses. loss of visual perception, blind students develop other abilities, such as hearing improvement. during the sensorimotor period (birth to 2 years) blind children need to experience a lot of auditory and tactile stimuli so that auditory and tactual perceptions can develop together to facilitate movement: rolling, dragging, balancing, supporting, and walking. auditory sensory information must be integrated with other sensory to build intelligence, imagination about objects, spatial organization, etc. (boas, et.al. 2011). media that involves touch or touch (tactile media) can be used together with audio media. learning media in the form of tactile media can help students understand geometry material so that the mathematical imagination ability of blind students on the material properties of rectangular shapes and the combined area of rectangular shapes fulfills all indicators of mathematical imagination ability (romdhiana, 2020). conclussion the development of tactile audio media for low vision students consists of three stages, namely, the define stage, the design stage and the develop stage . the products resulting from this research are audio media and tactile media. audio media in the form of power points with sound, while tactile media in the form of large colored dice, colored coins, coin currency, number cards, colored blocks. audio media and tactile media are used together to assist low vision students in attending mathematical statistics lectures on statistical events, probabilities, combinations and permutations. the developed tactile audio media meets the valid and effective requirements. by using this media, the achievement of learning mathematics statistics for students with low vision has increased. fadiana, widiyanti, & mizan, development of tactile audio media for low visi… 65 this tactile audio media for low vision students is expected to increase the understanding of low vision students towards the material being studied, especially in the mathematics statistics course. the results of this development can be a model for the development of learning media for people with low vision or visual impairment in universities. in addition to the development that has been carried out, it is necessary to carry out further developments in other subjects so that students with visual impairments can learn optimally. acknowledgment infinite thanks to the directorate of learning and student affairs, directorate general of higher education, ministry of education and culture of indonesia for providing funding assistance for learning innovation and assistive technology (assistive technology) for students with special needs in higher education in 2021. reference aisyah, u. & retnawati, h. (2014). development of learning tools for high school mathematics difficult competencies in riau. journal of mathematics education research, vol. 1(1), 2014, 98-112 arlinwibowo, j., & retnawati, h. (2015). developing audio tactile for visually impaired students. international journal on new trends in education and their implications, 6 (4), 78-90. bowen, j. (2010). visual impairment and self-esteem. the british journal of visual impairment. vol. 28(3), 2010, 235-243. brophy, j. (2010). motivating student to learn (3rd ed.). new york: routledge dariyati, i. g. a., marhaeni, a. a. i. ., & widiartini, n. k. (2015). the effect of audio media-assisted practice learning on motor ability and early childhood learning motivation. ganesha university of education graduate program e-journal. decaro, da, decaro, ms & rittle-johnson, b. 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(2009). introduction to mathematical statistics. bandung. yrama widya kennedy, lm, tipps, s. & johnson, a. (2008). guiding children's learning of mathematics. california: thomson wadsworth. kyriacou, c. (2009). effective teaching in school: theory and practice (3rded.). london: nelson thornes ltd. lin, h., chen, w. & nien, s (2014). the study of achievement and motivation by e-learning, a case study. international journal of information and education technology, vol. 4, no. 5, october 2014, 421425. mani, mng, at.al. (2005). mathematics made easy for children with visual impairment. philadelphia: international council for education of people with visual impairment (icevi) mawaddah, s., & anisah, h. (2015). students' mathematical problem solving abilities in learning mathematics using generative learning models in junior high schools. edu-mat: journal of mathematics education, 3(2). rafikayati, a., sambira, s., & muhyi, m. (2020). development of audio teaching materials in online learning for blind students at pgri adi buana university. journal of ortopedagogia, 6 (2), 120-124. rahayu, a. (2012). the effect of learning media with power point on the achievement of competence in making men's shirt patterns at smk negeri 1 pengasih. essay. yogyakarta. ft uni. retnawati, h., prajitno, e. & hermanto. (2015). developing mathematics textbooks for the teaching to hearing impaired students of junior high school. the online journal of counselling and education, 4 (3), 111-127 riduwan. 2013. measurement scale of research variables. bandung: alphabeta roe, j & wesbter, a. (2003). children with visual impairments, social interaction, language and learning. new york: routledge 66 journal of icsar; volume 6 , number 1, january 2022, 59 66 romdhiana, yf, & sugiman, s. 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(2013). use of audiobooks in a school library and positive effects of struggling readers' participatory in a library-sponsored audiobook club. research journal of the american association of school librarians, vol 16, 2013, 1-18 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p110 110 the effectiveness of hand muppet learning media based on local wisdom to improve cultural literacy and citizenship ability alfi laila1, andri pitoyo2, sri sukasih3, baharudin4 1 pgsd, faculty of education, universitas nusantara pgri kediri, jawa timur, indonesia 2 pendidikan bahasa dan sastra indonesia, faculty of education, universitas nusantara pgri kediri, east java, indonesia 3 pgsd, faculty of education, universitas negeri semarang, central java, indonesia 4 pgmi, universitas islam negeri raden intan bandar lampung, sumatera selatan, indonesia *corresponding author e-mail: andripitoyo@unpkediri.ac.id abstract: 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. keywords: hand muppet learning media containing local wisdom, cultural literacy and citizenship introduction the demand for mastery of basic literacy (literacy, numeracy literacy, scientific literacy, digital literacy, financial literacy, and cultural literacy and citizenship) is an essential issue for facing life challenges in the 21st century (weis, 2004). this problem is in line with several essential studies in the field of education in other countries that have been widely published. a study (concannon-gibney & mccarthy, 2012) concluded that students' cultural literacy could be improved by integrating local wisdom in learning. these findings are also in line with the research conducted (greenleaf et al., 2009), which stated that learning media in the form of hand muppet learning media is needed to improve cultural literacy skills and multiliteracy skills with multi-competence. the importance and necessity of learning cultural literacy and citizenship in indonesia are motivated by various findings and the results measuring students' literacy abilities that several world survey institutions have carried out from year to year. the findings of the literacy ability of students in indonesia are at the lowest position among several countries in asean (association of southeast asian nations) even though the results of the progress in international reading literacy study (pirls) survey (mullis et al., 2012) participants indonesian students are in a lower position when compared to other countries. pisa (program http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p110 laila1, pitoyo, sukasih, & baharudin, the effectiveness of hand muppet … 111 for international student assessment) found the same result: indonesia ranked low from 2000 to the last measurement in 2012. (organisation for economic co-operation and development, 2003, 2010; organization for economic cooperation and development, 2007; oecd, 2004; sari & valentino, 2017). based on the empirical research findings, it is necessary to increase literacy skills as early as possible, starting from the basic education level. especially at this time, like it or not, indonesia must immediately prepare for the era of the industrial revolution 5.0 and society 5.0 through the policy of the independent learning program launched by the minister of education and culture (abidah et al., 2020) with the concept of not only measuring students' abilities as far as the ability to read and write. however, instead of preparing a generation of nations that are superior, competitive and globally competitive (arifin et al., 2021). method the research method used in this study is a mixed-methods research type exploratory (dasmita, 2011). this research was conducted in the city of kediri. determination of the research location is done by lot. three sub-districts were obtained based on the draw as research locations, namely mojoroto district, kota district, and pesantren district. the subjects of this study were elementary school students in grade v which were determined by purposive sampling. for the limited experimental class, fifth-grade elementary school students were assigned to one randomly selected school. for the extensive experimental test, fifth-grade elementary school students from 3 schools from the three subdistricts of the sample area were selected. as a comparison, three control schools were also selected. the location of the school is determined purposively by considering the location of the school and the academic ability of the students. the instruments used to collect research data are 1. a semi-structured questionnaire to collect data on needs tracking studies, 2. semi-structured interview guidelines to collect teacher response data about the model, 3. a test to measure students' literacy skills, 4. process assessment in the form of scoring rubrics to measure student activity, 5. field notes to collect data from observation activities, 6. a guide for assessing the literacy learning process, and 7. documentation for collecting data on the research implementation process. based on the instrument used, this research will produce two types of data, namely qualitative data and quantitative data. the qualitative data will be analyzed using inductive techniques (stake, 2010). the quantitative data produced in this study relates to the three hypotheses proposed, namely the ability to read comprehension, reading attitudes, and students' knowledge. these three data will be analyzed using the statistical method of difference test (t) (creswell & tashakkori, 2007). result and discussion result(s) cultural literacy and citizenship is the ability to understand and behave towards the culture it has as a self and national identity so that it can still preserve and develop the nation's culture (desyandri, 2018; frans, 2017; pratiwi & asyarotin, 2019). this needs to be handled immediately because many problems of the nation's youth today are more inclined to live in the west with the slogan of globalization by shifting the attitude toward nationalism. if this incident continues, the cultural values that are used as glue for the unity and integrity of the nation will fade and reduce the sense of caring for the nation's cultural treasures. the current globalization has shifted the existence of multiculturalism in this nation (maimun et al., 2020). 112 journal of icsar; volume 7 , number 1, january 2023, 110 114 one of the rights and obligations of indonesian citizens, as stated in the 1945 constitution in article 28, paragraph 3, is to preserve and develop the nation's identity (yusuf & putra, 2019). there is a gap between the problem of cultural preservation as a national identity and the rights and responsibilities of indonesian citizens are low. indonesia, with an area of 1,904,569 km2 and is the 14th largest country which has 17,504 islands and more than 250 ethnic groups (bertrand, 2004; riany et al., 2017; van der kroef, 1951). of course, it has local wisdom that must be maintained and preserved. the issues of cultural literacy and local wisdom are currently considered essential, and many are conducting research. the results of previous studies have an impact on increasing the expected competence. some of the previous studies are [(mungmachon, 2012; pornpimon et al., 2014), which state that local wisdom is a noble wealth that must be preserved, preserved and made into understanding in thailand (u toharudin & kurniawan, 2019; uus toharudin & kurniawan, 2017), integrating local wisdom in improving learning outcomes and alfi, asri and kastam (laila et al., 2021) learning by integrating local wisdom into learning can improve student competence. developmental period and characteristics. elementary school students are at an age who still like to play, work in groups, move, and like to feel or do something directly, (dasmita, 2011; rivai, 2005). therefore, the models and learning media used at school must be adapted to suit the needs of students. one of the learning media following the growth and development of elementary school students to increase cultural literacy and civic competence is hand puppet media based on local wisdom. table 1. the test data are two different means of cultural literacy ability and citizenship small scale trial 1 by 3 discussion(s) the data in the table 1 shows that the two-mean data processing of the data from the first and third small-scale experiments obtained at-value of 6.963 with a significance level of 0.000. this is if it is smaller than the proposed level of 0.05. so 0.000 <0.05 means the significance level is smaller than the fundamental level. thus, it can be said that there is a significant difference between cultural literacy and citizenship skills in the first small-scale trial and the third small-scale trial. these two groups have a mean difference of 28, 68. it can be stated that it was enormous from the first experiment to the third experiment. significant improvement in cultural literacy and citizenship skills can only occur if the learning process is carried out at least three times. hand puppet media based on local wisdom is a learning media used to improve cultural literacy and citizenship skills. the main objective of developing hand puppet learning media based on local wisdom is to encourage students to know, love and preserve their own culture and the existence of students as the nation's successors, always to be aware of their obligations to the indonesian nation and state. pair 1 eksperimen 3 eksperimen 1 paired differences mean 28.67647 std. deviation 16.98155 std. error mean 4.11863 95% confidence interval of the difference lower 19.94536 upper 37.40758 t 6.963 df 16 sig. (2-tailed) .000 laila1, pitoyo, sukasih, & baharudin, the effectiveness of hand muppet … 113 to test the effectiveness of using learning media in the form of hand puppets, smallscale and large-scale experimental tests were carried out. in small-scale trials, three experimental tests were carried out. based on the trial using hand puppet learning media based on local wisdom, three types of data were obtained in the form of results: the first and second limited cultural literacy and citizenship skills. while the results of the third data were analyzed to find out the difference in the mean using the t-test in the following table 1. to test the effectiveness of the statistical test inferential t-test. a large-scale trial was conducted to evaluate the development of hand puppet teaching materials based on local wisdom in a large-scale trial conducted in three elementary schools that have different characteristics. this is done to determine the strength of the product of hand puppet teaching materials with the teaching materials used at the school. the data from the wide-scale trial can be seen in table 2. table 2. the test results of the difference between the two mean cultural literacy abilities and citizenship in the control class and the experimental class value equal variances assumed equal variances not assumed levene's test for equality of variances f 9.450 sig. .002 t-test for equality of means t 6.577 6.552 df 199 184.006 sig. (2-tailed) .000 .000 mean difference 10.35911 10.35911 std. error difference 1.57506 1.58114 95% confidence interval of the difference lower 7.25315 7.23963 upper 13.46507 13.47860 the results show a mean difference between the two data groups of 10.36. the data processing results obtained data that there were differences in the two mean cultural literacy abilities and citizenship of students in the experimental class of 6.58 with a significance level of 0.00. if this is compared with the actual significance level (0.05), the significance level is smaller than the fundamental level. this means that it can be concluded that there is a difference between the cultural literacy abilities and citizenship of the control class students and the experimental class students. thus, hand puppet learning media can effectively improve students' cultural literacy and citizenship skills. conclussion the teaching materials produced in this study were hand puppet media based on local wisdom, which was proven to significantly improve elementary school students' cultural literacy and citizenship skills. this ability increase occurred in all sample schools. thus, the use of hand puppet learning media is effectively used by students who have high abilities. however, students who have low abilities can also increase their abilities. thus, the learning media for hand puppets based on local wisdom is needed to improve cultural literacy and citizenship skills for elementary school students in indonesia. acknowledgments thank you to the rector and the chairman of the lppm nusantara university pgri kediri who have provided the opportunity to contribute to education in this country. 114 journal of icsar; volume 7 , number 1, january 2023, 110 114 references abidah, a., hidaayatullaah, h. n., simamora, r. m., fehabutar, d., & mutakinati, l. 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(2019). pelaksanaan literasi kewarganegaraan di sekolah menengah atas kota banda aceh. prosiding seminar nasional “reaktualisasi konsep kewarganegaraan indonesia,” 1, 143–150. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p70 70 barriers and perceptions of disabled university students on online learning methods during the covid-19 pandemic nurul aqilah arifin1, mohd hanafi mohd yasin1*, sinta yuni susilawati1, rabaishah azirun2 1faculty of education, universiti kebangsaan malaysia, selangor, malaysia 2institut pendidikan guru kampus pendidikan islam bangi, selangor, malaysia *corresponding author e-mail: mhmy6365@ukm.edu.my abstract: 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. keywords: barriers, perceptions, special needs students, online learning. introduction in march 2020, the implementation of the movement control order (pkp) in malaysia began. this has caused most sectors including the education sector to be affected and should not be as active as before. the order that has been carried out has caused educational institutions in malaysia to be closed such as schools, colleges and universities so that the spread of coronavirus (covid-19) can be curbed from continuing to spread among the community in malaysia. therefore, the ministry of higher education (mohe) has decided that learning and teaching (pdp) is conducted online and face-to-face pdp activities must be stopped temporarily. after that, it has caused a change in the mode of learning and teaching (pdp) in malaysia from pdp in full face to face to pdp online. this is to ensure the safety of students and educators from being infected with the covid-19 pandemic. furthermore, online learning does not require students to go to school directly to attend pdp sessions. many studies report that the epidemic has a negative impact on children and their education (cao et al., 2020; mustafa, 2020; onyema et al., 2020; sahu, 2020; zhou et al., 2020). meanwhile, several other studies have put forward recommendations to minimize this http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p70 arifin, et al, barriers and perceptions of disabled … 71 effect (berger et al., 2020; van lancker & parolin, 2020). however, a review of the literature indicates that studies focusing on students in disadvantaged groups are relatively limited. internationally, several studies have investigated how the psychological effects of pandemics can be reduced to students with special needs and their families (asbury et al., 2020). in addition, few others are looking for the type of family support of children with special needs needed for their children’s education and mental health (toseeb et al., 2020). the study of mukhtar k, javed k, arooj m, sethi a. (2020) has examined the perspectives of medical/dental students and faculty members related to online pdp. the findings indicate that the online learning modality is a flexible and effective pdp teaching resource. most students and teachers agree that online pdp is a flexible and resourceful pdp. this is so because, online pdp helps students in distance learning with easy administration. students can access teaching materials easily regardless of time limit, students can access easily according to faridah and afham (2019) online learning uses active and effective learning methods. this view is in line with a study by herman and surjono (2015), who explained that online pdp can give birth to a flexible learning system that is variable and extensive. therefore, it makes it easier for students to arrange the time according to the class schedule. this is because, students do not have to go anywhere to attend pdp sessions no matter when and where they are. online pdp also has various drawbacks. among them, in the study of r. gowda & g. k. ayush (2020) stated that most of the respondents think that online pdp method is not suitable especially for classes that are practical or direct experience and physical observation such as classes for science streams/majors that require going to laboratory for practicals. in addition, internet problems and connectivity issues are also major weaknesses of online pdp especially to students living in remote areas of the country. the traditional teaching method (face -to -face pdp method) is more effective than the online mode. it can be observed that psychologically, most students opt for traditional methods, rather than online teaching. this happens because online pdp puts pressure on students both emotionally and so on. the study also stated that there are students who think that online pdp has no two -way communication, which lacks a good atmosphere of interaction between students and educators especially during presentations or question and answer sessions in lecture sessions. finally, students living in rural or rural areas or from low economic status, they do not have the appropriate electronic devices to follow online pdp sessions is also another major weakness and barrier in online classes. in the study of inayatullah et al. (2021) stated that the barrier faced by students while attending online pdp sessions was poor internet access. the slow internet speed caused students to be unable to access the digital platform used during the pdp session and eventually caused them to miss important content in the lecture session as well as not being able to properly understand the teaching content. studies from rafiq, hussain, & abbas 2020 state that poor internet coverage is a major issue in e-learning. supported by the waqar study, 2020 students are unable to attend online sessions due to poor internet access. this issue is a major issue of online learning for students living in rural areas. another study noted that students with disabilities in ireland had difficulty attending online pdp sessions due to accessibility issues such as lack of equipment or compatibility of their assistive technology with vle /assessment software, especially for students with visual impairment, hearing impairment and dyspraxia according to ahead 2020. less students uk efforts have difficulty in performing various skills during online pdp sessions which follow class sessions through different platforms, at the same time having to focus on teaching materials such as powerpoint slides. however, when instructional materials are inaccessible it 72 journal of icsar; volume 7 , number 1, january 2023, 70 79 can affect the concentration of neurodiverse students, and students with mental health problems have increased anxiety that impairs concentration abilities (nadp 2020). in mahyoob's study, m (2020) also stated the barriers or challenges of online pdp in saudi arabia, the first issue is internet speed, which in 48% of students face the problem of poor internet access. who did not face any problems during e-learning was only 18%. moreover, the barrier in taking online exams is in 13%. this is because, some students cannot access the exams online or have internet connection problems. online pdp cannot produce good results in developing countries like pakistan, where the majority of students cannot access good internet facilities due to technical as well as financial problems according to the study of ullah, a., ashraf, m., ashraf, s., & ahmed, s (2021). all students face the same problem whether at school or university level. according to this study, 88% of students do not have proper internet facilities and they face many internet issues. next 65% of students expressed dissatisfaction with online learning and 85% of students complained about them experiencing eye vision problems when attending online classes. method this study is conducted in the form of a survey in which it uses quantitative methods. this is because, in order to obtain a lot of information in a short period of time, the survey method is appropriate. the researcher used a questionnaire as an instrument of this study to answer questions related to the obstacles faced, the perception of oku ukm students on the online pdp method during the pandemic season. a set of online questionnaires was constructed for this study using google form as a research instrument. then, it was distributed to respondents to get feedback on the barriers and perceptions of students with disabilities on online learning methods during the pandemic season. the questionnaire contains 4 sections, namely section a: student demographics, section b: barriers to online learning and teaching, section c: perceptions of students with disabilities on online learning methods and effective learning methods for students with disabilities during the pandemic season. . the two parts of the questionnaire, namely parts b and c, use the likert scale method. respondents are required to mark their answers using one scale only based on the statements given and the questions provided respondents are required to mark the level of agreement they for each question i.e. a score of 1 represents strongly disagree, 2 = disagree, 3 = not sure, 4 = agree and 5 = strongly agree. result and discussion result(s) overall, the descriptive analysis of the questionnaire items can be described through the following tables: table 1. student demographics respondent demographics item frequency percentage gender male female 17 13 56.7% 43.3% oku category learning disablities hearing impairment blind fizical multihandicapped others 1 7 10 12 3.3% 23.3% 33.3% 40% level of study undergraduated 17 56.7% arifin, et al, barriers and perceptions of disabled … 73 graduated 13 43.3% years of study 1 years 2 years 3 years 4 years others (5) 7 10 5 7 1 23.3% 33.3% 16.7% 23.3% 3.3% in this study, 30 oku ukm students were selected as a sample. the population for this study is oku ukm students who have been randomly selected in groups according to the oku category. for this study, the first method used by the researcher for the collection of quantitative data is to contact the administration of the service and support unit for the disabled, universiti kebangsaan malaysia (upsoku ukm). this is to ask for permission by the administration to use some respondents from oku ukm students. apart from that, it is also to obtain information on oku students who are active in ukm for the 2021/2022 learning session such as telephone numbers and so on. after that, the google form that has been built is distributed to oku ukm students. then, the data were obtained, collected and analyzed using statistical package for social sciences for windows version 26 (spss) software descriptively. finally, descriptive statistics will be used to discuss all the findings obtained table 2. obstacles faced by oku ukm students item construct frequency and percentage sts-ts tp s-ss b1 low internet/wifi access 13 (43.3%) 2 (6.7%) 15 (50.0%) b2 device tools for participating in pdp sessions 17 (56.7%) 5 (16.7%) 8 (26.7%) b3 unconducive environment 11 (36.7%) 1 (3.3%) 18 (60.0%) b4 there is no self -motivation to join pdp online 11 (36.7%) 4 (13.3%) 15 (50.0%) b5 unable to give full commitment when pdp is online 12 (40.0%) 1 (3.3%) 17 (56.7%) b6 understand instructions from the lecturer 8 (26.7%) 7 (23.3%) 15 (50.0%) b7 understand the content of pdp in the classroom 8 (26.7%) 7 (23.3%) 15 (50.0%) b8 complete group assignments 5 (16.7%) 4 (13.3%) 21 (70.0%) table 3. mean score, standard deviation and level for barriers faced by students with oku ukm construct min score standard deviation interpretation stage low internet/wifi coverage source 3.00 1.259 sederhana device tools for joining pdp 2.70 1.264 sederhana unconducive environment 3.37 1.299 moderate no self -motivation to follow 3.33 1.348 moderate 74 journal of icsar; volume 7 , number 1, january 2023, 70 79 pdp unable to give full commitment when pdp is online 3.20 1.375 moderate understand the lecturer's instructions 3.27 1.112 moderate understand the content of teaching 3.23 1.073 moderate complete group assignments 3.73 1.081 high the whole obstacle 3.23 0.84 moderate table 4. perceptions of oku ukm students on online learning methods item construct frequency and percentage sts-ts tp s-ss c1 do you feel stressed when joining pdp online? 13 (43.3%) 2 (6.7%) 15 (50.0%) c2 are you impressed with the change of pdp mode from face to face to online? 12 (40.0%) 1 (3.3%) 7 (23.3%) c3 does online learning influence your academic results? 12 (40.0%) 4 (13.3%) 14 (46.7%) c4 do you easily understand online learning content? 11 (36.7%) 7 (23.3%) 12 (40.0%) c5 do you agree that learning is held entirely online ?. 17 (56.7%) 7 (23.3%) 6 (20.0%) table 5. mean score, standard deviation and level of perception of oku ukm students on online learning methods oku ukm student perception min score standard division interpretation stressed while attending an online pdp session 3.13 1.332 sederhana impressed by the change of pdp method mode during pandemic season 3.40 1.404 sederhana online pdp influences academic results 3.23 1.331 moderate able to understand online pdp content easily 3.10 1.185 moderate consent to pdp is conducted entirely online 2.47 1.279 low the overall perception of oku ukm students 3.07 0.85 moderate table 6. effective methods for oku ukm students during pandemic season effective learning methods frekuensi percentage fully face to face 8 26.7% completely online 9 30% hybrid (mixed) 13 43.3% arifin, et al, barriers and perceptions of disabled … 75 discussion(s) student demographics the results of the analysis showed that 30 respondents were successfully selected from 47 population of students with disabilities at universiti kebangsaan malaysia whose study status is active for the 2021/2022 session. respondents were randomly selected in groups and randomly by rate based on category. the findings of the study showed that the majority of male students involved in the study compared to female students. the oku category for the students involved with the study was only visual problems, hearing problems, learning problems and physical problems. the results showed that the total number of students from the oku (physical) category were the most involved in the study compared to vision problems, hearing problems and learning problems. obstacles faced by oku ukm students during the covid-19 pandemic season based on table 2, the analysis found that respondents expressed the highest agreement for the barriers encountered during pdp online during the covid-19 pandemic season which is the barrier in completing group assignments which is 21 people (70.0%). followed by the barriers of an unconducive environment of 18 people (60.0%) and 17 students (56.7%) who could not give full commitment when learning online. table 3 shows the mean score, standard deviation and level of barriers faced by students. the findings show that the barriers in completing the group assignments are at a high level with a mean score value of 3.73 and a standard deviation of 1.081. obstacles other obstacles are at a moderate level. among them are for non -conducive environmental barriers showing a mean score of 3.37 and a standard deviation of 1.299 overall, it was found that the obstacles faced by oku ukm students are varied. the results show that the main obstacle faced by students with oku ukm in ukm is the obstacle in completing group assignments and followed by the second most obstacle which is the obstacle of an environment that is not conducive. therefore, it can be seen that many students with disabilities have obstacles to complete group assignments. this may be because they have difficulty communicating with groupmates directly due to all learning in their respective homes, in contrast to learning physically or faceto-face. supported by the study of fazley et al. (2020), showed most students have barriers to completing group assignments. this is due to the current situation requiring social imprisonment, and physical social interaction is limited. as a result, students have difficulty conducting group discussions. while virtual discussions are still possible, there are a few kekangan dan masalah yang berlaku dalam interaksi tersebut. sebagai contoh, kekangan masalah internet. tidak semua pelajar mempunyai capaian internet yang tinggi di tempat kediaman masing-masing perceptions of oku ukm students on online learning methods during the covid-19 pandemic season based on table 4, the analysis found that 50% of respondents (15 students) felt depressed during online pdp during pandemic season. in addition, a total of 14 students (46.7%) agreed that online pdp during the pandemic season influenced their academic results and 12 students (40.0%) expressed agreement that they easily understood online teaching content. table 5 shows the mean score, standard deviation and level of the views of oku ukm students on the online pdp method during the pandemic season. findings show that the highest mean score value is that students feel affected by the change of pdp method mode during the covid-19 pandemic season which is 3.40 and standard deviation 1.404. this indicates that 76 journal of icsar; volume 7 , number 1, january 2023, 70 79 most of the oku students in ukm were very impressed with the change of pdp method mode during the covid-19 pandemic season. most oku students at ukm agreed that they were very impressed with the change in the mode of the pdp method. this is because, to follow an online pdp session they have experienced or have unavoidable obstacles and constraints. furthermore, they are not accustomed to the pdp atmosphere where lecturers and students cannot meet face to face. while face -to -face pdp makes it easier for them to communicate and get guidance from lecturers. in addition, they also stated that they were not able to understand the teaching content well during the online pdp sessions. this online pdp makes it difficult for them to get teaching materials directly from lecturers. this is because, when unable to meet with the lecturer face to face, the lecturer easily forgets to upload teaching materials because the lecturer has many pdp sessions as well as subjects that need to be taught. as a result, they find it difficult to understand the content of teaching well. students with disabilities also feel stressed when attending pdp online during pandemic season. this is due to the constraints or obstacles they face. for example, while they were focusing in the pdp session in listening to the explanation from the lecturer, however, they suddenly dropped out of the classroom platform due to poor or disconnected internet access. as a result, they missed the important explanations presented by the lecturers and caused them to not be able to understand the topic of teaching as well as their other classmates. next, students with disabilities agreed that online learning influenced their academic results. this is closely related to the barriers they face such as barriers to completing group assignments. because online pdp limits direct (face-to-face) communication with classmates which is difficult to identify a classmate’s situation or sometimes difficult to get respon those which have resulted in a given group assignment not being completed in the allotted time. as a result, it can affect the marks or results of the group's assignments. finally, the majority of oku students do not agree that pdp is conducted entirely online. this is related to issues or barriers or constraints that exist from online pdp. for example, this online pdp causes some lecturers not to know about the existence of students with disabilities in a class if not informed by students. furthermore, not all students open the camera during the pdp session or if they open the camera, the lecturer can only see the face. as a result, the teaching techniques used during pdp are according to the level of typical students or too fast. that is one of the reasons why students with disabilities do not agree that pdp sessions are conducted completely online. effective learning methods for oku ukm students during the covid-19 pandemic season effective methods for students with disabilities depend on the disability category of the student and based on the barriers they face. the researcher will discuss one by one the effective learning methods that have been selected by oku students according to the oku category. physical for students with physical disabilities, some choose online learning as an effective learning method. this is because, there are those who state that online learning facilitates students with physical disabilities because they do not have to move somewhere frequently. also, being fully online is effective because most students with disabilities find it difficult to stand out because of embarrassment. therefore, through online learning, students will feel closer to the lecturer. this is because, they without feeling shy and embarrassed can give an opinion and it is easier to ask the lecturer. arifin, et al, barriers and perceptions of disabled … 77 there are also physically disabled students who state that the effective learning method for ukm disabled students during the pandemic season is face -to -face. this is because, for them, the face-to-face learning method makes it easier for them to concentrate because the learning environment is good in contrast to the online learning environment in their homes. in addition, students can ask the lecturer directly if they do not understand the content of the lesson or assignment given. furthermore, the hybrid method is an effective method for students with physical disabilities at ukm. this is so because, online learning has many barriers and distractions that can cause students to be unable to concentrate on learning. hearing problem as for students with hearing impairments, most choose the full face -to -face method for a method that is effective for them during the pandemic season. this is because, there are many shortcomings or weaknesses in online learning for them. for example, when learning online there are students who forget to turn off the microphone where the sounds heard are various such as the sound of people talking, the sound of motorcycle or car horns and so on causing students with hearing impairment can not concentrate in class due to noise disturbance. furthermore, they are very sensitive to sounds. furthermore, students with hearing impairments also stated that effective learning methods during the pandemic season are hybrid. this is because for students who need a faceto-face meeting with the lecturer, they can follow the learning face to face, but if students do not need to meet with the lecturer face to face, and for safety, the student can follow the learning session online at their respective places. vision problems and learning problems an effective learning method for students with visual impairments and learning disabilities is hybrid. for students with learning disabilities, it has been stated that hybrid is an effective method. this is because, as we know, students with special learning needs have difficulty focusing in class especially over long periods of time and without direct monitoring from the lecturer. however, to conduct pdp sessions in full face -to -face for now is not recommended. therefore, the students with learning disabilities stated that the effective method during the pandemic season is hybrid. in addition, for visually impaired students, most of them prefer hybrid learning, this is because online learning requires students to attend classes using devices such as laptops or smartphones. as a result, it causes visually impaired students to quickly feel eye pain due to having to be in front of a smartphone or laptop for a long period of time especially to complete assignments given by lecturers or follow online pdp sessions. therefore, for visually impaired students who have barriers to follow pdp sessions online as the situation, the students can follow it face to face, while for those who do not have barriers can follow pdp classes online. however, there are also some visually impaired students who state that the effective pdp method is completely online. this is because, they have no significant barriers or constraints to attend online pdp sessions. overall, the researcher can conclude that the effective pdp method for students with disabilities in ukm during the pandemic season it depends on the category of disability of the student. in addition, the obstacles faced by students with oku ukm also affect the effective pdp methods for them. conclussion overall, this study can identify the barriers faced by students with oku ukm in particular as well as can know the level of the barriers. the results of the study have shown that every student has different and varied barriers. students' views on online pdp methods are also very 78 journal of icsar; volume 7 , number 1, january 2023, 70 79 important for the improvement of future pdp sessions. therefore, to ensure the effectiveness of pdp, the parties involved need to carry out continuous evaluation of pdp methods and cooperate with each other in achieving better quality and effective pdp in malaysia in general and at universiti kebangsaan malaysia in particular. since this study only involves oku ukm students, the researcher suggested that the next study be conducted to several universities so that certain parties can take input for future improvements. the researcher also suggested that a study from the perceptions of lecturers and parents was also conducted to find out the input from the point of view of lecturers and parents in particular. this is because lecturers and parents are important parties in the success of online learning. this is to determine the suitability of processes/activities that need to be improved in launching more effective learning methods. furthermore, the purpose of this study was conducted only to focus on identifying the barriers and views of oku ukm students on online learning methods as well as effective methods for them during the covid-19 pandemic season. therefore, the researcher suggested that the study be detailed up to the impact dimension. the impact study will help the parties involved to know the effectiveness of the learning methods used as a whole. the results of the effectiveness of the learning methods used will be able to help find improvement measures and the need for good learning smoothness. references ahead. 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(2020). school’s out, but class’s on, the largest online education in the world today: taking china’s practical exploration during the covid-19 pandemic prevention and control as an example. best evid chin edu, 4(2), 501-519. https://doi.org/10.15354/bece.20.ar023 91 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 usage of social stories in encouraging social interaction of children with autism spectrum disorder sunitha balakrishnana, aliza aliasb anexus international school malaysia, presint 15, 62050 putrajaya, malaysia. bnational university of malaysia, 43600 bangi, selangor, malaysia. e-mail: balakrishnan.s@nexus.edu.my abstract: social story is a very popular intervention and used widely as a social learning tool for children with autism spectrum disorder (asd). the purpose of this research was to investigate the usage of social stories in encouraging social interaction of children with asd. the subjects for this study were 4 learners with asd between the ages of 5 to 8 who were attending school in an inclusive setting. a single case experiment with a-b-a-b design was used for all 4 subjects. three of the subjects showed great improvement in their ability to make friends. improvement was also seen in their communication based on visual obeservation to the targeted behavior chart whereas 1 subject only showed very little improvement. the findings of this study suggest that the usage of social stories in improving the social interaction of children with asd has a positive impact. keywords: social story, autism spectrum disorder (asd), social interaction, building friendship, inclusive setting. autism spectrum disorder (asd) is a range of conditions that involves neurological developments, which mostly affects social interaction, communication and emotional development of a child. asd includes autistic disorder, asperger syndrome and pervasive development disorder. most children with asd often display repetitive behaviours or interests and some are also found to have a very good memory. children with asd will often have unusual responces to sensory experiences. in most circumstances, asd can be noticed from the age of three. according to the “autisme society of america” (2000), about 2 to 6 children out of 1000 are normally diagnosed with asd and asd is more in boys as compared to girls. eugen blueler was the first man who used the term ‘autism’ in 1910. he mentioned that the word ‘autism’ refers to the lack of interaction between people and the surrounding (cook & willmerdinger, 2015). autism now is more of a “developmental disorder”. asd can be treated but it can never be cured. early diagnosis and intervention is very crucial in ensuring that a child with asd progresses to his/her best ability. children with asd have problem interacting with others especially children who are the same age with them. they find it difficult to build friendship and when they are approached to socialise, they are often seen displaying weird behaviours (hall, 2009; kırcaaliiftar, 2007; thompson, 2007). the main problem faced by children with asd is social ability especially in making friends, responding approapriately to social conversations, changes in daily routines, understanding feelings of others and reacting appropriately in a social situation (chamberlain, kasari, & rotheram-fuller, 2007; cotugno, 2009; reichow & volkmar, 2010; thiemann & goldstein, 2010). the social interaction problems faced by children with asd often prevent them from going through their day-to-day life. this problem will become more obvious when they start their schooling life and eventually face adulthood. hence, social interaction intervention is one of the most critical interventions in the lives of children with asd (heward, 2013; weiss & harris, 2001). autistic society, uk (2000), relates asd as the triad of impairments, which are social interaction (difficulties in having a social relationship, aloofness) social communication (difficulties in verbal and non-verbal communication, not able to understand facial ques, expressions and tone of voice) and social imagination (difficulties to engage in imaginative play). although these impairments create social problems among children with asd, it does not mean that they will never be able to learn these skills. they will still be able to learn these skills by watching their peers, copying or by using any other learning techniques. the usage of social story has been seen as a very useful tool in assisting children with asd in modification of behaviour and social interaction (nurfarhana & normaliza, 2015). social stories was first introduced by carol gray in 1991. gray was a consultant from michigan who worked actively with 92 journal of icsar; volume 1, number 2, july 2017: 91-97 asd children. social stories are short descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why. it normally comes in a storybook format, which makes it very suitable for children with asd. it can be done with simple words or with illustrations. according to reynhout & carter (2006) there are three types of sentences in a social story. these sentences include “descriptive”, “directive” dan “perspective” sentences. “descriptive” sentences explain the social situation and gives trutful information about the issue. “directive” sentences describe the desired responses to a social situation and “perspective” sentences describe the person’s internal state, their feeling and thoughts in the said situation (gray, 2000). according to ventimiglia (2007), although the researches done on the effects of social stories on behaviour modification was not very detailed, it was obvious that social stories was a useful tool in modification of difficult behaviour in children. the usage of interesting pictures and appropriate words made it even more successful. the effectiveness of social stories on children with special needs is evident through the many researches that have been done before (sansosoti, powellsmith, & kinkaid, 2004). nevertheless, it is not certain whether social stories are successful on its own or only successful when it is used together with other intervention. more often than not, children with asd are faced with three main problems, which are social issues, communication difficulties and behavioural concerns (white et al., 2012). however not all of them are faced with all these problems. some only have one of the problems stated and some have more. early intervention is the best way to help children with asd face these problems (lynch & simpson, 2010). a range of techniques are used by teachers and professionals to assist children with autism to overcome the difficulties faced by them. these interventions are important to help children with asd to access learning. the usage of the right technique is essential, as it would help the learning to be more efficient and systematic. the purpose of this research was to investigate the usage of social stories to encourage social interaction of children with asd (schultz 2005), with the focus on building friendship and communication with other learners in the classroom. social story intervention is a new intervention that is used for children with asd to improve their social interaction. it is a very unique intervention as it it personalised for each child and targets a particular behaviour that needs improvement at a particular time. it is becoming a very popular intervention and is used to overcome behavioural issues faced by children with asd, who very often need structured and clear rules in their daily life. it is eminent that social stories are beneficial in the lives of children with asd in dealing with rutines and rules successfully (crozier & tincani, 2007; ventimiglia, 2007; wright & mccathren, 2012; tanriady, hartanti & aniva, 2013; sani bozkurt & varun, 2014). method a single-case research design was used in this research. this design is commonly used in research of human behaviour to monitor changes that occur after an intervention. in this design, the subject serves as his/ her own control, rather than using another individual/ group. an a-b-a-b design was used, whereby a represented the baseline and b represented the intervention (kratochwill, hitchcock, horner, levin, odom, rindskopf, & shadish, 2010). during the baseline period, the subject was observed and data was recorded in the observation form. in the intervention period, the individualized social story was read to the subject and data was also recorded in the observation form. during the first baseline, the subject was observed and data was recorded. this is called baseline 1. in the first intervention stage, which is called intervention 1, the social story was introduced and the subject was monitored and data recorded accordingly. in the second baseline, which is called baseline 2, the intervention was stopped and the subject was monitored again. data obtained from this observation was recorded. the second intervention stage, which is intervention 2, the social story was read again and the subject was monitored once again. once the intervention finished, the subject was monitored again to get a final outcome. the sample for this research was selected from an international school with an inclusive setting where learners with special needs were included in the mainstream classroom. subjects were selected for this research based on recommendation by the inclusion teachers. a total of 4 learners, aged between 5 to 8 years old with asd were selected after discussion with teachers and personal learning assistants (plas). three of the subjects were boys and one was a girl. all four subjects had target behavior of positive peer interaction and response to peer initiation. observations were mostly done in the early years, year 1 and year 2 classrooms over the period of 5 weeks. some observations were also done during play time in the field and play area. most observations were done by the inclusion teacher and the subject’s personal learning assistants (pla), who are teachers 93sunitha balakrishnan, aliza alias, usage of social stories in encouraging social interaction . . . . table 1. subject’s characteristics age / gender diagnosis problem behaviour subject 1 : 5 years old / boy autism spectrum disorder with delay in speech limited positive peer interaction and response to subject 2 : 7 year old / boy autism spectrum disorder with features of adhd peer initiation limited positive peer interaction and response to peer initiation subject 3 : 7 year old / girl social (pragmatic) communication disorder limited positive peer interaction and response to peer initiation subject 4 : 8 year old / boy autism spectrum disorder with learning difficulties limited positive peer interaction and response to peer initiation that are employed by parents to assist their child with his/her learning in the school on a more personalised manner. teacher assistants were also used to record some of the observations during the research. social stories for each subject were individually created and personalised to suit each of his/her need. seven teachers, six teaching assistants and 3 plas were involved in the observation. they were briefed about the entire process and they were trained on how the observation sheets need to be recorded. a shared google document was created and all observations were filled in this document on a daily basis. finding and discussion findings observation form, for this research was done in collaboration with the teachers and the specialists working with the subjects. overall there was an increase in positive response of all four subjects. all four of them started to show positive peer interaction and response to peer initiation. subjects 2, 3 and 4 showed better response compared to subject 1. subject 2 displayed the most positive peer interaction followed by subject 3, 4 and 1. throughout the 5 weeks, subject 2 managed to participate and ask peers to play in a positive way for 20 times, subject 3 achieved it for 18 times, subject 4 did it 13 times and subject 1 managed to do it 8 times. subject 1 subject 1 is a 5-year-old boy with asd and speech delay. the social story that was used for this subject was initiating conversations with peers and responding to peers’ conversation in the right manner. before the intervention, he was not able to have a conversation with any of his peers. he was always found playing alongside his peers but never together with them. during the intervention, he managed to start initiating conversations especially when he wanted to join in to play with his friends. although the frequency of this positive interaction was not very high, he nevertheless showed some improvement and managed to start having positive interactions with his peers. from figure 1, we are able to see that there is some improvement in social interaction for subject 1. during baseline 1, he did not show any positive interactions with his peers at all. after the first intervention, he managed to initiate conversations with peers and respond to peers conversation in the right manner for 2 times in the week. this is a great achievement for this subject as prior to this, he would just play on his own and not interact at all. during baseline 2, where the social story was not read to the subject, his positive interaction reduced to only 1 time in the week. however, since this was without any prompt, it was considered as successful as well. during intervention 2, he showed more improvement and was seen displaying positive peer interaction for a total of 3 times in the week. during the last week, which was the maintenance period, the frequency of his positive peer interaction reduced but however, with his background and ability, it was considered a huge success. 94 journal of icsar; volume 1, number 2, july 2017: 91-97 subject 3 subject 3 is a 7-year-old girl with social (pragmatic) communication disorder. she also shows traits of autism but never had an official diagnosis of asd. she is a very intelligent girl with learning ability above her age. she reads and writes very well but struggles socially. she is often found playing on her own as she was never able to join in with her peers. the targeted social story for her was joining in her friend to play and using appropriate words when she is talking to her friends. this subject also responded very well to the social story intervention and was able to display positive improvement over the 5 weeks of intervention. before intervention had started, this subject managed to join in her friends to play and used appropriate words when she is talking to her friends at a very reduced rate. during intervention 1, she improved and was able to show positive peer interaction 3 times in the week. when the social story was not read during baseline 2, the frequency reduced by 1, but she still managed to show some positive peer interaction. during intervention 2, her targeted behaviour improved tremendously, from 2 times to 6 times. this was a great improvement and she also managed to maintain her progress during the maintenance period where she displayed the positive peer interaction 5 times in that week. figure 1. frequency of positive peer intervention subject 2 subject 2 is a 7-year-old boy with asd and features of adhd. he is a very articulate boy and is always able to express his needs approapriately. however, he struggles to have conversations with his friends and finds it really hard to play together with his peers. the social story that was used for him is on building friendship and maintaining appropriate conversations with his peers. subject 2 responded very well to the social story intervention and was able to show positive peer interactions frequently. this subject showed the most improvement out of all the other subjects. during baseline 1, he was only seen displaying positive peer interaction in building friendship and maintaining appropriate conversations with his peers once. however, in the intervention 1 period, the frequency of his positive peer interaction increased to 5 times in the week. during baseline 2, eventhough the social story was not read to him, he still managed to keep up his positive peer interaction whereby the frequency was 3 times in the week. intervention 2 period was the most successful as he managed to maintain his positive peer interaction and displayed it 6 times in the week. this was the most successful week for him. he also managed to maintain his success during the maintenance week whereby he was seen displaying the targeted behaviour 5 times in the week. 95sunitha balakrishnan, aliza alias, usage of social stories in encouraging social interaction . . . . subject 4 subject 4 is an 8-year-old boy with asd. he struggles with learning in the classroom and has a very short attention span. he needs a lot of one to one support in the classroom and also struggles with interacting with his peers. he often tries to join in his peers in a group but usually does not know or is unaware of the right words that he needs to use during a conversation with his peers. this often leads to his peers not wanting him in their group and eventually he would be seen doing things on his own. the social story used for him was on communication with friends and ways to join in a playgroup. subject 4 responded well to the social story intervention. he was able to use better words when he was with his peers and also join in a group for a longer period of time. this subject only showed positive peer interaction once during baseline 1 but showed huge improvement during intervention 1 where he displayed his targeted behaviour of communicating with friends and joining in a playgroup 3 times in the week. during baseline 2, although the social story was not read to him, he managed to maintain this positive peer interaction and was observed showing this 2 times in the week. during intervention 2, where the social story was read to him again, he displayed positive peer interaction 4 times and also maintained this during the maintenance period. discussion the findings of this study shows that the usage of social story does help improve the social interaction of children with asd. the benefits of social stories have been researched widely and have in most cases shown positive improvement or success (sansosoti, powell smith, & kinkaid, 2004). this is also seen in this research whereby 3 out of 4 participants showed huge success in improving the targeted behaviour. however, it is unclear whether the success is solely because of the social story intervention or was it a combination of several other interventions as well. for subject 1, the success was very minimal compared to the other 3 subjects. if the social story was accompanied by prompt, it would have been more successful for him. according to the research done by (crozier & tincani, 2007), when verbal prompts were added in the intervention, the subject demonstrated higher levels of the target behavior compared to baseline and the social story alone condition. social story that are used together with other interventions have proven to be more efeective (more, 2010; hutchins & prelock , 2013; tanriady, 2013). the usage of social story should be very consistent. the story should be read to the subject daily in order to get the most successful outcome. even after the study has ended, the social story should be re-visited from time to time to ensure that the target is consistently achieved. in the event where a reversal of behaviour is noticed, the social story should be read again to serve as a reminder to the subject. gray & garand (1993) suggested that the length of time a child needs for a social story to be successful may vary from one child to another. to date there has not been any evaluation on the optimal length of intervention or the relevant characteristics of participants that could determine an appropriate duration of use (crozier & tincani, 2007). the study was restricted to only 4 participants, which may not be a very good indication of the success of social story intervention. it would have been better if more participants with a wider background were recruited. this would have shown a better indication of the success of the usage of social stories. besides that, we only used physical social stories that were created for the subjects. consideration should have been given to use a wider variety of social stories, which include “comic strips”, “video self modelled” (vsm), usage of other story apps on i-pad such a book creator, voki, tellagami and others. this may have been more suitable especially for subject 1, who was the youngest among all the subjects and was less verbal compared to the rest. conclusion and suggestion the findings of this study support the usage of social stories in encouraging social interaction of children with asd. social stories were effective as it helped the subjects to improve their social interaction skills especially in their ability to make friends and improve communication. social stories should be used as part of the education system to help with behaviour modification especially for children with needs. in particular, teachers, parents, and other care givers can use this intervention to improve the social skills of children with asd. social story intervention should be a collaborative effort whereby all teachers who work with the child and their parents should play a part in ensuring that the intervention is carried out efficiently. this will ensure consistency and with consistency, the outcome will be more successful. for future research, this study could also be extended and used for children with other needs such as children with attention-deficit hyperactivity disorder (novita & siswatithe, 2010) or other intellectual and developmental disabilities (eckelberry, 2007). consideration should also be given to the usage of social story together with prompts which would serve as a reminder to the child when the child is not displaying the targeted behaviour. 96 journal of icsar; volume 1, number 2, july 2017: 91-97 references chamberlain, b., kasari, c., & rotheram-fuller, e. 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(2001). teaching social skills to people with autism. behavior modification, 25(5), 785-802. white, m. l., smith, j. d., smith, t. e. c., & stodden, r. (2012). autism spectrum disorders: historical, legislative, and current perspectives. educating students with autism spectrum disorders, 3-12. wright, l. a., & mccathren, r. b. (2012). utilizing social stories to increase prosocial behavior and reduce problem behavior in young children with autism. child development research, 2012. 42 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 the effect of the big book media usage to simple sentences’ reading ability for third grader with intellectual disability on elementary school for special needs putri karlis ramadhani a , usep kustiawanb abdepartment of special education, state university of malang, indonesia e-mail : putrikarlis.pr@gmail.com abstract: child with mild intellectual disability has a resistance of 50-80 iq intelligence below normal iq. the purpose of this study is to analyze the effect of the big book media usage towards reading ability of simple sentences for students with mild intellectual disability. the study used the pre-experimental method with one group pretest–posttest design. the data analysis was tested by wilcoxon signed ranks test with significant level 0.05 and 5 students as sample. the results found that there was the effect of the big book media usage towards reading ability of simple sentence for students with mild intellectual disability. suggestions for the teachers to apply the big book media as complement in learning process for the students with mild intellectual disability. keywords: big book media, read a simple sentence, mild intellectual disability in everyday life, language has a very important role for humans as a means to express and communicate their feelings and hearts to others. in learning activities, language also has a major role, including in the education of children with special needs, especially for children with intellectual disability. intellectual disability is a condition where a person experiences barriers to the development of intelligence, so that it does not reach the optimum stage of development. intellectual disability is a term for someone who has the intellectual power is below average (soemantri, 2012). child with intellectual disability is a child who has a low intelligence level of development so as to be able to pursue development tasks require education and counseling services in particular. based on the type, children with intellectual disability can be classified into three categories: a) severe intellectual disability or afford care, b) moderate intellectual disability or capable coach, and mild intellectual disability or capable students (soemantri, 2012). children with mild intellectual disability is one of the children who have pervasive developmental disorder, with a level of intelligence between 50-80 (pratiwi, et al. 2013). they were classified as having a very low mental development so as to pursue development tasks urgently need education and counseling services in particular. children with mild intellectual disability have ability in social and motor skill but their academic skills only mastered in specific fields (effendi, 2009). children with mild intellectual disability or capable learners is one of the children who have mental developmental disorder. they still have ability in social and motor skill but their academic skills only mastered in specific fields. as a student, they were not able to follow the regular school program. they still have the ability that can be developed through education although the results were not optimal. capabilities that can be developed by children with mild intellectual disability, among others: (1) reading, writing, spelling and arithmetic; (2) adaptation and unreckon on others; and (3) simple skills for the benefit of future work (effendi, 2009: 90). children with intellectual disability have limitation on attention, memory, academic, and language aspect. in fact, children with intellectual disability can still learn to read, write and simple calculate, but these capabilities are not perfectly meet the skills learned in the classroom (somantri, 2012). one of the obligations of the educators at the school are able to develop their talents and abilities of children with intellectual disability. one important children with intellectual disability’ ability to develop is the ability to read. with the ability to read, children with intellectual disability can explore the surrounding environment. tarigan (2008:7-8) explains that reading is a process that is performed or used by a reader to obtain the messages conveyed by the author through the medium of words or written language. through the development of reading skills, children are expected to mild intellectual disability can acquire new knowledge, and thereby many skills possessed or controlled. one media appropriate learning to develop students with intellectual disability’ reading abilities is the media big book. big book is a illustrated story 43ramadhani k.p, usep kustiawan, the effect of the big book media usage to simple . . . media appropriate for the learning activities in the classroom. this illustrated storybook with a large size and contents tailored to the learning needs of children (tim penulis buku sumber dosen lptk, 2014). there is an assortment of images and text that has the characteristics of a colorful, allowing the child may be attracted to open and view the contents inside the big book. large font sizes allows children easy to read every sentence in it. there are many benefits contained in the media big book, namely: (1) instill reading habit to the child, because the size of large text and each word or phrase is easy to understand and the use is adapted to grade level and needs of the child; (2) get children to read aloud in front of the classmates, and it can foster self-confidence in children, because they have been successful as an early reader, and thereby children are more motivated to learn to read; (3) through a fun learning environment, children do not feel afraid or lazy with the assignment of teachers; and (d) through the atmosphere pleasant reading in class, children can assume that they were well read. slowly, children began to love reading and also motivated to read at home anywhere elsewhere. method this research was conducted with a quantitative approach to the pre-experimental design with one group pre-test – post-test design with no control group. pretest is used to determine the initial ability of students to understand the material that will be given in class. after that, given the treatment of learning to use the media big book. after completion of treatment, do post-test to determine whether there is the effect of the application of the book to the big media student learning outcomes. in this research there are two variables, namely the dependent variable and independent variables. the dependent variable in the form of reading ability in children with mild intellectual disability, and the independent variable is big book instructional media. subjects were students with mild intellectual disability or capable of learners in grade 3 at the sdlb pembina tingkat nasional, lawang, malang, with the number of 5 people. test (pre-test and post-test) to measure the ability to read simple sentences. instruments used include learning to use the media big book and reading ability test. simple sentence tested at pre-test and post-test that sentence su-su sa-pi, ku-da ma-kan, ma-ta i-kan, i-kan di la-ut, dan a-ku su-ka a-yam. to test the average difference in students’ ability to read simple sentences were calculated using nonparametric test ranking marked wilcoxon signed ranks test. findings and discussion findings this study was conducted to determine the effect of the use of media big book of the ability to read simple sentences for child with mild intellectual disability. the results showed the following data (tabel 2). based on the data table 2 summarize the results of the reading, it can be seen that significant differences in reading ability between before and after the child is given treatment using instructional media big book. table 1. learning instrument for simple sentence’ reading ability score measured aspects recognizing letter shape recognizing linguistic element voicing writing reading speed 1 if child only recognize 7 first letters if child only recognize phoneme if child doesn’t fluent to read and need guidance if child takes more than 10 seconds to spell 2 if child only recognize 14 first letters if child only recognize phoneme and word if child is able to say one word smoothly if the child takes 8-10 seconds to spell 3 if child only recognize 21 first letters if child only recognize phoneme, word, and phrase if child know how to read a simple sentence with occasional guide if the child takes 5 seconds to spell 4 if child only recognize 28 first letters if child only recognize phoneme, word, phrase, and simple sentence if the children fluent in reading simple sentences independently if the child takes less than 5 seconds to spell 44 journal of icsar; volume 1, number 1, january 2017: 42-45 the result of the calculation of raw data in table 2, and then plotted on the graph 1 summary data of pretest and posttest reading simple sentences students following a mild intellectual disability. based on the first graph is known that before being treated, pre-test results indicate the number of initial ability scores by 31% to 69%. meanwhile, after given treatment, post-test results show the percentage of 88% to 100%. this shows a significant difference ability in the child’s reading assessment. it can be concluded that the media big book has an influence on students with intellectual disability learning. table 2: summary data of reading ability no name sum of pre-test score average percentage sum of post-test score average percentage 1 hs 5 1.25 31% 15 3.75 94% 2 ar 6 1.5 38% 14 3.5 88% 3 cy 4 1 25% 14 3.5 88% 4 dt 7 1.75 44% 16 4 100% 5 yn 11 2.75 69% 16 4 100% total 33 8.25 206% 75 18.75 469% graph 1 summary data of pre-test and posttest reading ability of simple sentences of mild intellectual disability students discussion results of the study found that prior to being treated, the number of overall score of 5 students is 33 with an average of 8.25. the score entered into the results of the pre-test students to read simple sentences. the results using wilcoxon signed ranks test data shows students before being given treatment using media big book has a minimum score of 4.00 and a maximum score of 11.00 with an average ability to read simple sentences only at 6.60. students with mild intellectual disability’ learning ability is not comparable with regular students’ learning ability of their age. students with mild intellectual disability can still learn to read, write and count even if done in a simple appropriate capabilities and with proper guidance. after being given the treatment, post-test score increased to 75 with an average of 18.75. the result of the ability to read simple sentences given after treatment obtained a minimum score of 14.00 and a maximum score of 16.00 with an average of 15.00. results of statistical analysis to test the hypothesis shows the significance value of 0.042 (below 0.05). thus, it means that ho is rejected. it can be concluded that there are differences or significant influence between pre-test and post-test mild intellectual diability students in learning using learning media big book. the results are consistent with research wibowo (2014) and also yuniati (2014). according wibowo (2014), big book study the use of media is very influential on early childhood language development. in storytelling and discussions using the media big book, children not only listen to the explanations of the teacher, but also be able to speak his mind and express ideas and imagination associated with a story or a picture. according yuniati (2014), after using the media big book students’ early reading skills has increased. improvement can be seen from the process and the results, stating that students become more active and learning more interactive. students understand learning materials well as media big book presents a picture that is easily understood. attractive learning environment and encourage children to take an active role can motivate children to express ideas, ideas, or story well and children development is develop optimally after the experiment using instructional media big book. 45ramadhani k.p, usep kustiawan, the effect of the big book media usage to simple . . . conclusion and suggestion based on the results of the discussion, it can be concluded that there are significant use of the big book of the ability to read simple sentences of student with mild intellectual disability. big book as a media can improve the students with mild intellectual disability in reading simple sentences. based on the findings of this research are expected to be an alternative media of learning, especially on thematic subjects as well as in other subjects. teachers can use the media big book as supporting learning activities for improving the quality of learning. in a subsequent study is expected to enhance the use of media big book that allows students to use and more interesting to read in learning. references effendi, muhammad. 2009. psikopedagogi anak berkebutuhan khusus. jakarta: rineka cipta. mangunsong, f. 2009. psikologi dan penddikan anak berkebutuhan khusus. depok: lpsp3 ui pratiwi, p. p, dkk. 2013. kiat sukses mengasuh anak berkebutuhan khusus. yogyakarta : ar-ruzz media. soemantri, s. 2012. psikologi anak luar biasa. bandung : refika aditama. tarigan, h.g. 2008. membaca sebagai suatu keterampilan berbahasa. bandung : angkasa tim penulis buku sumber untuk dosen. 2014. pembelajaran literasi kelas awal di lptk. jakarta : usaid wibowo, cintiya e. 2014. pengaruh media cerita big book terhadap perkembangan bahasa anak kelompok bermain fatimah purbayan baki sukoharjo. skripsi. surakarta. universitas negeri surakarta. yuniati, 2014. peningkatan kemampuan membaca permulaan melalui media big book’s siswa kelas ib sdn mangiran kecamatan srandakan. skripsi. yogyakarta. universitas negeri yogyakarta. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p144 144 cognitive abilities related to reading and writing skills in chinese third-grade children jieping ou1, ami sambai2,3, hong pei2, akira uno3, hiroki yoneda2,* 1kansai gaidai university, osaka, japan 2university of tsukuba, tsukuba, japan 3ld/dyslexia centre, chiba, japan *corresponding author e-mail: hyoneda@human.tsukuba.ac.jp abstract: 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. keywords: naming speed; phonological awareness; reading; visual memory; writing introduction in the past decades, studies of children with developmental dyslexia, have generated lots of evidence which indicated that learning to read and spell involves cognitive skills in visual, orthographic, phonological and semantic processing in alphabetic languages (snowling & hulme, 1989; snowling, 2000). differed from the alphabetic orthography in which letters represent phonemes, each chinese character represents a syllable and meantime a unit of meaning or morpheme. chinese characters consist of many strokes, which makes them visually complex (kao, 2000; shu, mcbride-chang, wu & liu, 2006). although the manifestation of difficulties in chinese children with developmental dyslexia appears to be similar to which found in children learning alphabetic languages (shu et al., 2006), mcbride (2016) argued that reading development and its deficits in chinese differ from those in alphabetical languages. therefore, researches on chinese literacy performance and cognitive abilities among chinese children would help us understanding chinese developmental dyslexia and shed light on which cognitive abilities should be tested for detecting cognitive origin of reading deficits in individual children. many studies focusing on the explorations of reading and writing development in relation to diverse cognitive constructs have been conducted on hong kong and taiwan (chan, ho, tsang, lee & chung, 2006; chung, lam, & cheung, 2018; ho, chan, tsang & lee, 2002; liu & liu, 2020; mcbride-chang & kail, 2002; siok & fletcher, 2001; mcbridechang, lam, lam, doo, wong & chow, 2008; mo, mcbride & yip, 2018). prior researches on developmental dyslexia in chinese (e.g., ho, chan, lee, tsang & luan, 2004; chung, ho, chan, tsang & lee, 2009; mcbride-change, chung & tong, 2011) suggest the involvement http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p144 mailto:hyoneda@human.tsukuba.ac.jp ou, sambai, pei, uno, & yoneda., cognitive abilities related to reading and … 145 of visual skills, phonological awareness and naming speed with the reading development and its deficits. visual skills, including the ability to recognise, discriminate, and remember unfamiliar figures, are critical for learning chinese characters. given that chinese characters are visually distinctive and complex, it is possible that those who have problems regarding their visual skills will encounter difficulties in learning to read and write chinese. woo and hoosain’s study (1984) found that chinese children in hong kong with developmental dyslexia made more visual-distractor errors in a chinese character recognition task compared to age-matched average readers. a study by huang and hanley (1995) found that visual skills were significantly correlated with the reading performances of children in taiwan and hong kong, but not with the reading ability of children in britain. these researches demonstrated that visual skills are more important than phonological skills in terms of chinese reading development. furthermore, recent research found that skills in copying visual forms are particularly important for chinese writing development (wang, mcbride-chang & chan, 2014). two aspects of copying, in terms of pure copying and delayed copying have been examined in chinese children (wang et al., 2014; lo, ye, tong, mcbride, ho & waye, 2018)). pure copying refers to copying unfamiliar print without any time constrains, which requires visual-motor integration skills. on the other hand, delayed copying asks children to copy stimuli in a familiar script after brief exposure to them, so that delay copying likely requires children’s visual-orthographic skills. previous studies found that both visual-motor integration skills and visual-orthographic skills are important in chinese word dictation (wang et al., 2014; wang, yin, & mcbride, 2015). the association between phonological abilities and the development of reading skills in chinese remains a source of controversy. on the one hand, previous studies have shown that phonological awareness is related to chinese reading acquisition (e.g., ho, 1997; ho & bryant, 1997b; huang & hanley, 1997; hu & catts, 1998; ho, law, & ng, 2000). on the other hand, further research has also demonstrated that phonological awareness is not a universal predictor of chinese reading attainment, and that the impact of phonological awareness on a child's english reading ability is more important than that of chinese (ho, chan, tsang, & lee, 2002; mcbride-chang, cho, liu et al., 2005). a longitudinal study conducted among kindergarteners by chow and colleagues (2005) reported that phonological awareness contributed to chinese word-reading ability following controlled visual skills tests, suggesting that phonological awareness not only plays an important role in learning alphabetical orthographies, but is also important for reading development in chinese. some studies conducted in alphabetic languages (gathercole, willis & baddeley, 1991; gathercole, willis, emslie, & baddeley, 1992), meanwhile, have reported that phonological memory is also related to reading acquisition. the findings of studies regarding phonological memory’s role in chinese reading development have not been consistent. mcbride-chang and ho (2005) conducted a study among kindergartners, finding that phonological memory was not an important predictor of performance in terms of being able to read chinese characters. on the other hand, a study by chan et al. (2006) reported that chinese word reading and spelling were significantly predicted by phonological memory among students from grades 1 to 4. additionally, rapid automatized naming (ran) has also been connected to reading variability among chinese children. ran is defined as the ability to name some familiar stimuli, such as digits, letters, characters, objects, or colours, as quickly as possible. ran has been found to be an important predictor of reading performance in different orthographies (e.g., ho & lai, 2000; landerl & wimmer, 2008). in previous researches (ho & lai, 2000; ho et al., 2002), ran discriminated between good and poor readers in order to predict early chinese character recognition. ho et al. (2004) reported that rapid naming uniquely 146 journal of icsar; volume 7 , number 1, january 2023, 144 158 contributes to literacy performance, adding that the difficulty posed by this task resembles one of the most common cognitive deficits found in dyslexic chinese children. compared to hong kong and taiwan, only limited research has been conducted in mainland china discussing the relationship between ran and reading fluency/accuracy. furthermore, shu and colleagues (2006) have found that chinese readers with developmental dyslexia differed from age-matched controls regarding vocabulary skills. we also included children’s vocabulary knowledge in the present study due to the fact that early vocabulary knowledge has also sometimes emerged in previous studies as an important factor in correlating chinese reading performance (e.g., liu, mcbride-chang, wong, tardif, stokes, & shu, 2010; pan, mcbride-chang, shu, liu, zhang & li, 2011). in summary, previous researches have demonstrated that phonological skills, visual skills, naming speed and vocabulary knowledge are important cognitive-linguistic skills for learning to read and write chinese (e.g., chan et.al., 2006; ho, ng, & ng, 2003; liu & mcbride-chang, 2010; mcbride-chang & ho, 2005; shu et al., 2006; tong, mcbride-chang, wong, shu & rispens, 2011). however, most previous experiments on the relationship between literacy development and different cognitive constructs have been conducted mainly on children from hong kong and taiwan (chung, et al., 2018; ho et al., 2002; ho et al., 2004; liu & liu, 2020; mcbride-chang & kail, 2002; siok & fletcher, 2001; mcbride-chang et al., 2008; mo et al., 2018), whereas researches regarding reading and writing development in mainland chinese children has been relatively fewer. the differences in scripts and literacy instruction methods implies the possibility of different optimal learning strategies (mcbride, 2016). these differences may occur the discrepancy of cognitive abilities related to literacy development across chinese different writing systems. thus, the researches focusing on mainland chinese children’s literacy development are very important. furthermore, some of the previous studies did not evaluate all potentially important skills comprehensively. these issues make it difficult to draw conclusions in the predictive power of each cognitive linguistic skill in chinese word reading as well as writing. in the present study, we conducted a comprehensive set of cognitive ability tests to determine the reading and writing-related skills of mandarin-speaking intermediate grade children. since children in grade 3 have learned to read and write through formal school instructions for two years, they need to learn more and more chinese characters and words without the assistance of pinyin. as they enter into a relatively stable stage in the development of reading and writing skills, it is likely they are suitable to participant in our study. we conducted a number of the cognitive ability tests deployed in previous pieces of researches on chinese character reading and writing development, including visual skills, phonological skills, ran, and vocabulary knowledge, in order to determine the reading and writing-related skills of mandarin-speaking children, as well as to make a comparison with studies that have conducted similar tests among children from taiwan and hong kong. method participants 140 children (75 boys and 65 girls) from a primary school in ningbo, zhejiang participated in this study. they were all native chinese speakers. the individual tests were conducted when they were third graders (june, 2017), and the group tests were conducted when they were fourth graders (october, 2017). tests and materials nonverbal intelligence test raven coloured progressive matrices (rcpm; raven, court, & raven, 1995) were administered as a nonverbal intelligence test. the test consisted of 36 items and was divided ou, sambai, pei, uno, & yoneda., cognitive abilities related to reading and … 147 into three sets. the items were ordered in terms of increasing difficulty. for each item, a coloured pattern with a missing part was presented to the children, and they were required to select the correct missing part from six choices. each participant's score in this test was the number of correct answers for the three sets. reading tests the reading tests comprised tests focusing on both reading accuracy and reading fluency. in the reading accuracy test, two sub-tests were included: word reading and nonword reading tasks. in the reading fluency test, three sub-tests were included: rapid word reading, rapid nonword reading, and rapid paragraph reading tasks. (1) reading accuracy tests the word reading test consisted of 40 words, while the nonword reading test consisted of 40 nonword stimuli. each test included 20 one-character and 20 two-character stimuli in chinese. for both tests, 10 out of 20 one-character and 20 two-character words were contained in typical reading patterns, as well as 10 in atypical ones. the stimuli were printed on two a4 size sheets, with the participants required to read them aloud. all of the word stimuli were selected from textbooks that had already been studied by the participants. the one-character nonword stimuli were the component characters of disyllabic words, which did not comprise meaningful words in and of themselves. the two-character nonword stimuli were created by replacing the characters used in the two-character word reading test. in the reading accuracy tests, each participant's score was the number of correctly pronounced stimuli. (2) reading fluency tests the rapid word reading test consisted of 18 word stimuli and the rapid nonword reading test consisted of 18 nonword stimuli, with each consisting of 10 one-character and 8 two-character stimuli in chinese. all of the word stimuli were selected from textbooks that had already been taught and were therefore familiar to the children. the one-character non-word stimuli were the component characters of disyllabic words, which did not comprise meaningful words in and of themselves. the two-character non-word stimuli were created by replacing the character in the two-character compound word. for the rapid paragraph reading test, we used an original story created by the lead author of this study. this paragraph consisted of 336 words. in the fluency test, the participants were required to read the word, nonword, and paragraph as fast as possible. the duration of each task was estimated by the experimenter using a stopwatch, and this measure represented the participant’s score. word-writing test 12 two-character compound words that do not have homophones were selected as the stimuli and these were derived from textbooks widely used in chinese primary schools. these words were printed out in pinyin and the children were then required to write down the corresponding chinese words. the score of each participant was determined by totalling the number of correctly spelled words. a point was only awarded when both of the characters in a stimulus were spelled correctly. cognitive abilities tests (1) phonological awareness tests the phonological awareness tests included an onset deletion and a rime deletion task. in two practice runs and five trials each, the participants were required to delete the onset or rime 148 journal of icsar; volume 7 , number 1, january 2023, 144 158 from the syllables and answer orally. each sub-task included five items, making a total of 10 real syllables. each syllable was orally presented to the children, and they were then required to repeat the syllable. following this, they were asked to repeat the syllable, but to omit a target sound which was either the onset or rime of the syllable. each participant’s score for both the onset and rime deletion tasks was the number of correct answers out of the 5 items. (2) phonological memory test in two practice runs and ten trials, the participants were asked to complete non-word repetition tests in which the stimuli consisted of 3-9 syllables. the participants were first required to listen to each nonword and then to repeat them. the stimuli were ordered in terms of the increasing length of the syllables. for the nonword repetition test, however, the real syllables were combined in a random order. each participant’s score was the number of correctly pronounced nonwords out of the 10 items. (3) rey-osterrieth complex figure test (rocft) the rey-osterrieth complex figure test (rocft) (osterrieth, 1993) includes copy drawing, immediate recall, and delayed recall tasks. the participants were required to copy a complicated figure (copy drawing), after which they were required to draw the figure again without the target stimulus for reference (immediate recall). after about 30 minutes, the children were then asked to draw the figure again (delayed recall). the maximum score for each task was 36, calculated according to the rocft scoring manual. in order to minimize the impact of motor skills on the visual memory task, the immediate recall and delayed recall scores were divided by the score of copy task and the ratios of short-term visual memory and long-term visual memory were calculated and used in the analysis. (4) rapid automatized naming (ran) ran tests, which were developed by kaneko and colleagues (2004), were also administered to the participants. the children were asked to name, as fast as possible, drawings of objects and digits that were printed in rows on a4 size paper. the ran tests consisted of one practice and three trials. the time used to name all the stimuli was also accounted for in each trial and the average duration of the three trials was used as the participant’s score in the analyses. (5) standardized comprehension test of abstract words (sctaw) the sctaw, a standardised test developed in japan (uno, haruhara, & kaneko, 2002), was conducted in order to test the participants’ vocabulary knowledge. the participants were given the target word orally and were then presented with six pictures of each item on a slide projector screen. the participants were required to repeat the word orally twice after the experimenter, and were then asked to select one picture and circle the corresponding number on the paper. as the test was originally conducted in japanese, the chinese target words were based on those used in a study by lin and uno (2015). each participant's score was the number of correct answers. procedures the individual tests were administered in quiet rooms in the participants’ school, while the group tests were administered in their classrooms. the individual sessions lasted approximately 15-20 min, while the group sessions lasted 35-40 min. this study was approved by the ethics committee of the university of tsukuba (graduate school of comprehensive human sciences). ou, sambai, pei, uno, & yoneda., cognitive abilities related to reading and … 149 statistical methods the rcpm mean score was 29, while the standard deviation was 4. data from participants who obtained rcpm score below -1.5 sd of the mean score, as well as from participants who did not participate in all the tests, were excluded. this resulted in the exclusion of seven children. as a result, 133 children in total were included in the analysis (71 boys and 62 girls). all analyses were conducted using ibm spss statistics version 25. result and discussion result(s) table 1 shows the descriptive statistics for each test regarding the 133 children. table 1. descriptive statistics on the nonverbal intelligence test, reading tests, writing test, and cognitive abilities tests a correlation analysis of the literacy tests (table 2) revealed that the performances on all the reading and writing tests were significantly correlated (p<.01). a correlation analysis of the variables indicated that word reading was significantly correlated with the rocft immediate recall (r=.208, p<.05), rocft delayed recall (r=.183, p<.05), ran (r=-.203, p<.05), and nonword repetition (r=.285, p<.01) cognitive tests. on the other hand, nonword reading had correlations with the rocft immediate recall (r=.177, p<.05), onset (r=.175, p<.05), rime deletion (r=.19, p<.05), and nonword repetition (r=.222, p<.05) cognitive tests. rapid word reading (r=.445, p<.01) and rapid nonword reading (r=.401, p<.01) were also significantly correlated with ran, while rapid paragraph reading had low-to-moderate correlations with the rocft immediate recall (r=-.205, p<.01), rocft delayed recall (r=.175, p<.05), ran (r=.498, p<.01), and nonword repetition (r=-.209, p<.05) cognitive tests. the word-writing test was significantly correlated to ran (r=-.264, p<.01), onset deletion (r=.191, p<.05), and nonword repetition (r=.196, p<.05). measures maximum minimum mean sd nonverbal intelligence test rcpm (36) 36.00 19.00 28.63 4.13 reading tests word reading test (40) 40.00 32.00 38.08 1.80 nonword reading test (40) 40.00 25.00 33.85 3.19 rapid word reading test (sec) 29.55 5.97 14.46 4.17 rapid nonword reading test (sec) 59.50 8.54 18.70 6.05 rapid paragraph reading test (sec) 166.60 42.77 85.38 20.12 writing test word-writing test (12) 12.00 0.00 7.96 3.02 cognitive abilities tests onset deletion (5) 5.00 0.00 4.44 0.93 rime deletion (5) 5.00 0.00 4.17 1.23 nonword repetition 10.00 3.00 7.18 1.56 rocft copy drawing (36) 36.00 9.50 32.34 4.25 ratio of rocft immediate recall 1.68 0.01 0.62 0.23 ratio of rocft delayed recall 1.58 0.15 0.65 0.22 ran (sec) 23.30 8.91 13.43 2.65 sctaw (16) 15.00 4.00 9.92 2.12 150 journal of icsar; volume 7 , number 1, january 2023, 144 158 table 2. pearson correlation analyses of all variables variables 1 2 3 4 5 6 7 8 9 10 11 12 13 14 1. sctaw − 2. rocft copy .040 − 3. rocft imm .190* .014 − 4. rocft del .244** .003 .920** − 5. ran -.095 -.099 -.201* -.147 − 6. onset del. .021 .085 -.032 -.025 -.062 − 7. rime del. .022 -.151 .026 .045 -.098 .287** − 8. non-word rep .084 .097 .179* .114 -.035 .211* .08 − 9. w reading .137 .091 .208* .183* -.203* .082 -.013 .285** − 10. nwreading .030 -.014 .177* .142 -.146 .175* .190* .222* .612** − 11. rap wreading -.034 -.085 -.059 -.035 .445** -.065 -.06 -.019 -.374** -.371** − 12. rap nw reading -.006 .034 -.097 -.095 .401** -.071 -.068 -.007 -.404** -.459** .732** − 13. rap par reading -.103 -.114 -.205* -.175* .498** -.131 -.139 -.209* -.558** -.602** .663** .710** − 14. w writing .085 .14 .167 .164 -.264** .191* .126 .196* .501** .498** -.325** -.343** -.515** − ou, sambai, pei, uno, & yoneda., cognitive abilities related to reading and … 151 rocft immediate (r=.19, p<.05) and delayed recall (r=.244, p<.01) had low correlations with sctaw. moreover, rocft immediate recall was significantly correlated with rocft delayed recall with a high correlation (r=.92, p<.01), as well as ran (r=-.201 p<.05). nonword repetition was significantly correlated with onset deletion (r=.211, p<.05) and rocft immediate recall (r=.179, p<.05) with low correlations. furthermore, onset deletion was significantly correlated with rime deletion (r=.287, p<.01). table 2 shows the results of the correlation analyses. in terms of the exploratory factor analysis, factor 1 consisted of two variables: rocft immediate recall (.971) and rocft delayed recall (.945). this factor appeared to include variables measuring visual processing skills, such as visual short-term and long-term memory (park & uno, 2015), and, consequently, factor 1 was labelled ‘visual memory’. factor 2 included two variables: onset deletion (.619) and rime deletion (.521). this factor appeared to consist of a variable correlated with phonological processing skills, such as skills in identifying, manipulating, and reproducing phoneme units (park & uno, 2015). as a result, factor 2 was labelled ‘phonological awareness’. factor 3 included one variable: rocft cop y drawing (.557). this factor appeared to consist of information regarding visual perceptual skill, and thus factor 3 was labelled ‘visual perception’. the results of the exploratory factor analysis are shown in table 3. table 3. factor analysis of the correlation structure of 8 variables multiple regression analyses were administered in order to confirm how effectively ‘visual memory’, ‘phonological awareness’, and ‘visual perception’ would predict reading and writing abilities. we used the performance in the rocft immediate recall, onset deletion, and rocft copy drawing as the representative values of each factor in the factor analysis for multiple regression analyses. this was because these factors had greater variable loading on each factor (park & uno, 2015). the sctaw, ran, and nonword repetition loading on each of the three factors were relatively low. in previous studies, pan and colleagues (2011) reported that vocabulary knowledge was a unique developmental predictor of reading ability, reading fluency, and dictation regarding chinese characters. rapid naming significantly predicted word reading and spelling ability among chinese students from grades 1 to 4 in chan and colleagues’ study (2006), as well as chinese students from grades 5 to 6 in research by shu and colleagues (2006). it would also be interesting to understand the role of sctaw and ran performances on reading and writing acquisition. therefore, we used the performances in these tests in the multiple regression analyses in order to determine the relationship between the dependent variables (reading and writing performances) and the independent variables, with sctaw and ran labelled as ‘receptive vocabulary’ and ‘naming speed’, respectively. thus, participants' performances in rocft immediate recall, onset deletion, rocft copy drawing, sctaw, and ran were used as representative values factor 1 visual memory factor 2 phonological awareness factor 3visual perception communalitie s rocft imm .971 -.018 -.016 .944 rocft del .945 -.026 -.064 .897 sctaw .234 .068 .052 .062 ran -.191 -.134 -.082 .061 onset del. -.014 .619 .109 .395 rime del. .040 .521 -.314 .372 nonword rep .162 .281 .160 .131 rocft copy .037 .045 .557 .314 contribution of factor 1.957 .760 .461 contribution ratio 24.458 33.954 39.716 152 journal of icsar; volume 7 , number 1, january 2023, 144 158 for each variable (‘visual memory’, ‘phonological awareness’, ‘visual perception’, ‘receptive vocabulary’, and ‘naming speed’) in multiple regression analyses. the results of the multiple regression analyses revealed that ‘visual memory’ (β=0.193, p<.05) significantly predicted two-character word reading (f (5, 126) =3.56), while ‘phonological awareness’ (β=0.191, p<.05) was a unique predictor of two-character nonword reading (f (5, 126) =1.67). furthermore, the results indicated that rapid word reading, rapid nonword reading, and rapid paragraph reading (f (5, 126) =6.38, 5.20, and 9.58, respectively) were all significantly predicted by ‘naming speed’ (β=0.446, p<.001, β=0.405, p<.001, β=0.461, p<.001, respectively). furthermore, word writing performance (f (5, 126) =3.69) was also significantly predicted by both ‘phonological awareness’ (β=0.176, p<.05) and ‘naming speed’ (β=-0.215, p<.05) when the cognitive ability measures were used as the independent variables. in our study, participants' performance in word writing (f (7, 124) =10.00) was significantly predicted by their performances in word reading (β=0.268, p<.01) and nonword reading (β=0.296, p<.01) when word reading and nonword reading measures were added as the independent variables. ‘visual perception’ and ‘receptive vocabulary’ did not predict chinese reading or writing performance. the results of the multiple regression analyses are shown in table 4 and table 5. table 4. multiple regression analysis between the scores on reading and each variable variables β coefficient t p adjusted r2 two-character word reading .089 visual memory .193 2.227* .028 phonological awareness .097 1.155 .250 visual perception .139 1.653 .101 receptive vocabulary .139 1.631 .105 naming speed -.099 -1.155 .250 two-character nonword reading .025 visual memory .114 1.277 .204 phonological awareness .191 2.194* .030 visual perception -.029 -.338 .736 receptive vocabulary .003 .034 .973 naming speed -.090 -1.018 .311 rapid word reading .170 visual memory .031 .374 .709 phonological awareness -.049 -.537 .592 visual perception -.039 -.487 .627 receptive vocabulary -.002 -.029 .977 naming speed .446 5.441*** .0 rapid nonword reading .138 visual memory -.023 -.278 .781 phonological awareness -.051 -.626 .533 visual perception .078 .952 .343 receptive vocabulary .026 .308 .758 naming speed .405 4.849*** .0 rapid paragraph reading .247 visual memory -.108 -1.367 .174 phonological awareness -.099 -1.302 .195 visual perception -.057 -.742 .460 receptive vocabulary -.036 -.470 .639 naming speed .461 5.913*** .0 ou, sambai, pei, uno, & yoneda., cognitive abilities related to reading and … 153 table 5. multiple regression analysis between the scores on writing and each variable discussion(s) cognitive predictors for reading and writing abilities of mainland chinese children in intermediate grade the results of present study showed that phonological awareness significantly predicts nonword reading. the results of our study are in line with previous studies on alphabetic languages (e.g., castles & coltheart, 1993; manis, seidenberg, doi, mcbride-chang, & petersen, 1996). for alphabetic languages, phonological decoding skills are often assessed by requiring participants to read non-words (rack, snowling, & olson, 1992). previous research has classified children who mainly have difficulties in phonological processing skills into a phonological dyslexia subtype (ho et al., 2002). these children usually provide poor performances in pseudo-word reading tasks but adequate performances in exception-word (irregular word) reading (e.g., castles & coltheart, 1993; manis et al., 1996). furthermore, compared to younger children matched for reading levels, children with dyslexia were found to be particularly poor in terms of reading non-words (e.g., snowling, 1981; siegel & ryan, 1988). similar to the results of alphabetic language studies, ho and bryant (1997a) found that there were significant correlations among chinese pseudo-character reading and rhyme detection in first grade children. unlike ho and bryant’s study (1997a), which used pseudocharacters as stimuli, our study administered a non-word reading task in which the stimuli were created by replacing the characters used in the two-character word reading task. although the stimuli used in ho and bryant’s study (1997a) are different from ours, a similar result was obtained. that is, phonological awareness affects a student's performance in chinese non-word or pseudo-character reading. it is interesting that in our study, phonological awareness predicted non-word reading, but not word reading. the findings of previous studies (e.g., huang & hanley, 1995; mcbride-chang et al., 2005; lin & uno, 2015) demonstrate that phonological awareness is not a universal predictor of children’s chinese word-reading acquisition, which is supported by our findings. however, in contrast to our results, many studies have reported that performance on phonological awareness tasks is significantly correlated to chinese word reading skills (e.g., ho & bryant, 1997b; huang & hanley, 1997; hu & catts, 1998; siok & fletcher, 2001; mcbride-chang & kail, 2002). in addition, the tasks to measure phonological awareness were different across the studies mentioned above. these different findings can be accounted for the following reasons: the participants varied in age and reading experience from pre-schoolers (ho & bryant, 1997b) to third graders (huang & hanley, 1995); moreover, the tasks to measure phonological awareness, reading and writing abilities differ across previous studies. variables β coefficient t p adjusted r2 word writing .093 visual memory .124 1.432 .155 phonological awareness .176 2.102* .038 visual perception .101 1.202 .232 receptive vocabulary .023 .275 .784 naming speed -.215 -2.515* .013 word writing .325 visual memory .032 .425 .671 phonological awareness .106 1.439 .153 visual perception .096 1.316 .190 receptive vocabulary .0 .005 .996 naming speed -.143 -1.908 .059 word reading .268 2.857** .005 nonword reading .296 3.184** .002 154 journal of icsar; volume 7 , number 1, january 2023, 144 158 the results of the multiple regression analyses revealed that visual memory significantly predicted chinese word reading accuracy of intermediate grade children. this finding is consistent with previous results suggesting that visual skill contributes to chinese reading ability (ho & bryant, 1999; siok & fletcher, 2001; lin & uno, 2015). in the study of huang and hanley (1995), performance on the visual memory test (visual paired associates) was more powerfully correlated with reading performance than the visual perceptual test (visual form discrimination). in line with study conducted by lin and uno (2015), we found that the score on the visual memory test (measured by rocft immediate recall) was the most powerful predictor of word reading performance, rather than the visual perceptual test (measured by rocft copy drawing). furthermore, mcbride-chang and colleagues (2008, 2011) found a relationship between visual skills and early chinese word recognition, suggesting that visual skills may influence chinese literacy acquisition among at-risk readers. it appears that visual memory is strongly correlated with the ability to learn new chinese characters. given that the chinese education system requires that children should be able to identify about 4,000 different characters by the end of primary school education (huang & hanley, 1995), excellent visual memory skills may facilitate children's ability to learn to read chinese characters. in contrast, according to huang and hanley’s (1995) study, visual skills were not a significant predictor of reading abilities in children who speak alphabetic language (i.e., english). our finding that visual memory is an important predictor of chinese word reading ability is in line with many previous studies, although we used comprehensive set of cognitive ability, indicating that visual memory is more important in terms of the acquisition of the visually complicated chinese orthographies than alphabetic ones. this study also found that naming speed, as measured by the ran test strongly predicted the reading fluency of words, non-words, and paragraphs. the correlation analyses suggest that ran shows a powerful association with rapid reading tasks rather than reading tasks in intermediate grade. ran has been reported to be an important predictor of reading attainment in chinese in many existing studies (e.g., lei, pan, liu, mcbride-chang, li, & shu, 2011; liao, georgiou, & parrila, 2008; mcbride-chang & ho, 2005; shu et al., 2006). prior research into chinese speaking subjects has found that ran is significantly related to character reading among children ranging from kindergarten to third-grade in hong kong and taiwan (lin & uno, 2015; hu & catts, 1998; chow et al., 2005; chen, hao, geva, & zhu, 2009). the findings of present study support the observation in the study of wolf and bowers (1999) that ran is correlated with reading fluency more strongly than with reading accuracy. previous research involving japanese students has shown that the ability of automatization, as measured by ran, significantly predicts japanese kana reading performance (one of the japanese writing systems, which represents the syllable, or mora, of the japanese language) and paragraph reading speed (haruhara, uno, asahi, kaneko, & awaya, 2011). similar to the findings in both alphabetic languages and japanese (e.g., georgiou, parrila, & kirby, 2009; haruhara et al., 2011), ran was correlated more strongly with reading fluency than with reading accuracy in intermediate grade in chinese. the ran task in the present study was used in order to measure the ability to retrieve phonological information from symbols or semantic information. the process during performing the ran task is same as the process involved in the rapid reading task, in which the children retrieve the phonological representation from characters or words as quickly as possible. therefore, it is likely that we obtained the result showing a strong association of the ran performance with reading speed. in this study, none of the analysed cognitive abilities successfully predicted chinese writing ability directly when the performance on the word and non-word reading tests were used as predictive variables in multiple regression models. this finding suggests that reading ability is the most important predictor for accurate chinese writing, and the importance of reading attainment in terms of the development of writing accuracy is in line with previous ou, sambai, pei, uno, & yoneda., cognitive abilities related to reading and … 155 studies (chan et al., 2006; tan, spinks, eden, perfetti & siok, 2005; treiman, tincoff, rodriguez, mouzaki, & francis, 1998). the results of cheng-lai and colleagues’ (2013) study reported that chinese character naming was a unique predictor for word dictation. tan and colleagues (2005) have also found that writing performance was strongly correlated with chinese reading in beginning and intermediate level readers. in chinese, there are lots of homophones, and this causes the phonology-to-orthography correspondence relatively inconsistent. in the present study, stimuli of the writing task were printed out in pinyin, and the children were required to write down the corresponding chinese words. chinese children who are skilled readers are good at the use of mappings between characters and sounds. proficient reading skills may facilitate their abilities to retrieve the orthographic forms of the words from the sounds and meanings of the target words in their mental lexicon during the writing task (cheng-lai et al., 2013). comparison of our results with the findings of previous studies in hong kong and taiwan consistent with the previous researches conducted in hong kong and taiwan which use traditional chinese characters, visual skills are important predictors for chinese reading ability in mandarin speaking children of this study who use simplified chinese characters. the results of the present study revealed that especially visual memory is important in chinese word reading even for intermediate grade children. this finding indicates that visual skills are correlated with the acquisition of chinese characters or words, including both traditional or simplified characters. on the other hand, in contrast to the reports that phonological awareness played an important role in the chinese word reading ability of younger children in taiwan and hong kong, we found that phonological awareness is significantly correlated with chinese non-word reading but not word reading. the participants in this study were intermediate grade children who were not in early stage of learning to read and write. therefore, in order to compare our findings with those relating to children from taiwan and hong kong, the relationship between reading acquisition and the phonological skills of younger readers in mainland china should be investigated in the future studies. the result that phonological awareness predicted chinese non-word reading is in accordance with the findings of previous studies regarding alphabetic orthographies (rack et al., 1992). this result revealed that phonological awareness may be a universal predictor of non-word reading across orthographies. the results of the present study indicate that naming speed contributes to reading fluency, which is consistent with the findings of previous studies involving alphabetic languages (e.g., georgiou et al., 2009; wolf & bowers, 1999) and replicated the findings regarding chinese children in taiwan and hong kong (e.g., liao et al., 2008; mcbride-chang & ho, 2005). moreover, the results of this study have also revealed that performance in word and non-word reading tasks successfully predicts writing performance, which is also supported by the results of existing studies conducted in hong kong and taiwan (e.g., chan et al., 2006; cheng-lai, et al., 2013). conclussion in the present study, we conducted a series of reading and writing tests, as well as cognitive tasks, in order to determine which type of cognitive abilities are correlated with the chinese reading and writing attainment of mandarin-speaking children. the results of present studies indicate that visual memory plays an important role in chinese word reading accuracy, while naming speed contributes to reading fluency. the present results have implications regarding the design of useful tasks that screen poor readers of chinese. moreover, our results have also revealed that performance in word and nonword reading tasks successfully predicts word 156 journal of icsar; volume 7 , number 1, january 2023, 144 158 writing performance. our study provides evidence that both reading and writing ability are significantly correlated, implying that teachers can improve students’ writing by instructing them in the skills of reading. in conclusion, our findings suggest that the role of visual cognition including visual perception and memory in chinese is consistent, despite the complexity of the characters and the divergence in the literacy instruction regarding the chinese writing system. references castles, a., & coltheart, m. 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(1984). visual and auditory functions of chinese dyslexics. psychologia, 27, 164170. 175 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 the readiness level of special education teachers in learning strategies of students with hearing disability nor fatihah suhada mohamed alia, suziyani mohamedb ask benta, 27300 benta, pahang, malaysia buniversiti kebangsaan malaysia,43600 bangi, selangor, malaysia. e-mail: ihahasrul@gmail.com abstract: this study aims to identify special education teachers’ readiness in teaching strategies used during the teaching and learning of students with hearing disability. there were three constructs examined in this study which are teachers’ knowledge on hearing disability, teachers’ knowledge on the use of hearing aids and teachers’ mastery in the use of sign language. teachers’ knowledge and mastery on these three constructs are very crucial to ensure the teaching and learning process are carried out effectively. quantitative approach was employed to collect the data in this study, and a survey research design and questionnaires were used to collect data. the questionnaires consist of three parts, (a) demographic information, (b) knowledge level, and (c) skill level. the data were analysed with spss and descriptive analysis was utilized. the findings showed that the overall mean of teachers’ knowledge on hearing disability is high whereas the overall mean on teachers’ skills are of medium level. teachers need to understand the needs of students in order for teaching strategies to be effective. teachers’ level of readiness depends on the knowledge and skills of teachers to manage the teaching process of students with hearing disabilities. keywords: readiness in teaching strategies, special education teachers, hearing disability the special education programme in malaysia flourished under the management of the ministry of education malaysia (moe) since the year 1957 (special education sector 2016). a special unit known as the special education unit was formed in 1964 and regulated under the school department of moe. in 1995, the special education unit was upgraded and replaced with the special education department. with the special education department in the ministry of education, the state education department formed a special education unit in their respective departments. in 2008, the moe was restructured and the special education department was replaced with special education division. the service on hearing impaired education in malaysia started in the year 1954 when the federation of malaya school for the deaf was formed. in 1962, teacher’s training school of special education known as maktab perguruan ilmu khas trained teachers specifically on hearing disability education (bari, 2007). according to bari (2007), since the formal commencement of children with hearing disability, various communication methods were used in which the changes were in line with the developments abroad that began with reading lips, finger spelling and sign language. special education in malaysia commenced in the 1920s among volunteers involved in the opening of schools for the sight and hearing impaired. federation school for the deaf in penang was opened in 1954 (thirugnana, 2007). the loss of hearing is measured in decibel (db) which is the measurement of the strength of sound. the measurement on the hearing loss levels are different depending on phonetic sounds used (william 1991 cited in (bari, 2007). (thirugnana, 2007) stated that children with hearing disability needs to undergo audiometric testing to know their decibel reading. decibel reading is categorised into four categories according to the levels of hearing loss, which are 20db until 35db (low), 36db to 60db (medium), 61db until 90 db (bad), 91 db and above (very bad). in order to help students with hearing disability, hearing aids can be used. hearing aids are electronic devices that function to increase the sounds heard. these devices are able to help the wearer to hear their surroundings. it is important to help hearing impaired children to expand and increase their potential in learning to speak, academic achievement and social skills (bari , 2007). the speaking ability and language of a hearing impaired student does not develop naturally like other typical students (noreha, 2008). this corresponds with lew et al. (2004) which states that hearing impaired students face difficulties to understand other people’s speech. this causes the hearing impaired students to learn how to listen and speak through planned activities according to their capabilities. these planned 176 journal of icsar; volume 1, number 2, july 2017: 175-179 activities are in collaboration with parents, teachers and professionals like speech therapists and audiologists. other than parents, teachers play an important role to help hearing impaired students in their daily lives especially in providing the best guidance in daily life management. therefore, interaction quality between teachers and students have a big impact in their daily lives, especially in the teaching and learning process. teacher readiness in knowledge and skills on hearing disability plays an important role to ensure the implementation of effective teaching strategy. hearing disability is a disability that is given special attention in special education. hearing impaired students are individuals with hearing sensory problems of interrupted or obstructed from receiving sounds, speech or whispers from other people (asiah, 2012). special education under malaysia’s ministry of education implemented through placing special education students in three preschool programmes specifically, special education school programme which is in special education school, integrated special education programme, and inclusive education programme. nowadays, hearing impaired students are not only placed in special education school programme, they are also placed in integrated special education programme. integrated special education programme under the administration of state education department places students with difficulties in learning, sight and hearing ensures that special education students attain education in a conducive and optimum environment lew et al. (2004). furthermore, the special education school programme is one of the school programmes that allocates a category for disabled and special needs children either with hearing disability or sight disability (wong, 2013). this shows that special education teachers’ readiness in the teaching process of special needs students is a priority. the teaching process requires a specific means of delivery to hearing impaired students like using sign language to impart and deliver knowledge. there are many other aspects that gives attention to students such as the hearing aids. this device helps to ensure knowledge imparted is well received by the students. this study aims to identify special education teachers’ level of readiness in teaching strategies used on students with hearing disability. the objectives of this study is to identify (a) special education teachers’ level of readiness on hearing disability and (b) skill level of special education teachers on hearing disability. method this study is a survey research design and the data collected are quantitative. a questionnaire was designed on the teachers’ readiness level in teaching strategies of hearing impaired students. the questionnaires were constructed by the researchers based on literature review conducted. the questionnaires were divided into three parts, part a: demographic information, part b: teachers’ knowledge and part c: teachers’ skills. part a comprised of 7 items, specifically, gender, age, race, academic qualifications, and teachers’ academic and teaching experience. part b includes 11 items related to teachers’ knowledge on hearing disability. part c encompasses 10 questions related to teachers’ skills in encountering hearing impaired students. likert scale scores of 1-5 (not knowledgeable very knowledgeable). this scale is chosen because it is consistent and can be measured accurately and easily processed using statistical analysis. the samples in this study were selected using purposive sampling. this method needs the researcher to set certain criteria the process of sample selection (noraini, 2013). the samples of this study are teachers from special education schools and ppki in primary schools. the samples consist of a teacher from special education school (hearing) and 34 ppki teachers of hearing impaired students. the selected samples are the acquired population representative of the target population of special education teachers in malaysia. the questionnaire data was collected using an online application, “survey monkey.” access to the questionnaire was granted to the selected teachers with directions to answer the questions. the raw data collected was recorded and analysed using statistical package for social sciences (spss). findings and discussion findings by employing statistical package for social sciences (spss) for analyzing data, the study shaw as fallow. the interpretation of mean scores on teachers’ level of knowledge and skills on hearing disability in table 1 is based on mean score scale used by lubis et al. (2014) with the total mean score =1.00 until 1.80 is very low, mean =1.81 until 2.60 is low, mean 2.61until 3.40 is average, mean 3.41 until 4.20 is high and mean 4.21 until 5.00 is very high. the data was analysed descriptively to show information in tables using mean and standard deviation. the interpreted data is presented in table 1. overall, 35 respondents participated in this study. from that amount, one respondent represents 2.86% special education school teachers (hearing) and 34 respondents (97.14%) are integrated special education programme teachers of hearing impaired students. there were 100 % feedback of questionnaires distributed via “survey monkey” application. 177nor fatihah s m a, suziyani m, the readiness level of special education teachers in learning . . . . table 1. classifications of level og knowledge and skills mean score total item score level of knowledge and skills 1.00 until 1.80 very low 1.81 until 2.60 low 2.61 until 3.40 average 3.41 until 4.20 high 4.21 until 5.00 very high source: lubis et al. (2014) tabel 2. demographic information item n f (%) gender male female 12 23 34.29 65.71 age < 30 years old 31-40 years old 41-50 years old >50 years old 21 11 2 1 60.00 31.43 5.71 2.86 race malay chinese indian others 33 0 2 0 94.29 0.00 5.71 0.00 academic qualifications spm stpm diploma undergraduate master others 5 1 0 27 2 0 14.29 2.86 0.00 77.14 5.71 0.00 professional qualifications kirby/brihsford teaching certificate teaching diploma bachelor in education 0 2 9 24 0.00 5.71 25.71 68.57 teaching experience <5 years 6-10 years 1115 years 1620 years 2125 years 26-30 years > 30 years 23 6 3 2 0 0 1 65.71 17.14 8.57 5.71 0.00 0.00 2.86 specialisation major / minor special education (hearing) special education (sight) special education (learning) others 14 2 13 6 40.00 5.71 37.14 17.14 school type special education school integrated special education programme 1 34 2.86 97.14 number of students <2 students <5 students <10 students >11 students 15 2 4 11 46.88 6.25 12.50 34.38 number of classes 1 class 2 classes < 4 classes > 5 classes 17 4 4 5 56.67 13.33 13.33 16.67 based on the respondents of this study, the findings show that 34.29% respondents were men and 65.71% were women. as for the race of the respondents, 94.29% were malay and 5.71% were indian. the descriptive analysis for age showed that 60% respondents were below 30 years old, 31.43% were 31 to 40 years old, 5.71% were 41 until 50 and 2.86% were above 50 years old. highest academic qualification indicated that 77,14% respondents were undergraduates, 14.29% had spm, 5,71% had master qualification and 2,86% obtained stpm qualification. as for the professional qualification category, 68,57% respondents were shown to be graduates in bachelor of education, 25,71% had teaching diploma and 5.71% were with teaching certificates. the findings on teaching experience showed that 65,71% respondents taught less than 5 years, 17.14% taught 6 until 10 years, 8.57% which are 3 respondents taught 11 until 15 years, 5.71% taught 16-20 years and only 2.86% had experience teaching more than 30 years. respondents who specialized in special education (hearing) were 40% respondents, followed with 37.14% in special education (learning), 17.14% in other fields and 5.71% specialized in special education (sight). the findings on types of school indicated that 97.14% respondents were from ppki and only 2.86% were from special education school. as for the number of hearing disabled students, 46,88% respondents had less than two students, 34.38% with 11 students, 12.50% had six until ten students and 6.25% had three to five students. findings for the numbers of classes specified that 56,67% respondents had one class, five 16.67% had five classes, 4 13.33% had two classes and 13.33% at item <4 classes. discussion teacher’s knowledge on hearing disability table 3 shows mean of teachers’ knowledge on teaching strategies of hearing disabled students. it was found that the overall mean is 3.60 which is at high level. studies shown that special education teachers possess high knowledge on hearing disability based on the questionnaires distributed. the item “special education school programme (hearing) is a programme that has one category of special needs students which are hearing disability” scored the highest mean score of 4.20. however the item, “hearing aids battery provides 1.3 to 1.5 volt power” scored the lowest mean score of 3.14. 178 journal of icsar; volume 1, number 2, july 2017: 175-179 and learning process will ensure an enjoyable learning experience for the students. teachers’ skills on hearing disability table 4 shows the mean for teachers’ skills level on teaching strategies of hearing disabled students. the overall mean on teachers’ skills on hearing disability is 2.96 which is on the average level. it shows that teachers’ skills on hearing disability is average. the highest mean score of 3.71 attained on item “student control in and out of the classroom”. this is consistent with saayah (2009) that the control on discipline in the classroom is important for teachers to understand the students and always be considerate in taking actions involving their behaviour. the lowest mean of 2.51 relates to item “communication using english hand code (ktbi)”. table 4 shows teachers’ skills on hearing disability and 10 items were distributed in order to find out the level of teachers’ skills on hearing disability. teachers need to realize that hearing disabled students generally need suitable hearing aids to help them hear surrounding sounds and increase their skills and communication in accordance to their hearing level and capability (noreha, 2008). if courses related to hearing disability were exposed to teachers, it will table 3. level of teachers’ knowledge on hearing disability no item teachers’ knowledge on hearing disability mean interpretation 1. students with hearing disability has medium level hearing 36 db until 60 db. 3.51 high 2. special education school programme (hearing) is a programme that has one category of special needs students which are hearing disability. 4.20 high 3. hearing level: 20 until 35 db(low), 36 until 60 db(medium), 61 until 90 db(bad), above 91 db(very bad) 3.71 high 4. the basic components of the hearing aids consist of microphone, amplifier, receiver, sound controls, switch and battery. 3.71 high 5. the microphone component of the hearing aids functions to detect sounds and convert to electrical signal (analogue) 3.37 average 6. amplifier on the hearing aids functions to increase electrical signals. 3.26 average 7. the hearing aids receiver functions to convert processed signals to sound/acoustic signals. 3.84 high 8. the sound controls on the hearing aids function to control sound by the wearer. 3.74 high 9. hearing aids battery provides 1.3 to 1.5 volt power. 3.14 average 10. on/off/telecoil button is present on the hearing aids switch. 3.49 tinggi table 4. level of teachers’ skills on hearing disability no items on teachers’ skills on hearing disability mean interpretation 1. communication using malaysian sign language. 2.97 average 2. communication using malaysian hand code (ktbm). 3.03 average 3. communication using english hand code (ktbi). 2.51 low 4. control students in and out of the classroom. 3.71 high 5. handling basic controls of hearing aids in case of microphone problems 2.74 average 6. handling basic controls of hearing aids in case of amplifier problems 2.57 low 7. handling the hearing aids in case it makes noise 2.83 average 8. handling the hearing aids in case of battery problems 2.97 average 9. handling the hearing aids in case of sound control problems 2.89 average 10. handling the hearing aids in using the on/off button. 3.34 average this was proven in a study that found less than 50% of schools checks hearing aids consistently and systematically (reichman and healey 1989 cited in (noreha, 2008). teachers would be more knowledgeable on hearing aids if consistent and systematic inspections were done. noor (2010) stated that effective teaching and learning practices can be done if teachers understand the needs of each student in the classroom. according to md nazri (2015) teachers need high level of readiness during the teaching and learning process in order to impart quality and meaningful knowledge to students. the malaysian teacher standard (mts) has two components and three categories that includes teaching and learning skills. the standard focuses on teacher’s ability in planning, implementation and evaluation of teaching and learning in academic and co-curriculum (junaidy, 2015).teaching and learning skills should be within all special education teachers of hearing disabled to have an effective teaching and learning process especially communicating in sign language. every teacher should have the designated skills to have a smooth teaching and learning process. furthermore, a smooth teaching 179nor fatihah s m a, suziyani m, the readiness level of special education teachers in learning . . . . provide a positive impact to teaching strategies on hearing disabled students. conclusion and suggestion this study aims to discover the implementation of the teaching process on hearing disabled students of special education teachers in malaysia based on teacher readiness. it was found that special education teachers need exposure and information on hearing disabled students especially on teaching strategies. the level of special education teachers’ readiness affects teaching strategies on hearing disabled students. the recommendation of this study is on in-service training which exposes teachers from time to time on skills and knowledge especially to teachers with no basic knowledge on hearing disability. this course can provide motivation and benefit hearing disabled students by offering them an effective learning process. references asiah, h. a. (2012). mengenal dan menangani orang kurang upaya. kuala lumpur. dewan bahasa dan pustaka. bari, s. 2007. pengajaran dan pembelajaran pertuturan untuk kanak-kanak masalah pendengaran. meteor doc. sdn. bhd. seri kembangan. junaidy, m. h. (2015). kesediaan bakal guru pendidikan jasmani terhadap pengetahuan dan kefahaman berdasarkan model standard guru malaysia. universiti kebangsaan malaysia. lew, m. m., norliza, j., norulazilah, n. (2014). perkembangan kanak kanak. freemind horizons sdn. bhd. kuala lumpur. lubis, m. a., alias, z., & shaharuddinn, h. n. (2014). pelaksanaan pengajaran dan pembelajaran bahasa arab dalam kurikulum bu’uth al-azhar di sekolah agama bantuan kerajaan (sabk). jurnal pendidikan malaysia, 39(1), 51-61. md nazri, r. (2015). kesediaan dan amalan guru ekonomi tingkatan enam dalam melaksanakan pentaksiran kerja kursus berasaskan sekolah. tesis sarjana, universiti kebangsaan malaysia. noor, a. a. (2010). pengajaran kemahiran bahasa pada kanak-kanak bermasalah pembelajaran. tesis doktor falsafah fakulti pendidikan, universiti kebangsaan malaysia. noraini, i. (2013). penyelidikan dalam pendidikan. edisi kedua. mcgraw-hill (malaysia) sdn. bhd. noreha, m. y. (2008). kemahiran guru pendidikan khas bermasalah pendengaran terhadap penggunaan alat bantuan pendengaran dikalangan murid-murid khas bermasalah pendengaran di sekolah pendidikan khas dan integrasi di negeri perak. universiti pendidikan sultan idris. saayah, a. (2009). menjadi guru tadika. pts publications & distributors sdn. bhd. thirugnana, s. (2007). pentadbiran dan pengurusan pendidikan khas. meteor doc. sdn. bhd. seri kembangan wong, k. h. (2013). perkembangan kanak-kanak. oxford fajar sdn. bhd. selangor. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p51 51 development of visual perception assessment in the form of an interactive digital book for students with mental disabilities neny yuniarti*, ahsan romadlon junaidi, asep sunandar department of special education, universitas negeri malang, malang, indonesia *corresponding author e-mail: yuniartineny10@gmail.com abstract: children with special needs will achieve good learning outcomes if educators conduct assessments. assessment is a process to collect information about abilities, advantages and needs that will be used as considerations and decisions related to the preparation of academic programs. this study aims to develop a visual perception assessment product in the form of a digital book for students with intellectual disability which is expected to be able to measure the ability, difficulty and needs in aspects of the development of children's visual perception with cases of mental impairment needed as consideration in planning learning programs, especially in reading learning. the method used in this study adapts the research and development method initiated by borg & gall. the validity of the resulting product is calculated by aiken's v formula which compared with the table r value (0.78) obtained a material validity value of 0.95 (very valid), a media validity of 0.90 (very valid) and a system validity of 0.91(very valid). the reliability of the products developed proved to be reliable and consistent based on the cronbach alpha test which obtained a value of 0.744, higher than the minimum cronbach alpha score limit of 0.60. the implementation of the assessment by students with mental disabilities obtained a score of 96.9%, meaning that the product can be used very well. based on the results of this study, the visual perception assessment in the form of interactive digital books for students with intellectual disability that have been developed is suitable for use. keywords: assessment, intellectual disability, interactive digital, visual perception. introduction children with special needs are children who are different from children in general because they experience obstacles in growth and development so that they experience problems in cognitive, hearing, vision, motor and socialization. for this reason, they need special assistance or services to help growth and development according to their potential (hallahan et al., 2014; putri et al., 2021) children with mental disabilities are one of the children with special needs. mental impairment is a disorder experienced during the developmental period or before the age of 18 that includes deficits in intellectual and adaptive and adaptive functions in the conceptual, social, and practical domains (swedo, 2013; putri et al., 2022; suprotun & andriyani, 2022). to be able to carry out their developmental duties, children with mental disabilities need special assistance or services (pamuladsih et al., 2022), including in the field of education (yunianti et al., 2019). one of the problems faced by children with mental disabilities in the academic field is the problem of reading. the use of picture cards and word cards as a medium for reading learning is a common thing to do among teachers, including to teach early reading and functional reading. both are an inseparable part as a learning medium. in other words, learning media is an integral part of the whole system and learning process, meaning that learning media is the most influential and decisive element in learning activities (subasno et al., 2021, 2022). reading is a fundamental basic skill that students must learn in order to understand other lessons because through http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p51 52 journal of icsar; volume 7 , number 1, january 2023, 51 58 reading a person can get the information needed and support in language and communication (marlina, 2015). many studies have shown that failure to learn to read in children with mental disabilities starts from the prerequisites for readiness to learn to read as a contributing factor. visual perception has a strong influence as a prerequisite on reading skills. this view is built on the assumption that reading is more related to language symbols and symbols (alphabet) (rochyadi, 2010). visual perception is the ability to recognize, distinguish and interpret a visual stimulus in the form of symbols that enter through the sense of sight and relate it to information that has been stored in the brain (astria & rochyadi, 2016), (nabilah et al., 2018), (abianti et al., 2000). according to lerner in abdurrahman, (2012) there are 5 types of visual perception that play a strong role in reading, namely: 1) spatial relations, 2) visual discrimination, 3) objects and backgrounds (figure and ground), 4) visual closure (visual closure, 5) remembering (visual memory). assessment is a step of measurement and assessment to determine the obstacles or ability of visual perception in children with mental disabilities as a reference for reading learning. until now, there have not been many visual perception assessment instruments for students with mental disabilities that are standardized and widely used. this has resulted in teachers who work with students with special needs, especially children with mental disabilities, not assessing visual perception as a condition of reading maturity. in fact, this visual perception assessment is needed by teachers to find out students' basic abilities in reading (inas, 2018) responding to these problems, researchers develop visual perception assessments based on the scope and lattice of instruments based on theoretical studies and research that have been carried out previously. assessment products will be developed by researchers by utilizing information and communication technology so that they are easily accessed by anyone and wherever they are. the development of this research resulted in a product in the form of an interactive digital book as an assessment tool that aims to make the assessment implementation interactive, so that students with mental disabilities do not experience burnout during the assessment process. interactive or electronic digital is a book display that is in digital form and is supported by multimedia elements in the form of text, images, sound, animation, and video and can be accessed by users through electronic media, such as smartphones and tablets (prasetya, 2015). the use of ict (information and communication technology) in the world of education is already a necessity, including in extraordinary schools, slow or fast integrase ict as an interactive learning medium must also be carried out. the results of the study proved that the use of interactive media in children with special needs has proven to be more effective (indra et al., 2019). the objectives of this study are (1) compiling a visual perception assessment in the form of an interactive digital book for students with disabilities, (2) testing the validity of visual perception assessment development products in the form of interactive digital books for students with mental disabilities, (3) testing the reliability of visual perception assessment development products in the form of interactive digital books for students with disabilities, (4) producing the final product of visual perception assessment in the form of interactive digital books for students with mental impairments. method the research and development (r&d) model with stages from borg and gall was used in this study. researchers make modifications into 7 steps, namely: (1) potential and problems (preliminary study), (2) product design, (3) product design validation test [(material experts, learning media experts, and systems experts (information and communication technology), (4) yuniarti, junaidi, & sunandar, development of visual perception assessment … 53 product design revisions, (5) product trials (practitioner tests), (6) product implementation trials, (7) product revisions in this study, researchers want to examine whether the development of visual perception assessment products in the form of interactive digital books for students with mental disabilities that are developed is valid, reliable and can be used. in measuring material validation, media and assessment product development systems researchers ask experts in the field of assessment, media and ict to assess the assessments developed and measured using aiken's v. meanwhile, to measure the reliability of the assessment carried out by the teacher, it was measured by spss to see the cronbach alpha score and the implementation test in students was calculated using percent. result and discussion result(s) material validation is carried out with the aim of assessing the feasibility of the material used in the product whether it meets the feasibility or not. the validation test was carried out by 6 validators who are competent in the field of assessment and children with special needs. validators provide assessments using an assessment format consisting of 10 questions or indicators about the material in the visual perception assessment. the validators' values are processed using the aiken's v formula which sets a validity value of 0.78 for validators or raters totaling 6 people with the highest answer score of 4. based on the results of the aiken's v test, an average value of 0.94 was obtained; then 0.94 > 0.78. thus, the visual perception assessment material in the form of an interactive digital book for students with mental disabilities is declared valid. the results of the analysis can be seen in the table below: table 1. processing and analysis of material expert test data media validation is carried out with the aim of providing an assessment of the development of visual perception assessment products in the form of interactive digital books for students with mental disabilities from the perspective of learning media. the validation test was carried out by 6 validators who are competent in the field of learning technology and ict. validators provide assessments using an assessment format consisting of 10 questions or indicators about visual perception assessment media. the validators' values are processed using the aiken's v formula which sets a validity value of 0.78 for validators or raters totaling 6 people with the highest answer score of 4. based on the results of the aiken's v test, an average value of 0.90 was obtained; then 0.90 > 0.78. thus, the media in the visual perception assessment in the form of interactive digital books for students with mental disabilities is declared valid. the results of the analysis can be seen in the table below: no indicator v1 v2 v3 v4 v5 v6 ∑s n(c-1) aiken’s v remark the validity value on table aiken's v for 6 ratters (validators) is 0.78 1 item-1 4 4 4 4 4 4 18 18 1,00 valid 2 item-2 3 3 4 3 4 4 14 18 0,78 valid 3 item-3 3 4 4 4 4 4 17 18 0,94 valid 4 item-4 4 4 4 4 4 3 17 18 0,94 valid 5 item-5 3 4 4 4 4 4 17 18 0,94 valid 6 item-6 3 4 4 4 4 4 17 18 0,94 valid 7 item-7 4 4 4 3 4 3 16 18 0,88 valid 8 item-8 4 4 4 4 4 4 18 18 1,00 valid 9 item-9 4 4 4 4 4 4 18 18 1.00 valid 10 item-10 4 4 4 4 4 4 18 18 1,00 valid average 0,94 valid 54 journal of icsar; volume 7 , number 1, january 2023, 51 58 table 2. processing and analysis of media expert test data system validation is carried out with the aim of providing an assessment of the development of visual perception assessment products in the form of interactive digital books for students with mental disabilities from a system perspective in information and communication technology. the validation test was carried out by 6 validators who are competent in the field of information and communication technology. validators provide assessments using an assessment format consisting of 10 questions or indicators about visual perception assessment media. the validators' values are processed using the aiken's v formula which sets a validity value of 0.78 for validators or raters totaling 6 people with the highest answer score of 4. based on the results of the aiken's v test, an average value of 0.91 was obtained; then 0.91 > 0.78. thus, the visual perception assessment product system in the form of interactive digital books for students with mental disabilities is declared valid. the results of the analysis can be seen in the table below: table 3. processing and analysis of system expert test data after the product developed is declared valid by material, media and system experts, the next step is for the researcher to test the reliability of the product. the media reliability test is carried out to determine the reliability or level of consistency in the development of visual perception assessment products in the form of interactive digital books for students with mental disabilities. the implementation of the reliability test by four teachers of slb ypac no indicator v1 v2 v3 v4 v5 v6 ∑s n(c-1) aiken’s v remark the validity value on table aiken's v for 6 ratters (validators) is 0.78 1 item-1 4 4 3 3 3 3 14 18 0,78 valid 2 item-2 4 3 4 4 4 3 16 18 0,89 valid 3 item-3 4 4 4 4 4 4 18 18 1,00 valid 4 item-4 4 3 4 4 3 4 16 18 0,89 valid 5 item-5 4 4 4 4 4 3 17 18 0,94 valid 6 item-6 4 3 4 4 4 3 16 18 0,89 valid 7 item-7 4 4 4 4 4 3 17 18 0,94 valid 8 item-8 4 3 4 3 4 4 16 18 0,89 valid 9 item-9 3 4 3 3 4 4 15 18 0,83 valid 10 item-10 4 4 3 4 4 4 17 18 0,94 valid average 0,90 valid no indicator v1 v2 v3 v4 v5 v6 ∑s n(c-1) aiken’s v remark the validity value on table aiken's v for 6 ratters (validators) is 0.78 1 item-1 4 4 4 4 4 4 18 18 1,00 valid 2 item-2 3 4 4 4 4 4 17 18 0,94 valid 3 item-3 3 4 4 4 3 3 15 18 0,83 valid 4 item-4 3 4 4 4 4 4 17 18 0,94 valid 5 item-5 4 4 4 4 4 4 18 18 1,00 valid 6 item-6 3 4 4 3 4 4 16 18 0,88 valid 7 item-7 3 3 4 3 3 3 13 18 0,72 valid 8 item-8 4 3 4 3 4 3 15 18 0,83 valid 9 item-9 4 4 4 3 3 4 16 18 0,88 valid 10 item-10 4 4 4 4 4 4 18 18 1,00 valid average 0,91 valid yuniarti, junaidi, & sunandar, development of visual perception assessment … 55 malang and four teachers of slb c autistic negeri kedung kandang. the teacher will give an assessment of the questionnaire containing 10 questions or indicators about the visual perception assessment. reliability analysis or testing will be carried out using cronbach's alpha formula which is processed using spss software version 26. a cronbach alpha analysis states that a measuring instrument product can be said to be reliable when it meets the minimum cronbach alpha score limit of 0.6. the results of the analysis can be seen in the following table: table 4. result of product reliability test by teachers reliability statistics cronbach’s alpha n of items ,744 10 based on table 4 it is seen that the resulting cronbach alpha value is 0.744 which is greater than 0.6. therefore, visual perception assessment in the form of interactive digital books for students with mental disabilities which is a product in this study is declared reliable. the visual perception assessment implementation test in the form of an interactive digital book was carried out on four students with mental disabilities at slb ypac kota malang and four other students with mental disabilities at slb c autistic negeri kedung kandang (kd) malang. assessment of the use of products in students is carried out by the teacher using an observation format that refers to the assessment on the guttman scale and the results are analyzed using percent. table 5. analysis of product trials in students no. ypac student max score result score percent (%) no. autist-kd student max score result score percent (%) 1 t 80 70 87,5% 5 m 80 80 100% 2 v 80 70 87,5% 6 d 80 80 100% 3 r 80 80 100% 7 c 80 80 100% 4 a 80 80 100% 8 w 80 80 100% result 80 75 93,8% result 80 80 100% based on table 5 the results of the visual perception assessment trial analysis in the form of interactive digital books for mentally impaired students at slb ypac kota malang by 93.8% and students of slb c autistic negeri kedung kandang by 100%. the average percentage of trial results for the implementation of assessments in students in both schools was 96.9%. thus, referring to the criteria for determining the level of consistency and / or reliability of visual perception assessment products in the form of interactive digital books for students with mental disabilities, it can be declared very good qualifications, namely very consistent / reliable to be applied. discussion(s) the preparation of this assessment product is based on the scope of visual perception which consists of: spatial relations, visual discrimination, shape and background discrimination, visual closure and visual memory (abdurrahman, 2012; yuwono, 2015) . based on the scope above, the researcher compiles an assessment grid and develops the question items into a product of visual perception assessment development. the development of visual perception assessment products based on five scopes or dimensions, namely: spatial relations, visual 56 journal of icsar; volume 7 , number 1, january 2023, 51 58 discrimination) , figure and ground, visual closure) and visual memory is also strengthened by research previously conducted by nabilah et al., (2018) on the development of visual perception instruments in elementary school students in grades 1 and 2 for children with learning difficulties with the consideration that the assessment is used as an initial test of initial reading learning ability. another researcher, inas (2018), also developed a visual perception instrument based on the same five scopes for children with intelligence barriers at the junior high school level with an age of 10-14 years. the researchers reasoned by determining the criteria for children with intelligence barriers was because they had the potential to have academic ability and the selection of 10-14 years old was because at that age the maturity of visual perception was well developed. researchers developed a visual perception assessment for mildly impaired students who have difficulty reading, this is based on research that has been carried out by (juhanaini & eka, 2009) that by providing visual perception exercises can improve the initial reading ability of children with mental impairment. the development of this visual perception assessment is emphasized on mildly impaired students at the sdlb level with a range of 6-12 years based on the developmental theory that when the child is at the elementary school level the development of visual perception develops rapidly. with the development of visual perception assessment for students with mental disabilities at the elementary school level (sdlb), deficiencies in aspects of visual perception can be detected so that the prerequisites needed in reading can be handled properly. validators who are competent in the field of visual perception assessment and children with special needs, learning technology experts and technology and information experts validate materials, media and systems for the development of visual perception assessments in the form of interactive digital books for students with mental disabilities. instrument sheets containing ratings, comments and suggestions are used by validators to assess product development. the product material test was declared valid by six validators by providing an assessment of the concept, material, elaboration, presentation of the assessment flow, the suitability of the assessment questions with indicators and language aspects and was expressed with an aiken's v value of 0.94. validators state that the product is suitable for use with suggestions for improving the scope of spatial relations by replacing images according to objects already known to children, in the scope of visual discrimination (visual discrimination) changing color recognition indicators to recognize shaded objects, and in the scope of discrimination form and background (figure ground ) with simplification of the question. the validity test of the product media developed obtained an aiken's v value of 0.94 by six validators. product media validation of media about media appearance, presentation and design. para media validator states that the product is worth using, with improvements. researchers revised the display of the table of contents and assessment results. based on product validation of compatibility, reliability, reusability, maintainable and creativity by 6 system validators obtained aiken's v in the amount of 0.91 that the product is suitable for use, with a note that the product is tailored to the user. the visual perception assessment reliability test in the form of an interactive digital book aims to see whether the product developed as a measuring tool can be declared reliable (reliable, consistent). the reliability test of this product development involved four teachers of slb ypac kota malang and four teachers of slb c autistic negeri kedung kandang. the activity began with socialization of the use of assessment followed by the practice of visual perception assessment by the teacher. the next step is for teachers to provide an assessment of the product using an assessment format that contains 10 questions or indicators about visual perception assessment in the form of an interactive digital book on yuniarti, junaidi, & sunandar, development of visual perception assessment … 57 students with mental disabilities. the results of the teacher's assessment were analyzed using alpha cronbach and obtained a coefficient of 0.744, higher than the minimum limit of alpha cronbach's score of 0.6 (wiratna sujarwesi, 2014). it can be concluded that the visual perception assessment in the form of an interactive digital book as a measuring tool can be declared reliable (reliable, consistent). through the observation sheet, the teacher gave an assessment of the reliability of the product when used by students and obtained an average result of 96.6 percent of the four students from slb ypac malang and four students from slb c autistic negeri kedung kandang. thus, the visual perception assessment in the form of an interactive digital book for students with mental disabilities was declared reliable on excellent qualifications. the implementation of the product implementation test begins with the introduction of how and the use of icon buttons in the visual perception assessment in the form of interactive digital books. in the implementation of the test, students will be accompanied by a teacher who plays a role in reading out the questions and helping students if they encounter difficulties in operating buttons or icons. conclussion the resulting development product has an arrangement that contains 5 aspects or scopes of visual perception: a) spatial relations, b) visual discrimination, c) figure and ground discrimination, d) visual closure, and e) visual memory. the results of the validation test for visual perception assessment development products in the form of interactive digital books for students with mental disabilities were declared valid by material experts, media experts and systems experts. the results of the validity test were carried out using aiken's v which obtained an average value of 0.92 for the material test, the media test obtained an average value of 0.94 and the system test obtained an average value of 0.91. the score is greater when compared to r the table aiken's v = 0.78 (aiken, 1985). thus, the visual perception assessment in the form of an interactive digital book for students with mental disabilities is declared valid and suitable for use. the results of the reliability test on visual perception assessment development products in the form of interactive digital books for students with mental disabilities by practitioners are declared reliable. reliability testing was carried out using cronbach's alpha formula and reached a value of 0.74. the result is higher than the minimum cronbach alpha score limit of 0.60. the reliability of the products tested on students with mental disabilities had a presentation of 96.9%. referring to the criteria for determining the level of consistency and / or reliability of visual perception assessment products in the form of interactive digital books for students with mental disabilities, it can be declared very good qualifications. this development research resulted in a visual perception assessment product in the form of an interactive digital book in an e-pub format for students with mental disabilities. with the e-pub format, this digital book is more interactive and liked by children. this assessment can be operated on a smartphone, pc or laptop device. suggestion based on the results of research on the development of visual perception assessment in the form of interactive digital books for students with mental disabilities, suggestions can be given as follows: for teachers, it is expected to conduct visual perception assessments and understand the development of children's visual perception so that they can provide exercises in the field of visual perception in accordance with the results of the assessment and follow the stage of development of children's visual perception to help prepare for reading learning, especially for students with mental disabilities. 58 journal of icsar; volume 7 , number 1, january 2023, 51 58 for slb schools, it is expected to use a visual perception assessment in the form of interactive digital books for students with mental disabilities at the beginning of school entrance and the assessment results can be used as input in compiling reading learning. to support this, schools are required to provide it facilities and infrastructure so that every teacher can access and use this assessment. for subsequent researchers, it is recommended to develop visual perception assessment products by adding materials or indicators so that the resulting product is more comprehensive. furthermore, for the assessment to be more interactive, it is necessary to add sound effects so that children are more enthusiastic and motivated in conducting assessments. references abdurrahman, m. 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(2015). instrumen asesmen perkembangan anak berkebutuhan khusus. program studi pendidikan khusus fakultas keguruan dan ilmu pendidikan universitas lambung mangkurat. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 1; doi: http://dx.doi.org/10.17977/um005v6i12022p116 116 development of identification instruments for children with specific learning disability in elementary school salma nadiyah1, budi susetyo1, iding tarsidi1, ranti novianti2,*, ediyanto ediyanto, sinta yuni susilawati2, yoga budhi santoto3 1department of special education, universitas pendidikan indonesia, bandung, indonesia 2department of special education, universitas negeri malang, malang, indonesia 3department of special education, universitas islam nusantara, bandung, indonesia *e-mail: rantinovianti.01@gmail.com abstract: 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. keywords: children with specific learning disability, identifying children with specific learning disability introduction in the meantime, many parents have intellectually average or even above-average children but suffer learning disability (baum, 2004). according to samuel torrey orton's research, most students who struggle academically actually have an average or even above -average iq. this led orton to assert that intelligence does not necessarily correspond to actual intellectual capacity (swanson et al., 2013). children with average or even above-average intelligence have learning disability in specific fields and low academic achievement. however, exceptional performance in one field might have learning disability. additionally, children with learning disability in one particular field are referred to as children with specific learning disability (marlina, 2019). there is a considerable misunderstanding in the profession about identifying children with learning disability, owing to the numerous mistakes in identifying children with learning disabilities (stanovich, 2005; taylor, 2014). according to current data, 2.6 million school-aged children have specific learning disabilities. this statistic equals approximately 4% of the estimated 66 million children enrolled in schools. of all children labeled as having special needs, 43% are classed as having specific learning disabilities (flanagan and alfonso, 2010). specific learning disability are described as a disorder in one or more of the fundamental psychological processes underlying spoken and written language comprehension and use. children with specific learning disability experience difficulties in one or more of the following areas: listening, thinking, speaking, writing, spelling, and counting (mallet, 2013). kirk (1962) defines specific learning disabilities as developmental obstacles in one or more of the following processes: speech, language, reading, writing, and arithmetic, which are http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i12022p116 nadiyah et al., development of identification instruments for chil… 117 included in psychological obstacles and may be caused by possible brain dysfunction or emotional and behavioral disorders. additionally, learning disabilities are not a sign of mental retardation, nor are they the result of teaching factors. most people identify a specific learning disability as a neurological condition or a disorder in psychological processing that results in learning difficulties and a lack of academic skills. furthermore, most classifications state that specific learning disability may coexist with other disabilities (flanagan and alfonso, 2010). identification is a very early step that is still quite simple. identification is necessary in order to ascertain a person's challenges and needs, as well as those of children. children must be identified in order to ascertain their challenges and hurdles in order to obtain appropriate special education services (obiakor, et al., 2010). on the basis of this definition, identification is the process of determining a person's or object's identification in order to ascertain whether the person faces obstacles or not. meanwhile, identification in this study refers to the process of defining the identity of children in elementary school, regardless of whether they have specific learning disability. at the moment, it is critical to identify children with specific learning disability in elementary school, as the results of a recent national study on the use of tests and assessment procedures in schools indicate that schools are now identifying children with learning disability. around 95% of practitioners reported administering intelligence tests in the previous year, with 8.7 tests per month (benson et al. 2019; kranzler et al., 2020). however, today's issue is that many of the tests used to identify specific learning disability do not refer to theory, as indicated in a study that one of the primary limitations of present identification is a lack of theory. around two decades ago, standardized assessments were criticized for not being derived from theory (brody, 1994; kranzler et al., 2020). at the elementary school level, the teacher should be able to identify children with specific learning disability. this is consistent with the idea that if a student does not achieve age or grade level criteria in reading, writing, or mathematics, the student can be classified as having specific learning disabilities (bouck, 2020). however, according to this study, student attendance is a significant determinant in identifying learning disabilities. according to clements (1966), the specific causes of learning disabilities may be genetic variations, biochemical aberrations, insults, perinatal brain or disease, or other injuries sustained over a long period that adversely affect the nervous system's development and maturation of the central nervous, or from unknown causes. meanwhile, according to another opinion, reading difficulties might be produced by postmortem, topological selection, family, genetic, and neurological variables (galaburda, 1993; hynd et al., 1995; hynd & semrud-clikeman, 1989; lyon)., 1996; swanson et al., 2006; zeffiro & eden, 2001). meanwhile, according to zumeta et al. (2014), specific learning disabilities can result from neurobiological variables rather than environmental circumstances (zumeta et al., 2014). around 6% of children in public schools have learning disability, though the identification varies across countries (taylor, 2014). the percentage of students experiencing learning disability in school increases by 28.5%, specifically between 1991-1992 and 2000-2001 (taylor, 2014). according to estimates, 32% of children have specific learning disability, of which 16%–20% are dyslexia, 8%–15% are dysgraphia, and 6% are dyscalculia (marlina 2019). children with specific learning disability comprise between 1% and 30% of the population in indonesia's public schools (abdurrahman, 2012; lerner, 2002; hallahan & kauffman, 7; lloyd, 1985). each year, the prevalence of children with specific learning disability increases dramatically (abdurrahman, 2012:5; hallahan; 1985). for example, 16.52% of children in dki jakarta's 3,215 elementary schools in grades i through vi had specific learning disabilities (abdurrahman, 2012). meanwhile, 19.8% of 510 students in surabaya from grade iv to grade vi were classified as having specific learning disability (abdurrahman, 2012). another study discovered that 11.28% of 411 children in an elementary school in the pauh padang sub-district faced various specific 118 journal of icsar; volume 6 , number 1, january 2022, 116 124 difficulties. according to these findings, up to 76.6% of children have difficulties in reading, 61.3% have difficulty writing, and 48.6% have difficulty in calculating (masroza, 2013; tamansyah, 2003). children with specific learning disability are a concern in indonesia and in other countries, including the united states. according to the national center for education statistics of the united states department of education, the most frequent difficulty among students is a specific learning disability, with about half of the population experiencing learning disabilities since 1975. this has resulted in much debate and controversy about identifying students with specific learning difficulties because there are numerous distinct identification models for detecting students with specific learning disabilities (flanagan and alfonso, 2010). the debates and problems surrounding the identification of children with learning disabilities have sparked controversy in the field and sparked extensive polemic debate over the appropriate way to describe specific learning disabilities. numerous schools are under pressure to complete appropriate identification quickly because colleges and universities, the social security administration, the state department of rehabilitation, medical communities, and courts, as well as other agencies involved in sld (specific learning disability) identification and service provision, use a variety of methods to detect specific learning disabilities (flanagan and alfonso, 2010). given its prevalence and negative effect on academic progress and life, a mutually agreed upon identification should be made (youman and mather 2013, 2015; barber & odegard, 2017). according to a 2017 article by barber and odegard, research on regulation for identifying learning challenges should have been conducted since such a study would have provided critical information for enacting legislation to support the identification of individuals with dyslexia. however, the authors urge that not only dyslexia but also other types of learning disabilities be detected. there should be a draft identification guide to assist teachers and parents in identifying and classifying learning disabilities, regardless of whether the child is dyslexia, dysgraphia, or dyscalculia. children should be identified at primary school age to avoid being late, as research indicates that many adults lack basic abilities. around 20% to 30% of adults in the united states lack the literacy abilities required to enable daily life and work's reading and numeracy demands (lasater & elliott, 2005; taymans, 2012). according to census data, more than 40 million american adults lack a high school degree (lasater & elliott, 2005; taymans, 2012). according to the national assessment of adult literacy (naal), 11 million americans are unable to read, 30 million have below-basic skills, xx million face reading challenges beyond the simplest and most concrete tasks, and 63 million can perform basic daily literacy activities but struggle with technical information or extended prose (kutner et al., 2007; taymans, 2012). additionally, 46 million performed below the baseline on numeric literacy tasks (kutner et al., 2007; taymans, 2012). thus, to avoid being late in addressing learning disabilities, teachers must be trained to identify learning disabilities in begins as early as elementary school age. teachers are supposed to be able to identify students in their classrooms. this is critical so that teachers can give learning services for children with specific learning disabilities that are accurate and tailored to the child's requirements, rather than only to the teacher's desires. additionally, learning will no longer be linked with children in general, allowing children's potential and advantages to grow optimally (marlina, 2019). the number of students in indonesia with specific learning disabilities cannot be determined with certainty in each school. this is due to the government and the local education office paying insufficient attention. the local education office could not identify the number of children with specific learning disabilities because no reports on the number of children with specific learning difficulties from each school were provided. this is because school personnel, such as nadiyah et al., development of identification instruments for chil… 119 principals and teachers, rarely identify children with specific learning disabilities due to a lack of understanding, leading to an inability to determine the actual number of children with specific learning disabilities (masroza, 2013). according to the preliminary study conducted in several elementary schools in bandung, it was discovered that there were a significant number of children who struggled with learning difficulties such as reading, writing, and arithmetic, particularly in the lower grades 1, 2, and 3 and even in the upper grades, specifically in grades 4, 5, and 6 of elementary school. teachers have been providing less effective methods of instruction to children who have learning difficulties and have been generalizing the delivery of learning materials to children in general. this is natural, given how rarely teachers recognize children with learning disabilities. teachers have utilized general identification instruments or identification instruments for children with special needs, not tools for identifying specific learning disabilities. many teachers have been unable to identify children in their classrooms who have specific learning disabilities due to a lack of references to utilize as guidelines. this undoubtedly harms children who experience specific learning disabilities. children who are not well served and do not receive the appropriate assistance and supervision will suffer negative consequences in the future just because their teacher does not identify them correctly. teachers provide learning services to children that are not based on accurate identification, resulting in inefficient learning and the continuation of learning disabilities for children who do not receive timely assistance and suitable treatments. indeed, children may overcome these learning disabilities (masroza, 2013). as a result, it is essential to develop an identification instrument for children with specific learning disabilities. there is currently no validated identification that can be utilized and clear scoring instructions. method this study utilized qualitative research methods (qualitative research). this research aims to elicit a description of how teachers have identified children with specific learning disabilities for elementary school age, which will serve as the foundation for the development of a validated identification guide draft for children with specific learning disabilities for elementary school age. this research provided the use of the literature as a source of information. the author does not collect data directly from the field or other sources but rather from data collected in written records and is ready to use. the author can use this approach to identify theories, develop theories, and demonstrate the validity via a draft that the author will write, namely a draft identification guide for elementary school-aged children with specific learning disabilities. the literature review and expert judgment were employed to obtain data in this study. literature reviews are conducted by compiling data or sources on specific learning disabilities, such as scientific publications, journals, encyclopedias, and other textual and electronic sources. the author's primary sources include the following: diagnostic assessment (2014); learning about learning disability (2004); handbook of learning disabilities (2006); learning disability from identification to intervention (2007); essentials of specific learning disability identification (2011); hand book of learning disabilities (second edition) (2013); identification of learning disability (2002); current issues and trends in special education identification, assessment and instruction (2010); teaching student with learning disabilities (2008); issues facing the field of learning disabilities (2000); writing strategies instruction for expository essays for adolescents with and without learning disabilities (2000); learning about learning disability (third edition) (2004). the steps taken were collecting existing data on children identified as having specific learning disabilities, conducting crosschecks, specifically cross-checks on the primary source with other sources for data validation 120 journal of icsar; volume 6 , number 1, january 2022, 116 124 purposes, analyzing the data obtained, and finally drawing conclusions about the studied problem. meanwhile, the product expert test examined the feasibility of the draft guidelines for experts to identify specific learning disabilities. meanwhile, product validation is carried out through discussions with other professionals and experts to identify product shortcomings. researchers then address these faults by eliminating faults and enhancing the product design. the researcher created a questionnaire that experts completed to determine the feasibility of the book product "guidelines for identifying children with specific learning disabilities in elementary school age." experts validate the draft to ensure that it comprises a valid label. one psychologist, one lecturer in the department of special education, an expert in that field, one orthopedagogue in inclusive schools, and one special education teacher were chosen to assess the draft content. the outcomes of the expert assessments are then reviewed to serve as input for the enhancement of previously prepared products. the miles and huberman model was utilized in this study, which entails continuously analysing the data until it is deemed sufficient. as a result, data analysis procedures such as data reduction, data presentation, and conclusion drawing were used in this study. the processes involved in data reduction are assessing data regarding specific learning disabilities to determine the child's difficulties, summarizing the steps and references from numerous sources, and eliminating irrelevant data to provide the necessary information. after data reduction is complete, the data must be presented. the organized data in this study were given in descriptive and narrative texts. the last stage involves drawing conclusions from previous activities and presenting them in narrative form. the instrument in this study was designed to assist the author in collecting data systematically and simply to prepare a draft identification guide for children with specific learning disabilities of elementary school age. the research employed guidelines for conducting a literature review and expert validation instruments. result and discussion result(s) the draft identification guideline for children with specific learning disabilities in elementary school-age is divided into several sections that will assist teachers and parents in better understanding children with specific learning disabilities, including the identification concept, the concept of specific learning disabilities, and identification instruments for children with learning disabilities in elementary school age, such as dyslexia, dysgraphia, and dyscalculia. to assist teachers and parents in identifying children who have specific learning disabilities, the authors have highlighted the critical steps in the identification process, which are grouped into three distinct categories of academic learning disabilities: dyscalculia, dysgraphia, and dyslexia. dyscalculia identification dyscalculia (arithmetic disorder) is a general term that relates to a variety of specific lifelong mathematics learning disabilities (national center for learning disabilities, 2006). these obstacles affect an individual's capacity to comprehend and handle numbers, perform mathematical operations, and/or conceptualize numbers as abstract concepts of comparative quantities. according to the learning disabilities association (2005), critical elements in recognizing dyscalculia include the following: a. placing language in the mathematical process b. understanding words c. remembering numbers d. remembering a dance step sequence or rules for playing a sport nadiyah et al., development of identification instruments for chil… 121 e. learn to feel to play an instrument f. abstract concept of time and direction g. grasping and remembering mathematical concepts, rules, formulas, and sequences (order of operations) and basic addition, subtraction, multiplication, and division h. remembering the schedule and sequence of past or future events i. strategic planning for games like chess j. on-time k. mastering the material about music l. understanding cash transactions m. athletic coordination (e.g., following changing physical directions such as in aerobics, dance, and exercise classes) n. remember date or address o. visualize or describe the location of numbers on the clock or geographic locations of countries, oceans, roads, etc. p. long-term memory (retention and retrieval) of concepts (e.g., can perform math operations one day but draw blanks the next) q. retains memory of the "layout" of things (for example, getting lost or easily disoriented) dysgraphia identification dysgraphia is a neurological disorder that manifests itself through difficulties with writing (pierangelo & giuliani, 2006). to be more precise, this disorder results in a person's writing being distorted or wrong. when children are introduced to writing, the condition manifests. they create the incorrect size and spacing letters, or they type incorrect or misspelled words (national institute of neurological disorders and strokes, 2006). according to the international dyslexia association (2000), critical elements in recognizing dysgraphia include the following: a. writing that is generally illegible (though adequate timing and focus are provided) b. inconsistency: mixed print and cursive or upperand lower-case letters or irregular font size and shape c. unfinished words or letters; omitted words d. inconsistent positioning on the page concerning lines and margins e. inconsistent space between words and letters f. grip in tight or unusual places, especially the following: holding stationery very close to the paper, odd position of wrist, body, or paper g. talking to themself while writing or carefully observing their hand h. slow or difficult copying or writing, even if the result is neat and legible i. content that does not reflect the student's language j. combination of fine motor difficulties, a difficulty to evaluate letters, and an inability to recall writing motor patterns. a lack of motor coordination can cause handwriting difficulties in students, a difficulty to complete assignments, an inability to comprehend and/or recall visual pictures accurately, or insufficient handwriting training in class. dyslexia identification dyslexia is a reading-related learning disabilities (pierangelo & giuliani, 2006). according to the national center for learning disabilities (2008), dyslexia is a lifelong language processing problem affecting spoken and written language development. children and adults with dyslexia can be pretty clever, but they suffer from a neurological disorder that alters how their brain processes and interprets information. according to the international dyslexia association (2007), numerous vital indicators of dyslexia include the following: a. have trouble learning the alphabet, rhyming words, or connecting letters to their sounds 122 journal of icsar; volume 6 , number 1, january 2022, 116 124 b. makes many mistakes when reading aloud and often repeats or stops c. do not understand what they read d. have tremendous difficulty spelling e. learn languages late and have limited vocabulary f. have trouble remembering sounds made by letters or only slight differences between words g. have difficulty understanding jokes, comics, and sarcasm h. have difficulty following directions i. misinterpreting words or using the wrong words that sound similar j. have difficulty organizing what he wants to say or cannot think of the words needed to write or converse k. do not follow social rules of conversation, such as taking turns, and may stand too close to the listener l. difficult in understanding math symbols and misreading numbers m. cannot retell sequentially (what happened first, second, third) n. not knowing where to start a task or how to proceed with a task. identification guidelines draft after undergoing a validation stage, identification guideline draft for children with specific learning disabilities in primary school age were compiled by experts. several sections of the draft have been updated due to expert validation. according to the results of validation by four experts, the draft was considered feasible for use as a whole. this is reflected by the validator's average percentage, which is 75%, indicating that it can be utilized with some modification. this identification guideline draft comprises a cover, preface, table of contents, introduction, basic concepts of specific learning disabilities in children, basic concepts of identification, identification procedures, identification instruments and scoring, bibliography, and back cover. discussion(s) the primary reason for developing identification guidelines for children with specific learning disabilities is widespread uncertainty regarding the proper classification and identification of specific learning disabilities. additionally, it was discovered that numerous mistakes were made when identifying children with specific learning disabilities (stanovich 2005). thus, developing an identification guide draft for children with learning disabilities in primary school age may be a solution to addressing all of the field's existing problems. teachers must be equipped with various skills prior to conducting assessment activities to identify children with special needs (abk), including children with specific learning disabilities. to identify children who are experiencing specific learning disabilities, teachers must expand their knowledge of various types of childhood disorders, including physical, mental, intellectual, social, and emotional disorders, as well as children who exhibit exceptional potential, intelligence, and talents. the instrument is a list of statements including symptoms or abnormalities that commonly occur in children. we can determine which children have specific learning disabilities and which do not by identifying the various symptoms (haryanto, 2019). thus, developing a draft guideline for identifying children with specific learning difficulties in elementary school can aid in these efforts by addressing all identification needs. the study found that implementing identification using a draft identification guide for elementary school children with specific learning disabilities had a beneficial effect. it can assist teachers and parents in quickly identifying children with specific learning disabilities. teachers and parents may utilize the draft, which already defines, describes, and categorizes children with specific learning disabilities and the identification instruments and procedures nadiyah et al., development of identification instruments for chil… 123 for their usage. thus, teachers and parents will have an easier time identifying children with specific learning disabilities and classifying the child, whether the child is in a group that struggles with writing, reading, or math, to have a positive impact on the child, namely that the child will receive appropriate treatment or intervention to maximize their potential. conclussion in general, the findings of this study reveal that the researcher's draft identification guide indicates that identifying specific learning dissabilities entails various stages or procedures that must be completed in order for identification activities to run efficiently and reliably. there are four instruments for identifying specific learning dissabilities: instruments for identifying general specific learning dissabilities, instruments for identifying reading dissabilities, instruments for identifying writing difficulties, and instruments for identifying mathematical difficulties. the identification draft has been carefully prepared with simple sentences to ensure that the teacher can quickly determine whether the child has problems learning to read, write, or do the math. due to timing constraints, this research still has problems. one of them is that this research has only been validated by four validators and has not been widely tested, implying that it is still in its development and cannot be utilized directly in schools. as a result, the researcher recommends that the study's findings can serve as a guide for future studies. reference abdurrahman, mulyono. 2012. pendidikan bagi anak berkesulitan belajar:teori, diagnosis, dan remediasinya. jakarta: pt.rineka cipta. bakken, anthony f. rotatori . 2010. current issues and trends in special education identification, assessment and instruction. uk: emerald group baum susan.m. 2004. student with both gifths and learning disabilities identification assesment, and outcomes. new york : kluwer/ plenum barber phillips b. anne, timothy n. odegard (2017). evaluating the 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(2001). the cerebellum and dyslexia. perpetrator or innocent bystander? comment from thomas zeffiro and guinevere eden to nicholson et al. trends in neurosciences, 24, 512–513 zumeta o rebecca, perry a. zirkel, and louis danielson (2014). identifying specific learning disabilities: legislation, regulation, and court decisions, top lang disorders vol. 34, no. 1, pp. 8–24 http://download.portalgaruda.org/articl http://download.portalgaruda.org/articl http://download.portalgaruda.org/article https://doi.org/10.1007/s11881-012-0076-2 https://doi.org/10.1007/s11881-012-0076-2 https://doi.org/10.1007/s11881-012-0076-2 https://doi.org/10.1007/s11881-012-0076-2 https://doi.org/10.1007/s11881-012-0076-2 https://doi.org/10.1007/s11881-012-0076-2 https://doi.org/10.1007/s11881-012-0076-2 180 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 the role of psychology in special needs education fattah hanurawan universitas negeri malang, indonesia e-mail: fhanurawan@yahoo.com abstract: special needs children are children who have disability, health or mental health or mental health conditions requiring early intervention requiring early intervention and supports. psychology has important contributions to understanding, explanation, prediction, control, and solves problems of special needs children. the real contributions of the psychology are in a collaborative process with other stakeholders in a children’s bio-psycho-social system. the system involves the children, family, community, educators and educational systems, and other professional. in this context, the contributions of psychologist are best given within a multi-disciplinary group. psychologists apply psychology theories in understanding, explanation, prediction, control, and solve problems of special needs children. for applied psychologists, theories are the important tool for understanding, explaining, predicting, controlling, and solving problems of special needs children. keywords: psychology, special needs education. in our global world there is a phenomenon of children with special needs. children with special needs can be seen also in indonesia. the special needs children are children with some cognitive, affective, and psychomotor limitations. the phenomena of special needs children include children with autism, children with mental retardation, children attention deficit hyperactivity disorder, and children with sensory, physical, and health impairments. because of their limitation (cognitive, affective, and psychomotor) they should be supported to adjusting themselves to their spiritual, social, and physical environment. in this context, the society and community where they live should support them so the children can live happily and wealthy. the support can be actualized through education for special needs children. the educational support of the family, school, community, and society to the special needs children is relevant to indonesia basic ideology, i.e. pancasila that is about indonesia as a wealthy nation. the pancasila, specifically fifth foundation, states that every indonesia citizen has a right to acquire a fair social justice in their live. the fulfillment of the rights can make them achieve their subjective well being or happiness and also achieve positive functioning (baumgardner & crothers, 2010). the fulfillment of the special needs children rights through education can be seen also as a realization of indonesia state tag, that is the unity in diversity (bhinneka tunggal ika), as a basic state symbol of indonesia as a multicultural society. in this context, we can see that a special needs children group is one cultural group of the variety of groups, who live in indonesia. one way for family, school, community, and school to facilitate the special needs children is knowledge and practices about a psychology perspective towards special needs children. psychology as a science of behaviour and mental phenomena can help through theories and practices to help special needs children adjust themselves to their environment. the effectiveness of the self-adjustment can help them in acquiring happiness and fulfilling their function in the family, school, community, society, and state. discussion special needs children special needs children can be defined as children who have disability, health or mental health conditions requiring, early intervention requiring early interventions and supports. disability is a limitation of functions of cognitive, affective, and psychomotor abilities. in area of education, special needs students can be defined as students who have cognitive, affective, and physical function is so different from the norm that additional treatments are needed to meet the students’ needs (slavin, 2006). there are some types of special needs children. some types of special needs children can be listed as follows: children with autism, children with mental retardation, children with attention deficit hyperactivity disorder, and children with sensory, physical, and 181fattah hanurawan, the role of psychology in special needs education . . . . health impairments. children with autism. autism is a pathological selfabsorption and preoccupation with the self to exclusion of the outside world (colman, 2006). autism is a developmental disability that seriously influences social interaction and communication (slavin, 2006). autism became a formal category of disability or special needs in year 1990. children with autism is characterized by difficulties in developing social interaction, difficulties in developing social communication (verbal and non verbal) and interpersonal communication, and a tendency to involve in repetitive behaviours. symptoms of autism appear in infancy and early childhood. it can delay in many basic fields of development, mainly in social skills or human relations such as learning to communicate, play, and interact with others. although some social difficulties, children with autism might have normal or outstanding competencies in certain fields (slavin, 2006). although autism is generally a life-long condition, children with autism can acquire benefit from therapies or interventions that can reduce symptoms and improve social skills and abilities. it can help them live in their social environment. educators and psychologists can help them with the interventions and therapies as soon as possible. children with mental retardation. children with mental retardation are children who have substantial limitations in present functioning. the substantial limitations are in adaptive skill areas as follows: communication, self-care, social skills, communication, community use, home living, functional academic, leisure and work, etc. symptoms of mental retardation can be recognized before age 18 years. there is a classification of children with mental retardation according to their iq scores. the classification can be listed as : (1) children with mild retardation (iqs 55 to 70), they are regarded as “educable”; (2) children with moderate retardation (iqs about 55), they are regarded as “trainable”; (3) children with “custodial” retardation (iqs below 50), they are out-of-schoolsservices (slavin, 2006). in general educator should help children who have mental retardation to acquire adaptive behaviour skills (slavin, 2006). children with attention deficit hyperactivity disorder. children with attention deficit hyperactivity disorder are children who have difficulties in maintaining attention because of a minimum ability to concentrate. the children attention with deficit hyperactivity disorder have characteristic: (a) attention deficits; (b) impulsive behaviour; (c) hyperactivity behaviour. in educational setting, students with attention deficit hyperactivity disorder might have significant academic, behaviour, and social problems as results of their inability to concentrate or to pay attention. the mental disorder is characterized by persistent inattention and impulsivity with some of symptoms emerged before age 7 years, causing problems at home and school. the mental disorder of childhood affecting between two or ten per cent of school-age children in the world (slavin, 2006). children with sensory, physical, and health impairments include children with sensory impairments, children with physical impairments, children with health impairments. children with sensory impairments are children who have problems with the capacity to hear or see information through the body’s sense. examples of children with sensory impairments are students with visual disabilities or students with deaf or hard of hearing. children with physical impairments are children who have physical disorders such as spinal cord injury, cerebral palsy, and muscular dystrophy. children with health impairments are children who have health disorders, include acquired immune deficiency syndrome (aids), diabetes, child abuse, attempted suicide, etc (slavin, 2006). in the area of education, educator should help them with some treatments or learning strategies so they can learn well in classrooms and schools. psychology hanurawan (2015) defines psychology as a scientific study of human behaviour and mental processes phenomena. the scientific study of psychology covers everything that people think (cognitive), feel (affective), and do (behaviour). purpose of psychology is to describe, explain, control, and solve problem towards mental and behaviour phenomena. the phenomena can be specified on phenomenon such as perception, human development, attitude, motivation, etc. as a scientific study, psychology has some method for describing the objects of psychology (cognitive, affective, and behaviour). generally, the methods familiar to psychology are positivistic, interpretive, and critical approaches (hanurawan, 2010). the positivistic approach also can be called as quantitative research approach. the designs of the positivistic approach are laboratory experiment, field experiment, and field correlation. instruments of the positivistic approach are structured observation, questionnaire, psychology assessment, and etc. collected data is analyzed by statistical techniques such as t-test, correlation analysis, structured equation model, path analysis, and multiple regression analysis. the interpretive approach also can be called as 182 journal of icsar; volume 1, number 2, july 2017: 180-184 qualitative approach. models or designs of the approach are case study, phenomenology, hermeneutic, and ethno methodology (hanurawan, 2016a). the data collection methods in the qualitative research are unstructured observation or participant observation, documents, qualitative questionnaire, and written reflection journal. the collected data in qualitative research is analyzed using content analysis, descriptive analysis, thematic analysis, and phenomenological analysis. the validation process in qualitative research using some methods, such as triangulation or member check. there are main fields in psychology. the fields are social psychology, clinical psychology, educational psychology, developmental psychology, organizational and industrial psychology. social psychology. social psychology is a field of psychology devoted to social behaviour. the objects learned in the social psychology include conformity, aggression behaviour, social attitude, close-relationship collective behaviour, social skills, etc. clinical psychology. clinical psychology is a field of psychology concerned with the nature, diagnosis, classification, treatment, and prevention of “mental disorder and disabilities” (colman, 2006). educational psychology. educational psychology is a field of psychology concerned with the psychological dynamic in education setting (colman, 2006). topics of educational psychology include human development related to education, student diversity, learning, effective teaching, creativity in education, motivation in education, learners with exceptionalities, evaluation, etc. developmental psychology. developmental psychology is the scientific study of psychology towards human change over the course of their life. topics of the developmental psychology are controversies between nature and nurture, cognitive development, social and emotional development, physical development, moral development, childhood development, childhood development, adolescent development, adulthood development, and old age development, and parenting. organizational and industrial psychology. organizational and industrial psychology is a field of psychology about human behaviour and mental process in the organizational and industrial settings. topics of organizational and industrial psychology include remuneration and compensation, motivation in organization and industry, work stress, organizational culture, human factors engineering or ergonomic, work satisfaction, organizational citizenship behaviour, leadership, job analysis, personnel recruitment and selection, and training. beside the main fields of psychology, there are also many specific fields or subfields of psychology. the specific fields of psychology include ergonomic, environmental psychology, community psychology, forensic psychology, psychology of learning, counseling psychology, group psychology, psychology of motivation, etc. the role of psychology in special needs children psychology has important contributions to understanding, explanation, prediction, control, and solves problems of special needs children. the real contributions of the psychology are in a collaborative process with other stakeholders in a children’s biopsycho-social system. the system involves the children, family, community, educators and educational systems, and other professional. in this context, the contributions of psychologist are best given within a multi-disciplinary group (feehan et. al., 2003). the group collaboration will contribute an optimum impact to help special needs children developing their capabilities or life skills in their physical, social, and spiritual environment. psychologists apply psychology theories in understanding, explanation, prediction, control, and solve problems of special needs children. for applied psychologists, theories are the important tool for understanding, explaining, predicting, controlling, and solving problems of special needs children. the theories in psychology can be seen as the starting point for making prevention and intervention. a psychology theory is an organized set of principles that describes, explain, and predicts psychological phenomena (cognitive, affective, and psychomotor) (schultz & estrada-hollenbeck, 2008). the psychology theory can be used as a foundation for our efforts to change or to solve behaviour of children with special needs. examples of psychology theories are social learning theory, behaviorist theory, cognitive theory, humanistic theory, psychoanalysis theory, and critical theory (hanurawan, 2010). the psychology theories that can be applied to children with special needs problems can be drawn and developed from fields of psychology. consistent to existence of main fields of psychology, a study of special needs children from a psychology perspective can be viewed from five fields of psychology, i.e. social psychology perspective, clinical psychology perspective, developmental psychology, industrial and organizational psychology, and educational psychology. social psychology role. through theories and practices of social psychology, the psychologists and educators can develop special needs children with interpersonal and social skills. the interpersonal and social skills include interpersonal and social perception, interpersonal and social communications, social attitudes, monitoring and controlling aggression behaviour and anger, citizenship behaviour skills for 183fattah hanurawan, the role of psychology in special needs education . . . . living in group, organization, and community, and resolving interpersonal and social conflict life skills. the social skills are very important to special needs children because through the skills they have abilities to socialize or to integrate them to social context, such as family, community, school, society, and state. clinical psychology role. through theories and practices of clinical psychology, the psychologists and educators can develop a good mental health special needs children. psychologists develop the mental health through intervention such as assessment, clinical consultation, positive behavioural support, therapy, facilitation of family support, and liaison with statutory and voluntary bodies (feehan et. al., 2003). a good mental health is very important for children with special needs, therefore they must to develop strategies for coping with difficult situations and methods of solving the problems appropriately. the problems of mental health of children with special needs can be listed as follows: anxiety, depression, serious mental illness (better, 2016). the other problems of mental health are loneliness, low self concept, and low self esteem. there are theories of therapies that can applied to the special needs children’ mental health, e.g. cognitive behavioral therapy, dialectic behavioural therapy, psychodynamic therapy, and humanistic therapy. the therapy practices of clinical psychology in a positive psychology era should introduce and develop positive concept to children with special needs, such as subjective well being, hope, optimism, resiliency, virtue, wisdom, spirituality, etc (baumgardner & crothers, 2010). developmental psychology role. development theories of developmental psychology apply theory and practices of cognitive, affective, moral, physic, and social development in special needs children. the theories of developmental psychology include vygotsky theory, piaget theory, kohlberg theory, and freud theory. developmental psychologists observe the developmental problems of children with special needs and then recommend the appropriate prevention and intervention to the problems. educational psychology role. theories in educational psychology can be used for helping special needs children in areas of education, such as in schools. the main task of teachers is to teach the children with special needs effectively, there are some general concepts of effective teaching to special needs children, include: emphasize prevention, teach learning-to-learn skills, give frequent feedback, use a variety teaching strategies that engage students actively in lessons, use effective classroom management methods, and coordinate supplementary services with classroom instruction. beside in the area of effective teaching, educational psychologists also apply psychological theories in educational issues. the educational issues relevant to special needs children are educational motivation (internal or external), inclusion, learning assessment, school and classroom environment, student’s diversity, and sex education for autism children (rahmawati, 2012). educational psychology applied to special needs education means application of theory and practice of psychology of education to educating students with special needs in a way that addresses their individual differences and needs. in collaboration with special need educators, educational psychologists develop and design special instructional learning strategies, materials, and learning tools to meet educational needs of special needs children. industrial and organizational psychology role. industrial and organizational psychology contributes to children with special needs in the context of cognitive, affective, and behaviour skills at work and career mapping. it can be conducted by industrial and organizational psychologists and educators by consultation and special training. industrial and organizational psychology also contributes to children with special needs through sub-fields of industrial and organizational psychology, i.e. ergonomic or human factors engineering. the ergonomic is a sub-field of industrial and organizational psychology which can be defined as a study of designing equipment, devices, and process that fit the human physiology, psychology, and anthropometry characteristic. the purpose of ergonomics is to fulfill occupational health and safety and productivity. the ergonomic can be applied in educational settings (hanurawan, 2016b). contributions of ergonomic to special needs children is through designing physical environments and tools that are suitable to special needs children characteristics. the characteristics include psychological, physiological, and anthropometric. ergonomists design special products for children with special needs, such as a special learning chair for children with physical problems. a fit proper design for children with special needs is necessary to prevent repetitive strain injuries and other musculoskeletal disorder which can lead to long term disability. conclusion and suggestion on the basis of description of the role of psychology in special needs education we can draw some conclusions. the conclusions can be listed as follows: special needs children are children who have disability, health or mental health or mental health conditions requiring early intervention requiring early intervention and supports. types of special needs 184 journal of icsar; volume 1, number 2, july 2017: 180-184 children are children with autism, children with mental retardation, children with attention deficit hyperactivity disorder, and children with sensory, physical, and health impairments. special needs children have rights to live happily and wealthy in indonesia as a multicultural society based on the principle of the pancasila and the bhinneka tunggal ika. the rights can be actualized through special needs education. psychology is a science of behaviour and mental processes. the psychology has important role in educating children with special needs through application of psychology theories and practices (social psychology, clinical psychology, and developmental psychology, and educational psychology, industrial and organizational psychology). the suggestion can be listed as follows: the psychologists give their contribution to special needs children through a collaborative process with other stakeholders in a children’s bio-psycho-social system. the system includes involves the children, family, community, educators and educational systems, and other professional. the contribution can have significant impact on special children autonomy. the psychologists use the theories and practices from the main fields of psychology in educating special needs children comprehensively. the main fields are social psychology, educational psychology, clinical psychology, developmental psychology, and industrial and organizational psychology. references baumgardner, s. r. & crothers, m. k. (2010). positive psychology. upper saddle river new york: pearson prentice hall. better, o. n. d. (2016). children and young people with learning disabilities. understanding their mental health. london: bond c/o youngminds. colman, a. m. (2006). a dictionary of psychology. new york: oxford university press. feehan, s., mccharty, y., & white, c. (2003). the role of psychologist with school age children with an intellectual disability. a brother of charity guidelines document for psychologist working in special schools in the southern services. hanurawan, f. (2010). psikologi sosial suatu pengantar. bandung: rosdakarya. hanurawan, f. (2015). ilmu psikologi untuk pemecahan masalah kemanusiaan. professorship oration. universitas negeri malang. hanurawan, f. (2016a). metode penelitian kualitatif: untuk ilmu psikologi. hanurawan, f. (2016b). perspektif alternatif dalam psikologi pendidikan. malang: universitas negeri malang. rahmawati, f. 2012. pendidikan seks untuk anak autis. jakarta: pt elex media komputindo. slavin, r. e. (2006). educational psychology. theory and practices. boston: pearson allyn and bacon. schultz, p. w., & estrada-hollenbeck, m. i. c. a. (2008). the use of theory in applied social psychology. applied social psychology. cambridge university press, cambridge, 28-49. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p1 1 the problems in the implementation of inclusive education in primary schools ediyanto ediyanto1,*, risa safira ramadhani1, bella dina fitrasari1, elisabet kenila1, asep sunandar1, wiwik dwi hastuti1, suhendri suhendri2 1 department of special education, faculty of education universitas negeri malang, malang, indonesia 2 hiroshima university, hiroshima, japan *corresponding author e-mail: ediyanto.fip@um.ac.id abstract: 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 2011-2020 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. keywords: inclusive education, primary school, education for all introduction inclusive education is an educational service that provides opportunities for children with special needs to attend regular schools with their peers (darma & rusyidi, 2015). in general, inclusion is education for all or education for all (al kahar, 2019), so there are no more limits for children with special needs in getting quality education (hasna et al., 2019). inclusive education is a school that accepts all students in the same school and places children with special needs in regular classes (fitria, 2012; rofiah, 2022). inclusive education also requires that all children with special needs be served at the nearest school and attend regular schools with friends of their age with facilities that suit their needs (triutari, 2014). the implementation of inclusive education has currently been carried out in various cities in indonesia (agustin, 2019). one of the factors for implementing inclusion is because there are still children with special needs who are not in school and because the school distance is far. therefore, every sub-district is required to have inclusive schools at every level of education, one of which is at the primary school level (anjarsari, 2018). however, in its implementation, there are still many problems in inclusive schools in primary schools. these problems occur in several aspects of the implementation of inclusive education. problems in http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p1 2 journal of icsar; volume 7 , number 1, january 2023, 1 9 the aspect of implementing inclusion can hinder the implementation of good and comfortable inclusive education for students with special needs in inclusive schools. so analyzing the problems of implementing inclusive education can also be a tool to make it easier to solve these problems. based on the above explanation, this study aims to analyze problems related to implementing inclusive education in primary schools based on literature studies. the current study is crucial in implementing inclusive education because there are currently many problems that occur, one of which is in inclusive schools at the primary school level. method the method used in writing this article is a narrative review, namely research conducted by summarizing several research results and comparing them to produce a holistic interpretation. this study critically reviews the knowledge, ideas, or findings contained in the body of academic-oriented literature (cooper 2010). the stages of narrative review research (gasparyan et al., 2011) consist of three stages. the first stage is to determine the scope that will focus on the research to be formulated into a research title, determine the urgency and novelty of the research, and determine the formulation and research objectives. the main intervention studied in this scientific research is the problems in inclusive schools at the primary school level. second, conduct a literature search with keywords that are relevant to the research topic. the search for publication articles was carried out on google scholar with the keywords: problems of implementing inclusive education in primary schools. the articles used are literature published in 2011-2020. the criteria for the journals reviewed are national and international journal articles with subjects/problems in inclusive schools. the third stage is writing the findings. the articles that meet the criteria are analyzed. the articles' summaries are shown in table 1, and the methods for selecting the eligible articles can show in figure 1. figure 1 article selection scheme result and discussion result(s) problems with the implementation of inclusive education still occur at various levels of education, one of which is at the primary school level. these problems occur not only in one aspect of implementation. based on the research, implementation problems occur in eight aspects of inclusive implementation: new student selection, special educators, early identification, curriculum development, learning activities, and special teaching materials for students with special needs. learning material has not been adapted to student abilities, implementation screening and evaluation are still inappropriate (wanuri, 2018). this research is reinforced by various other studies in different inclusive primary schools. the lack of understanding of teachers on learning for children with special needs, special guidance teachers who have a non-special education educational diploma, and the lack of educators who ediyanto, et al, the problems in the implementation of inclusive … 3 handle special needs children in schools are also problems in implementing inclusive education. occurs in primary schools (wati, 2014; sari, 2012; widyawati, 2017; anjarsari, 2018; yasa and julianto, 2018; agustin, 2019; khotimah, 2019; dewi et al, 2020). in addition, based on several studies, it is also stated that implementing inclusive education in primary schools is in the aspect of facilities and infrastructure. many schools do not have adequate facilities and infrastructure to provide appropriate facilities for children with special needs in inclusive schools. (wati, 2014; agustin, 2016; mila, 2016; anjarsari, 2018; yasa and yulianto, 2018; khotimah, 2019; agustin, 2020; dewi et al, 2020). the lack of facilities and infrastructure includes the absence of source classes, not having braille books, special play facilities, special toilets, and many other supporting facilities that are not yet available in schools (yasa and julianto, 2018; anjarsari, 2018; agustin, 2020, agustin, 2019). one factor causing problems related to facilities and infrastructure in inclusive primary schools is the limited funds to complete these facilities (agustin, 2016). table 1. implementation problems in inclusive primary schools author (s) findings agustin, i (2016) constraints from the inclusive education program are education funding, some facilities and infrastructure are not adequate, and the lack of assistant teachers. agustin, i. (2019) the lack of teacher competence in dealing with students with special needs, and the lack of teacher abilities in the learning process, the unavailability of resource space for providing special services for students with special needs, and the absence of a plus curriculum for various types of students with special needs that have diverse characteristics. lack of parental concern for students with special needs and cooperation from various parties such as the community, professional experts, and the government. agustin, i. (2020) the lack of knowledge of teachers in understanding local sign language in deaf students, lack of knowledge about the preparation of individual learning programs, limited learning media, facilities and infrastructure, facilities, books that support the learning process are not fulfilled. alquraini, t., & gut, d. (2012)  inclusion for students with special needs requires much effort to accommodate and adjust, such as adjusting the curriculum, modifying facilities and infrastructure, and using supporting technology in learning,  the successful inclusion of students with special needs emphasizes the need for knowledge and skills to teachers, service providers, parents, and administrators.,  these stakeholders must have specific knowledge and understanding of the needs of students with special needs, such as teaching techniques and curriculum strategies, and other components that can prepare students with special needs to become responsible individuals, lesson plan and increase participation of all children in inclusive school anjarsari, a. d. (2018)  many educators have not made modifications, omissions, substitutions, and duplications in learning materials, strategies, and learning media.  most of the facilities and infrastructure in inclusive education providing schools are still inadequate. there are still schools that do not have braille books for blind students. adaptation to the physical environment is also still minimal. dewi, d. e. c., zubaidah, z., lubis, e., & syaputra, e. (2020) the implementation of inclusive education in bengkulu still has obstacles, namely:  lack of teacher resources in school inclusion programs.  there are still inappropriate policies carried out by schools in the application of inclusive education  the lack of facilities and infrastructure to support inclusive education.  the absence of a special curriculum and learning tools khotimah, h. educators who are less competent in their fields, the number of students with special needs are overloaded, the facilities and infrastructure that support the learning process 4 journal of icsar; volume 7 , number 1, january 2023, 1 9 author (s) findings (2019) are still very lacking, and the school finds it difficult to modify the existing curriculum and the lack of support parents and the surrounding community. milla, i. (2016) learning support facilities are still inadequate, and learning and material are not achieved. riyana, t. a. (2017) meeting the needs of students with special needs in inclusion is the responsibility of the central and local governments and the responsibility of parents in the selection of education for students with special needs. sari, w. q. (2012)  programs that should be prepared and implemented by relevant parties such as identification, assessment, service programs, lesson plans, and individual learning programs are not implemented properly.  special guidance teachers are not from special education graduates or who know knowledge related to children with special needs  special guidance teachers only accompany one child out of 30 students with special needs recorded at school  the lack of facilities and infrastructure in schools is not followed up firmly by the principal wanuri p, d, s. (2018)  special guidance teachers do not accompany the implementation of new student selection  the lack of special educators makes the assistance of students with special needs less than optimal  implementation of initial identification on new student selection has not been maximized due to the absence of special guidance teachers.  there is no curriculum development yet.  there is no plan for learning activities and special teaching materials for students with special needs  the material has not been adjusted to the student's ability  schools have not carried out regular screenings  the evaluation question is still not appropriate. wati, e (2014) problems in implementing inclusive education at sd negeri 32 banda aceh include education financing, facilities, and infrastructure, and the lack of special assistant teachers. widodo, a., & saptini, n. (2020) children with special needs are difficult to control their emotions. their behavior tends to be annoying, difficult to advise, ignore orders, oppose orders, low interest in learning, and act as they please. widyawati, r. (2017) constraints of the inclusive education program are education funding, some facilities and infrastructure are not adequate, and the lack of accompanying teachers. yasa, r. b., & julianto, j. (2018) constraints felt in carrying out inclusive education. these include inadequate infrastructures such as special play facilities for students with special needs, special stairs or special toilets, teacher's minimal understanding of the differentiated curriculum for students with special needs, and minimal teacher knowledge of how to apply students with special needs, and less cooperative parents. yu, l., su, x., & liu, c. (2011)  teachers are still not sure about the success of the inclusion program in improving the ability of students with special needs  lack of availability of professional teachers in teaching students with special needs in inclusive schools in china  the lack of national standards still severely limits the quality of special/inclusive teachers and poses a significant obstacle to improving the quality of special education in china  china does not have a system to accredit teacher training institutions. ediyanto, et al, the problems in the implementation of inclusive … 5 another problem related to the implementation of inclusive education in primary schools is the problem in the teaching and learning process. there are still many teachers who have not been able to provide learning media, prepare lesson plans, individual learning programs, modify curriculum, modify learning. they can make omission, substitution, and duplication according to the needs and abilities of students with special needs (yu and liu, 2011; anjarsari, 2018; agustin, 2020; dewi et al., 2020). problems related to the learning process also occur if, in practice, students with special needs sometimes show different class attitudes. sometimes they seem difficult to control their emotions, tend to interfere in class, ignore teacher orders, have low interest in learning, and sometimes act as they please in class (widodo & saptini, 2020 ). problems related to the teaching and learning process can make learning unattainable for students with special needs in inclusive primary schools (mila, 2016). another factor that becomes a problem in implementing inclusive education is the lack of support from parents in implementing inclusive education in primary schools. parents also have a responsibility in selecting education for students with special needs (riyana, 2017). so that parents must be cooperative, student learning is the teacher's responsibility at school, but parents need to repeat or teach back to students at home (yasa and julianto, 2018). the lack of cooperation from various parties. the community, professional staff, and the government is also a problem in the implementation of inclusive education in schools because the success of implementing inclusive education cannot be separated from the role of various parties, ranging from the school, parents, community, experts, and the government (agustin, 2019; dewi et al., 2020). the other results are preparing the implementation of inclusive education. many things must be prepared and pursued the benefit and success of implementing inclusion, such as teacher knowledge and skills, supporting facilities and infrastructure, curriculum modification, and involvement of related parties such as people, parents, government, and society (alquraini & gut, 2012). discussion(s) implementing inclusive education services comes from various aspects, namely facilities and infrastructure, students with special needs, special guidance teachers, classroom teachers, parents, curriculum, and costs (amka & kusumastuti, 2019). in another case, the educational facilities and infrastructure are important resources supporting the schools' learning process (wulan & sanjaya, 2022). the success of educational programs in schools is strongly influenced by educational facilities and infrastructure owned by schools and by optimizing their management and utilization (fuad & martin, 2016; chaitee, mallick, arefin, & popy, 2020). the limited cost of the school has an impact on the lack of facilities and infrastructure owned. that limited is a challenge for the government to provide assistance related to facilities for inclusive schools (konza, 2008). in this case, the principal can propose submitting funds to the relevant government. smooth communication between schools and the government is expected to impact the implementation of inclusive schools positively. thus children with special needs get the best service (pratiwi, 2016). a problem was found in schools with the number of students with special needs being overloaded. that problem happened due to the lack of good preparation from the school when implementing new student selection. the results showed that in 10 classes providing inclusive education, the number of students with special needs varied from 1 to 4, where classes with two students with special needs were the most common. at the same time, the total number of students is at least 20 and at most 46. generally, classes with special needs students have more 6 journal of icsar; volume 7 , number 1, january 2023, 1 9 than one teacher; namely, one main teacher is assisted by an assistant or special teacher, but some only have one teacher. if there are students with special needs in the classroom, an ideal situation is classroom teachers and special teachers for learning activities. the special teacher should be a teacher who has an extraordinary educational background (special education) who acts as a consultant teacher for classroom teachers (sunanto, 2016) the vacancy of special guidance teachers in inclusive schools will have a significant impact/impact on the successful implementation of inclusive education in these schools. the most significant impact is experienced in the learning of children with special needs. with the unavailability of special tutors, the needs of students with special needs cannot be appropriately served and maximally, especially the need for compensatory knowledge. students with special needs do not get suitable facilitators/mediators to discover and develop their potential because their classroom teachers do not have the competence and understanding of children with special needs (kartini & aprilia, 2022). in addition to the impact on students with special needs, it also impacts the management of inclusive schools. in the absence of special guidance teachers, schools are missing an essential component in implementing inclusive education because special guidance teachers are the only teachers who can understand the needs and how to handle students with special needs in developing the potential of students with special needs. because of that, the work program for the implementation of inclusive education cannot be carried out optimally without special guidance teachers (zakia, 2015). to overcome the impact caused by the unavailability of special guidance teachers in inclusive schools, as stated in the tendik guidelines (2007), the recruitment of special guidance teachers can be done with three alternatives, namely: first, through the cooperation of the nearest special education teacher; second, recruiting teachers with special education qualifications and regular teachers who receive training on students with special needs and third, from educational clinics or child development centers. a special guidance teacher is a pillar supporting inclusive education. special guidance teachers in inclusive schools will be one of the success factors because they can strengthen and strengthen the implementation of inclusive education programs. meanwhile, the absence of special guidance teachers in inclusive schools will tear down the inclusive education buildings that have been made. special guidance teachers are the only teachers who have the knowledge, competence, ability, and skills to understand the characteristics of students with special needs, handling and developing the potential of students with special needs in accordance with the characteristics of each student with special needs. teachers who do not have special competencies and skills to teach students with special needs. they also have difficulty in helping students with special needs in regular schools (novianti et al., 2022). likewise, inadequate knowledge about students with special needs will lead to inaccurate perceptions, leading to negative attitudes towards students with special needs. therefore, the existence of special guidance teachers helps children with special needs in their learning process (uthami & sunardi, 2022). so it can be said that special guidance teachers' functions, roles, and duties in inclusive education are very meaningful (zakia, 2015). based on strawderman & lindsey (1995; in pujaningsih, 2011), the teacher competence in special education needs to improve by fit the teacher education model. changes in teacher education design can be done by adding new courses or new field experiences. the impact of this strategy was investigated by o‟shea & satter 1999 (in pujaningsih, 2011) on courses attended by prospective teachers (regular and special) through various collaborative activities between students, making students more prepared to make lesson plans, using a variety of lessons, make modifications, and how to make class administration (baiti, soedjarwo, & purbaningrum, 2021). ediyanto, et al, the problems in the implementation of inclusive … 7 gut et al. 2003 (in pujaningsih, 2011) emphasized that the course directs a learning atmosphere that opens up opportunities for various opinions to determine decisions, open communication, and collaboration between regular teachers and special teachers. thus the competence and knowledge of teachers towards children with special needs will increase. teachers are no longer burdened with curriculum modification, classroom administration, and collaboration with other parties. in other cases, it is necessary to conduct training, workshops, and seminars for teachers who have not received previous training related to the concept of inclusive education (nurnawanti, 2020). in addition, it is necessary to prepare to provide the ability and skills to teachers to provide innovation in learning to children with special needs (suwandayani, 2019). the teachers with experience attending training have more readiness to handle special needs with higher inclusion indexes (anthony & yasin, 2019). that readiness indicates that the training activities impact teachers to apply the principles of inclusive education in the learning process in the classroom (wahyudi, & rugaiyah, 2019). the effectiveness of training to change one's behavior can be explained by changing one's attitude where attitudes have three aspects, namely, cognitive, affective, and psychomotor aspects. given the correct information, one's knowledge of the indicators that make up the index becomes correct, with correct knowledge influencing a person to do the right thing. with this argument, it can be assumed that teachers who attend training cause them to apply the correct principles of inclusive education (sunanto, 2016). another party that cannot be separated from the education of children with special needs in inclusive schools is the parents of students with special needs. parents of children with special needs have a significant role in making decisions for education to support children. so it is essential awareness and support of parents. parental support is parental involvement in various forms, including parenting in the home, creating a safe and stable situation, and appropriate parenting models. a child with special needs can reach his maximum potential if he gets full support from his parents. support from mothers can create feelings of worth in children, while support from fathers can develop children's competencies (sunanto, 2016). conclussion the implementation of inclusive schools faces various challenges, both from inside and outside the school. one of the problems in implementing inclusion occurs at the primary school level. the problems that exist in the implementation of inclusive education services in primary schools come from various aspects, namely teacher understanding or teacher skills, facilities and infrastructure, student attitudes of students with special needs, the role of parents, implementation of learning and curriculum development, procurement costs, and lack of cooperation with various parties. these aspects are very important and meaningful in providing services to students with special needs in inclusive schools. problems in the aspect of implementing inclusion can hinder the implementation of good and comfortable inclusive education for students with special needs in inclusive schools. so that in the implementation of inclusive education, it is necessary to prepare and re-plan inclusive education services so that students with special needs in inclusive schools can develop optimally. this study provides a reasonably clear picture that the implementation of inclusive education in indonesia is still faced with various issues and problems that are quite complex and still basic. there are still many issues and problems in inclusive education in indonesia. it is important for the government to immediately follow up, including through comprehensive assessment (monitoring and evaluation) of implementing inclusive education in indonesia. the results comprehensive assessment are used as a reference for making strategic steps towards inclusive education, reviewing policies at the school level, formulating inclusion models, activating mentoring programs, empowering pk-lk as a source center and in 8 journal of icsar; volume 7 , number 1, january 2023, 1 9 mentoring, changing the pattern of upgrading teacher training from a lecture model to a lesson study model or at least including lesson study as a core part of upgrading teacher training, producing manuals, and promoting socialization and dissemination programs. analysis of inclusive education problems from this implementation aspect can be used to reference further research for making solutions to overcome these problems. references agustin, i. 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(2022). occupational stress on special education teachers at inclusive school x, south tangerang. proceeding of international conference on special education in south east asia region, 1(1), 35–42. wahyudi, m., & rugaiyah, r. (2019). inclusive education: cooperation between class teachers, special teachers, parents to optimize development of special needs childrens. international journal for educational and vocational studies, 1(5), 396-399. wanuri p, d, s. (2018). permasalahan sekolah dasar inklusi kelas bawah di sd harapan mulia kabupaten bantul. skripsi. fakultas keguruan dan ilmu pendidikan. universitas sanata dharma: yogyakarta wati, e. (2014). manajemen pendidikan inklusi di sekolah dasar negeri 32 kota banda aceh. jurnal ilmiah didaktika: media ilmiah pendidikan dan pengajaran, 14(2), 368-378. widodo, a., & saptini, n. (2020). problematika pendidikan karakter anak berkebutuhan khusus (studi kasus terhadap sekolah dasar penyelenggara pendidikan inklusif di lombok tengah). jurnal ilmiah keguruan dan ilmu pendidikan, 9(2), 129-135. widyawati, r. (2017). evaluasi pelaksanaan program inklusi sekolah dasar. kelola: jurnal manajemen pendidikan, 4(1), 109-120. wulan, r., & sanjaya, w. (2022). developing positive school climate for inclusive education. journal of education for sustainability and diversity, 1(1), 54–66. yasa, r. b., & julianto, j. (2018). evaluasi penerapan pendidikan inklusi di sekolah dasar di kotamadya banda aceh dan kabupaten pidie. gender equality: international journal of child and gender studies, 3(2), 120135. yu, l., su, x., & liu, c. (2011). issues of teacher education and inclusion in china. prospects, 41(3), 355-369. zakia, d. l. (2015, november). guru pembimbing khusus (special guidance teachers): pilar pendidikan inklusi. in seminar nasional ilmu pendidikan uns 2015. sebelas maret university 81 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 the effect of scramble game towards the ability of composing sentences for students with intellectual disability noverita surya dewia, agung kurniawanb adepartment of special education, state university of malang, indonesia bfaculty of sport science, state university of malang, indonesia email: kurniawan1974agung@gmail.com abstract: children with intellectual disability have limitations in language acquisition mainly in processing vocabulary that is less functioning as it is expected, that is why they fell difficulty in preparing sentence. the purpose of this study was to describe the effects of the scramble games toward capability of sentence composition for students with intellectual disability. the method used is a quasi-experimental design with time series design. this study showed there was a difference capability of sentence composition for students with intelllectual disability before and after treatment with scramble game. it is shown from the results of t arithmetic < t table at significant level of 0.05 is 0 <1. the conclusion of this study was the scramble game affect toward capability of sentence composition for students with intellectual disability. keywords: scramble game, sentence composition, intellectual disability according branata in efendi (2006:88) someone who is categorized into intellectual disabilities or mental retardation, if he has a level of intelligence is so low (below normal) to pursue development tasks requiring specific assistance or services, including in the educational process. retarded children have limitations in language acquisition. they have difficulty in articulation, the processing center (vocabulary) works less properly. for that reason, they need concrete words that are often heard. besides, the differences and similarities must be shown repeatedly. simple exercises to teach concepts such as big and small, hard and weak, first, second, and last, it is necessary to use concrete approach (soemantri, 2007:106). suparno in dames (2012:4) states that the scramble method is one of the language games. basically, the language game is an activity to acquire specific skills in a way of encouraging. budinuryanto in the guntur (2013:21) states that the technique scramble is a game development or sorting a language structure that previously has been confused arrangement deliberately. fitriyah in saputra and fatmasari (2015:173) states that in this scramble game, the students’ activeness and creativity are important because these two components make the students not growing. the game is also able to optimize the students to think more creatively to define and construct a new thing or structure so that it can increase knowledge and understanding because students are active in the game. the accuracy and speed of thinking in answering the question becomes one of the key games in scramble learning methods. at the time of observation in retarded students of class viii in slb lawang, researchers discovered the problem as follows: students find difficulties to make simple sentences based on the pictures in textbooks. to overcome this difficulty, the researchers took the initiative to facilitate the students to do the work by writing down all of the objects in term of the pictures in textbooks. for example, in the picture there are flowers, cat, house, yard, and others. then the researchers asked the students about one of the objects. what was the cat doing? and the student answered the cat was eating. then the researchers asked where? then students answer on the terrace home. from that question then the students can make sentences based on the pictures in textbooks. therefore, the researcher conducted a study with a titled “the effect of scramble game towards the ability of composing sentences for students with intellectual disability in the grade viii in slb pembina nasional, lawang”. the purpose of this study was to describe the effect of scramble game towards the ability of composing sentences for students with intellectual disability of the grade viii in slb pembina nasional, lawang”. this research is expected to be a reference for teachers and schools to solve the problems in learning activities in the classroom. method sugiyono (2014:72) mentions that experimental research is defined as research methods used to find a specific treatment effect towards the other in 82 journal of icsar; volume 1, number 1, january 2017: 81-84 uncontrolled conditions. so, this study was aimed at investigating the effect of the game scramble usage towards the ability of composing sentences. the quasi experimental method was used in this research with time series design. it was given eight tests before and after the intervention. the 4 test before the intervention (o1, o2, o3, o4) was called a pre-test and the 4 test before the intervention (o5, o6, o7, o8) called a post-test. the subjects used in this study were 5 students with mild mental retardation of class viii in slb pembina nasional c, lawang. the instruments were 10 points the written test. the test was given before being given intervention (pre-test) and after being given intervention (posttest). the data analysis was quantitative data with non parametric technique. for determining differences of the ability to compose sentence for students with intellectual disability before and after the scramble game usage with wilcoxon rank test. findings and discussion findings from this research, it was obtained two kinds of data such as beginning and final capabilities for students with intellectual disability to compose sentences. the preliminary data is a data that shows the ability of the students before being given interventions. students’ initial capability that was obtained from the pre test was done before the given intervention. the pre test were 10 questions. the pre test was done four times in order to get stability. then, the final data was the student’s ability to construct a sentence after being given the intervention. the data that was obtained from the ability of the student’s final post-test results are being given after intervention. the post test were 4 times with the aim to determine the effectiveness of interventions. table 1. pre test and post test value no n a me pre test value s u m post test value sum i ii iii iv i ii iii iv 1 zm 7 8 7 8 30 8 8 8 9 33 2 ta 3 4 3 4 14 7 7 8 8 30 3 fa 5 5 5 5 20 7 7 8 9 31 4 rj 3 4 3 4 14 7 7 8 8 30 5 fr 9 9 9 9 36 10 10 10 10 40 average 5,7 average 8,2 from the above table, there was only one of 5 students who get very good value. the average value of the initial capability class was 5.7. the result of posttest from 5 students was a very good. the average value of the final capability was 8.2. graph 1. the value result of pre test and post test from the above graph, it can be seen that there is an increase learning outcomes of the students’ ability to compose sentences after being treated by using a scramble game. the data obtained from the pre-test and post test was then analyzed by using the wilcoxon signed rank test as follows: table 2. wilcoxon test no p r e test p o s t test diff absolut diff rank dif absolut s i g n e d ranks 1 7.5 8.25 0.75 0.75 2 2 2 3.5 7.5 4 4 4.5 4.5 3 5 7.75 2.75 2.75 3 3 4 3.5 7.5 4 4 4.5 4.5 5 9 10 1 1 1 1 t (positive) = 15 t (negative) = 0 from the table 4.2, t table with for 5 samples with significance level of 0.05 is 1 and t counting is 0 of the smallest rank. t counting <t table so that hi is received. based on the above results, it can be concluded that there are differences in students’ ability to construct sentences between before and after using the scramble game. thus, the scramble game was affected the ability to compose sentences for students with intellectual disability in the grade viii. discussion based on the results of the pre-test before being given treatment there are some students who have difficulty to make sentences. this is evident from the results of the students are judged less than 6. the students with intellectual disability have a low memory. related to memory, somantri (2007:112) states that the retarded children are different from normal children on a short term memory. a retarded child does not seem different from normal children. but evidence suggests children with mental retardation are different from normal children in terms of immediate recall. in this study, children with intellectual disability do problem in constructing a sentence without using the learning methods for a given test prior to the 83noverita surya dewi, agung kurniawan, the effect of scramble game towards . . . treatment using the scramble game. learning to make sentences for children with intellectual disability is difficult without the use of learning methods. somantri (2007:105) mentions the learning capacity of children with intellectual disability especially that such abstract learning sucha as arithmetic, writing and reading is also limited. therefore, the ability to construct phrases for retarded students of class viii in slb pembina national lawang before being given learning of game scramble getting less value. the ability to construct phrases for students with intellectual disability in grade viii of slb pembina national lawang after being given treatment namely using scramble game get better results than before. the students are no longer experiencing difficulty in preparing sentence. this is in line with harjasujana in suratno (2014:29) through the scramble technique, the students are not only invited to train the mind to predict the way the original authors but also encouraged to be creative with a new arrangement and it is better than the original arrangements. it is concluded that the learning techniques scramble is learning techniques that provide insight into the development and improvement of an organization preparing students in writing so that it becomes an intact article. in addition to train students to be more creative to find phrase better than the original arrangement. the usage of scramble games in learning to compose sentences make the students more aware of the learning rather than merely explained in the abstract without learning methods. with the scramble game, students can understand the material being taught teachers to make sentences. use of games in learning in line with the trisanti’s opinion in saputra and ratnasari (2015:173) states that the game media is media that can reduce the saturation of the students, giving pleasure and knowledge. so the game is a fun activity that can make students happy in the process of learning so that students are not saturated in receiving information from the teacher. in the teaching and learning process, learning activities can run without tools, but without the learning method, the learning will hinder the teaching learning process. teachers are expected to take advantage of learning methods in teaching and learning. the key to successfully learning is the teacher. when learning to construct phrases scramble teachers can utilize the game as a learning method. the game scramble in learning to make sentences influence on student achievement for mild mental retardation in class viii of slb pembina. based on the results of hypothesis testing showed that there was different usage of scramble game on the ability to make sentences. from table 4.5 discovered that the average pre-test was 5.7 and post test was 8.2 by comparing the average value of the ability to make sentences before and after being given scramble game. in table 4.5 it can be concluded, the use of the game scramble have influence on the ability to construct phrases for retarded students of class viii. the average of post test was better than the pre test because after being given pre-test, the teacher can analyze the weaknesses of the students. referring to the analysis of the results of the pre-test teachers can provide treatment using scramble game to overcome weaknesses in preparing sentence. the results of this study was using the formula of wilcoxon test, to determine differences in the use of the game scramble on the ability to construct phrases retarded students of class viii in slb pembina national. the result showed that the value of t obtained in the count is 0 of rank smallest whereas for t table at 0,05 significant level is 1 for t count is smaller than t table then the null hypothesis is rejected and the working hypothesis is accepted. this means that there was an increased ability to make sentences for retarded students of class viii using scramble game in slb pembina national. based on research results using wilcoxon test stated that ho refused and hi accepted, it indicated that there was a significant difference in the ability to construct phrases for retarded students of class viii in slb pembina national using scramble game. the statement can be proved by the increase in the results of tests that have been given, from the recapitulation of pre test and post test increased during the post-test after being given treatment. therefore it is proven that the use of a game scramble in preparing sentence is the appropriate treatment to optimize the ability to construct phrases for retarded students of class viii in slb pembina national. the results of this study can complement and support the research conducted by fatmasari (2015) with the title “the effect of scramble method implementation towards capabilities of composing sentence for students with hearing impairment in grade v of sdlb class-b dharma wanita sidoarjo”. research results showed that there were differences in learning outcomes of constructing a sentence using the scramble. basically the use of scramble method in learning to make sentences in previous studies almost the same except that the subjects used in the study are different, if in the previous research use students with hearing impairment as research subjects, this study used the retarded students as research subjects. learning construct a sentence using the scramble game can improve the quality of learning for the learning process does not feel bored and boring. from the use of games scramble in learning makes students more improving learning achievement. the subject matter is usually only the abstract will be more easily understood by students when utilizing the game in learning. 84 journal of icsar; volume 1, number 1, january 2017: 81-84 conclusions and suggestion based on the research that has been done can be concluded that the ability to make sentences for eighth grade students with intellectual disability in slb pembina national before being given scramble game get average value of 5.7, which means less. only one student who received score pre-test is very good. the ability to construct phrases for eighth grade students with intellectual disability in slb pembina after being given scramble game has increased. it can be seen from the average value of post test of 8.2, which means good. there is a scramble game influence on the ability to construct phrases for retarded students of class viii in slb pembina national level. based on the hypothesis testing results indicate that there are significant differences between the ability to make sentences before and after being guven scramble game that is value of t count <t table then hi is accepted ho is rejected. suggestions can be submitted is for the researchers can complete the deficiencies in the study of which may modify the procedures for this game according to the material to be delivered. for teachers are encouraged to apply learning to use the games in particular scramble in language learning with materials to construct phrases to improve learning achievement so that students are interested to participate in learning. then, for the school are expected to make use of the training program the game scramble for teachers with the aim to provide supplies to teachers. references dames, poppy. 2012. pengaruh penggunaan metode scramble terhadap hasil belajar ilmu pengetahuan sosial siswa kelas iv semester ii sekolah dasar negeri sidorejo lor 02 salatiga tahun pelajaran 2011/2012. skripsi tidak diterbitkan. salatiga. fakultas keguruan dan ilmu pendidikan.universitas kristen satya wacana efendi, mohammad. 2006. pengantar psikopedagogik anak berkelainan. jakarta: pt bumi aksara fatmasari, eryana. 2015. pengaruh penerapan metode scramble terhadap kemampuan menyusun kalimat anak tunarungu kelas v sdlb-b dharma wanita sidoarjo. jurnal ilmu pendidikan, (online), 2-8, (http:// ejournal.unesa.ac.id/ article/16316/15/article.pdf), diakses 21 april 2016 guntur, andrealdus. 2013. peningkatan kemampuan menyusun kalimat yang diacak menjadi sebuah paragraf yang baik dan benar melalui metode scramble pada siswa kelas v sdn 10 kesiman denpasar tahun pelajaran 2012/2013. skripsi tidak diterbitkan. fakultas keguruan dan ilmu pendidikan. universitas mahasaraswati denpasar saputra, henry & ratnasari, dwi. 2015. implementasi permainan scramble pada pembelajaran ipa dengan model kooperatif tipe probingprompting di kelas v sd negeri. jurnal ilmu pendidikan, (online), 169-178, (http:// prosiding.upgrismg.ac.id/index.php/pgsd2015/ pgsd2015/.../506), diakses 21 april 2016 somantri, sutjihati. 2007. psikologi anak luar biasa. bandung: pt refika aditama sugiyono. 2014. metode penelitian kuantitatif, kualitatif dan r & d. jakarta: alfabeta suratno. arif. 2014. peningkatan kemampuan membaca pemahaman menggunakan teknik scramble wacana siswa kelas iva sdn tukangan yogyakarta. skripsi tidak diterbitkan. fakultas ilmu pendidikan. universitas negeri yogyakarta 162 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 the planning of learning model for students with hearing impairments in the elementary school inclusion indina tarjiah universitas negeri jakarta, indonesia email: indina.tarjiah@gmail.com abctract: this research aims to produce a design of the model of planning learning for students with hearing impairments in inclusive elementary school in the region of dki jakarta. this research involves a number of subjects as participants i.e. academics, teachers in inclusive elementary schools, and teachers of the school outstanding. research methods used in this research is quantitative research with engineering survey to obtain data about problems in learning for deaf learners to then be processed, analyzed which then serve as material for the development of model design planning of learning for students with hearing impairments at elementary school inclusion. the research was carried out in february until may 2016 at 10 state primary school inclusive education providers in the region of dki jakarta. the results showed that of the 10 schools, there are 7 schools have yet to develop a plan of learning and not to apply the principles of learning for the students with hearing impairments, while the 3 schools have already begun trying to adjust to the needs of deaf students, although not optimal. based on the above findings, then design learning planning model designed for deaf students with the following stages: (1) the development of the syllabus. (2) the development of the plan of implementation of the programme of learning and individual learning. key word: school inclusion, planning of learning model, students are deaf. children with hearing impairment require special education services in order to develop its potential optimally. curriculum and the learning process needs to be designed specifically so that it fits with their needs, so that in turn is able to empower them to become an independent human. the organization of special education for children with hearing impairment has been the commitment of the government of indonesia. this looks of sound article 5 paragraph 2 of act no. 20/2003 which states that citizens who have abnormalities of physical, emotional, mental, intellectual, social and/or eligible for special education. the facts on the ground indicate that there is still very little deaf children and children in need of special education which has got a chance. data sourced from the central bureau of statistics (bps) said that the number of children in need of special projection in indonesia in 2008 was 1,504,000 people, and 322 thousand of whom are school-age children in need special (5-18 yrs). furthermore, the data of the directorate of the school’s outstanding coaching (pslb) shows that the number of children in need has got special education in schools was 66,610. thus, recently, about 20% of children in need of special school age (including the deaf) who has had the opportunity to follow education. his little access to education for deaf children and children in need special, because it’s still the least amount of outstanding schools (slb) in indonesia. data of the ministry of national education mentioned that currently there were only recorded 1569 slb across indonesia from pre-school until secondary school. of these only 302 schools run by the government (public schools). there are two fundamental issues which led to the sluggish development of outstanding school, namely (1) the establishment of the necessary investment costs slb expensive, (2) on the other hand the existence of children in need of special is not concentrated in one area in great numbers, but it is scattered in various locations and corners. this condition causes the more economic establishment is not unusual. to resolve the issue, currently there is one thought which is considered an effective inroads to tackling the problem of educational opportunities for deaf children, i.e. the concept of “inclusive education”. inclusive education can be meant as a philosophy and also strategy in education, where children with a variety of conditions (including children in need special) can be educated together in regular schools (public school). this thinking is promising an increase in educational opportunities that are significant for deaf students, because of the inclusive education opportunites to deaf students to attend regular school education (public schools) anywhere close to his residence. 163indina tarjiah, the planning of learning model for students with hearing impairments in the . . . . inclusive education have been rolled out by the government. a number of regular school has been established as an inclusive education providers schools both public and private. in jakarta for example, currently listed there are 372 designated as school schools inclusive education providers, which include primary school (elementary school), middle school (junior high school), a secondary school (high school) and secondary school (smk). for the primary school level, there are approximately 200 schools inclusive education providers. the schools in addition to running his mission of giving education to the students of “general”, they also receive and serve the education for the children in need special, including deaf students. to date research review about optimalisasai education services leading to more inclusive aspect of the infrastructure supporting inclusive education services, understanding of educators and educational power against the objective of inclusive education in primary schools, the limited knowledge of parents and teachers about the concept of the children in need special and inclusive education concept. schools that expressed as inclusive schools generally don’t have teachers who have the insight and ability to serve children in need of special. also supporting facilities and infrastructure are not yet adequately equipped. schools and teachers as well as other parties involved in education are still ambiguous about how inclusive education should be run. this relates to the issue of curriculum, learning, classroom setting and infrastructure, evaluation of learning, increase graduation class, and others. they do not yet have an adequate understanding, how such aspects should be designed so that it is suitable for deaf children. research related to development of a model of learning for the children in need special has been done by supena (2009) about the development of inclusive education service for students mental retardation. subsequent research conducted by indina (2014) about the development model of learning for students learning difficulties in the elementary school inclusion. meanwhile some research that examines about optimization of the inclusive education service has been done more leads on the infrastructure supporting the inclusive education services, understanding of educators and educational power against the objective of inclusive education in primary school, teachers of children in need special and inclusive education, inclusive education environment towards the development of a children in need special behavior (indriawati, 2013; mahabbati, 2012) research (elisha: 2013) about the inclusive education focuses on the role of teachers of special education supervisor, inclusive attitudes of educators, educational personnel, and attitude of the students towards the inclusive education. the research concentrates on development model of learning is still very lacking, while children in need of special type consists of 9 species, one of which is a child with a hearing impairments or deaf. based on the above studies show that current research on inclusive education examines many aspects of external supporters against holding of inclusive education. therefore, to speed up the optimalisasai of learning for children in need of special education in inclusive settings, then the necessary research that leads to the development of one of the components of learning to one of the children in need special type that is associated with the planning of learning for deaf students in the elementary school inclusion. method this research involves a number of subjects as participants i.e. academics, teachers at the school, the teacher in inclusive schools and also the bureaucracy associated with the implementation of the educational inclusion. this research begins with doing coordination with 10 elementary school inclusion for initial data capture in the field related to the analysis of the potential and problems, then from the results of surveys carried out discussions (fgd) data analysis and discussion of the model of learning in the design of the workshop model of learning. this activity involves experts in the field of education (academics), special school teachers (slb), regular school teachers and bureaucrats. findings and discusion findings the syllabus is the learning plans are made for a period of one semester for a particular subject. the syllabus is made in the form of a matrix (table) which contains 8 components namely: (1) the standard of competence, (2) basic competence, (3) material formulation, (4) indicators of success, (5) learning activities, (6) the allocation of time, (7) resources and media learning, (8) evaluation. the syllabus is created for each subject, in one semester in a class. in addition to loading the 8 components above, the syllabus is usually preceded by the identity of the subjects. learning implementation plan (rpp) is a learning plan that is made for one or several times within a particular subject. rpp is outlining more details and operation of the syllabus. components written in more or less the same as the rpp syllabus. the difference with the syllabus is that the rpp is made not in the form of a matrix (a table) but the blurb that extends to the bottom. 164 journal of icsar; volume 1, number 2, july 2017: 162-165 like that. the following public contofhformat the rpp is presented individually. on the development model of separate/individual rpp; standards of competence (not modified), the basic competence (not modified), subject matter (not modified), indicators of success (not modified), the allocation of time (not modified), the learning activities (there are mods), media and learning resources (there are mods), and evaluation (relative contents are the same, there are some parts of the modified) learning resources is everything that can be used as a source for acquiring knowledge, skills and/ or experience for students. source (material) a written learning for deaf students are essentially the same as other students. this means that the text books and other written materials that can be used by other students (general), essentially can also be used by deaf students. just need a little help or guidance from teachers, particularly for the ability of deaf language has not developed enough. this condition usually occurs in primary level. when students with hearing impairments try to read the textbooks of general lessons, then consider and ask if they can understand the contents of the book. if not, then give additional explanation and if necessary use a picture, a photo, a demonstration, or the media to explain it. if possible, teachers create learning resources (textbooks lessons) in its own specifically for deaf students, by way of modifying the general textbook. but this may be more appropriately done by the teacher supervising special or teachers who are already commonplace (experienced) teaching students with hearing impairments. use wherever possible learning resource that can provide concrete and directly experience for deaf students, for example, school gardens, a zoo, a visit to puskesman, the police station, museums, fields, forests, markets, and others. this will reduce the possibility of wrong concept or the usual concept of poor experienced by students with hearing impairments. it is also important for the development of language in students with hearing impairments/ hearing impairments. conclusion and suggestion planning learning preparation is made in writing by the teacher before executing the instruction. there are two main types of learning plans created by teachers, namely (1) the syllabus, and (2) the plan of implementation of the learning/rpp. develop the student’s learning syllabus for hearing impairments in the inclusive school is noticed on the following aspects: (i). format and syllabus component equal to a common syllabus, (ii) identity/titles on the syllabus, added information about the types of students in need of the development of learning plans or rpp for deaf students in the inclusive school is basically the same as the procedures or steps in the development of the syllabus. the difference is that the rpp is made for one or more meetings. blurb in the rpp also more detail than the syllabus, and hence the format of the rpp made lengthwise down not in the form of a matrix or table. the following are presented examples of common formats making syllabus for deaf in the inclusive school: discusion on the development of the rpp for deaf students; standards of competence (not modified); basic competence (not modified); subject matter (not modified); indicators of success (not modified); allocation of time (not modified); learning activities (no modification); media and learning resources (there are some parts of the modification); evaluation (there are some sections which are modified). there are two models of the format of the implementation plan for inclusive learning-learning for the children in need special (1) learning model of the implementation plan (rpp), (2) integrated model of separate learning implementation plan, with the following description: a). learning implementation planterintegrasi. model integration is model of development of the implementation plan (rpp) learning for students with hearing impairment that is integrated (merged) and implementation plan (rpp) for the learning of other students. thus, in this model the teacher has only one rpp rpp, namely general, but inside it contains a special entry for deaf students learning. special note-writing can be done in two ways, namely (1) special note made on each component of the rpp who underwent modifications (content, learning activities, indicators, media, evaluation) (2) special note made public at the end of the rpp. see the example in the appendix. b). rpp separate (individual). individual is a model plan rpp learning that is made specifically for students with hearing impairment, meaning that apart from rpp to other students (regular). rpp this model fully contains planning teaching for deaf students and are individually. in addition to serving as rpp 8 components in general, individual rpp has 2 additional components namely (1) the identity of the student and (2) the ability of the students at this time. because students with hearing impairments generally do not experience barriers to smarts and because most of the components of the rpp for the students with hearing impairment is the same with other students, then the format of the rpp that may be suitable for deaf school inclusive integrated rpp format is, however, did not close the possibility that teachers develop an individual rpp because of the condition of students demanding 165indina tarjiah, the planning of learning model for students with hearing impairments in the . . . . deaf students that is special, (iii) the standard formula of competence) (sk), basic competencies, content, indicators and time allocation unchanged, (iv) learning activity, (v) sources and media of instruction, (vi) allocation of time almost no modifications with regard to the allocation of time learning, (vii) evaluation. in general, the evaluation questions that were imposed to the deaf students are generally the same as those given to other students. but maybe there will be modifications in most materials, the means, and the tools used in the evaluation. there are two models the format of learning implementation plan (rpp) to inclusive learning for the children in need special, namely (1) the model integrated rpp, (2) model rpp apart. reference supena, a. (2009). model pendidikan inklusi bagi anak tunagrahita di sekolah dasar. jurnal pendidikan dasar, 10(1). indriawati, p. (2013). implementasi kebijakan tugas guru pembimbing khusus pada pendidikan inklusif di sd negeri se-kecamatan junrejo batu. jurnal kebijakan dan pengembangan pendidikan, 1(1), 49-54 mahabbati, a. (2012). pendidikan inklusif untuk anak dengan gangguan emosi dan perilaku (tunalaras). jurnal pendidikan khusus, 7(2), 52-63 145 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 the effect of picture and picture learning model towards science outcomes for students with hearing impairment in the class vii yaumil ainin pradina, wiwik dwi hastuti universitas negeri malang, indonesia email : renasaini@yahoo.co.id abstract: learning science would be difficult if it is abstract. this impact on students’ learning outcomes, because it make learning activity not absorbed maximally. it happens to all students including students with hearing impairment. the purpose of this study was to know the effect of the picture and picture learning model towards science learning outcomes. this research was quasi-experimental (quasi experiment) with the type of time series design. the results showed that there are significant differences between the average value of pretest and post-test. it can be concluded that the learning model picture and picture effected the science learn outcomes for students with hearing impairment in smplbn. keywords: picture and picture learning model, learning outcomes, children with hearing impairment education is one of the vehicles to gain knowledge, and all people are required to get an education without exception, with their education will produce a generation who are more competent in their field. physical, economic conditions, social conditions is not the obstacles to education. this is regulated in act of ri no. 20 of 2003 on national education system article 32 so-called “special education is an education for learners who have difficulties in following the learning process because of physical, emotional, mental, social “(efendi, 2009). a student with hearing impairment is a student who has experienced an interruption in hearing. as result, he is in inability to communicate not only in terms of language skills such as reading and writing but also in social adjustment and learning outcomes at school. a student with hearing impairment can develop optimally, it must be understood his needs to be provided with appropriate support. according to kustawan (2013) learning outcomes is the competence or capability obtained learners with special needs after going through of the learning activities. learners with special needs is successful in his study when he achieve the learning objectives with the minimum completeness criteria set by the teachers/ schools. meanwhile, according to oemar (2006) the learning outcome is that if someone has learned to expect a change in behavior, for example from not knowing become knowing and not understanding become understanding. the main problem in children with hearing loss is a problem of communication. inability to communicate has a broad impact as follows problem of language skills such as reading-writing, social adjustment and school performance. in order for students with hearing impairment can develop optimally, it must be understood their needs to be provided with appropriate support. in education services for students with hearing impairment, using images and video very helpful to explain the intent and purpose of the material. according to pratiwi and murtiningsih (2013) slb b is a special school that cater for special needs children with hearing loss. shape curriculum and teaching aids are stuated with students’ needs and condition. the suitable media for them is visual form or by using the language of the lips/hands. the results of observations about learning science in deaf students of class vii in smplbn is less target graduation in learning due to many factors such as the less varied media, monotonous learning models, and low motivation on students. results smplbn vii grade students is still relatively low, especially in ipa learning. for example, in the process of science learning with natural phenomena of biotic and abiotic matter, teachers only explain the material by using the blackboard, so that, learning is less pleasant, student activity is less, student motivation is low and the results of student learning outcomes are also low. somad (1996: 34) expresses the characteristics of children with hearing impairment as follows: (1) the characteristics in terms of intelligence. in general, deaf children have normal intelligence or average. otherwise, the development of intelligence is strongly influenced by the language development so that deaf children will reveal low intelligence (2) characteristics in terms of language and speech. the ability to speak 146 journal of icsar; volume 1, number 2, july 2017: 145-149 different language and deaf children with hearing children, this is due to the development of language is closely related to the ability to hear. (3) characteristics in terms of emotional and social. deafness may result alienated from society or social rules that apply in the community where he lives. this situation hindered the development of the child’s personality toward maturity. one of the characteristics of deaf students’ learning is by using visual senses. this study used a learning model using visual learning media. one model of learning that uses visual learning media is picture and picture learning model. the purpose of this learning model that teachers know more about the capabilities of each student. students are trained to think logically and systematically, students are helped to learn to think from the viewpoint of a subject to discussion with students in the practice of freedom of thought, the students’ motivation to learn is more developed, students are involved in planning and classroom management. one of these models is the picture and picture learning model. according to suprijono (2009) picture and picture is a learning strategy that uses images as a medium of learning, learning by using picture and picture models will allow learners to know something concrete. meanwhile, according to ngalimun (2016) picture and picture are a real treat competency information, presentation materials, show the picture of the activities relating to the material, students sort pictures so sistemtic, teachers confirm the order of the picture, teachers instill concept appropriately in teaching materials, inference, evaluation and reflection. picture and picture learning model in science teaching materials especially for biotic and abiotic natural phenomena is hoped to help a deaf child to describe and argue about the natural phenomena. therefore, researchers took the title “the effect of picture and picture instructional model toward science learning outcomes for the deaf student in class vii smplbn”. method the research design used in this study was a quasi experimental design. a quasi-experimental research experiments conducted in the form of treatment is then given to the research subjects are not fully controlled. quasi-experimental type used is time series design, according to sugiyono (2012) used for research groups can not be chosen randomly. in the design of this study is only the use of one group just given a pretest to four times in order to determine the stability and clarity of the circumstances before the treated group and given a post-test four times. if the results of pre test given four times are fickle mean the group showed an unstable state. if the pre-test results are not stable, then performed a pre-test to obtain stable results in the group. in this study using deaf students of class vii smplbn. they are 6 students in the second semester of the 2015/2016 academic year. findings and discussion findings in this study, a deaf student in class vii smplb is 6 students with hearing barriers. learning by using picture and picture model that aims to enable them to learn. the image given is simple and does not contain other elements. the analysis of research that has been done as follows: a) planning, b) implementation, and c) the data analysis. in this planning, it was done early stages of observation to the school which was held on 1 march, and has obtained a license to conduct research in the faculty addressed to smplbn, after it was compiled about the pre-test and post-test, after composing instruments or about the study and then in validation by subject matter experts and practitioners. the results of the validation instruments and media carried out by an expert practitioner of material later. obtained a score of validation by subject matter experts was 91 which indicates the value of the validation of 95% showed that the validation results was very decent. the relevance of that aspect was points, lesson plans, content, matter, and media in the picture and picture learning model interconnected with the ability of students to be measured. a grain of material with the use of the picture and picture learning model correspond to the learning objectives that can attract more active student. the teacher and students interactions were more meaningful and science learning outcomes would be increased. the results of the validation studies showed that the media images make improvements in the picture and picture learning model needs to be enlarged to 50% again. while the results of the validation by expert practitioners score was 79 which showed the results of the validation of 94%, showing that the results of the validation of instruments included in the very decent category. the aspects assessed in this validation was lattice-left, rpp, matter, matter and media in the picture and picture learning model. the results of the validation study to make improvements in the image on the material that was less magnified. at the pre-test phase, the implementation of treatment, the implementation of the post-test was held on may 2016-17 may 3, 2016. after learning of the pre-test and post-test then do recapitulation useful to determine whether there was an increase learning outcomes thereafter treatment. table 1 recapitulation of the value of pre-test and post-test. 147yaumil ainin pradina, wiwik dwi hastuti, the effect of picture and picture learning model towards . . . . = 2. from the testing criteria have been established, then the price of t0 <ttabel, then h0 rejected. with so it can be concluded there are differences in learning outcomes ipa deaf students of class vii before and after treatment with study model picture and picture. discussion a deaf child is a child who experienced obstacles in his hearing, so that in the process of interaction either in education or environment of communities of deaf children rely heavily on visual. zulfah and biasa (2015) also revealed that the mastery of materials science of deaf children need visual observation according to the characteristics of deaf children who are accustomed to learn visually. meanwhile, according to sarmi et al. (2015) related to science subjects, students’ understanding of the nature around is still far from the expected. learning categorized successful when learning can be understood by the child and meaningful for the future, so that in the learning of deaf children need visual media. one of the media or learning models that form the model of learning visual picture and picture that the media image as a supporter. hasan table 1. descriptive statistics table 2. the recapitalation result of pre-test and post-test value no name value pre-test (x) post-test (y) 1 nhl 19 58 2 azd 35,5 88,25 3 am 34,25 78,75 4 sr 19,25 64,75 5 jyd 27,25 66,25 6 mnm 37 80 table 3. wilcoxon test no nilai pre-test (x1) nilai post-test (x2) (x2-x1) rank tanda positif negatif 1 19 58 +39 1,5 +1,5 2 35,5 88,25 +52,75 6 +6 3 34,25 78,75 +44,5 4 +4 4 19,25 64,75 +45,5 5 +5 5 27,25 66,25 +39 1,5 +1,5 6 37 80 +43 3 +3 jumlah 21 0 based on the table 1, the data obtained with a minimum value of 19.00 pre-test and post-test minumun value was 58.00. while the maximum value is 37.00 pre-test and post-test maximum value was 88.00. while the average value of pre test 50 before using model picture and picture at 28.50, while the average value after using model picture and picture at 72.33. on the value of the recapitulation of the above, it can be concluded that the results of studying science when pre-test done is very low and when given treatment (tretment) of picture and picture learning model, students can improve learning outcomes for the better again this is evidenced by the implementation of a post-test. in this study, using statistical hypothesis testing with test nonparametik, by using the wilcoxon test. wilcoxon test is a statistical method used to test the difference of two data pairs, it is thus the number of sample data is always as much. table 3 is the result of the data in the wilcoxon test. based on the calculation of the amount of the absolute value is taken (the smallest) is tcount = 0. while the price ttabel the real level of α = 0.05 was obtained price ttable = 2 means that t0 = 0 <ttabel 148 journal of icsar; volume 1, number 2, july 2017: 145-149 (2003) revealed the media image is said to be very effectively used in the classroom because it (1) is concrete, more realistic shows the subject matter than the media verbal only, (2) can overcome the limitations of space and time, (3) can be overcome limitations of observation, (4) can clarify a problem in any field and for any age level, so as to prevent misunderstanding, and (5) cheap and easily obtained and used without the need for special equipment. while aunurrahman (2009) states that when students participate actively in the learning process, then these students will be easier to understand the material, and will indirectly improve student learning outcomes. researchers can determine the ability of students in composing images in a sequence, show pictures, provide information and explain the image, indirectly researchers can also determine the ability of students to understand the concept. the results of deaf children learn science generally the same as a normal child, it’s just that deaf children experience limitations in receiving information and understand a concept. to improve the understanding of the concept can be given a project approach which this approach focuses on learning models tailored to the circumstances given by the students. in addition, according herlianti (2015) which mengakaji about the execution of science teaching deaf children in classes vi slb ypplb padang. the results showed that science teaching deaf children less than the maximum if not practice or using a supporting medium, such as a picture. thus, in this study explain without using the media to support science learning outcomes for deaf children less achieve the desired results indirectly learning objectives are not achieved. while the research conducted by igirisa and ismail (2015) which examines the learning outcomes in the wake of space material for deaf students through cooperative learning model type of picture and picture. the results showed that the learning cycle i was69.14% with good criteria and excellent got increase reached 88.84% with the same criteria. 3 students or 60% of 5 students were given treatment classified as thoroughly studied with a score of 70 in the first cycle, also increased in the second cycle were awarded to five students who also completed treatment in learning outcomes in this study, it is hoped the picture and picture learning model effect on the results of deaf students in learning science in grade vii smplbn. conclusion and suggestion based on the results obtained through the wilcoxon test can be concluded that there is effect of picture and picture learning model toward ipa learning outcomes for students with hearing impairment in the grade vii smplbn. from the development of the picture and picture media, the researcher provide recommendations for teachers and further researchers. it is necessary to use the media in learning approach. teachers can use the picture and picture model of learning in all subjects. by using the flannel board media, teachers can disassemble the image with the subject matter or other. for the next researcher, which uses this study of picture and picture learning model is expected to enhance the image and if needed a board that is used as the put the image to be more innovative and interesting. image provided should be in accordance with the conditions and the ability of the students themselves, using clear images and easily encountered in their neighborhood. references aunurrahman. (2009). belajar dan pembelajaran. bandung : alfabeta efendi, m. (2009). pengantar psikopedagogik anak berkelainan. jakarta: bumi aksara. hasan, h. (2003). buku ajar strategi belajar mengajar. padang: unp herlianti, j. j. (2015). pelaksanaan pembelajaran ipa bagi anak tunarungu. e-jupekhu, 4(1). igirisa, s. s., & ismail, s. (2015). meningkatkan hasil belajar pada materi bangun ruang bagi siswa tunarungu melalui model pembelajaran cooperative tipe picture and picture (suatu penelitian yang dilaksanakan di smplb kabupaten gorontalo). (doctoral dissertation, ung). kustawan, d. (2013). analisis hasil belajar program perbaikan dan pengayaan peserta didik berkebutuhan khusus. jakarta timur : pt.luxima metro media. ngalimun. (2016). strategi dan model pembelajaran. yogyakarta : aswaja pressindo oemar, h. (2006). proses belajar mengajar. bandung : bumi aksara pratiwi, r. p., & murtiningsih, a. (2013). kiat sukses mengasuh anak berkebutuhan khsus. yogyakarta : ar-ruz media. sarmi, n. w., marhaeni, d. a. i. n., dantes, g. r., & st, m. (2015). pengaruh penggunaan pendekatan pembelajaran kontekstual berbantuan media gambar terhadap minat dan hasil belajar ipa pada siswa kelas v slbb n sidakarya. jurnal penelitian dan evaluasi pendidikan, 5(1). 149yaumil ainin pradina, wiwik dwi hastuti, the effect of picture and picture learning model towards . . . . sugiyono. (2012). metode penelitian kuantitatif kualitatif dan r & d. bandung : alfabeta. suprijono, a. (2009). cooperative learning. yogyakarta: pustaka pelajar. zulfah, t. r., & biasa, j. p. l. (2015). pendekatan proyek terhadap hasil belajar konsep energi pada anak tunarungu kelas ii di sdlb. jurnal pendidikan khusus, 7(3). 72 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 increasing self regulated learning of students with special needs through the ilbawel model marlina department of special education, state university of padang, indonesia e-mail: marlina.muluk@gmail.com abstract : this study aims to increase self regulated learning of students with special needs in the course of educational psychology through the application of web enhanced learning-based inquiry learning model (ilbawel). the study used single subject design with multiple baseline cross subject. the data were collected through observation, interviews, and test. the subjects consisted of five students with special needs, which consists of one person with a hearing impairment and four persons with visual impairment who took a course of educational psychology at the state university of padang. the five (5) students with special needs are to apply the ilbawel model in the course of educational psychology. the results of the research showed that (1) the ilbawel model have the accuracy, appropriateness and usefulness to be applied in the course of educational psychology because it emphasizes student activities to seek and find, develop the ability to think systematically, logically and critically. it also facilitate learning interaction from anywhere and anytime, has a wider range, easy to use by faculty and students, and it is a learning model prescriptive components consist of a set of systematic learning steps; (2) the application of ilbawel model in the lecture consists of six stages, such as orientation, define problems, propose a hypothesis, collect data, test hypotheses, and conclusions; (3) the ilbawel model was effective for increasing the self regulated learning of students with special needs in the course of educational psychology. there is an increased score of self regulated learning significantly from the baseline phase to the intervention phase. keywords: the ilbawel model, self regulated learning, students with special needs. character building of students in higher education can be done through education. a good education will form a straight students behavior, focused and knowledgeable, which will eventually lead to the goodness in life will be according to the national education goals. all of this can be achieved by the ability of its own, which is grown only through education. keywords educational process is independence (badan standar nasional pendidikan, 2010: 39). in fact, education in indonesia is still far from the goal of education contained in article 3 of law no. 20 of 2003, that the purpose of education is to develop students’ potentials to become a man of faith and devoted to god almighty, noble, healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic and accountable. the causes of the learners are the lack of awareness and motivation. not to the growing awareness of learners in directing them to learn because they do not know the benefits of learning or not there is something you want to accomplish. selfregulated learning is essential to the learning process (jarvela & jarvenoja, 2011; zimmerman, 2008). it can help students create better learning habits and strengthen their study skills (wolters, 2011), apply learning strategies to enhance academic outcomes (harris, et al, 2004), monitor their performance (harris et al., 2005), and evaluate their academic progress (de bruin, thiede & camp, 2011). self-regulated learning is a process that assists students in managing their thoughts, behaviors, and emotions in order to navigate their learning experiences successfully. this process occurs when a student’s purposeful actions and processes are directed towards the acquisition of information or skills. the research shows that self-regulated students are more engaged in their learning. these learners seat themselves commonly in the front of the classroom (labuhn, zimmerman, & hasselhorn, 2010), voluntarily offer answers to questions (elstad & turmo, 2010), and seek out additional resources when they need to master content (clarebout, horz, & schnotz, 2010). most importantly, the self-regulated learners also manipulate their learning environments to meet their needs (kolovelonis, goudas, & dermitzaki, 2011). for example, the researcher has found that selfregulated learners are more likely to seek out advice (clarebout et al., 2010) and information (de bruin et al., 2011) and pursue positive learning climates (labuhn et al., 2010), than their peers who display less self-regulation in the classroom. the self-regulated learning is theoretically 73marlina, increasing self regulated learning of students . . . . rooted in social-cognitive theory. zimmerman (2001) grounded in bandura’s emphasis on the reciprocal nature of interactions between personal processes, behaviors and environmental factors. social-cognitive theory of self-regulated learning includes many self-processes such as metacognition, affects, and motivational beliefs such as self-efficacy (zimmerman, 2002). social cognitive theorists define self-regulated learning as learning in which learners are metacognitively, motivationally, and behaviorally active participants in their own learning process (zimmerman, 1986). beitler (2005) states that the characteristics of learners who have the independence to learn: (1) a love of learning, (2) confidence as learners, (3) openness to learning challenges, (4) an inquisitive nature, (5) self-understanding in terms of learning, and (6) accepts responsibility for their learning activities. students with special needs, compared with their normally developing peers, are generally effective self-regulated learners (zimmerman, 2000a). the social cognitive approach views self-regulatory processes as three cyclical phases such as forethought, performance or volitional control, and self-reflection processes (zimmerman, 1994). students with special needs are characteristically poor self-regulators, and thus, they need explicit instruction to support their acquisition and use of self-regulatory strategies to succeed in the domain of mathematical learning. the most frequently studied self-regulatory strategy is self-monitoring, which refers to constant efforts in keeping track of on-going progress (montague, 2007). observing for three years (2013-2015) in the course of educational psychology at the state university of padang showed that the characteristics of self-directed learning of students was still lacking, especially students with special needs. this was evident from the low awareness and lack of initiative to learn, less able to cope with learning problems, a lack of a sense of curiosity about the subject matter, lack of confidence in the ability of self, lack of interest in reading, lazy about the task of lecturers, highly dependent on friends in learning, rarely evaluate learning outcomes and lack of understanding of learning needs. lectures for students with special needs are still lacking, particularly in the provision of learning resources. so far, there were no library books written in braille, so that students with visual impairment depends on their friends to access learning resources. now, there are a lot of talking computer applications that can be accessed by students with visual impairment, but empowerment-based learning on the internet they have not been going well. though their ability and skills to access the internet is pretty good, many students with special needs are not able to utilize traditional learning programs because they have disorders that results in them get difficulty to participate in lectures. they are very dependent on the help of friends, especially when making assignments lectures. thus, the use of computer-based access to learn technology plays an important role in improving self-directed learning of students with special needs (hasselbring & williams glaser, 2000). self-directed learning is one of the predictors of learning outcomes. the higher independence of student learningis the higher learning results (irzan tahar & enceng 2010; francom, 2010). while the formation of self-directed learning includes three contexts; in formal learning settings, in the workplace and community contexts (guglielmino, 2008). therefore, a lecturer has a role in supporting the establishment of self-directed learning (shahbaz malik and shabbir, 2008). the role of the lecturer is not only transfer knowledge, skills and attitudes, but also to improve the independence and creativity of learners. educators are required to create the conditions of learning which gives the freedom for students to ask questions, to think and argue. for creating these conditions, it is required fun learning for students. the practical learning in higher education is dominated by the lecturers. the lecturers are likely to bring the students to learn, the educators assess learner performance, indicating a need to learn and pick out the tasks of learning for students (shephard, 2000 in kicken, et al, 2009). students are rarely given the opportunity to use the skills (set goals, metacognition, self-correction, reflection-election right tasks to learn). the learning activities are chosen by the lecturer, the lesson activities have been arranged, learning resources is rigidly specified, and restriction of opportunities learners to set goals (francom, 2010). therefore, efforts to increase students’ selfdirected learning need to be developed. one of them is through the implementation of inquiry learning model (joyce & weil, 2000). this model aims to train the ability of learners in researching, explaining phenomena scientifically and solve problems. inquiry learning model is very important to develop values and attitudes in the scientific way of thinking (joyce & weil, 2000). the learning model is implemented by using online computer technology. through online learning, the students are able to take the initiative, to overcome barriers or problems, have confidence and to do something independently. one type of online learning is a web enhanced learning using the internet to support the quality of learning done in class, providing additional learning resources that can be utilized students whenever and wherever needed, which in turn can improve self-directed learning of students. 74 journal of icsar; volume 1, number 1, january 2017: 72-80 method single-subject experimental design using models of multiple baseline designs across subjects design with a-b-a’ were used in this research (barlow & hersen, 1984; creswell, 2012). phase a is baseline phase, b is intervention phase with pmi, and a’ is the maintenance. this research subject is students with special needs and students without disabilities who take courses in educational psychology in the third semester at the state university of padang. educational psychology courses are courses basics of education that shall be taken by a student of education at the state university of padang. students with special needs consists of one person with a hearing impairment and four persons with visual impairment. while students without disabilities are 45 people. fiftieth of these students come from backgrounds filed study varied, one of the majors economic education, five people from the department of chemical education, twenty people from the department of civic education, five people from the department of education sociology anthropology, fourteen of education majors coaching sports. this research was conducted in educational psychology class by applying ilbawel model over the course of four months effective. the target behavior is self regulated learning that is person’s ability to take the initiative in arranging, manage and control the process of learning to cope with the problem of learning by using a variety of learning strategies. self regulated learning consists of: (1) learning initiative, (2) diagnosing learning needs, (3) establish learning objectives, (4) selecting and applying learning strategies, (5) monitoring, managing and controlling learning learning difficulties facing a challenge, (6) utilize and finding relevant learning resources, (7) evaluating process and learning outcomes, and (8) self-concept and self-abilities. to measure the achievement of the target behavior used multiple baseline cross subject with uses frequency and self regulated learning scale. self regulated learning scale completed by students without disabilities and multiple baseline cross subject with uses frequency completed by students with special needs. treatment materials (the module of ilbawel) prepared by the authors and validated by experts (experts judgment) is used as a guide for lecturer and students in applying ilbawel model. the module of ilbawel model consists of 3 parts. part i introduction: (1) importance of independence learning in higher education, (2) why should web-based learning, (3) face to face interaction and the virtual class. part ii theoretical study: (1) self regulated learning, (2) concepts of e-learning, (3) e-learning and learning theory underlying, (4) e-learning applications in web-based in classroom, (5) application of the principles of e-pedagogy in learning model web-based e-learning. part iii ilbawel model application in educational psychology course: (1) ilbawel model implementation guide for students, and (2) ilbawel model implementation guide for lecturers. findings and discussion findings the results of the study at this stage of the model development as follows: (1) the ilbawel model can be used as learning models for improving self regulated learning because of containing pedagogical elements; (2) ilbawel models meet the functionality requirements of learning centered on the students, emphasizing students activities optimally to seek and find, foster self-confidence, develop the ability to think systematically and logically and critically, improve learning interaction, and have a wider range; (3) ilbawel models are easy to use by lecturers and students. ilbawel models is developed using the theoretical basis of behaviorism, cognitivism and constructivism; (4) ilbawel models is a prescriptive model of learning components consisting of a set of systematic learning steps, thus, easily implemented by lecturers and students; (5) the application of the model consists of a modified ilbawel models of inquiry learning with web enhanced learning, with the following steps. orientation, is fostering a responsive learning environment. lectureing condition that students are ready to implement the learning process, stimulate and encourage students to solve the problem. table 1. collaborative inquiry learning model (mil) to the web enhanced learning (wel) in phase orientation learning activities learning goals result 1. students are given the topic of the lecture material 2. students form hypotheses 3. students build meta concept 1. introduce the topic of the lecture material 2. form a hypothesis 3. develop questions related to the hypothesis definition/ concepts students about the lecture material 75marlina, increasing self regulated learning of students . . . . formulate the problem that brings students to a problems that contains puzzles. the problem is formulated by students, while lecturers provide topics to be studied. table 2. mil collaboration with wel in phase formulating problems learning activities learning goals result 1. students find support/ evidence on e-learning 2. fix the concept and editing meta data by the newly acquired facts 1. exploring data 2. revise the data improvement of the concept of individual data / individual records proposed a hypothesis, namely the temporary answer of a problem under study that needs to be verifiable. table 3. mil collaboration with wel in phase asking hypothesis learning activities learning goals result 1. share data with other students (chat) 2. sharing meta new concept 3. revise the data and meta concept of online discussion results 1. sharing data 2. share results 3. share ideas 4. define and revise the data improvement of the concept of individual data/ individual record dialogue with chat collect data, which activities encompass the information needed to assess the proposed hypothesis. this stage requires strong motivation to learn, perseverance and the ability to use the potential of thinking. table 4. collaboration mil with wel in phase collecting data learning activities learning goals result 1. sharing of data within the group 2. questions, cooperation, negotiation, compromise 3. choosing to decide on the core concept of group 4. revise the concept of group 1. communicating knowledge 2. negotiating the knowledge acquired 3. combining knowledge 1. dialogue group in classroom 2. repair group concept test the hypothesis, is the process of determining the answers and develop the ability to think rationally considered acceptable according to information obtained by the data collection. table 5. mil collaboration with wel in phase testing hypotheses learning activities learning goals result 1. checking the answers through the collected data 2. evaluation confidence students in answer to the hypothesis obtaining the truth of science formulating its conclusions, the process of describing the findings obtained based on the results of hypothesis testing. the role of the lecturer is to show students where the relevant data is used as a conclusion. table 6. mil collaboration with wel in phase formulating conclusions learning activities learning goals result 1. summing up the data 2. evaluation find the knowledge acquire new knowledge 76 journal of icsar; volume 1, number 1, january 2017: 72-80 table 7 overview consensus accuracy, feasibility and usefulness ilbawel model by experts no aspects the degree of consensus conclusion a. 1. appropriateness procedure using model ilbawel by lecturer component model implementation steps ilbawel very precise when applied by lecturers, and precise enough to be applied to the students. a. right 75% b. very precise 8,4% c. not exactly 16,6% 2. the accuracy of the implementation steps according ilbawel model students a. right 67% b. very precise 24% c. not exactly 9% b. feasibility model ibawel (practicality and efficiency) experts agree that the implementation steps ilbawel model developed quite practical efficient. 1. practicality model ilbawel a. not practical 9,4% b. practical 71,1% c. very practical 19,5% 2. efficiency model ilbawel a. not efficient 7,5% b. efficient 22% c. highly efficient 70,5% c. usefulness model ilbawel lecturers should receive short training in order to apply the model developed ilbawel. 1. the need for lecturers to special education in the field of information technology a. no need 26,1% b. need 34,3% c. it is necessary 45,6% 2. users model ilbawel (lecturers) need to acquire knowledge about self regulated learning the lecturers was absolutely necessary to have knowledge about self regulated learning a. no need 8,3% b. need 33,3% c. it is necessary 58,3% 3. users model ilbawel (students) need to acquire knowledge about self regulated learning the studentss was absolutely necessary to have knowledge about self regulated learning a. no need 0% b. need 38,7% c. it is necessary 61,3% 4. valueableness model ilbawel for students students feel the application of the model ilbawel very valuable. a. not worth 0% b. worth 25% c. very valueable 75% in addition, the results of analysis visual graphic of data on the five students with special needs are presented in chart 1 below. this graph shows the change in frequency of self-directed learning of students with special needs before, after intervention and after the maintenance phase by the model ilbawel. 77marlina, increasing self regulated learning of students . . . . figure 1. changes frequency self-regulated learning of students with special needs (dn, hdr, and uc) in educational psychology class subjek uc subjek hdr subjek dn 78 journal of icsar; volume 1, number 1, january 2017: 72-80 figure 2. changes frequency self-regulated learning of students with special needs (nsr and nn) in educational psychology class subjek nn subjek nsr graphs and 1 and 2 show the five subjects varied self-regulated learning. at baseline phase, the five students with special needs showed a stable trend lower self regulated learning. but all five subjects of different levels of self regulated learning. after being treated by applying model ilbawel, an increase self regulated learning significantly, visible on an upward trend during the intervention phase. meanwhile, after the subject is no longer using the model ilbawel, a decline in self regulated learning. the highest improved self regulated learning from the baseline phase to the intervention phase occurred in subjects nsr with a difference of 7.89. while the lowest occurred in subjects hdr, this is caused by the total vision disorder condition that it has a dependency with peers in learning. table 8 presents a summary of the increase in self regulated learning the fifth subject during phase of baseline, intervention, and maintenance. table 8 improving self-regulated learning of special needs during baseline, intervention and maintenance phase no subject mean level baseline mean level intervention mean level maintenance difference improvement trend 1 dn 7,25 14,83 13,28 7,58 increase 2 hdr 6,40 7,71 7,33 1,31 increase 3 uc 7,30 15,17 11,33 7,87 increase 4 nsr 6,71 14,60 13,00 7,89 increase 5 nn 9,57 13,20 13,33 3,63 increase 79marlina, increasing self regulated learning of students . . . . discussion this finding is consistent with the theory put forward by joyce & weil (2000). according to joyce & weil, inquiry learning model offers active and self regulated learning, especially when students formulate questions and test ideas. this method increases the courage learners in asking questions. lim (2004) stated that the inquiry as a learning method in the investigation that serves as the main vehicle for teaching and learning. in this method, students learn about the investigation and learned through the investigation, develop higher-order thinking skills and self regulated learning. results show that self regulated learning are favorably influenced when students set specific goals, effectively use feedback, and make appropriate strategy attributions (pintrich, 2003). researchers then recommend that teachers should attend to goal-setting, feedback use, and attributional responses as part of their regular classroom instruction, and some investigators have developed classroom programs for this purpose (schunk & zimmerman, 1998). in learning activities with model ilbawel, students are able to perform well. lecturer looks capable of mastering model ilbawel. lecturers teaching experience in contributing to the implementation of the development model ilbawel. judging from the problem solving and self regulated learning, ilbawel model has been able to increase the self regulated learningbased on current information, the ability of the opinion, as well as individual responsibility. this finding is supported by hienmstra (2006) that the webbased learning during the learning process will increase activities to student-centered learning. students have shown enthusiasm to actively respond to any questions and ask if there is anything that is not understood. a striking difference from previous learning is that the model ilbawel look students in the learning process more balanced and equitable, thinking ability of students can be further optimized the appropriate level of ability. this is one of several advantages of the model ilbawel. web-based enhanced learning (model ilbawel) has the advantage, hanover research council (2009) states, among other advantages are: (1) student interaction with faculty and other students is an essential characteristic and is facilitated through a variety of ways, including voice-mail and/or e-mail; (2) feedback to student assignments and questions is constructive and provided in a timely manner; (3) students are instructed in the proper methods of effective research, including assessment of the validity of resources. conclussion and suggestion at baseline phase, the five students with disabilities showed a stable trend lower self-directed learning. after being treated by applying model ilbawel, an increase self-directed learning significantly, visible on an upward trend during the intervention phase. meanwhile, after the subject is no longer using the model, a decline in self-directed learning. this study showed that applying model ilbawel could increase the self-directed learning the students with disablities. references basrowi. 2008. peningkatan interaksi dan kekerabatan sosial mahasiswa dalam pembelajaran sosiologi melalui aplikasi student-centered learning. didaktika, 9 (1), 23-35. beitler, m. 2005. self regulated learning & learning agreements. diambil dari: http://www.ascilite.org. au/ conferences/coffs00/papers/ gregor_kennedy. pdf. diunduh tanggal 20 januari 2017. clarebout, g., horz, h., & schnotz, w. 201). the relations between self-regulation and the embedding of support in learning environments. educational technology research and development, 58(5), 573. elstad, e., & turmo, a. 2010. students’ self-regulation and teacher’s influence in science: interplay between ethnicity and gender. research in science & technological education, 28(3), 249260. francom, g. m. 2010. teach me how to learn: principles for fostering students’ self-directed learning skills. international journal of self regulated learning, 7 (1): 29-44. guglielmono, lucy m. 2008. why self regulated learning? international journal of self regulated learning, 5 (1): 1-14. hanover research council. 2009. best practices in online teaching strategies. diambil dari: http:// www.uwec.edu / acad aff/ resources/e dtech/ upload / bestpracticesinonline teachingstrategies-membership.pdf. diunduh tanggal 17 januari 2017. harris, k., reid, r.r., & graham, s. 2004. selfregulation among students with ld and adhd. in b. y. l. wong (ed.), learning about learning disabilities (pp. 167-198). san diego, california: elsevier academic press. 80 journal of icsar; volume 1, number 1, january 2017: 72-80 harris, k. r., friedlander, b.d., saddler, b., frizzelle, r. & graham, s. 2005. self-monitoring of attention versus self-monitoring of academic performance: effects among students with adhd in the general education classroom. journal of special education, 39(3), 145-156. hasselbring, ted s & williams glaser, candyce h. 2000. use of computer technology to help students with special needs. the future of children children and computer technology, 10 (2), 102-122. hiemstra, r. 2006. is the internet changing self regulated learning? rural users provide some answers. international journal of self regulated learning, 3(2): 45–60. irzan tahar & enceng. 2010. hubungan kemandirian belajar dan hasil belajar pada pendidikan jarak jauh. diambil dari http//www.lppm.ut.ac.id/ ptjj/72sept06/ tahar.pdf). jarvela, s., & jarvenoja, h. 2011. socially constructed self-regulated learning and motivation regulation in collaborative learning groups. teachers college record, 113(2), 350-374. jarvis, p. 1990. self-directed learning and theory of adult education. dalam h.b. long., & associates. advances in research and practice in self-directed learning. oklahoma: oklahoma research center for continuing professional and higher education of the university of oklahoma. joyce, b. & weil, m. 2000. models of teaching. sixth edition. engle wood cliffs n.j: prentice hall international, inc. kicken, w., saskia brand-gruwel, jeroen j. g. van merrienboer, wim slot. 2009. the effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education. journal of education tech research dev, 57: 439-460. labuhn, a.s., zimmerman, b.j., & hasselhorn, m. (2010). enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards metacognition and learning, 5(2), 173-194. lim, b.r. 2004. challenges and issues in designing inquiry on the web. british journal of educational technology, 35(5): 627–643. malik, s & muhammad s. s. 2008. perception of university students on self-directed learning through learning technology. european journal of scientific research, 24 (4), 567-574. marlina, sumekar, g., efrina, e. 2016. pengembangan model pembelajaran inquiry learning berbasis web enhanced learning untuk meningkatkan self regulated learningmahasiswa. laporan penelitian tidak diterbitkan. padang: lppm universitas negeri padang. montague, m. 2007. self-regulation and mathematics instruction. learning disabilities research & practice, 22(1), 75-83. zimmerman, b. j. 2000. attaining self-regulation: a social cognitive perspective. in m. boekaerts, p. r. pintrich & m. zeidner (eds), handbook of self-regulation. san diego, ca: academic press. zimmerman, b. j. 2001. theories of self-regulated learning and academic achievement: an overview and analysis. in b. j. zimmerman & d.h. schunk (eds.), self-regulated learning and academic achievement: theoretical perspectives (2nd ed., pp. 1-37). mahwah, nj: erlbaum. zimmerman, b. j. 2002. becoming a self-regulated learner: an overview. theory into practice, 41, 64-72. zimmerman, b. j. 1994. dimensions of academic selfregulation: a conceptual framework for education. in d. h. schunk & b, j, zimmerman (eds), selfregulation of learning and performance: issues and educational applications (pp. 3-24). hillsdale, nj: lawrence erlbaum. journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p80 80 orientation to mobility, socialization, and communication android apps to help visually impaired students understand the state university of surabaya (unesa) campus environment sri joeda andajani *, endang pudjiastuti sartinah, meini sondang sumbawati department of special education, faculty of education, universitas negeri surabaya, surabaya, indonesia *corresponding author e-mail: sriandajani@unesa.ac.id abstract: unesa is a national leader in education development. this is consistent with unesa’s vision of achieving educational excellence. this realization is consistent with unesa’s primary competency and capacity as a disabled-friendly campus, with one visually-impaired student. the goal of this research is to describe the outcomes of creating an android application with a social mobility and communication focus to help students with visual impairments understand the unesa campus environment. the product of this development research takes the form of an android application with a focus on social mobility and communication. realization of product design, namely: 1) android application program packaged in mobile phones, 2) practical guide to access the outdoor environment on the way to various places in the unesa lidah wetan and ketintang campus environment with braille writing and writing alert, 2) cooperative form of think pair share type, 3) authentic assessment tool as a successful use of android applications in social orientation and communication mobility. the products created will be used by all visually impaired students who wish to visit the unesa campuses in lidah wetan and ketintang. unesa’s inclusive campus is a place for all disabled people who want to continue their education, including the visually impaired who require environmental mobility facilities. keywords: orientation of social mobility and communication, android application, problem-based learning introduction state university of surabaya (unesa) is a national leader in education development. excellent educational outcomes, according to unesa’s vision. this realization is consistent with unesa’s primary competency and capacity as a disabled-friendly campus, one of which is the blind. visual impairment can result in three types of limitations, according to (cole, 1990; widjaya, 2013; depdiknas, 2014), such as 1) limited concepts and diversity of experience, 2) limitations in interacting with the environment, and 3) limitations in orientation and mobility. unesa has a different landscape in each building from 8 faculties. various kinds of campus facilities require an understanding of the introduction of different building concepts to make visually-impaired people independent when visiting campus. understanding the introduction of the outdoor environment by finding landmarks/field characteristics and clues http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p80 mailto:sriandajani@unesa.ac.id andajani, sartinah, & sumbawati, orientation to mobility, socialization, and communication android … 81 to the campus environment is an illustration of the development of this research model. support heinich, (1999); hasrulbakri, (2010); nandi (2012), said that multimedia refers to various combinations of two or more media formats that are integrated into the form of information or instruction programs. the android application is a type of mobile learning device that was developed as one of the social communication tools for the people with visual impairment, (kingsley, 1999; ismaili, 2017; lahav, 2022). in everyday life, humans are in a mutually beneficial relationship with their surroundings, both the socio-cultural and physical environments. humans require the support of their senses in order to interact with their surroundings, including the senses of sight, hearing, touch, smell, and taste. despite their distinct functions and characteristics, the five senses work in concert to provide a comprehensive understanding or meaning of the surrounding environment. the eye is the most important of the five senses in capturing information from the outside world, which is then processed by the brain into knowledge and experience. then, with this knowledge and experience, a person can finally carry out various activities in his daily life, which is especially important for the visual impairment. it is necessary for visuallyimpaired people to have social mobility and communication orientation in everyday life in order to develop their abilities. every visually-impaired person requires social mobility and communication orientation in order to access and interact with their environment, (kemendikbud, 2014). warsita, (2018), an android application is a distribution tool in the form of an operating system on a linux-based mobile device that includes an operating system, middleware, and applications. pretto & curro, (2017), that android is an operation that can be used on linux-based mobile devices and consists of an operating system, middleware, and applications. an android application that serves as a guide in carrying out social communication activities required to access and interact with the environment, aided by a distributor in the form of a mobile operating system for the visually impaired. kemendikbud. (2014); jackson, (2012); prescott, et al., (2018), that the learning environment is created by presenting various situations that students can do in pairs and small groups, adjusting different completion limits, monitoring and managing work, and arranging necessary learning resources. in connection with the audio program on the android application, it is designed on a cellphone as a guide for the visually impaired to go to various places in the unesa campus environment. this design is equipped with a route to each campus building, making it easier to identify each destination building on the unesa campus environment for the visual impairment. the android application is equipped with a braille writing guide and beware, and a map that appears on the unesa campus environment for readability of the visual impairment to various places. smaldino, et al., (2005) defined packaged interactive media as "various combinations of two or more media formats integrated into the form of information or instructional programs." interactive media is defined as media that involves a controller that the user can use to select what he wants for the next process. the most important feature of interactive media is that students are required to interact during learning rather than just pay atte ntion to the media or objects. this means that interactive media, based on this android application, 82 journal of icsar; volume 7, number 1, january 2023, 80 98 has been developed as an orientation model for social mobility and communication by combining audio programs and equipping them with braille and alert manuals. the interactive audio program was chosen so that visually impaired students could benefit from hearing as a substitute for vision. the efforts of the visual impairment to collect information through audio programs is a representative medium for changing their learning behavior, (andajani & wijiastuti, 2020). one piece of information provided by an android application makes it easier to grasp the concept of the environment. then, interactive media as an android application for social mobility and communication orientation is equipped with a braille writing manual, and be cautious if the visually impaired use direct touch, [28]. the goal of this research is to describe the outcomes of creating an android application for social mobility and communication orientation in order to better understand the unesa campus environment for the visual impairment. method investigate the development of android applications with a focus on social mobility and communication in order to comprehend the outdoor environment. the participants in this study were all visually impaired people who came to visit the unesa campus. this is a development study using a research and development (r&d) model, (gall, 2003). this android application-based development research design was carried out as a problem-based learning to understand the concept of the outdoor environment for the visually impaired. the flow chart below schematically depicts the stages of the research procedure. figure 1. schematic of development of an android application-based communication and social mobility orientation model for problem based learning in understanding the concept of the outdoor environment for the visual impairment. research and information collecting at this point, the authors examine needs and problems, as well as literature, observations, and considerations, in order to obtain theoretical references. in the application of the orientation model of social mobility and communication based on android applications to solve problems in learning to understand environmental concepts, it was chosen to help overcome the problems of visually-impaired students. reference theory and field observations are used as a discourse to facilitate learning activities orientation model of social mobility and application-based communication. furthermore, it is used as a solution to solve learning problems in dealing with people who have visual impairments in understanding the concept of the campus environment. people with visual impairments can use this learning model to target empirical studies needs analysis model prototype design exploration and mapping stage development stage andajani, sartinah, & sumbawati, orientation to mobility, socialization, and communication android … 83 describe the layout and location of buildings, as well as road access, at the ketintang and lidah wetan campuses. planning this activity will describe the initial product in the form of developing an orientation model for social mobility and communication based on android applications for problem-based learning in understanding the concept of the campus environment. this is accomplished by working with information technology experts, special education experts, and visually impaired users to develop product designs. in the planning stage, the product is created using an android application in the form of a google map that is designed on a mobile phone with an interactive audio program. develop preliminary form of product. the development stage of the product are the prototype design plan for the android application display conditioned according to the characteristics of the visually impaired who require support for the unesa campus layout raised map. in this study, a questionnaire was used to collect data. it is used to determine the needs and characteristics of users of the android application prototype product. while the descriptive qualitative data analysis technique was used to process the data from expert reviews. the data is in the form of input, feedback, criticism, and suggestions for product improvement of the android application prototype. findings and discussions findings this research's product can be created through several stages of the development process. furthermore, the development process necessitates adherence to the rules governing the existence of theory and field reviews. if the stages of the development process are followed correctly, it will be able to produce a representative product that is suitable for the needs of the visually impaired. the stages of the development process are the preliminary steps taken in order to manufacture a product. this is accomplished through field studies and references from reputable national and international indexed journals, books on ict, and visual impairment. the model [29] in the preparation of making a prototype product is referred to in the development of this study. mainstreaming this product development can be done in the following process stages: preliminary study and information collecting searching and collecting information is an early stage of product design that can be developed through several important points below 84 journal of icsar; volume 7, number 1, january 2023, 80 98 literature review this literature review was carried out in order to gather theoretical references for the development of this study. the literature review was conducted by tracing reference studies from various books and journals on information and communication technology, as well as android application software programs. field study several phases are completed at this stage, such as determining the form of a mobile learning application as an initial concept prototype product. to obtain campus layout data, the search is conducted through the head of academic, student affairs, and cooperation planning, the head of general affairs, and the head of finance. then directed to the head of the public relations and household sector. as a disability-friendly university, the state university of surabaya strives to provide public facilities, particularly for the visually impaired. one of the efforts made was the development of an android application facility for the creation of prototype products of social mobility and communication orientation models. this necessitates the creation of a campus building layout. the location of this field study is conditioning as a route that is used as an illustration for developing the concept of an orientation model for social mobility and communication based on android applications. the next step is to conduct observations, interviews and collect documentation data in the form of layouts, pictures of the lidah wetan and ketintang campus buildings as places of orientation for social mobility and communication for the visually impaired. in obtaining information on the objective conditions of the unesa campus field, through various sectors, such as the head of academic, student affairs and cooperation planning as well as the head of general and finance bureau for the acquisition of campus layout data directed at the head of the public relations and household division. field studies were conducted in the psld rectorate and postgraduate buildings in collaboration with users, chairpersons, secretaries of psld unesa , and application development teams from informatics engineering. in addition to mobile learning application facilities, supporting products in the form of a map layout originating from the lidah wetan and ketintang campuses should be provided as a true nonverbal understanding for the visually impaired. this means that the need for assistance outside of the application must be supported by nonverbal products that are required to comprehend the extremely broad concept of the campus environment. the findings of the blind's characteristics show that they require courage to travel independently. on the other hand, their lack of environmental awareness, the need for assistance from others, and the complexities of social problems are realities they face on a daily basis. as a result, facilities for social mobility and communication in a new environment are required. another confirmation of the findings of the literature and field studies was the discovery that the blind have three limitations: 1) limitations in the environment and diversity of experience, 2) limitations in interacting with the environment, and 3) limitations in orientation and mobility. as a result, people with visual impairments frequently have limited mobility in their surroundings. weaknesses in the direction concept and distance are the most common problems faced by people with visual impairments. based andajani, sartinah, & sumbawati, orientation to mobility, socialization, and communication android … 85 on the observations, it was discovered that the visually impaired frequently become disoriented when moving in a new environment. they occasionally make mistakes on their way to their destination. when interviewed, they stated that they did not understand the concept of a new environment and needed to learn to recognize it. then, according to the findings of an interview with one of the special education lecturers involved in this study, the blind are often hesitant and lack the courage to walk because they are afraid of being bumped, stumbled, and lost when moving in a new environment. furthermore, people with visual impairments are less able to translate directions, and asking people around them necessitates listening comprehension so that the intendedis coreect. based on the analysis of these field findings, the visually impaired require an easy and interactive facility that can provide an overview of the new learning environment. the findings of this field have inspired the development of a product prototype for an orientation and social mobility model and communication based on an android application supported by an environmental relief map. this android application is expected to inspire, challenge, and motivate visually impaired students to solve learning problems and understand the concept of the campus environment. the unique feature of this application is its ability to function independently without the intervention of a supervisor. this means that the android application prototype was created with the rules for traveling independently with visually impaired people in mind, such as being easy to orient, providing a clear picture of the concept of direction and distance, and providing clear and easy-to-understand clues and landmarks. interrelatedness with the concepts of direction and distance to move well in the learning environment, this is based on the mastery of the blind, notably orientation of social mobility and communication. orientation and mobility foundations must master some fundamental concepts, such as shape, direction, distance, size, time, and numbering, among others. the visually impaired must master the concepts of direction and distance in order to be mobile. in this social mobility and communication orientation skill, optimization of other senses that are still owned by the visually impaired, such as the sense of hearing, the sense of smell, the sense of touch, and the sense of taste. these four remaining senses can be used to gather information needed for mobility. the senses of hearing and smell can be used to collect information in the form of sounds and smells that can be oriented by the sense of touch. the results of the information collected are then used as a consideration when moving. in addition, the environment must minimize verbalistic instructions. verbalistic instructions are difficult for people with disabilities to translate because they are abstract. it may even be wrongly perceived by the blind, which can actually be misleading. therefore, direct practice in the form of demonstrations or demonstrations can be more easily understood by the visually impaired. after the orientation skills of social mobility and communication are mastered well, then the next step is to introduce understanding of the campus environment to the visually impaired through the support of media map facilities, the unesa campus layout appears. talkback model audio program facilities are packaged in the android application as a model for the orientation of social mobility and communication that is presented to represent the existence of objects, so that they can provide a concrete picture of the learning environment for the visually impaired. therefore, the development of an android application-based social mobility and communication orientation model for problem based learning was developed by 86 journal of icsar; volume 7, number 1, january 2023, 80 98 taking into account the real needs of the blind with disabilities. this means that the preparation for making an android application product prototype with a social mobility and communication orientation model pays attention to the characteristics of the blind. this model is in the form of an audio talk back program that is packaged in an android cellphone. in the field study, a description of the campus environment's condition was obtained as an urgency, which was then introduced to the visually impaired community. figure 2. campus layout in lidah wetan dan ketintang planning it is necessary in this planning to describe the initial product prototype by determining a systematic development sequence. this plan requires several matters, including 1) goals, 2) development budget, 3) energy, 4) time, and 5) product qualifications, which are developed by requiring the participation of people who are competent in their fields. andajani, sartinah, & sumbawati, orientation to mobility, socialization, and communication android … 87 1) the steps taken in planning by establishing goals.the goals outlined in this plan are the first step in creating a product prototype, which begins with an understanding of the environmental conditions at the lidah wetan and ketintang campus layouts. the difference in land area is referred to here. an overview of environmental conditions through the layout of the state university of surabaya campus, which is used as a reference for developing an android application product prototype with a social mobility and communication orientation model to solve the problem of visually impaired students learning to understand environmental concepts. 2) the next step is planning by compiling a development budget for making ui/ux designs for product prototypes in the form of android software. the funding needed for the development of an android application prototype for the social mobility and communication orientation model is the need for slicing design, integration of google maps api, integration of voice narration, and finalize and run tests. the design was carried out through discussions with informatics engineering experts, special education experts for the visual-impaired and product users. the basic results of the discussion determined the budget requirements spent on product manufacturing, namely a) social mobility practices in the lidah wetan and ketintang campuses, b) voice recording for audio programs, c) making applications that can be downloaded on the psld unesa web, and d) transferring applications to android. 3) the experts' decision is the next step. it is necessary in this development research to have competent experts in their fields to create the initial product, revise it, and manufacture the final product. in connection with this, we require informatics engineering experts as well as special education experts for the visually impaired. informatics engineers are needed for system analysis, asset creation, transitions, audio programs in the form of walking guides, and tracing android applications. meanwhile, special education experts are needed to voice audio programs that provide road route guidance. 4) following that, time management is adjusted to account for the path required in implementing this development product. the time required for its implementation varies according to the location of the visually impaired on campus. 5) the last step is the product prototype qualification step (android application) which requires the participation of people who are competent in the field of informatics engineering, and special education for the visual-impaired. design development below are the stages of developing an android application product prototype with a social mobility and communication orientation model for problem based learning to understand the concept of the campus environment: 1) determine the product prototype design; 2) determine the distance (route) from one place to another from the lidah wetan and ketintang campus environment; 3) making a relief map layout media in the lidah wetan and ketintang campuses, in the form of relief map images supporting the understanding of the unesa campus environment in the form of layouts and validation instruments. mainstreaming the design of the initial product prototype development of the social mobility and communication orientation model based on this android application is classified as follows. 88 journal of icsar; volume 7, number 1, january 2023, 80 98 a) determine the product prototype design for the social mobility and communication orientation model based on android applications.the first step in creating this android application is gathering campus images from the field of public relations. the layout of the lidah wetan and ketintang campuses was used to determine the product prototype design. the results of electrical engineering experts and visually impaired special education experts as the foundation for developing software programs for android applications. b) it is an effort to make long-lasting products for future pioneers when determining the android application software. the image below depicts the lidah wetan and ketintang campuses, which are used for the development of android applications. following the selection of a software program, the next step is to create a flowchart that depicts the software used to create a mobility orientation model. determining and assembling a software program necessitates the use of the internet to create the application and an audio program, which will then be placed on the android application as instructions that users with visual impairment can use. figure 3. campus of lidah wetan dan ketintang, universitas negeri surabaya the following is a flowchart and diagram as an overview of the process system that will be made in software for mobile learning in the android application. andajani, sartinah, & sumbawati, orientation to mobility, socialization, and communication android … 89 flowchart figure 4. flowchart as a process system in android applications mobility and social communication orientation models 90 journal of icsar; volume 7, number 1, january 2023, 80 98 figure 5. diagram activities in android apps the layout of the lidah wetan and ketintang campuses is the most significant aspect of the product prototype results. the layout of the lidah wetan and ketintang campuses, created in the android application, is purposefully designed to make it easier for the blind to navigate around the campus environment. there is a guide in one of the application programs that allows them to access the orientation model of social mobility and communication of places on campus that they desire. the following two aspects can be used to evaluate the outcomes or products of this application-based social mobility and communication orientation model. andajani, sartinah, & sumbawati, orientation to mobility, socialization, and communication android … 91 a. physical aspects of the model prototype the physical aspects of this prototype model consist of the design, the application's audio program components, and the digital manual which is accessed via a link. 1. this social mobility and communication orientation model's product prototype design is intended for all people with visual impairment. because of this, the design is tailored to their specific requirements and characteristics. 2. the audio program in this application is purposefully designed to make orientation and mobility easier. as a result, the narrator who conveys the instructions must speak clearly through his intonation and pronunciation. one of the priority scales used to position software programs in each brand of smart phone is meticulous planning. this means that the application in this software can be placed on all types of smart phones, making it easy for users to install. furthermore, smart phones can be programmed to play audio. 3. digital guide instructions are available via the application's user guide link. a guide on how to install the application can be downloaded at https://unesa.me/panduanomskunesa. the download results can be studied using a smart phone that has been registered with the jaws (job access with speech) program. the link also includes a step-by-step installation guide. this application assists in resolving the issue of learning to comprehend the concept of knowing the campus environment. furthermore, support for map relief readability on campus can contribute to their discussion. the image below shows the mobile application user guide, which can be used to assist with installation. picture.6. map of the ketintang campus, state university of surabaya https://unesa.me/panduanomskunesa 92 journal of icsar; volume 7, number 1, january 2023, 80 98 figure 7. map of the lidah wetan campus, state university of surabaya based on the activity diagram design in the android mobile application, a mobile user guide for the unesa omsk application is formed. the description of the android mobile application has the potential to help solve the problem of understanding the concept of the unesa campus environment for the blind community with disabilities. the realization of problem solving learning to understand the concept of the unesa campus environment for the omsk android mobile application display in figure 8. figure 8. unesa campus environment for the omsk android mobile application display andajani, sartinah, & sumbawati, orientation to mobility, socialization, and communication android … 93 b. aspects of clues to the direction of the prototype model the prototype product of the social mobility orientation model and application-based communication for problem based learning understands the concept of the campus environment for the visual impairment which is related to the clear voice of the road route guide, clear instructions and clear directions. a) clear voice of the road route narrator the narrator's voice in this route guide audio program is recorded using a computer equipped with special software, resulting in high-quality sound that the visual impairment can understand. the route guide audio program's voice actors are carefully chosen in order to produce high-quality audio products. the narrator's voice was chosen to be female because the visual impairment people are more familiar with this voice. b) clear instruction the route guide uses simple language in the audio program instructions to make it easy to understand. left and right are used for directions, while meter is used for distance instructions. c) clear clue or sign the audio program for road route guidance includes signs or clues that can be used as a reference point for the visually impaired community while on the road. on the lidah wetan and ketintang campuses, signs or clues in the campus environment are used to facilitate mobility. discussions in a product development of this study, this year i produced a prototype product based on gall, (2003), theoretical studies and field findings about the condition of limitations of the visual impairment in understanding environmental concepts. the impact of limited understanding of the environment, especially on the ability to have social mobility and communication orientation, has a negative effect on the recognition of the surrounding environment, (andajani, 2018). if the visually impaired experience obstacles in mastering the concept of the state university of surabaya campus environment, this shows that psychologically it has an impact on disrupting the orientation of social mobility and communication. the tendency that occurs in visually impaired people to be passive in moving because of fears of getting lost or getting hurt, when moving in an unfamiliar environment. this is confirmed by arikunto, (2010), stating that a person's blindness can result in three forms of limitations, such as (1) limited concepts and diversity of experience, (2) limitations in interacting with the environment, (3) limitations in orientation and mobility. based on this reality, the development of a prototype product orientation model for social mobility and communication based on an android application is used as a solution in teaching an understanding of correct and easy road routes in each destination. this prototype product development effort refers to the development of a model gall, (2003) with three steps, namely (1) research and information collecting, (2) planning, and (3) developing a preliminary form of product. the suitability model [29], was selected in this study and used to develop a prototype product of an android application-based social mobility and communication orientation model. the process in developing the prototype product is 94 journal of icsar; volume 7, number 1, january 2023, 80 98 supported by the opinion smaldino, (2005), that the product development is not only in the form of learning media, but also in the form of procedures, instruments and learning processes. in connection with the prototype product, the social mobility and communication orientation model based on the android application for problem based learning is produced on target. based on the opinion gall, (2003) said that product development uses the correct procedure with reference to the following cycle steps. research and information collecting this is due to the discovery that the blind community (students with visual impairments) frequently use an alert companion when traveling around campus. state university of surabaya, as a disability-friendly campus, requires facilities to help students with orientation, social mobility, and communication. in order to introduce a very large campus, both in ketintang and in lidah wetan, a scaffold that can assist the blind in moving from one location to another is required. furthermore, one of the difficulties they face is a lack of understanding of direction and distance. scaffolding is extremely important in the digital era 4.0 for the orientation of social mobility and communication as skills in accessing and interacting with the environment, (kemendikbud, 2014). planning planning is the first step after getting the facts as a preliminary study and collecting field data for product development. the development of an orientation model for social mobility and communication based on an android application is a scaffold prototype made in mobile phones. preparation of prototype products requires careful planning in order to produce the perfect product. this mainstreaming begins with a search on the head of the sub-division of public relations and the household sector where the layout of the campus environment is stored. the results of this search were obtained through searching the head of academic, student affairs and cooperation planning as well as the head of general affairs and finance for data acquisition. the layout reference for the condition of the building and land area as well as the design of the campus environmental conditions owned by the state university of surabaya as the basis for developing prototype products. develop preliminary form of product this stage develops a prototype product of an android application-based social mobility and communication orientation model, as determine the design of the product prototype model, determine the distance (route) between destinations from one place to another in the lidah wetan and ketintang campuses, state university of surabaya, and creating media map relief layouts for the lidah wetan and ketintang campuses, this is a relief map image for a better understanding of the campus environment. based on the opinion gall, (2003), the development procedure in year i showed the results of a prototype product of an android application-based social mobility and communication orientation model through the three stages above. the opinion hosni, (1996); andajani, (2018) stated that the need for educational services for the visually impaired has special principles, including 1) mental development scale, 2) dexterity of social mobility and andajani, sartinah, & sumbawati, orientation to mobility, socialization, and communication android … 95 communication orientation, 3) demonstration or performance, and 4) repetition in providing learning, is referred to as mainstreaming the development of this prototype product. according to widjaya, (2013), when the visually impaired learn, he requires tools, special methods, and specific techniques to enable them to learn even with limited vision. the practical realization of facilities must be carried out by competent andajani, (2018), in two ways. the first step is to provide students with visual impairments with social mobility and communication orientation skills. with these abilities, it can be used as a guide for them to carry out various activities on campus. the next step is to create learning media that will provide an overview of the campus environment. as a result, special education services for the visually impaired are required in everyday activities. based on the development procedure, the prototype product of the social mobility and communication orientation model based on the android application is one of the scaffolds that is suitable for the needs of the community with visual impairment to be able to recognize the environment more independently. in the process of learning activities in the campus environment, visually impaired students need to use strategies according to their needs and characteristics andajani, (2018). this is in accordance with the opinion of hosni, (1996), which stated that there are two things of learning strategies in the education of visually impaired poeple: (1) efforts to modify the environment to suit the conditions of the visually impaired, and (2) efforts to optimally utilize the senses that are still functioning. this is conducted to compensate for the weakness caused by the loss of visual function. optimizing the use of the senses that are still active is a suitable and simple learning strategy. because a learning success is determined by optimal and integrated utilization the design of this prototype product really pays attention to the characteristics of the blind community, which is very sensitive in touch and hearing. thus, this prototype product was developed by combining tactual aspects and audio programs. the form of support for this tactual product is in the form of a relief map for the lidah wetan and ketintang campuses for readability and understanding. furthermore, the form of audio programs through android applications in the design of instructional technology, development, utilization, management and evaluation of processes and resources for learning, (seels, 1994). learning technology seeks to design, develop, and utilize various learning resources so as to make it easier and facilitate someone to learn anywhere, anytime, by anyone, and in any way that suits their conditions and needs. according to lahav & mioduser, (2002), orientation is the ability to understand the relationship between one object and another; the formation of a mental pattern from the environment. meanwhile, mobility is intended to include the acquisition of skills and techniques that allow visually impaired people to travel more easily in their environment. mobility training entails learning skills and techniques that allow visually impaired people to travel more easily in their surroundings. a visually impaired person must understand the concepts of direction and distance when it comes to mobility orientation. because they will be able to move more appropriately and effectively if they understand the concepts of direction and distance. correct in the sense that students can arrive at their desired destination. while effective means that a visually impaired person can reach their destination safely and quickly. 96 journal of icsar; volume 7, number 1, january 2023, 80 98 understanding the concept of the cardinal directions designed in the android application is very useful for developing independence in orienting social mobility and communication on campus. this concept teaches the visually impaired about the eight cardinal directions and how to calculate the angle formed by each cardinal direction. the direction of the wind for the visually impaired community is considered very important to know and understand through direct practice. the concept of distance must also be well understood by the visually impaired community. the concept of distance is important to understand so that the visually impaired community can estimate the distance they will travel to get to the place they want. in social mobility and communication orientation, distance measures are generally used meters, fathoms, and foot steps. however, to make it easier for them to understand the concept of distance, it is enough to use a meter benchmark. in addition to the concepts of direction and distance, there is one more important thing that must be understood if you want to know the environment well. it is the mastery school environment concept that is imagined in the minds of visually impaired students. to instill mastery of these concepts is not easy. for students who have been blind since birth, they are poor in concepts so it is difficult to describe an object. especially if the object described is only informed through verbal language. likewise for visually impaired students who experience post-viewing visual impairment, the concepts they have have not been able to support the creation of a cognitive mapping of environmental objects that is too broad. therefore, it is necessary to have a concrete media for depicting the campus environment that can be observed directly by the visually impaired community through their hearing and touch. this is consistent with smaldino, et al., (2005), who stated that multimedia refers to various combinations of two or more media formats integrated into the form of information or learning programs. the prototype product design for the social mobility and communication orientation model based on this android application is a multimedia model with a user-operated controller. the android application's form can be accessed via a link created by the center for the study of disability services at the state university of surabaya. therefore, the prototype product of the social mobility and communication orientation model based on android applications uses the model smaldino, et al., (2005), as problem based learning for understanding the concept of the campus environment. below is a form of realization of the resulting product specifications: practical guide how to install the application via a link, android apps, and authentic assessment tool for comprehending the concept of the campus environment as a determinant of social mobility and communication orientation. conclusion and suggestion conclusion the development of the prototype product for the orientation model of social mobility and communication based on android applications as problem based learning in understanding the concept of the unesa campus environment for the blind has been designed with the collaboration of informatics engineering experts and visually impaired education experts.. the product prototype includes the realization of the resulting product specification design, such as: 1) an android mobile learning application program, 2) embossed map for outdoor access, roads leading to various locations on the unesa lidah wetan and ketintang andajani, sartinah, & sumbawati, orientation to mobility, socialization, and communication android … 97 campuses with braille writing, 3) authentic assessment tools as a success in the model of orientation and social mobility of communication based on android applications. the product prototype based on the resulting android application can then be used by all people with visual impairments who want to visit the unesa campus in lidah wetan and ketintang by downloading the psld web. suggestions the recommendations in this development research are based on the findings and are aimed at future development. this was followed by expert validation tests, accuracy tests, and effectiveness tests on the prototype model of social mobility orientation and communication based on android applications for problem based learning to comprehend the concept of the unesa campus environment for the visual impairment. references aldridge, j; 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(2005). “special education, contemporary perspectives for school professionals”.united states of america: pearson education inc. g. pretto and g. curró, (2017). “an approach for doctoral students conducting context-specific review of literature in it, ict, and educational technology,” new rev.acad. librariansh., vol. 23, no. 1, pp. 60– 83. https://doi.org/10.1080/13614533.2016.1227861. gall, borg, w.r. and gall, m.d. (2003). educational research: an introduction. london: longman, inc. hasrulbakri. (2010). interactive multimedia learning steps. medtekjurnal. accessed 18 oktober 2014. heinich,molenda.russel.1999. instuctional media and the new technologiesof hosni, irham. 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(2012). audio-supported reading for student who are blind or visually impaired. wakefield, ma: national center on accessing the general curriculum. k. abdillahi barreh and z. wati abas, (2015). “a framework for mobile leanring for enhancing learnign in higher education,” malaysian online j. educ. technol., vol. 3, no. 3, pp. 1–9. kemendikbud. (2014). specialty development program: guidelines for development of mobility, social and communication orientations for visually impaired students. jakarta: kemendikbud. kingsley, mary. (1999). the effect of visual loss, dalam visual impairment. (editor: mason & mccall). gbr: david fulton, publisher. lahav, o and mioduser, d. 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(terjemahan:instructional technology: the definition and domains of the field). jakarta : unit percetakan universitas negeri jakarta. smaldino, sharon e & russell, james d. 2005. instructional technology and media for learning. ohio, columbus: by pearson education, inc. sunanto, juang. (2005). mengembangkan potensi anak berkelainan penglihatan. jakarta,: departemen pendidikan nasional direktorat jenderal pendidikan tinggi direktorat pembinaan pendidikan tenaga kependidikan dan ketenagaan perguruan tinggi. warsita, bambang. 2008. learning technology: foundations and applications. jakarta: published by pt rineka cipta. widjaya, a (2013). visual impairment forms & learning strategies. yogjakarta : javalitera. https://doi.org/10.1080/00220671.2017.1302914 https://doi.org/10.1080/00220671.2017.1302914 https://doi.org/10.1080/00220671.2017.1302914 https://doi.org/10.1007/s10639-015-9462-9 https://doi.org/10.1007/s10639-015-9462-9 https://doi.org/10.1177/0047239515570578 https://doi.org/10.1177/0047239515570578 https://doi.org/10.1177/0047239515570578 https://doi.org/10.1177/0047239515570578 140 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 tantrum behavior modification for autistic student at secondary school using social stories technique noriah binti sha’araniª, mohd mokhtar taharᵇ asekolah menengah kebangsaan malim, 75250 bertam malim, melaka, malaysia buniversiti kebangsaan malaysia, 43600 bangi, selangor, malaysia. e-mail : noriahshaarani@gmail.com abstract: autistic children have some social problems including weakness in bilateral interaction, communication problems and lack of imagination. the objectives of this study were to examine the effectiveness of social stories technique in reducing the duration of a student autistic tantrum and elimination of the problem tantrum. this study is a case study that builds quantitative behavior classical conditioning theory expounded by ivan pavlov and combined with the addie model. observations carried out over a period of 20 days to see the effectiveness of social stories technique for changing the negative behavior of autistic students studying in a secondary school. the method of a-b where a represents the baseline phase and b-phase intervention represents. social stories read to sample every day before the teaching begins within 10 minutes. the results of this study found that social stories technique successfully reduced the tantrum behavior study. however, tantrum behavior is still failing to be completely eliminated, but there is a significant reduction of the behavior. through this study, it was found the use of social stories can reduce negative behaviors in autistic teenager. it is hoped that this study can serve as a guide and ideas for teachers to diversify the techniques to modify negative behavior among pupils in special education. we hope this study can be uplifting and inspiring teachers that negative behavior autistic students can be changed with the right technique. keywords: behavior modification, autistic, tantrum, social stories technique autistic students are those students who often falls behind in terms of communication, social and cognitive skills than their peers. most of them show difficulties in verbal and nonverbal communication, social interaction and in doing activities or playing with their friends (autism society of america, 2006). as a result, according to rubina and kripa (2011), the failure in social and communication development has caused difficulties in such areas. this difficulty has led to the existence of negative behavior towards the autism. these behavior or problem behaviors refer to situations in which features such as violent behavior or being passive for a long time, causing the performance of children’s learning is affected (saadah et al., 2008). one of the negative behaviors in question and the focus of this study is the tantrum. according to rahmah (2010) without a proper solution, tantrum will cause harm to an autistic person, including hurting themselves and others. incontrollable tantrum behaviors among the autistics are shown as crying, shouting, rolling over the floor as well as kicking things around themselves. the usage of social stories techniques in order to change the autistic children behavior was introduced by gray (1995) as a teaching aid to social skills. social stories are short descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why. the technique were introduced by gray (1995) which consists three steps, (1) story reading, (2) comprehension and (3) role playing. a study was conducted by chan and o’reilly (2008) has proven that this technique has successfully changed the behaviors of two autistics students under an inclusive classroom without the presence of their counselor during the class in session. another study by shari, brenda & judith (1998) found out that social stories technique were able to reduce the tantrum behavior of an autistic student. the study was conducted by using illustrations intended to the autistic student in a form of giving instructions, options and rational explanation of the purpose of changing a negative behavior. according to nurfarhana and normaliza (2015) in their study, the element of storytelling through oral aspects has a positive impact and is able to act as a technique of a lifelong learning for the autistics. according to liew and ali (2008), the intervention program is a process of providing services, education and support to children who are at risk or are experiencing delays in physical and mental development that will affect or hinder learning process. this study was conducted to examine the effectiveness of using social stories to change negative behaviors in autistic children. 141noriah binti sha’arani, m mokhtar tahar, tantrum behavior modification for autistic student at . . . . figure 1. a conceptual framework that uses a combination of modification of the theory of classical conditioning by pavlov (in suppiah et al., 2008), addie model by (michael, 2003) and a-b design study that inspired by thomas (2005) unconditioned stimulus (oral instruction) conditioned stimulus (social stories) conditioned stimulus (social stories) + unconditioned stimulus (oral instruction) a d d e i before during after fasa a (baseline) without intervention day 1 to day 5 observations & notes tantrum behavior design & develop social stories fasa b implementation of interventions day 6 to day 20 reading social stories 15 sessions every morning 10 minutes for 6 social stories observations & notes tantrum behavior tantrum laporan r e s p o n d addie model classical conditioning theory a-b design studies by baharuddin et al. (2002) in rafiza and maryam (2013) had pointed out that the construction of a software that does not meet any of instructional design is still able to produce good software in terms of graphics, technology and visual, but it may not be necessarily improve the quality of learning. figure 1 is a conceptual framework of this study which is using the theory of classical conditioning, ivan pavlov, (1904), combined with the addie model michael (2003) and the study design a-b by thomas (2005). the autistic children can actually see and hear. however, the mental disability they face had caused them difficulties to understand and interpret the information obtained. according to adriana (2007) in his study, normal children who are four years old are generally already able to understand the thoughts, the instructions and the feelings of others, but for someone with autism, to understand a matter is very difficult or “mindblindness”. the objectives of this study are: (i) the effect of social story to the reduction of the period of tantrum behaviors in autistic student; (ii) the effect of social stories in the elimination of tantrum behavior in autistic student. this is because the tantrum behavior can interfere with the process of teaching and learning in schools. hastings and brown (2002) in a study by wendy et al. (2007) have stated that the teachers’ emotion can also be affected as a result of the challenging behavior of asd (autism spectrum disorders). according to chan and o’reilly (2008), a social story is one of the effective ways to work on a particular understanding of autistic children whom are facing problems with communication and thus changing their behavior and promote effective teaching and learning. therefore, behavior management is an important aspect that should be known and understood by each special education teacher. according to noor aini and norhafizah (2015), teachers are able to cope with the students’ behavior provided with a behavior management module. teachers who are facing with such issues will be burdened by mood disorders and this will hinder them from a good teaching performance. this study is basically based on behavioral theory, namely the theory of classical conditioning pavlov taken from the book of suppiah et al. (2008). this theory states that the stimulus provided will create the response. the stimulus in this study refers to the reading of the social story to a sample study, while the response was the elimination of tantrum behavior that is expected from the sample. the social stories were created by using the addie model by michael (2003). this model is commonly used by researchers in the development of software-based computers in teaching and learning in schools. however, the five major phases in this model is applied based on a logical modification in order to construct the sets of appropriate social stories and the sample capabilities in this study. the phases involved are analysis, design, development, implementation and evaluation. the 142 journal of icsar; volume 1, number 2, july 2017: 140-144 figure 2. data collection form method this study is a quantitative case study with singlesubject method, aiming to examine the effectiveness of interventions through social stories to reduce the sample’s negative behaviors. data collected through a 20-day observation (according to the sample school attendance) and loaded into the data collection form “period” (thomas, 2005) that has been modified. observations made during the current session would take place with the conformity assessment for the a-b was also an idea by thomas (2005) in his behavior management book : (i) phase a: the first baseline with the recorded data sample tantrum behavior studies performed within 5 days after the study began; (ii) phase b: the implementation of the intervention using social stories to a sample of 15 sessions conducted on each morning. storytelling will take place in the last 10 minutes. social stories read by the sample itself monitored by the researchers and the aid from other teachers. the social stories are on display in the classroom which accommodates the pupils. at this stage, the process of collecting data on the tantrum was proceeding. the selection of the samples is based on research sampling purposive sampling (noraini, 2010). the sample is an autistic student who has trouble in communicating and learning in special education integration programme (ppki) in a secondary school in melaka. the sample was an 18-year-old male student. these students have a variety of negative behavior problems, but the focus in this study is the tantrum occurring almost every day and takes a relatively long period of time to calm him down again. therefore, the sample is given six social stories for the purpose of intervention on behavior. findings and discussion observations were made by the researchers towards the sample during the school session. this includes the learning session and breaks. this method is carried out to see frequency of tantrum each time these negative behaviors do occur and to identify any elimination of tantrum behavior. observations were made on each item that is targeted towards the sample and listed in the data collection form (figure 2) that has been modified from the idea of thomas (2005) in his book behavior management. this record result is presented in the form of a graph (graph 1) for the convenience of researchers to analyze and provide convenience to the reader. the findings are as follows: social stories technique is effective in reduction of the period of tantrum behaviors in autistic student. this can be seen since the intervention was introduced and implemented, it was found that the applicable period tantrum began to decline from the first day of a social story was read to the last day of the implementation. any behavior that indicates the beginning of an impending tantrum (as is the norm in force) will continue to be noted and considered as a data or the first minutes of the negative treatment of the sample studied. the tantrum happened for 25 minutes on the first day before the social story was read. on the second day, there were no tantrum incident happened. however, the sample again throwing tantrum within 40 minutes on the third day of the study took place. the next day tantrum occurs within 25 minutes and there were no tantrums made on the fifth day of the last day before the sample is introduced to the intervention of social stories. during the intervention was carried out, it appears that there were tantrum incidents occurred during the 15 minutes on the first day of the social story was read. on the second day of this phase, there were still tantrum occurs within the 10 minutes. on the fourth day, the tantrums once again occurred within 5 minutes and began to decrease on the fifth day for 2 minutes. there were no tantrums incident occurred on the third, seventh, ninth and tenth in the intervention phase was conducted. in the last week of the study and intervention was carried out, the sample only threw tantrum for once which lasted only one minute. social stories do not eliminate a tantrum behavior in autistic children but can virtually eliminate the juvenile tantrums. 143noriah binti sha’arani, m mokhtar tahar, tantrum behavior modification for autistic student at . . . . the studied sample. the usage of social stories technique can be applied as an alternative technique to understand the autistic student in any misconduct issue they do thus able to reduce or eliminate negative behaviors. according to horner et al. (2002), any intervention that was implemented is not only able to reduce the negative behaviors of autism but also is able to almost completely eliminate the behavior. autistic students are those who are unique. as an educator, we should use the knowledge and skills that we have to shape the behavior of these students so that they can adapt to the norms of society without creating any social conflict. as an initiative to the continuity of this study, an indirect monitoring will be continuously to be conducted on the samples of this study to ensure that the tantrum behavior is believed to be eliminated completely. for additional recommendations, social stories can also be innovated in the form of animation along with multimedia applications in the future. we wish to those who were involved in the autism group not to give up continuing to seek diversification to change any negative behaviors, for the benefit of these special people. references adriana, s, g. (2007). memahami spektrum autistik secara holistik. makara, sosial humaniora, 11(2), 87-99 aini, a. n., & hanifah, n. a. (2015). tahap pengetahuan guru pendidikan khas apabila mengurus tingkah laku murid bermasalah pembelajaran. asia pacific journal educators and education, 30(1), 73–88. autism society of america. (2006). defining autism. receive from http://www.autismsociety.org chan, j. m., & o’reilly, m. f. (2008). a social stories™ intervention package for students with autism in inclusive classroom settings. journal of applied behavior analysis, 41(3), 405-409. graph 1. time frame analysis results reduction tantrum and reduction / elimination tantrum behaviors the results from the data collection in the form had demonstrated a reduction in the outburst of such behavior. in the first week of the study carried out without any intervention, the samples were showing a tantrum behavior with a frequency of three times. when intervention (phase b) was carried out, there was a reduction in the outburst of tantrum behavior. in the first week of the intervention period, there were four incidents of tantrum occurred. in the second week of the intervention, the incidents of tantrums were reduced to two events, whereas the tantrum behavior is further reduced to only one incident in the last week of the study. the analysis was presented in graph 1 for a clearer view. the overall of the studies have proven that indeed the social story is the best way to change the behavior of someone with autism tantrum. the findings are in line with the opinion of the study by shari, brenda & judith (1998) whom conducted a study on autistic person who suffered mental problem situations in which the use of pictorial medium, symbols and daily routine schedule posted on social story set can reduce symptoms of tantrum onto their sample and a formation of a better daily routine. similarly, the findings by rahmah (2010) which states that by using visuals and media, the autistic learners could increase their level of acquiring knowledge as a result of their lacking in communication skills. according to sri, endang, and yang (2012), an autistic student is no longer throwing tantrum when his nails are cut after the intervention by social custom in the story. he added that a visualized social story given to the autistic student repeatedly daily will also enhance his imagination and strive to show the behavior shown in the intervention. conclusion and suggestions in conclusion, overall the use of social stories technique is effective to change the tantrum behavior on 144 journal of icsar; volume 1, number 2, july 2017: 140-144 gray, c. a. (1995). teaching children with autism to read social situations. in k.a. quill (ed.). teaching children with autism. new york: delmar horner, r., carr, e., strain, p., todd, a., & reed (2002). problem behavior interventions for young children with autism. journal of autism and developmental disorder. 32(5), 423-446 liew, p. y., & ali, m. m. (2008). amalan program intervensi awal kanak-kanak autistik mengikut perspektif ibu bapa. jurnal pendidikan malaysia, 33, 19-33. michael, m. (2003). in search of the elusive addie model. http://iptde. boisestate. edu / filedepository. nsf / bf2ab0f47ba5dd785256499006b15a4 / 693b43c6386 707fc872578150059c1f3 / $file / molenda _ 03.pdf noraini, i. (2010). penyelidikan dalam pendidikan. kuala lumpur: mcgraw hill (malaysia) sdn bhd nurfarhana, s. r., & rahim, n. a. (2015). penerapan elemen penceritaan dalam teknik pembelajaran kanak-kanak sindrom asperger. journal of business and social development, 3(1), 76-87 rafiza., & maryam. (2013). pembinaan media pengajaran berasaskan multimedia di kalangan guru ictl. jurnal kurikulum dan pengajaran asia pasifik, 1(2), 20-31 rahmah. (2010). strategi pembelajaran untuk mengatasi perilaku tantrum pada anak autistik. jurnal ilmiah ilmu pendidikan, 10(2), 1-10 rubina, l., & kripa, g. (2011). children with autism spectrum disorders social stories and self management of behavior. british journal of educational research, 1(1), 36-48 saadah, s., salwan, s,. & roslee, a. (2008). kaedah menangani kanak-kanak bermasalah tingkah laku. seminar kaunseling keluarga 2008. universiti teknologi malaysia, hlm. 90-96 shari, b., & judith. (1998). the use of social stories to reduce precursors to tantrum behavior in a student with autism. article in focus on autism and others developmental disabilities, 13(1),176-182 sri, n. y., endang, w., & yang, r. (2012). efek sensory story terhadap penurunan perilaku temper tantrum pada anak autis dengan kesulitan modulasi sensorik. kajian ilmiah psikologi, 2(1), 234-238 suppiah, n., ramlah, j., & abdul, a. a. s. (2008). psikologi pendidikan : siri pendidikan guru. shah alam : exford fajar sdn bhd thomas. (2005). behavior management : application for teachers 4th edition. united states: pearson education wendy, m., mark, f. o., natasha, b., jeff, s., & guilio, e. l. (2007). a review of onterventions to reduce challenging behavior in school settings for students with autism spectrum disorders. research in autism spectrum disorders. 229-24 18 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 developing an interactive multimedia of emergency stretcher subject in extracurricular activities of scouting for hearing impairment students on special education senior high school muhamad izhar safawia, sihkabudenb abdepartment of special education, state university of malang, indonesia e-mail: muhamad.izhar93@gmail.com abstract: students with hearing impairment have hearing obstacle bringing complex impact, especially for the intellectual nuisance and communication obstacle that related to language and vocabulary. the purposes of this development was producing an interesting of multimedia interactive materials of emergency stretcher for students with hearing impairment. method that use on this research and development was adapted from borg and gall (1989) models. the results showed that product was valid. the research results from material expert was obtained score 91% (very feasible), media expert 98% (very feasible), practitioner 84.5%, the results of small group test was divided into two phases. they were phase i, learning with the help and guidance of teachers or coaches was obtained score 89.9% with the criteria of highly effective. phase ii, learning without the help and guidance of teachers or coaches was obtained score 75.8% with the criteria of effective and could be used according to a small group test. the results showed that product was valid, very decent and very effectively used with help and guidance teachers or coaches. the conclusion of this research was resulting a product including with criteria of being good and could improve cognitive abilities students with hearing impairment. keywords: multimedia interactive, scouting, hearing impairment. education is expected and emphasized not only given to those who have normal conditions, but also given to those who experience barriers or better known as children with special needs (abk). according somantri (2012: 93) hearing impairment is hearing loss that effected of a person can not make an expression a variety of stimuli, especially through the sense of hearing. disruption to children with hearing loss in the cause delays in language development in children with hearing impairment. the language used to communicate with others and provide ease of deaf children to interact with the environment of the community. right to education for children with the disorder or with the barriers described in the law number 20 year 2003 on national education system article 32, states that “special education is an education for students who have difficulty in following the learning process because of physical disorders, emotional, mental and social” (effendi, 2009: 1). based on the foundation of the law, it was concluded that all without exception in obtaining appropriate education to children with special needs including the potential of students with hearing impairment are entitled to a decent education in helping growth and development of students. whether it’s in terms of academic education and in terms of character education that is also useful for students from all walks of public life. in permendikbud number 81a in 2013, about implementation curriculum, in chapter vi, declared “in curriculum 2013, scouting defined as extra-curricular activities compulsory from elementary school (sd / mi) to high school (sma), in education from primary school to school upper middle class. implementation can cooperate with local scouting organization or nearby”. from the above explanation can be understood that the education activities of scouting is a very important activity for the development of student character. including students with special needs, particularly the students with hearing impairment. scouting provides a very complex moral education, which is necessary for students to be able to better social live, not least for children with special needs, particularly the students with hearing impairment. activities in scouting is an activity in which emphasizes non-formal education also support formal education in schools and informal education in the family, in the form of student character development. the character development is carried out in a variety of activities and learning that is inside the scouting activities and education, through various media that supports the achievement of the objectives of the implementation of activities. based on observations in the field and the results of the needs analysis in the field, explains that during 19muhamad izhar safawi, sihkabuden, developing an interactive multimedia of emergency. . . . this learning scouting can not be said to be effective in achieving its goals. as the data obtained, that extracurricular activities scouting is not repeated during one school year, a lack of teachers or scoutmaster, lack of time allocated for the implementation of lesson hours scouting extracurricular activities, as well as use of simple learning media. the learning process students with hearing impairment there are some drawbacks, ranging from the characteristics of students who are different, the perception of understanding of students with hearing impairment different to what is delivered by teachers or coaches, students do not focus in learning due to the use of media that is less than the maximum and there is interference from the surrounding environment, thus interfere with the learning process and the achievement of learning objectives. scouting extracurricular activities at the school have been inactive for one school year, with material that was never delivered, such as marching, simple songs, ropes, setting up tents, make a stretcher, semaphore and morse. based on a variety of information that has been presented, the teacher and the school stating the need for the development of interactive multimedia in extracurricular activities scouting for students with hearing impairment. researchers chose the material emergency stretcher to initiate reactivation extracurricular activities scouting in smalb bc kepanjen, in this case as a research location. multimedia with various advantages, ranging from the high of student attractiveness, foster creativity, can be validated properly, there is stimulation and responses that support learning, able to motivate the students, is able to provide a good experience and accurate visualization, and interactive multimedia is easy to operate. thus the development of technology-based which in this case is necessary so that the interactive multimedia needs were catered for in the learning process can be fulfilled properly. method this study was used a model of development (research and development) by referring to the guidelines that have been raised by borg and gall in sukmadinata (2015: 169-170) there are ten strategic step in the implementation of research and development, as follows: 1) research and data collection; (2) planning; (3) development of draft product; (4) the initial field trials; (5) revise the test results; (6) the field trials; (7) an improvement in the product field test results; (8) test the implementation of the field; (9) refinement of the final product; (10) disemenasi and implementation. each researcher or developer can pick and choose the appropriate measures to be applied, but not out of the existing order in the process of development research. adaptation in development research is done to adjust the state of the pitch, constraints of time, cost and effort, which in this development more emphasis on the application of exceptional education and research subjects are students with special needs. the results of the model adaptation borg and gall contains steps that quick and simple implementation. steps adaptation used in the study are: (1) research and information collection (2) planning (3) the development of the design of the initial product (4) validation of the initial product (5) the revision of the initial product (6) small group trial (7 ) revision of the final product and development outcomes. this adaptation is done through a two-stage test, trial design baseline by validation of the experts involved in the development and field testing was conducted by a small group trial. the end result of this development study is to produce a product in the form of interactive multimedia materials emergency stretcher in extracurricular activities scouting for students with hearing impairment in smalb bc kepanjen as a learning medium exceptional education teachers in implementing the learning process. figure 3.1 step-by-step procedure development (adapted from borg & gall, in sukmadinata, 2015: 169-170)) this interactive multimedia products will be tested on a limited basis to students with hearing impairment in smalb bc kepanjen. design of interactive multimedia product trials on the material to make an emergency stretcher in this study will be done in three steps, as follows: validation of subject matter experts, media experts and practitioners, small group trial. 20 journal of icsar; volume 1, number 1, january 2017: 18-24 subject trials in this development is the subject matter experts, media experts and practitioners and students. the data used in the development of interactive multimedia scouting in extracurricular activities in the form of qualitative and quantitative data. the qualitative data relating to the characteristics and nature of the product, for example, good, less good, and not good. the quantitative data in the form of percentage of respondents about the validity of the products obtained from the questionnaire score while testing the product. data collection instruments used in interactive multimedia development research on scouting material using interactive multimedia testing and marking sheet in the form of the instrument. data analysis techniques used in the development of the evaluation and testing of the products are qualitative and quantitative data. analysis of product validation is test materials experts, media expert test, test practitioners (teachers), and a small group test (the student). percentage data validation experts and practitioners put into quantitative data as reference took the decision to revise the product. the evaluation criteria for the percentage data for validation of product that uses an adaptation of arikunto and jabar qualifications (2014: 35). table 1. qualification criteria rating product validation no percentage description criteria 1 81% 100% very high very worthy 2 61% 80% high worth 3 41% 60% less high decent revision 4 21% 40% low unfit 5 0% 20% very low very unfit demonstrated the feasibility of the development of interactive multimedia based complete standard minimum (skm) deaf students in bc smalb kepanjen in doing extracurricular activities scouting. the assessment criteria are based product test data with the following criteria: n = subject to the small group trial was calculated using the formula diadapatasi of sudjana in indrawati (2014) as follows: to determine the conclusions that have been reached, the success rate specified criteria adapted from arikunto-jabar (2013: 35), as follows: table 2. analysis percentage of subjects evaluation trial small group no percentage description criteria 1 81-100% very high very effective 2 61-80% high effective 3 41-60% high enough less effective 4 21-40% low ineffective 5 < 21% very low very ineffective findings and discussion findings this interactive multimedia development products using three-validator, which media experts, subject matter experts and practitioners. the data collection technique using a validator validation of the questionnaire contains statements and suggestions regarding the product to be made and the validation results will serve as the basis for the revision of the products that will be developed into products before the start and continued with small group trial. table 3. results of validation experts and practitioners no validator skor / percentage score average / percentage 1 expert matter 1 94 / 94 % 91 / 91 % 2 expert matter 2 88 / 88 % 3 expert media 1 98 / 98 % 98 / 98 % 4 expert media 2 98 / 98 % 5 practitioners 1 84 / 84 % 84,5 / 84,5 % 6 practitioners 2 85 / 85 % based on data from the validation results of two subject matter experts, obtained total score of validity for the 94 subject matter experts (94%) and 88 (88%) to score the validity of the two materials experts, with the average value of 91 (91%). this amount meets the criteria score validity of material very decent, which is between a score of 81-100 or with a percentage of 81% 100%. data validation results of two media experts, obtained total score of validity for a media expert 98 (98%) and 98 (98%) to score the validity of the two media experts, with an average score of 98 (98%). this amount meets the criteria score validity media very decent, which is between score 81-100 or with a percentage of 81% 100%. data validation results of two practitioners, obtained total score of validity for practitioners of the 84 (84%) and 85 (85%) to score the validity of two practitioners, with an average value of 84.5 (84.5%). this amount meets the criteria score validity media very decent, which is between score 81-100 or with a percentage of 81% 100%. 21muhamad izhar safawi, sihkabuden, developing an interactive multimedia of emergency. . . . data from small group trial that has been conducted by the evaluation of student learning then precentage, the data can be described as follows: table 4. trial data presentation small group (problem evaluation) no name scor/ stages value / stages i ii i ii 1. am 10 8 100 80 2. fj 9 7 90 70 3. fs 9 7 90 70 4. sm 9 8 90 80 5. yn 10 7 100 70 table 5. trial data presentation small group (practice) no nama scor/ stages value / stages i ii i ii 1. am 26 24 86 80 2. fj 27 24 90 80 3. fs 26 23 86 76 4. sm 25 23 83 76 5. yn 25 23 83 76 information: phase i: learning with the help and guidance of teachers / coaches phase ii: learning without the help and guidance of teachers / coaches table 6. trial data presentation small group association (problem evaluation and training) phase 1 no namae total value ( ) percentage 1. am 93 % 2. fj 90 % 3. fs 88 % 4. sm 86,5 % 5. yn 91,5 % total 449 449 % average 89,8 89,8 % table 7. trial data presentation small group association (problem evaluation and training) phase 2 no name total value ( ) percentage 1. am 80 % 2. fj 75 % 3. fs 73 % 4. sm 78 % 5. yn 73 % total 379 379 % average 75,8 75,8 % data from the trial results of small groups, divided into two phases, phase i and phase ii. phase i is learning with the help and guidance of teachers or coaches, obtained total score validity of phase i, 449 (449%), with an average value of 89.8 (89.8%). data from the trial results of small groups for the second phase, learning without the help and guidance of teachers or coaches, obtained total score validity of phase ii, 379 (379%), with an average value of 75.8 (75.8%). phase i, showed a higher percentage compared to the second phase, 89.8%, with the criteria of highly effective, whereas the second phase, showed a lower percentage, 75.8%, the effective criteria. discussion implementation of students with hearing impairment learning not only use books and simple media, necessary media capable of supporting all aspects of the development of students with hearing impairment. the word comes from the latin media, medius, which literally means “middle”, “intermediate”, or “introduction”. in the arabic language support, media is an intermediary or an introductory message from the sender to the receiver (arsyad, 2014: 3). based on the above understanding if some media that carry messages or information that aims instructional 22 journal of icsar; volume 1, number 1, january 2017: 18-24 or meaning or purpose of teaching the media is called a medium of learning. gerlach and ely (1971 in arsyad (2014:12) presents three characteristics of the media, namely: a) the characteristics fixative (fixative property), b) characteristic of manipulative (manipulative property), and c) characteristics distributive (distributive property) , instructional media have functions that are quite diverse in supporting the teaching and learning process. according to levie and lentz in arsyad (2014: 20) suggests four instructional media functions, as follows: a) the function of attention, b) affective function, c) cognitive function, and d) compensatory function. medium of learning, besides there are the characteristics and functions of media, there are also important, namely the selection criteria for instructional media. according arsyad (2014:75) “media selection criteria derived from the concept that the media are part of the instructional system as a whole”. to that end, some of the criteria that should be considered in selecting the media, namely: a) in accordance with the objectives to be achieved, b) right to support the subject content, and c) practical, lues and survive, d) skilled teachers to use, e) the classification of the target, f) technical quality. multimedia, has four essential components, first there must be computers that coordinate what will be seen and heard, and interact with us. secondly there must be a link that connects us with the information. thirdly, there should be a navigation tool that guides us, exploring the network of interconnected information. fourth, multimedia provides a place for us to collect, process, and consume information and ideas of our own. according to the dictionary, computer and interactive technology is the ability of a system or program that can ask something (held a question and answer), then take action based on those responses. while interactive learning media is a media that is equipped with a controller that can be operated by the user, so the user can choose what the user want for the next process. from the above understanding can be concluded that an interactive media say if it can communicate and interact with its users so that users can give commands that will be run by the media. the advantages of interactive multimedia by sarwiko, (2010:3) are as follows: a) the learning system is more innovative and interactive, b) teaching will always be required to be creative innovative in seeking a breakthrough learning, c) is able to combine text, images audio, music, animated images or video in a union of mutual support in order to achieve the learning objectives, d) increase the motivation of learners during the learning process to obtain the desired objectives, e) being able to visualize the material which has been difficult to be explained merely by an explanation or props conventional , f) train learners in getting more independent in science. in this material, students with hearing impairment, cognitive will be taught about emergency stretchers, from introduction or understanding, usability, making materials and how to make. affectively, deaf students are taught attitudes help each other and others in a state of emergency and able to work in a team, especially in making an emergency stretcher. in psychomotor, deaf students were able to be trained to developed expertise in a skill area, in this case make a knot or a bond. stretcher also called dragbar, its usefulness to move or lift the victim from the scene or accident to a safer place. stretcher is a tool created to evacuate casualties from the scene to the place that is safer or point of reference (hospital, clinic, or a safe place for victims) (soedrajat, nd). based on data from the validation results of two subject matter experts, with an average value of 91 (91%). this amount meets the criteria score validity of material very decent, which is between a score of 81-100 (81% 100%). this indicates that the interactive multimedia material emergency stretcher in extracurricular activities scouting is very feasible to use without revision. based on data from the validation results of two media experts, with an average score of 98 (98%). this amount meets the criteria score validity media very decent, which is between score 81-100 (81% 100%). this indicates that the interactive multimedia material emergency stretcher in extracurricular activities scouting is very feasible to use without revision. based on data from the validation results of two practitioners, with an average value of 84.5 (84.5%). this amount meets the criteria of validity are very decent score, which is between a score of 81-100 (81% 100%). this indicates that the interactive multimedia material emergency stretcher in extracurricular activities scouting is very feasible to use without revision. data from the trial results of small groups, divided into two phases, phase i and phase ii. phase i is learning with the help and guidance of teachers or coaches, obtained total score validity of phase i, 449 (449%), with an average value of 89.8 (89.8%). this amount meets the criteria of validity score highly effective, ie between the score of 81-100 (81% 100%). this indicates that the interactive multimedia material emergency stretcher in extracurricular activities scouting effectively utilized for deaf students in learning. based on the data from the trial results of small groups for the second phase, ie learning without the 23muhamad izhar safawi, sihkabuden, developing an interactive multimedia of emergency. . . . help and guidance of teachers or coaches, obtained total score validity of phase ii, 379 (379%), with an average value of 75.8 (75.8%) , this amount meets the criteria score validity effective, ie between the scores 61-80 (61% 80%). this indicates that the interactive multimedia material emergency stretcher in extracurricular activities scouting effective for use in deaf students in learning. based on data from the results of a small group trial, phase i, showed a higher percentage compared to the second phase, ie 89.8%, with the criteria of highly effective, whereas the second phase, showed a lower percentage, namely 75.8%, with effective criteria. from these data, it can be concluded that learning with the help and guidance of teachers or coaches are very effective for use in learning using interactive multimedia. however, the interactive multimedia learning without the help and guidance of teachers or supervisors still fall into the category effective for use. products developed in the form of computer software has advantages as follows: 1) students are more enthusiastic and interested in the learning process, because the presentation is equipped with a background of menu options, animations, images and video that can interact with the user so that the user is able to control and choose what the wishes of users, 2) it is easier to learn, since learning media is equipped with a selection of materials that will be studied in accordance with the wishes of users, 3) the product is very practical and efficient to use because the file size is relatively small and very easy to duplicate in the interests education, especially in the education learning is outstanding. product development of instructional media in the form of interactive multimedia can be helpful in the learning process, according to sudjana and rival in arsyad (2014:28) as follows, learning will be more attracted the attention of students so as to foster motivation to learn, learning materials will be quite vague so it can be better understood by students and enable it to master and achieve learning objectives, instructional methods will be more varied, not solely verbal communication through the narrative of words by the teacher, so that students do not get bored and teachers are not exhausted especially if teachers teach at any hour of the lesson, students can more learning activities because not only listen to the description of the teacher, but also other activities such as observing, doing, demonstrating, acting and others. the products developed have a positive impact in the learning process, in arsyad (2014:25) as follows: (1) submission of the lessons become more standardized, (2) learning can be more attractive, (3) learning to be more interactive, (4) long learning time required can be shortened, (5) the quality of learning outcomes can be improved, (6) the learning can be given when and where desired and needed, (7) the positive attitude of students towards what they are learning and the learning process can be improved, (8) the teacher’s role may be changed to a more positive direction. the product developed has the disadvantage that it also should be noted that, if the product is used in other schools that do not have the means in the form of a computer or laptop, then the learning process by using this media can not be implemented. in addition to these shortcomings, this product also has advantages, among others; (1) is able to create interactive multimedia learning process viable and effective has been through the validation of experts and practitioners. (2) an interactive learning media can be used as an alternative teachers in particular learning materials emergency stretcher in extracurricular activities scouting. conclusion and suggestion interactive multimedia product material emergency stretcher is multimedia that is tailored to the characteristics of students with hearing impairment. this interactive multimedia made as attractive and simple as possible so it is easy to use and understandable by students with hearing impairment. interactive multimedia is made using materials such as reading text, images, animation and video. this is done to be able to provide traction and interest in learning for students with hearing impairment as well as facilitate the process of understanding the material. the results of product development in the form of interactive multimedia material contains about emergency stretchers. this product is packaged in a cd (compact disc) or in the form of more storage and comes with an instruction manual. there are suggestions in the development of the dissemination of advice and suggestions of further development. suggestions dissemination, before reproduced and distributed to a broader scope, this product should be prepared and validated in accordance with the target to be addressed and adjusted to the curriculum in force. in order for the development of interactive multimedia can be used on a wider scope needs to be done further research and development with respect to the development of research step 4-10 to correspond to the steps of the borg and gall. the need for socialization at school that will be using this product. product development efforts is towards more, researchers gave suggestions as follows: further research can be done through quantitative research to test the effectiveness of the use of interactive multimedia materials stretcher emergency in extracurricular activities scouting for students with hearing impairment grade x, xi, and xii to increase students’ learning ability independently. the subject of research should be conducted on the subject more widely, both students and schools are used as small group trial, in order that these products really useful and well utilized. 24 journal of icsar; volume 1, number 1, january 2017: 18-24 references arikunto, s. 2013. prosedur penelitian: suatu pendekatan praktik. jakarta: rineka cipta. arikunto, s. & jabar, c.s.a. 2014. evaluasi program pendidikan: pedoman praktis bagi mahasiswa dan praktisi pendidikan. jakarta: bumi aksara. arsyad, a. 2014. media pembelajaran. jakarta: raja grafindo persada. efendi, m. 2009. pengantar psikopedagogik anak berkelainan. jakarta: pt. bumi aksara. indrawati, r. d. 2014. pengembangan buku panduan pengemasan sayur organik bagi siswa tunagrahita ringan smalb di slb ptn bagian c lawang. skripsi. malang: fip um. peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 81a tahun 2013 tentang implementasi kurikulum. sarwiko, d. 2010. pengembangan media pembelajaran berbasis multimedia interaktif menggunakan macromedia director mx (studi kasus mata kuliah pengolahan citra pada jurusan s1 sistem informasi). (online) http://www.gunadarma.ac.id/ library/articles/graduate/computer-science/2010/ artikel_10105507.pdf. diakses pada 26 februari 2016. somantri, s. 2012. psikologi anak luar biasa. bandung: refika aditama. soedrajat. tanpa tahun. tandu darurat. (online) http:// ajtratnabudakbager.blogspot.co.id/p/tandu.html. diakses pada 11 maret 2016. sukmadinata, n. s. 2015. metode penelitian pendidikan. bandung: pt remaja rosdakarya. 150 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 application of multisensory in learning alphabets identification skills for special education students noor syamilah bt md malikia, mohd hanafi mohd yasinb a sekolah kebangsaan parit keroma darat, 84000 muar, johor, malaysia. bnational university of malaysia, 43600 bangi selangor, malaysia. e-mail : mimiesyamilah@gmail.com abstract: multisensory is a method of learning and teaching which integrates all sensories. the objective of this study is to determine the level of progress in learning alphabets identification skills after the application of the multisensory method in special education learning for children with learning disabilities. this study is conducted using a quasi-experimental approach upon six students with learning disabilities who are selected by way of purposive sampling. the students are divided into two groups. group a is the treatment group while group b is the control group. the students in group a receive learning intervention through multisensory while the students in group b receive learning through traditional teaching methods. both teaching methods are carried out for a period of four weeks. the research instruments consist of pre-test and post-test adapted from clay (2005) observation survey of early literacy achievement. the results are analyzed descriptively by way of mean and percentages. the research results show improvement of the test scores of the treatment group as compared to the control group. this indicates that the multisensory method is effective and appropriate to be applied in relation to children with special needs due to their learning disabilities in terms of alphabets identification. keywords: multisensory, learning disabilities. reading is one of the ways of acquire knowledge. even in the first revelation received by prophet muhammad s.a.w through the archangel gabriel, he was asked to read by the call of iqra’, which carries the meaning ‘read’ or ‘recite’ (surah al-alaq: 1-5). through reading, one can acquire information which can be utilised in his or her life (tamam et al., 2010). hence, difficulties in reading will hamper a person’s ability to gather information and knowledge that can be used in their everyday life. reading is a skill which is compulsory to be taught to special education students with learning disabilities. this is in line with the standard primary school curriculum (kssr) for students with learning disabilities where for bahasa melayu, the students are required to recognise the sound of and be able to recite the alphabets from a to z. the education act 1996 and the education (special education) regulations (2013) stipulate that students who have been certified by a medical practitioner, an optician, an audiologist, or a psychologist as having disabilities in terms of sight, hearing, speech, physical disabilities, learning disabilities, or a combination of any of these can be defined as students with special education needs. therefore, students who fall within this category are entitled to undergo their education in any educational institutions. teachers who teach students with special educational needs can conduct lessons upon making the necessary adjustments to their teaching methods and techniques, their time, the schedule of activities and the teaching aid materials based on what is appropriate, as long as they do not conflict with the special education curriculum. the learning disabilities faced by special education students propel them towards the inability to remember and recognise alphabets. given that students with learning disabilities have varying levels of proficiency, the special education teacher should prepare appropriate and effective educational activities, tailored to their individual level of abilities. according to yahya et al. (2012), knowledge on teaching and learning materials must be upgraded from time to time. therefore, teachers need to continue to improve their teaching skills by planning and choosing educational activities more creatively in order to stimulate their students’ potential growth, talents, abilities, and to spark their interest in learning. adjustments to techniques and methods of learning can be made to assist students with various problems in special education class. ghani & aznan (2010) stated that students with learning disabilities require teaching methodologies which encourage the process of interaction. this in turn depends on the teacher’s capacity and ability to identify the student’s behaviour. in view of this, teachers need to have a good grasp of several teaching methods or techniques which can help students to master the topic of learning. 151noor syamilah bt md maliki, m hanafi m yasin, application of multisensory in learning alphabets . . . . sections of the brain. the involvement of these sections of the brain can help to strengthen memory and assist in the learning of language in the written form. it also helps each student with learning disabilities to choose the method which is most suitable for themselves. this way, the approach can channel many other ways of learning, to gain comprehension of new information in order to help them memorise and later re-use the same knowledge again. abdullah (2012) conducted a research to study the effectiveness of multisensory learning in dyslexic children, upon discovering that no one specific method was used in helping these children gain bahasa melayu language skills. abdullah (2012) found that this method was able to reduce the problem of reading skills in children with specific learning disabilities in one of four domains, being recognition and confusion of alphabets. subramaniam, mallan, & mat (2013) found that multisensory activities are capable of bringing to life an environment which enhances learning, especially wordbased learning. in their efforts to produce a description of multisensory activities for learning alphabets among dyslexic children, they discovered that teachers were often able to conduct multisensory learning sessions after realising the breadth of activities which can be conducted using the multisensory method. they also discovered that multisensory was able to capture students’ attention and create an environment which stimulate learning and fun vibes. the concept of ‘playwhile-you-learn’ inherent in multisensory learning is able to attract and hold the students’ attention during classroom sessions. this makes multisensory learning a very suitable approach for use in educating children with special needs, a majority of whom typically have low levels of attention span which disrupt their focus on learning. problems with reading skills are often associated with special education students with learning disabilities. this problem can be divided into two categories, namely difficulties in decoding alphabets and difficulties in understanding what is being read (talib, 2000). according to whitehurst & lonigan (2001), pre-reading skills encompass the ability to observe and recognise alphabets, which usually poses a challenge among students with learning disabilities, whether at a moderate or severe level. undeniably, teaching special education students to identify and recognise alphabets is a difficult task at hand for teachers to accomplish. students are able to read effectively if they have successfully acquired reading skills through learning in school (yahya et al. (2012). it is very challenging for teachers to realise the transfer of this skill without having a suitable method of learning at hand, given that special education students are faced with many different types of problems. diagram 1. conceptual diagram on the application of multisensory teachers must also be wise when dealing with students’ behaviour during classroom sessions. according to rita et al. (2002), every child can master a topic of learning but each of them would achieve this in their own way according to their individual style of learning. therefore, a teacher’s ability to plan and execute lessons and to capture and maintain their students’ attention is crucial. the minnesota literacy (2015) claimed that every individual is able to benefit from multisensory learning, especially those suffering from learning disabilities and dyslexia, toddlers, and individuals with sensory integration issues. the minnesota literacy (2015) also stated that due to the various learning disabilities and learning styles, everyone is entitled to use multisensory approach in order to help these special individuals acquire knowledge. multisensory is one of the methods which has been adopted in the application of teaching and learning strategies. multisensory teaching was developed by several pioneers in the field of education such as montessori (1912), fernald (1943) and (gillingham & stillman, 1997), where they have had to teach toddlers and students with learning disabilities such as dyslexics, late learners and those with inability to focus in learning. a few principles are applied as part of the technique to integrate all sensory such as application by the professionally trained, testing using appropriate tests, enhanced sensory activities involving audio and visual, safe intervention areas, engaging activities, activities requiring interaction involving the whole body especially through game-playing, the creation of internal motivation, and activities enjoyed by the students (parham et al. 2007). the minnesota literacy (2015) described multisensory as being educational sessions involving self-sensory, focusing on the use of visual, auditory, and tactile-kinesthetic elements. this method of learning involves multiple sensories which can aid the learning process and activate several 152 journal of icsar; volume 1, number 2, july 2017: 150-154 diagram 2. respondents and locations of research study diagram 3. comparison between pre test and post test scores for the treatment group and the control group. 0 20 40 60 80 100 m1 m2 m3 m4 m5 m6 pre test post test table 1. sequence of alphabets grouping capital letters a f k p w z b h o j u c y l q m d n s x i e g r v t small letters a f k p w z b h o j u c y l q m d n s x i e g r v t thus, this research is conducted to identify whether the multisensory method can help special education children to identify alphabets, which is one of the main reading components in literacy skills. the objectives of this research are: (i) to study the level of success in learning alphabets before and after using the multisensory method. (ii) to identify the effectiveness of using multisensory method in alphabets identification skill activity. method for this research study, a quasi-experimental design is selected. the design of this study is used to evaluate the effectiveness of multisensory method in teaching alphabets identification skills. this design is chosen to replace the experimental design where random sampling cannot be done (chua, 2006). as highlighted by white & sabarwal (2014), the quasi-experimental design requires members of the control group and the treatment group to possess almost identical characteristics during the time before the intervention is carried out. two groups of respondents are used, one being the control group and the other being the treatment group. the respondents from the control group will receive learning through traditional methods while multisensory learning will be applied to the treatment group. the respondents in this study are selected from two schools in the muar district. the location of the study has to be compatible with the selection of respondents, and must be readily accessible and easy to reach. (othman, 2014). the respondents of this study are selected through sampling based on the researcher’s own discretion, where the sample is made up of special education students at primary level. it is suitable for sampling to be used for quasi-experimental research, seeing that the number of sample students with learning disabilities are small, with not much choice available (chua, 2006). a total of six students from the special integrated learning programme (ppki) are selected, all of whom are students with learning disabilities. three students from the treatment group in school a receive learning intervention which apply multisensory method, whilst the three students from the control group in school b receive learning through traditional teaching methods. the research instrument used in this study are the pre-test and post-test. these are test questions adapted from clay (2005) observation test of the level of early literacy achievement.. the questions consist of four parts. the first part is concerned with details of the student, the second part contains instructions requiring students to read out the name of alphabets aloud, the third part contains research instrument questions and the fourth part is a dedicated section for teachers to respond. the tables below show the groupings of alphabets contained in the test instrument. the pre-test and post-test given to the respondents in this study consist of identical questions. the students are required to say aloud the names of the alphabets shown to them by the teacher. this research is carried out for a duration of four weeks, with lessons being conducted for 180 minutes each week. prior to commencement of the research, teachers from the two schools who are involved in this research are briefed by the researcher. 153noor syamilah bt md maliki, m hanafi m yasin, application of multisensory in learning alphabets . . . . progress in learning alphabets identification skills is achieved by the respondents in the treatment group m1. effectiveness of use of multisensory method in activities of learning alphabets identification skills. table 2 records the results reflecting the progress achieved in the identification of alphabets after the intervention sessions have come to an end. in all three treatment groups m1, m2 and m3, the students show progress in their ability to identify alphabets. meanwhile, two out of three students in the control group also make progress although the scores show no change to one other student’s ability to identify alphabets. respondents in m1 show improvement by 19 per cent, m2 by 12 per cent and m3 by 6 per cent. for the respondents in m4, 8 per cent progress is made, followed by 7 per cent for m5 and 0 per cent for m6. the highest average of the increase in the post-test scores is displayed by the treatment group at 12.3 per cent, compared to only 5 per cent for the control group. analysis of the research results finds that students with learning disabilities who receive multisensory intervention in teaching and learning show improvement in their ability to identify alphabets. these students participated in several educational activities which involved the use of their various senses during lessons on identifying alphabets. the test scores show that multisensory method is able to help students achieve progress in their learning. the outcome of this research study also indicate that learning activities which apply multisensory activities are more effective compared to the traditional learning method. this is consistent with dalecki (2007) who claimed that multisensory can increase the number of alphabets and words learnt by children. this is also in line with the results obtained by abdullah (2012) and subramaniam, mallan, & mat (2013) where the use of multisensory in leaarning and teaching is shown to be able to help with the progress in learning for special education students, especially in teaching alphabets identification skills in the malay language. conclusion and suggestion based on the results obtained, it can be concluded that multisensory learning can increase students’ ability of to acquire the skill of alphabet identification. teachers have to be ready to equip themselves with knowledge on teaching and learning in order to help students with special needs to elevate their learning capabilities. their ability to read and understand what they are reading can be enhanced once their struggles with learning alphabets are overcome. this study is also a follow-up initiative as part of the efforts to clarify the teachers’ understanding of multisensory and table 2. pre test and post test score results in identification of alphabets treatment group respondents test scores increase in scorepre post m1 81 100 19 m2 88 100 12 m3 0 6 6 min 56 69 12.3 control group respondents test scores increase in scorepre post m4 77 85 8 m5 85 92 7 m6 0 0 0 min 54 59 5 the students are selected based on certain criteria determined by the researcher. the preliminary data from the pre-testing are collected in order to evaluate the students’ level of proficiency in identifying alphabets. after four weeks of intervention sessions for the treatment group and traditional lessons for the control group, the students are then tested again in the post-test session. findings and discussion the data obtained through the pre-test and post-test are analysed descriptively using percentage and min. the difference between the test scores of the pre-test and the post-test for both groups are displayed in order to evaluate the level of progress in learning alphabets identification skills before and after using multisensory method of learning. the increase in the scores, being the difference between the scores of the pre-test and the post-test, enables comparison to be made in order to clearly see any increase which occurs. level of progress in alphabets identification skills before and after using multisensory method. diagram 3 shows a comparison between the scores achieved by respondents from the treatment group and the control group in the pre-test and the post-test. respondents in m1 dan m2 show an increase in their scores of the post-test, where scores of 100% are achieved. in m3, there is an increase of 6% which is the score obtained in the post-test compared to 0% in the pre-test. meanwhile, for respondents in the control group m4, there is increase in score from 77% to 85%. similarly, respondents in m5 obtain 92% score in the post-test compared to only 85% in the pre-test. however, it is noted that no increase in score can be seen in the test results for m6. the most significant 154 journal of icsar; volume 1, number 2, july 2017: 150-154 of suitable activities which can be carried out during teaching and learning sessions in the classroom. it is hoped that research studies such as this can continue to be conducted, by matching student’s learning styles with the appropriate multisensory learning activities. further, research concerning multisensory learning activities can be expanded to include other subjects related to special education, such as self-management which has proven to be essential for students with special education needs. other recommendations would be to prepare a listing of activities or to produce a module on multisensory as part of the efforts to provide teachers with the necessary guidance in their teaching activities. references abdullah, m. (2012). keberkesanan kaedah multisenori dalam pengajaran dan pembelajaran bahasa melayu kanak-kanak disleksia (doctoral dissertation, universiti kebangsaan malaysia). chua, y. p. (2006). kaedah penyelidikan buku 1. mcgraw (malaysia)sdn. bhd. clay, m. m. (2005). an observation survey of early literacy achievement (2nd ed.). portsmouth, nh: heinemann education dalecki, c, g. (2007). improving letter and word recognition using a multisensory approach. education and human development master’s theses. paper 282. fernald, g. (1943). remedial techniques in basic school subjects. new york:mcgraw-hill. ghani, m. z., & aznan, c. a. (2010). strategik pengajaran kanak-kanak berkeperluan khas. pulau pinang: penerbit usm gillingham, a., & stillman, b. w. (1997). the gillingham manual: remedialtraining for children with specific disabilityin reading, writing, and penmanship(8th ed). cambridge, ma:educators publishing service. literacy, c. (2015). multisensory activities to teach reading skills minnesota. summer reads montessori, m. (1912). the montessori method. , new york. othman, l. (2014). penyelidikan kualitatif: pengenalan kepada teori dan metode. tanjong malim: penerbit universiti pendidikan sultan idris rita, d., jeffrey, s. b., & angela, k. (2002). survey of research on learning style. carlifonia journal of science education, 2(2), 75-98. subramaniam, v., mallan, v. k., & mat, n. h. c. (2013). multi-senses explication activities module for dyslexic children in malaysia. asian social science, 9(7), 241. talib, a. a. a. (2000). pedagogi bahasa melayu: prinsip, kaedah, dan teknik. utusan publications & distributors. tamam, t., zamri, m., nik, m. r. y. & jamaludin, b. (2010). masalah membaca murid-murid sekolah rendah kerajaan di brunei darussalam: satu kajian kes. jurnal pendidikan malaysia, 35(2), 77-85. whitehurst, g. j., & lonigan, c. (2001). emergent literacy: development from prereaders to readers. dlm. s. neuman & d. dickinson (eds.). handbook of early literacy research, 11-30. new york: guilford. yahya, o., asiah, m. d., & azmey, o. (2012). pelaksanaan pengajaran membaca menggunakan kaedah fonik peringkat prasekolah di brunei darussalam. jurnal pendidikan bahasa melayu, 2(1), 93-109. 74 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 sex education for autistic adolescents ria dwi ismiarti, munawir yusuf, zaini rohmad universitas sebelas maret, indonesia e-mail: bukuusangria@gmail.com abstract: the first adolescent developmental tasks associated with sex that must be mastered is the formation of new relationship and more mature with the opposite sex. the development of interest in the opposite sex follows a certain pattern, likewise for autistic adolescent who experience growth in their sexual side. sexuality is the integration of feelings, needs, and desires that shape a person’s unique personality, revealing a person’s tendency to be male or female. sex, on the contrary, is defined as sex or other activities/events from physical relationship sex itself. adolescent with autism do not like the adolescent age. parents who have children with autism have different challenge, especially in providing sexual education to their children. sexual education for adolescents with autism is very important they are more prone to experience sexual harassment. sexual education is also important for autistic adolescent to them give an adequate understanding regarding changes in physical, mental, and the emotional maturity associated with sexual problems and provide knowledge about the mistake and sexual perversion so that they can protect themselves against the exploitation that can disrupt the physical and mental health. keywords: sexual education, autism, adolescent with autism introduction sexuality is the integration of feelings, needs, and desires that shape a person’s unique personality, revealing a person’s tendency to be male or female. sex, on the contrary, is defined as activities / events from the physical relationship sex itself. there are two aspects of sexuality, namely sex and sex in the narrow sense and in a broader sense. sex in a narrow sense consists of genitals, limbs and other physical characteristics that differs male and female, glands and hormones in the body that affect the function of genitlas, and sexual intercourse. in a broader sense, sex is everything that happens as a result of (the consequences) of their gender which includethe differences in behaviour (e.g. rude, flirtatious, gentle, etc., the differences in attribute, such as clothing or name, the differences in roles and jobs, and the relationship between men and women in social manners, romance, courtship, marriage, and others. this definition of sex education by djiwandono (2008) essentially has been presented and shelled by various experts in various ways. that is because sex is a sensitive material. sex education is intended to explain all things related to sex and sexuality in reasonable ways, not limited to anatomy, physiology, venereal disease, and aberrant sexual behaviour. the term youth or adolescence comes from the latin word (adolescere) (the noun, adolescentia meaning teenagers) which means “growing” or “grow up” (hurlock, 1981),. the term adolescence, as used today, has broader meaning, covering mental maturity, emotional, social, and physical. desmita (2010) states that teen age restriction commonly used by experts is between 12 to 21 years. the time span of adolescence is usually divided into three, namely: 12-15 years = early adolescence, 1518 years = adolescence mid, and 18-21 years = late adolescence. the first adolescent developmental task associated with sex that must be mastered is the formation of new relationships and more mature with the opposite sex. the development of interest in the opposite sex follows a certain pattern, likewise with autistic adolescents who experience growth in their sexual side. autism is a developmental disorder that is very complex neurobiological / weight in a long life, which includes disorders in the aspects of social interaction, communication and language, behavioural and emotional disorders, and sensory perception as well as in the motor aspects. the term autism comes from the word autos meaning self and ism means a stream; when combined it becomes a notion that is interested only in his own world. according to chaplin (1999), autism is a way of thinking that is controlled by a personal need or by themselves, respond to the world based on the vision and expectations of their own, deny the reality, extreme preoccupation with their own thoughts and fantasies. autism can be defined as broad and severe disorders. the symptoms begin to appear in children before the age of three.. disruption of this development includes the fields of communication, interaction, and behaviour. 75ria dwi i, munawir yusuf, zaini rohmad, sex education for autistic adolescents . . . . disturbances mentioned above make parents of autistic children are more focused on improving communication skills and other academic fields. meanwhile, the autistic child will also grow to be a teenager and started to like things such as sex. that is the reson why autistic children are also required to receive sexual education from an early age. it is inversely proportional to the parents’ ways of thinking., those parents prefer to avoid sexist speech with autistic children. in fact, teens with autism do not have the ability to easily identify the problems due to the limitations of their sex. it all leads to the issues of sexuality in children with autism. for example, they are not embarrassed to walk naked in front of the crowd, take off their pants, or see and hold their own genitals. children with autism rarely touch private parts of the body of others when in fact they do need to masturbate if it is not performed, they will feel depressed. new parents will know the big problem when children do it in public. according wulansari (2007) physical development in individuals with autism is more less the same with individuals who are not susceptible to interference. this means they l also needs a special education about sexuality. however, sex education for children with autism is not an easy thing to do because it is associated with the disruption they experience. communication disorder, in which individuals with autism are not able to communicate both verbally and non-verbally with others, makes it difficult to convey information. social interaction disorder causes difficulty in a relationship or to interact positively with others. it also makes them unable to translate between the lines and rules in society. the problems they face are difficult for them to adapt to the environment so often and prevent people with autism to mingle with the people (wulansari, 2007). as quoted by wulansari (2007), providing education to individuals with autism are also linked with their trademark in information processing and perceiving the world. each individual with autism has manifestations of varied disorders. therefore, in providing the education it needs a different way for each individual depends on the ability to digest the information and their responses to the teaching process. compared to teens in general, autistic adolescents are more prone to experience sexual harassment because of their ability to withstand disturbances others are very weak instinct. accordingly, it is necessary to specifically teach autistic adolescents about sexual education. this article provides information about the importance of giving sexl education to autistic individuals at an early age, presents some insights about things that should be done to avoid the sexual abuse, and how to provide sex education for young children with autism appropriately. method the research was conducted at an autism school in west java and a therapy clinic for people with autism in the region of central java. the data were collected using observations, interviews, and literature. observations were conducted to some adolescents with autism who have entered into puberty, while interviews were administered to a teacher, a parent, and a therapist. the research was to determine how to communicate sex education to adolescents with autism. this is a qualitative research with case study approach. case study is a real-life research exploring every detail through the collection of data involving multiple sources of reliable information (creswell, 2015). case study design used in this research is a case study for analyzing and comparing the cases or problems in two different places. this study sought to uncover how teachers and parents in two different regions communicate sexual education to adolescents with autism. the data collected in this study is qualitative data. data collection techniques used are interview, observation, and literature review. according to denzin and lincoln (2011) interview the data collection techniques used to explore and expand the information disclosed pent using openended questions. in-depth interviews in this research is addressed to parents of autistic teens, teachers, and therapists who deal with autistic adolescents with interview guides open questions aimed at obtaining depth data on how parents, teachers, and therapists to communicate sexual education to adolescents with autism. (1) observations was conducted by researchers to observe the sexual behavior of adolescents with autism. (2) to collect the data and theory in the study, a wide variety of data and theories are acquired through books, the internet, newspapers, and other non-human resources to support research. as stated by creswell (2015), qualitative data analysis is a process that involves organizing the data (text, transcript, image data or photos), reading the introduction to the data base, coding, organizing theme, data presentation, and interpretation of the data during the process research. it can be concluded that the data analysis in qualitative research is started from the collecting the data, systematically compiling the data, and interpret the data to others. steps in the analysis of qualitative data according to moleong (2014), are: (1) the entire depth interviews with informants either record or tape. the recorded interview was interpreted in a complete typewritten transcript; (2) results of typed transcript were read as a whole to understand the full interviews from informants and do the editing process including writing and summarizing documents relevant to the theme of the research; (3) researcher makes coding and finds 76 journal of icsar; volume 3, number 1, january 2019: 74-78 topics on the interview to be the key word to fit with the research topic; (4) the data were classified by giving codes on the keywords that appear and categorize those keywords. categorization is groupings or compiling the thoughts and opinions of the informants; (5) interpreting the data was been obtained by making a classification scheme for determining the theme; (6) interpreting the analysis results by comparing with the theme. findings and discussion findings adolescents with autism do not like the adolescent age. parents who have children with autism have a different challenge, especially in providing sex education. sex education for adolescents with autism is very important because they are more prone to experience sexual harassment. it is also essential to give an adequate understanding regarding changes in physical, mental, and the emotional maturity and provide knowledge to protect themselves against the exploitation that can disrupt the physical and mental health. each individual with autism has varied characteristics. it makes each individual with autism is unique so that in providing the education a different way is needed for each individual depending on the ability to understand the information. according to a parent of an autistic teen (st), since the child entered school age, the parenthas begun to teach toilet training to their child. he taught the child to be able to bathe themselves, waste water and clean independently. he explained that as the child is growing up they feel embarrassed when they were ushered into the bathroom, accompanied and assisted by parents. however, for sexual education-related to interest in the opposite sex, he claimed that he was late to give it to the child. he started giving sexual education after discussing with teachers because the child suddenly kissed a woman in public and made the woman screamed hysterically. at 19 years old, the child started to feel an affinity with the opposite sex. it is not easy to give an explanation that kissing an unknown female is inappropriate. the child gave an angry response and did not speak with the parent for a few days. the parent eventually collaborated with teachers to provide the same material for the child in a predetermined time. not only were the insight and explanation given verbally, the parent and also teacher gave a visual media using a video that is easily understood. videos that provide materials on the difference of body parts of men and women makes it easy for the parent and the teacher to explain what is allowed and not allowed to be shared with others. according to the teacher (e), the challenge for him to provide sexual education to students is that he is unable to generalize the material to all students although all of them have autism because they have different characteristics. the easiest sex education is toilet training because he can directly ask the students to practice it. once the students are able to do toilet training activities, the stage is enhanced by the teacher to sexual education about the condition and physical changes. for this matter the teacher tries a little hard because students have to be separated between men and women. by using a video to explain gently with a language that is easily understood by their students about the vital parts, the teacher explains that the vital part should not be shared with others and should not be shown to others., it is beneficial for students to avoid sexual harassment. not only explain which parts should not be touched by other people, but the teacher also tried to explain part of the body of the opposite sex that the students should not touch. a the teacher gave rational explanation that will not scare the students. he explained why and what would happen if their vitals are touched by another person and if they touch the vitals of others. it takes long a time to get the hang of students , so that the teacher should work together with the parents and invite them to be more concerned because it is uncommon that parents tend to be indifferent to their child’s development. the teacher also gave the parents an understanding about what to do if their children ask about matters relating to sexuality, about what they should do if the children masturbate.. lasly, according to a therapist at an autistic clinic (d), he said that it is not easy to prove sex education to the patient. the toughest challenge was when one of his patients began to feel an affinity with the opposite sex. patients several times embrace the opposite sex suddenly. he seeks a way to provide an explanation that it was a wrong behavior , but it was not accepted. the therapist feels rather difficult to advise the patients because their parents are rarely involved in the therapy. until finally the therapist changed the way he provided an explanation to the patient. he provoked the patient to be more open in expressing their feelings. he asked the patient to tell her daily activities. that way, the therapist can make the patient understand the sexual education materials. the therapist also gave the material gradually. after making sure the patient really understands the materials, he will replace with other materials in higher level of understanding. now his patient is able to control the sense of attraction to the opposite sex, not touching the vital parts in public, and some other things related to the patient’s sexuality. 77ria dwi i, munawir yusuf, zaini rohmad, sex education for autistic adolescents . . . . work together to provide sexual education materials so that adolescent experience repetition of true idea about the material., if a material is understood, then it can proceed to other materials. references djiwandono, s. e. (2008). pendidikan seks untuk keluarga. jakarta: pt macanan jaya cemerlang. chaplin, j. p. (1999). kamus lengkap psikologi.(edisi 5). jakarta: raja grafindo. creswell, j. w. (2015). penelitian kualitatif & desain riset: memilih diantara lima pendekatan. yogyakarta: pustaka pelajar. denzin, n.k., & lincoln, y. s. (2011). the introduction: the dicipline and practice of qualitative research the sage handbook of qualitative research fourth edition. california: sage. desmita. (2010). psikologi perkembangan. bandung: remaja rosdakarya. hurlock, e. b. (1980). psikologi perkembangan suatu pendekatan sepanjang rentang kehidupan edisi kelima. jakarta: erlangga. moleong, l. j. (2007). metodologi penelitian kualitatif edisi revisi. bandung: pt remaja rosdakarya, 103. wulansari, t. d. (2007). studi deskriptif mengenai pendidikan seksualitas oleh orangtua pada individu autistik remaja. (unpublished mastr’s thesis) universitas sanata dharma, yogyakarta, indonesia sinclair, j., unruh, d., lindstrom, l., & scanlon, d. (2015). barriers to sexuality for individuals with intellectual and developmental disabilities: a literature review. education and training in autism and developmental disabilities, 50(1), 3-16. girgin-büyükbayraktar, ç., konuk-er, r., & kesici, s. (2017). according to the opinions of teachers of individuals with intellectual disabilities: what are the sexual problems of students with special education needs? how should sexual education be provided for them?. journal of education and practice, 8(7), 107-115. maia, a. c. b., reis-yamauti, v. l. d., schiavo, r. d. a., capellini, v. l. m. f., & valle, t. g. m. d. (2015). teacher opinions on sexuality and sexual education of students with intelectual disability. estudos de psicologia (campinas), 32(3), 427435. schaafsma, d., kok, g., stoffelen, j. m., & curfs, l. m. (2015). identifying effective methods for teaching sex education to individuals with intellectual disabilities: a systematic review. journal of sex research, 52(4), 412-432. discussion access to information related to sex and gender should also be available to adolescents with autism. because of their conditions, it is important address the problems thay may hinder their understanding on sex education (sinclair et al., 2015). there are certainly many ways to give sex education to autistic adolescents which include the participation of parents, teachers, and therapists to achive the same goal for their children. due to the fact that some parents have limited understandings on how to give sex education to their children, collaboration with teachers is certainly needed. girgin-büyükbayraktar et al. (2017) argued that teachers need to provide detailed information related to hygiene and other sexual related materials. in addition, teachers should be supported by continuous training in order to give their best in providing sex education to students withautism (maia et al., 2015). however, schaafsma et al. (2015) argued that it is important to design a detailed procedure of the method in giving se education for adolescents with autism. therefore, the decision in designing curriculum for sex education should involve the participation from all stakeholders (travers & tincani, 2010). the benefits of giving sexual education to children with autism at early ageare: (1) forming attitudes and providing understanding of sex in all manifestations; (2) giving an understanding that human relationships can bring satisfaction to both individual and family life; (3) presenting an understanding of the needs of moral values essential to provide a rational basis in making decisions related to sexual behavior; and (4) reducing prostitution, irrational sexual fear, and excessive sexual exploration. sex education also provides insight and conditions that can make individuals engaging in sexual activity effectively and creatively. conclusion sexual education is very important to be given to adolescents with autism even since their early age. sexual education is not only concerned with sex between men and women but also on how they can conduct independent toilet training and recognizing their physical development so that not anyone can touch their vital parts. sexual education for adolescent with autism can determine the boundaries between behaviours that can and cannot be done. adolescents with autism should be given social skills to handle more complicated relationships, not just inter-human relationship. it is important to provide sexual education to adolescent with autism from an early age. sexual education is not just an addition to a subject but must be given independently and specifically. teachers, parents, and therapists should 78 journal of icsar; volume 3, number 1, january 2019: 74-78 travers, j., & tincani, m. (2010). sexuality education for individuals with autism spectrum disorders: critical issues and decision making guidelines. education and training in autism and developmental disabilities, 45(2)284-293. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p134 134 equality analysis of the right education for disabilities: a juridical and factual study implementation of management inclusion education asep sunandar*1, ediyanto ediyanto1, ade dian firdiana2, deni hadiana3 , muhammad zidni ilman nafiah4, ni’matul lailiyah4, thalsa syahda aqila4, siti romlah5, sri hadayani6 1 universitas negeri malang, malang, indonesia 2slb c autis kota malang, malang, indonesia 3badan riset dan inovasi nasional, jakarta, indonesia 4southeast asia association for special education, malang, indonesia 5dinas pendidikan dan kebudayaan kota malang, malang, indonesia 6dinas pendidikan dan kebudayaan kota probolinggo, probolinggo, indonesia *e-mail: asep.sunandar.fip@um.ac.id abstract: education is a human right, everyone has the right to get educational services as a manifestation to achieve a better life. this study tries to analyze the guarantee of disability rights and inclusive school policies in a juridical and implementing way. education guarantees for disabilities are contained in law no. 8 of 2016 concerning persons with disabilities, government regulation no. 13 of 2020 concerning adequate accommodation for students with disabilities and permendikbud no 70 of 2009 concerning inclusive education. malang city has designated 57 public/private elementary schools, and 16 public/private junior high schools as inclusive schools. the city of probolinggo has designated 16 public/private elementary schools and 6 public/private junior high schools as inclusive schools. the policies in these two areas are based on the principle that schools should not refuse students with disabilities, after a prospective student registers, the school prepares for inclusive classroom learning. the weakness of the implementation of inclusive education in these two areas is the unavailability of adequate learning facilities and the availability of qualified special assistant teachers. so that to achieve the success of inclusive education policies, it is necessary to support infrastructure and human resources of educators that match the educational background with the required competencies. keywords: education equality; education for disabilities; human rights introduction recognition of education as a human right was declared in the universal declaration of human rights dated december 10, 1948, one of the points emphasized that everyone has the right to a proper education, and free basic education (andesta, 2018). the right to education is not only reserved for children who are born normally but also for those who experience optimal organ dysfunction (disability). history has recorded the struggle of helen keller (born in 1880 in the united states) as a person with eye and ear problems and then became a world figure and defended the human rights of people with disabilities. in the 20th century, the world also recorded a disability who became a world figure, namely stephen hawking who was born in england in 1942. stephen hawking was diagnosed with amyotrophic lateral sclerosis (als). amyotrophic lateral sclerosis (als) is a motor neuron disease that attacks the nerves that control spontaneous movement. hawking is a genius physicist, analyzing the big bang theory of the formation of the earth and creating a http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p134 sunandar, ediyanto et al, equality analysis of the right education for...135 theory of the destruction of the earth in the future (clark, 2018). long before the birth of helen keller and stephen hawking, recognition and equality of disability also occurred in 600 ad, at the time of the prophet muhammad's apostolate, he gave equal rights to abdullah bin ummi maktum, a blind person to become a muezzin, and even became a prayer priest several times (sholeh, 2016). the indonesian government has provided strong legality to the process of implementing education for persons with disabilities. law number 20 of 2003 concerning the national education system article 32 paragraph 1 which states that special education is education for students who have a level of difficulty in participating in the learning process due to physical, emotional, mental social disorders and or have the potential for intelligence and special talents (indonesia, 2003). therefore, the implementation of special education for students who have learning difficulties must also be considered by educational institutions as education providers. in addition, the indonesian government also issued law number 8 of 2016 concerning persons with disabilities. according to riyadi (2021) in the regulation it is explained that disability has the same rights as indonesian citizens in general, such as respect for dignity, autonomy for individual life, without discrimination, full participation, human and humanitarian diversity, equality of opportunity, equality of accessibility, and so on. other. the protection contained in the legislation shows that there is full and equal respect, protection and fulfillment of human rights and basic freedoms for persons with disabilities in the context of realizing a more decent and prosperous life for persons with disabilities (yulianto, 2014). the indonesian government's attention is very high on the process of disability education services, the government issued pp number 13 of 2020 concerning adequate accommodation for students with disabilities. yuliartini (2021) stated that the regulation emphasizes that it is necessary to provide adequate accommodation for persons with disabilities by modifying and adapting the requirements to ensure all human rights and fundamental freedoms for persons with disabilities on an equal basis. following up on the pp, the minister of education and culture issued regulation of the minister of education and culture number 16 of 2019 concerning linearity arrangements for certified educators. this confirms that the government guarantees the fulfillment of the needs of teachers in schools relevant to the field of study being studied. the guarantee for the implementation of special education in east java province is stipulated in regional regulation number 11 of 2017 concerning the implementation of education in east java province, including article 19 which states that "the implementation of special education is carried out through special education units and inclusive education. various affirmations of these regulations state that the education process for persons with disabilities is a fulfillment of rights. the human rights of persons with disabilities to receive the best education services ranging from basic education, secondary education to higher education (hamidi, 2016). according to aji & haryani (2017) basically, the indonesian government has accommodated disabilities in various job formations, both within the government itself (asn), bumn employees, and private companies. in the formation of civil servants, there is a special path for people with disabilities (regulation of the minister of pan-rb no. 23 of 2019 concerning civil servant admission). government agencies and state-owned enterprises are required to accept a minimum of 2% of disabled workers. the government's policy in accepting civil servants, which opens a special pathway for disability, provides a great opportunity for people with disabilities to be accepted as civil servants. the regulation provides opportunities for people with disabilities because they no longer compete with all applicants, which normally they compete with other people with disabilities (ramadhan et al., 2021). therefore, this policy has provided wide space and opportunities for people with disabilities to have careers as civil servants. 136 journal of icsar; volume 6, number 2, july 2022, 134-142 the description of the struggle for the recognition and granting of the right to education for persons with disabilities, emphasizes that education is the right of all human beings. furthermore, saputri (2019) tated that this condition also triggered educators and also higher education providers to develop science and human resources, namely teachers or educators with disabilities with qualified abilities. a good teacher will be able to develop the potential of children, as exemplified by anne mansfield sullivan. without a competent teacher, great figures such as helen keller, stephen hawking, or even steve job would not be born. the role of teachers for children with disabilities is very important, they not only transfer knowledge but teachers must be able to understand students and transform them (yulianto, 2014). thus, the education process for teachers with disabilities must be carried out in a quality manner so that the implementation of education for persons with disabilities is also carried out properly. method this research uses normative legal research methods. the normative legal research method is a method that examines the rule of law from an internal perspective whose object is legal norms (diantha, 2016). this study uses a legal approach (statute approach), and a conceptual approach (conceptual approach). the statutory or juridical approach is used by the author to examine or examine all applicable statutory policies in the government of the republic of indonesia towards the implementation of equalization and fulfillment of the right to disability education. the conceptual approach used in this research is to examine the doctrines, principles, and concepts in legal science related to legal issues which are the main issues that the researchers examine, namely equal rights to education for people with disabilities, especially in malang city and probolinggo city. the data collection process was carried out using interview, observation and assessment techniques for students with disabilities. the data collected was then analyzed using descriptive techniques, while the data collected using qualitative techniques were analyzed using cross-case techniques. data analysis is a description of the methods of analysis, namely how to utilize the collected data to be used in solving research problems. primary and secondary legal materials obtained from the results of library research are analyzed and studied for their legal relevance and are used to describe the conceptions and theories used in this research. the data in this study were analyzed qualitatively, which means that the analysis carried out was intended to find the truth based on the value or quality of the data obtained, namely equal rights to education for people with disabilities in malang city and probolinggo city. result and discussion result(s) the results of the analysis or juridical studies carried out by taking into account the discussion of equal rights to education for persons with disabilities are presented in the table 1. the results of a descriptive study of the three regulations, namely permendikbud number 70 of 2009 government regulation number 13 of 2020 and law number 8 of 2016, in the aspect of the purpose of the three regulations have the same spirit, namely to provide services and fulfill human rights for citizens. indonesia for persons with disabilities. the indonesian government has explicitly determined the categorization of the disabled, their needs and the rights that must be fulfilled. sunandar, ediyanto et al, equality analysis of the right education for...137 table 1. data analysis of juridical studies aspects of study permendikbud no 70 tahun 2009 pp no 13 tahun 2020 uu no 8 tahun 2016 purposes article 2. a. provide the widest opportunity for all students who have physical, emotional, mental, and social disorders, or have the potential for intelligence and/or special talents to obtain quality education according to their needs and abilities; b. realize the implementation of education that respects diversity, and is not discriminatory for all students as referred to in letter a article 2 (1) provision of adequate accommodation in the field of education aims to ensure the implementation and/or facilitation of education for students with disabilities by the central government and regional governments. (2) provision of adequate accommodation as referred to in paragraph (1) is carried out in all lines, levels, and types of education, both inclusively and specifically. article 3 implementation and fulfillment of the rights of persons with disabilities aims to: a. realize full and equal respect, promotion, protection and fulfillment of human rights and basic freedoms for persons with disabilities; b. ensure efforts to respect, promote, protect, and fulfill rights as inherent dignity for persons with disabilities; c. realize the standard of living of persons with disabilities that are more qualified, fair, physically and mentally prosperous, independent, and dignified; d. protect persons with disabilities from neglect and exploitation, harassment and all discriminatory actions, as well as violations of human rights; and e. ensure the implementation of efforts to respect, promote, protect, and fulfill the rights of persons with disabilities to develop themselves and utilize all abilities according to their talents and interests to enjoy, participate in and contribute in an optimal, safe, free, and dignified manner in all aspects of life as a nation, state, and socialize. disabled accommodation article 4 (1) the district/city government appoints at least 1 (one) elementary school, and 1 (one) junior high school in each sub-district and 1 (one) secondary education unit to provide inclusive education which is obliged to accept students as referred to in article 4 (1). article 3 paragraph (1). (2) educational units other than those appointed by the district/city may accept students as referred to in article 3 paragraph (1). article 6 (1) the district/city government guarantees the implementation of inclusive education in accordance with the needs of students. (2) the district/city government guarantees the availability of inclusive education resources at the designated education unit. (3) the government and provincial governments assist the availability of inclusive education resources. article 3 (1) the central government and regional governments are obligated to facilitate education organizing institutions in providing decent accommodation. (2) the facilitation of the provision of adequate accommodation by the central government as referred to in paragraph (1) is carried out by the minister and the minister who carries out government affairs in the field of religion in accordance with their respective authorities. (3) the facilitation of the provision of adequate accommodation by the regional government as referred to in paragraph (1) is carried out by the governor and regent/mayor in accordance with their respective authorities.. article 2 implementation and fulfillment of the rights of persons with disabilities is based on: a. respect for dignity; b. individual autonomy; c. without discrimination; d. full participation; e. human diversity and humanity; f. equal opportunity; g. equality; h. accessibility; i. developing capacities and identities of children; j. inclusive; and k. special treatment and more protection. 138 journal of icsar; volume 6, number 2, july 2022, 134-142 aspects of study permendikbud no 70 tahun 2009 pp no 13 tahun 2020 uu no 8 tahun 2016 policy implementation article 10 (1) the district/city government is obliged to provide at least 1 (one) special supervisor teacher in the education unit designated to provide inclusive education. (2) educational units providing inclusive education that are not appointed by the district/city government are required to provide at least 1 (one) special supervising teacher. (3) the district/city government is obliged to improve competence in the field of special education for educators and education personnel in the education unit providing inclusive education. (4) the government and the provincial government shall assist in the provision of special supervisors for inclusive education providing education units that require them in accordance with their respective authorities. (5) the government and provincial governments help improve competence in the field of special education for educators and education staff in inclusive education providers article 10 (1) adequate forms of accommodation for students with disabilities are provided based on the variety of persons with disabilities as referred to in article 9 paragraph (3). (2) adequate forms of accommodation for students with disabilities are provided by taking into account: a. national education standards; and b. national higher education standards. article 1 1 forms of adequate accommodation based on the variety of persons with disabilities as referred to in article 9 paragraph (3) letter a for students with physical disabilities in the form of: a. availability of accessibility to go to a higher place in the form of: i . inclined plane; 2. elevator; and/or 3. other forms. b. giving affirmation of admission selection at education organizing institutions in accordance with the physical condition of students with disabilities based on the statement of doctors and/or specialist doctors in accordance with the provisions of laws and regulations; c. flexibility of the learning process; d. flexibility in the form of learning materials, according to needs; e. flexibility in the formulation of graduate competencies and f or learning outcomes; f. flexibility in the evaluation and assessment of competencies; g. flexibility of task completion time and evaluation; h. assistance in the learning and evaluation process; danf or i. other forms that can guarantee students with physical disabilities to receive educational services. article 5 (1) persons with disabilities have the right: a. life; b. free from stigma; c. privacy; d. justice and legal protection; e. education; f. employment, entrepreneurship, and cooperatives; g. health; h. political; i. religious; j. sport; k. culture and tourism; l. social welfare; m. accessibility; n. public service; o. protection from disasters; p. habilitation and rehabilitation; q. concession; r. data collection; s. live independently and be involved in society; t. express, communicate, and obtain information; u. change place and nationality; and v. free from acts of discrimination, neglect, torture, and exploitation. (2) in addition to the rights of persons with disabilities as referred to in paragraph (1), women with disabilities have the following rights: a. on reproductive health; b. accept or refuse the use of contraceptives; c. get more protection from layered discrimination treatment; and d. to obtain more protection from violence, including sexual violence and exploitation. (3) in addition to the rights of persons with disabilities as referred to in paragraph (1), children with disabilities have the following rights: a. get special protection from discrimination, neglect, harassment, exploitation, and sexual violence and crime; b. get care and care for a substitute family or family for optimal growth and development; c. protect their interests in decision-making; d. humane treatment of children in accordance with the dignity and rights of the child; e. meeting special needs; f. equal treatment with other children to achieve social integration and individual development; and g. receive social assistance. sunandar, ediyanto et al, equality analysis of the right education for...139 in the aspect of implementing the recognition and equalization of services for disability, the three regulations regulate the role of the central government, provincial governments and district/city governments in implementing inclusive education programs and facilitation for persons with disabilities. the government also makes every effort to meet the needs of people with disabilities, both in terms of access to public facilities and special service facilities needed. for example, in the case of building public facilities, the indonesian government has set criteria that must be met by a building so that it is easily accessible to persons with disabilities. in implementing education for disabilities, the indonesian government has made a policy, namely that district/city governments are required to provide at least 1 special assistant teacher, provide facilities that are suitable for students with disabilities, provide educational services ranging from basic education to higher education without discriminating between conditions., and stipulates 22 rights that must be fulfilled by the government for persons with disabilities. implementatively, the policy of inclusive education has been implemented by two areas that are the object of research, namely malang city and probolinggo city. the following present’s data related to the implementation of inclusive education in the two cities: table 2. data on implementation of elementary inclusive education regional inclusive school level number of gpk number of students with disabilities primary school primary school primary school sdn sds sdn sds sdn sds malang city 43 14 48 46 245 161 probolinggo city 13 3 55 28 60 26 tabel 3. data implementasi pendidikan inklusif smp regional inclusive school level number of gpk number of students with disabilities junior high school junior high school junior high school smpn smps smpn smps smpn smps malang city 3 6 8 16 35 54 probolinggo city 3 3 20 12 18 10 data from interviews with officials responsible for the implementation of inclusive education in the two regions state that regional heads have great attention to the realization of inclusive education. this was marked by the declaration of malang city and probolinggo city as child-friendly and inclusive cities. local governments also set budgets and appoint special assistant teachers to facilitate a better education process for students with disabilities. the next policy regarding the selection process for new students at the elementary and junior high school levels is that schools are required to accept students with disabilities, meaning that there is no discrimination or different treatment for students with disabilities. in the ppdb process, the government also conducts an assessment, this is an effort from the local government to prepare learning facilities and learning tools according to the needs and disabilities of students with disabilities. the next supporting policy is to modify the curriculum according to the child's condition or what is called a functional curriculum. the learning evaluation process is also designed in line with the conditions of students so that students with disabilities can be optimally facilitated through inclusive education programs. discussion(s) talking about the fulfilment of rights for people with disabilities, especially for children with disabilities, means talking about the state's obligations in fulfilling the rights of people with 140 journal of icsar; volume 6, number 2, july 2022, 134-142 disabilities (hästbacka & nygård, 2019). in carrying out these obligations, the state of indonesia refers to general principles, namely: respect for human dignity, non-discrimination, participation, respect for differences and acceptance of persons with disabilities, access, equality of opportunity, and equality of men and women. the elaboration of the 1945 constitution that has been carried out by the state for persons with disabilities in terms of education for persons with disabilities and also regarding the basic policies for the implementation of national education can of course be seen in the fourth paragraph of the preamble to the 1945 constitution, which is included in an integral unit of state objectives, namely the intellectual life of the nation. efforts to educate the nation's life have been taken by educational institutions in malang city and probolinggo city by formulating laws governing education for persons with disabilities. the stipulation of laws and regulations regarding education for persons with disabilities is an acknowledgment of the human right to education without limiting who gets an education, the most important thing is that they are citizens and domiciled in indonesia (setiawan & apsari, 2019). in addition, the malang city government and probolinggo city government also set a budget and appointed special assistant teachers to facilitate a better education process for students with disabilities. the determination of a special budget for the implementation of inclusive education is able to support the conduciveness of the implementation of education for persons with disabilities in the area (marzuki, 2017). futhermore, andriani (2017) stated that so far, children with disabilities often experience rejection when enrolling in public schools, and are asked to attend special schools (slb). therefore, budget allocation for the implementation of inclusive education is considered very important and able to support equal rights to education for persons with disabilities. the inclusive education model was discussed at the world conference on special needs education, which was held in june 1994. the ministers of education worldwide declared the salamanca statement which recognized the special characteristics of every child, guaranteed the right of every child to obtain an education, and recommended that the education system be designed to accommodate the needs of all children and very varied characteristics of children. sapon-shevin in (heräjärvi et al., 2020) explains that inclusive education is an educational service system that allows all children with disabilities to get services in nearby schools and in regular classes, so that the special needs of children with disabilities can be met. however, based on the juridical studies that have been carried out, the implementation of education for persons with disabilities in malang city and probolinggo city still has weaknesses. the first weakness is that parents tend to choose schools that are close to their homes, even though it could be that the targeted school does not yet have facilities for the disabled according to their child. haryono et al., (2015) stated that mistakes in choosing schools for people with disabilities will have an impact on interest in learning and readiness to learn. so that it is very important to pay attention to the understanding of the schools chosen by parents to improve their children's abilities (setiawan & apsari, 2019). his condition becomes an obstacle for their children not to get a good and maximum education. the second weakness is that the assessment process is carried out late and not on time during ppdb so that sometimes student placement is not appropriate. one example is that students who should be included in the mental category are included or considered autistic or vice versa. errors in the assessment process according to agustin (2019) can be a barrier to children's development, especially in the process of receiving the learning delivered by the teacher. therefore, the assessment process carried out by educational institutions providing inclusive education must be carried out properly and at the right time so that the mapping of children with special needs can run optimally. sunandar, ediyanto et al, equality analysis of the right education for...141 the third weakness is about the fulfilment of learning facilities and special assistant teachers. teachers are generally taken from general teachers or teachers who do not have experience dealing with students with disabilities so that they do not prepare learning tools that are in line with the situation. according to ningrum, (2016) improving the quality of teachers in preparing learning tools is the responsibility of the implementing educational institutions, in this case the malang city government and probolinggo city government. the design or development of learning tools is one of the determining factors for success in learning, especially for people with disabilities (thapliyal & ahuja, 2021). based on the weakness in the provision of education for persons with disabilities, it is hoped that the government of malang city and probolinggo city can determine a policy regulation that aims to overcome it. thus, the process of handling life cycle education for students with disabilities in regular schools does require proper preparation and management. the uniqueness of students with disabilities who need special services needs to be designed starting from the student assessment process to placing students in class. the making of learning devices, design of learning models, and evaluation of learning and student counseling must be prepared in line with the circumstances of the students, so that learning is able to encourage or increase the learning motivation of students with disabilities. through careful preparation, it is hoped that inclusive education services can really improve the quality of education for people with disabilities. conclussion the reality of fulfilling the right to education for children with mental disabilities, especially in malang city and probolinggo city, can be said to be adequate and fulfilled. efforts to fulfill the right to education for children with disabilities are especially seen from the efforts of local governments to provide equal and comprehensive rights to education to all persons with disabilities by implementing permendikbud no. 70 of 2009, government regulation no. 13 of 2020, and law no. 8 2016. aspects of the study carried out include aspects of objectives, disability accommodation and policy implementation. however, in its implementation there are several things that need to be evalua ted because it is felt to be a weakness in the implementation of inclusive education for persons with disabilities. some of these weaknesses are the tendency of parents to choose schools that are close to home, the less than optimal assessment process for children with special needs and the lack of improving the quality of human resources for accompanying teachers in terms of developing learning tools. therefore, it is hoped that the government of malang city and probolinggo city can formulate a policy regulation that is able to overcome these weaknesses so that the process of providing education for people with disabilities can be carried out optimally. references agustin, i. 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(2021). pemenuhan hak pendidikan bagi anak-anak penyandang disabilitas di kabupaten buleleng. justitia jurnal hukum, 6(1). 158 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 2 july 2018 improving ability of detecting object distance through u-qorselin tools on person with visually impaired marlina, siti qoniah universitas negeri padang, indonesia email: marlina.muluk@gmail.com abstract: this article discusses the improvement of the ability of the person of visually impaired in detecting object distance through the use of u-qoserlin tools. this research used r & d method and continued with experiment. the subject of development experts consists of electrical engineering experts, orientation and mobility experts, and educational experts. the subject of the experiment consisted of five (5) the person of the visually impaired. the results of the study show that (1) u-qoserlin tools are practical, feasible, useful and provide technological insights for the person of visually impaired; (2) the results of the data with the mann whitney test obtained the results of the smallest uhit value is 9, and utab at a significant level of 95% and α = 0.05 for n = 6 that is 5. thus, u-qoserlin tool effective in improving the ability to detect solid object spacing for the person of visually impaired. the implications of this study are that there should be a test of the effectiveness of u-qoserlin on the number of the person of visually impaired more. keywords: u-qoserlin tools, object distance detector, the person of the visually impaired introduction the eye is one of the most beautiful gifts that god gives us as a human. through the eye, a human can enjoy and understand everything happening in the world. according to the world health organization, from a survey conducted in 2010, there are estimates that 285.389 million people in the world have a visual impairment. their main problem is an orientation and mobility in an environment they don’t know. there are a lot of efforts have been made to improve their mobility, for the example using technology. many people with the serious visual impairment are in doubt in traveling by themselves. therefore, they need to use various tools to help their mobility. this is one of the orientation and mobility techniques that help people with visual impairment move dependently by utilizing their remaining sensory remains. another way to help the mobility of people with impaired visual with guide dogs that have been specially trained to help people with visual impairment in moving with navigating nearby obstacles. however, this way has limitation like hard to understand the direction of the dog and the cost is very expensive. in addition, there is also the use of a white stick with a red stick. the white stick is a simple mechanical device used to detect static barriers in the field, surfaces, holes, and uneven surfaces through simple tactile force feedback. it is lightweight, easy to carry, but its reach is limited in size and cannot be used to detect dynamic barriers (sharma & chatterji, 2014). if the person with visual impairment is not fully concentrated, then it can harm them in the daily activities of life by using this white stick. the results of research in some people with visually impaired that has done by qoniah (2016), they expect a simple tool that can detect objects around and help them in daily activities. the white sticks they use still have constraints and irregularities when crossing the road, many vehicles are passing at high speed. they expect if the creation of an object detector for people with visually impaired will facilitate them in performing daily activities, which is easy to carry anywhere, simple and practical. there are some researches have been done to improve the mobility of people with visually impaired that rely on signal processing and sensor technology. as subandi (2009) also created mobility aids for people with visually impaired based on electronics, this research produced a device capable of detecting objects up to a maximum distance of 200 cm. rahayu (2012) also makes designing and directional as well as object distance detection of people with vision impairment based on microcontroller. this study produces a tool that can detect the presence of objects in front of a visually impaired person with a sound output based on the microcontroller and wind direction directions for people with visually impaired. tangdiongan et al. (2017) created a tool based on arduino uno based on the microcontroller. this tool provides information in the form of estimation of the distance a hitch with the user in the form of sound and vibration information, ultrasonic 159marlina, siti qoniah, improving ability of detecting object distance through u-qorselin . . . . sensors hc-sr04 is used as a detector obstacle, the information in the form of voice module used catalaex mp3 player, indicator obstacle in the form of vibration used cell motor vibrator. dwiono et al. (2014) created a tool in the form of a stick, the information received by the user is in the form of vibrations received by the nerves in the hand. this tool uses a microcontroller system equipped with a proximity sensor, rfid reader, voice databases and rf wireless links, so hopefully can be manifested blind navigation tool that is effective and easy to operate, because the information provided is in the form of voice information in the form of place and distance. aktanto (2016) designed a tool in the form of electronic travel aids (eta) that can detect obstacles in 3 parts of the body at once namely the head, chest, and legs. eta is based on atmega32 microcontroller and uses ultrasonic sensor hc-sr04. multi ultrasonic electronic tavel aids is used as a guide tool for people with visually impaired. based on some research that has been done, it necessary to develop a more practical and simple tool called u qoserlin that is able to detect objects by setting the tool varied according to distance and there are components of the atmega8 microcontroller, ultrasonic sensor type srf05, buzzer and use battery. the process of designing u-qoserlin tools involves alumni of electrical engineering department students of universitas negeri padang. this tool is designed to help people with visually impaired know the environmental conditions and circumstances, as well as object distance by using electronic-based tools. the purpose of this article is: (1) to know the level of practicality, usefulness, and feasibility of u-qoserlin tools that have been developed; and (2) to determine the effectiveness of the u-qoserlin tools in improving the ability to detect objects on the person with visual impairment. method this research used r&d. the development procedure referred to sugiyono (2014). the final result of r&d is obtained by u-qoserlin which is practical, useful, and feasible for people with visually impaired. there are two subjects involved, the subject of the experts and the subject of the development. the subjects of the expert consist of three, the technical expert (lecturers of the department of electrical engineering), orientation and mobility (lecturer of the department special needs) and educational experts (lecturer of department educational technology) for to test the practicality, usefulness, and feasibility of u-qoserlin tools. these three subjects are defined through consideration of academic skills and qualifications. these three subjects are defined through consideration of academic skills and qualifications. while the subject of development consists of people with visual impaired in slb n 2 padang, namely 1 boy and 1 girl, slb wacana asih 2 people 2 boys, and 1 boy in slb gema insani. the criteria for determining the subject of development are based on the consideration of experiencing total vision obstacles and have never used a white stick. in this phase of development, the research was conducted in the laboratory of the department of special education, while the stage of testing the effectiveness of the u -qoserlin tool is done in slb. validation of u-qoserlin tools is done by fgd (focus group discussion), experts are asked to provide assessment and suggestions on the design of the u-qoserlin tools. expert validation uses a likert-scale questionnaire (eg validity of validity, usability validation, and feasibility validation). expert validation results serve as the basis for the perfection of u-qoserlin tool. in the experimental stage, it is done by pretest using a white stick, followed by asking the five development subjects using u-qoserlin tool in mobility, then done posttest. in the experimental stage, it is done by pretest using a white stick, followed by asking the five development subjects using u-qoserlin tool in mobility, then done posttest. there are three aspects that are measured is the practicality, the ability to detect objects around, and the ability to detect the environment. more is presented in table 1. findings and discussion findings the results of research in the first stage is the development of the u-qoserlin tool. this tool has the following components: microcontroller, small computer (special purpose computers) in an ic/chip microcontroller, there are cpu, memory, timer, serial and parallel communication channels, input ports, and adc. a microcontroller is used for the controller that governs all processes. ultrasonic sensors is an electric device that has a function as a sensor that works based on the principle of reflection of a sound wave to detect the existence of a certain object or object in front of it. the ultrasonic sensor consists of an ultrasonic transmitter circuit called a transmitter and an ultrasonic receiver circuit called a receiver. the buzzer is an electronic component that serves to convert electrical vibrations into vibrations of sound. the working principle of the buzzer is similar to the loudspeaker. the u-qoserlin toolkit development process is further validated by experts for practicality, usefulness, and eligibility. the validation process is presented in table 2. 160 journal of icsar; volume 2, number 2, july 2018: 158-162 table 1. question validation of practicality, usability and feasibility of u-qoserlin tools aspect of practicality rating vp p lp 1. the level of attractiveness of design tools for object distance detection 2. weight of product if brought by the person of visually impaired 3. ease of use and operational levels 4. the product is rectangular, comfortable in grip 5. simple and practical brought to the user 6. simple and practical to keep in pocket, purse, pencil case 7. the product can be charged when the notification started to weak aspect of use rating vu u lu 1. the accuracy of identifying the solid object spacing is more than 1 meter 2. ability of detect holes or gutters 3. provide notification on the person with visual impairment if there is a bundle of land / embankment on the road 4. helps detect the distance of objects in crowded places such as: in schools / campuses, rooms, markets, stations, tourist attractions 5. the product’s ability to detect solid objects in new environments aspect of feasibility rating vg g lg 1. if the user directs the product towards a sudden object may harm the user 2. helping people with visual impairments in muddy roads, potholes 3. ability to detect the distance of the vehicle with a person with visual impairment in the road 4. detects solid objects that hang 5. the product’s capabilities make it easy for people with visual impairments to climb up and down the stairs. table 2. u-qoserlin tool after revision the revised aspect revised validator follow up practicality of uqoserlin 1. the design is less practical because the size is too thick and hard to keep in the pocket 2. the placement of the button should be noted the design is thinned, reduced size and customized notification button uses of u-qoser-rlin 1. the working principle of the too are not yet clear 2. tool notification are not yet correct 3. the working princple has not crearly distinguished and detected of the objects. 1. the working principle is made succictinly in the manual book. 2. n o t i f i c a t i o n button using braille letters 3. differentiated sound variation correspon to soling object distance feasibility of uqoserlin the u-qoserlin tool should be devoted to one object s p e c i f i c a t i o n tool only to detect solid objects vp = very practical; p = practical; lp = less practical; vu = very useful; u = useful; lv = less useful; vg = very good; g = good; lg = less good. after the revision of u-qoserlin, then obtained the specification of u-qoserlin for developed, namely: (1) rectangular shape; (2) 7.5 cm long, 5 cm wide, 2.6 cm thick; (3) there is a white on button and braille writing to be pressed during orientation and mobility activities; (4) has 2 ultrasonic sensors; (5) makes a loud notification sound; and (6) use the battery. while the working principle of u-qoserlin tools is: (1) user turns on the appliance by pressing on button once, then tool will live as long as user use it; (2) the device will sound a slow tap if the solid object distance from the user is more than 1 meter; (3) if the user approaches a solid object with a distance of more than 1 metre then the notification sound reads one first knock of the opening; (4) if the user gets closer to a solid object accompanied by two taps with a fast sound; (5) if the tool does not provide voice notification (without sound) then it means the user is not near the solid object. the second stage of the research is a u-qoserlin toolkit test to the visionary obstetrician in slb n 2 161marlina, siti qoniah, improving ability of detecting object distance through u-qorselin . . . . the conclusion that can be drawn from the findings of this research is based on the development stage and the revision phase of the product ie the improvement of the product according to the suggestion from the relevant experts, that u-qoserlin equipment is practical because it has a portable design, useful and feasible for visually impaired, capable detects solid object spacing, and adds vision insider insights about electronic mobility-based tools. therefore, it is suggested that the researchers further develop different devices, more effectively and efficiently in all conditions and situations for the person with visual impairment. conclusion based on the research, it can be concluded that u-qoserlin tools are practical, feasible, useful and provide technological insights for the person of visually impaired; the u-qoserlin tool effective in improving the ability to detect solid object spacing for the person of visually impaired. it is better for the next researcher to do the test of the effectiveness of u-qoserlin on the number of the person of visually impaired more. references aktanto, m. (2016). multi ultrasonic electronic travel aids (mu-eta) sebagai alat bantu penunjuk jalan bagi tuna netra. biosains, 18(2). dwiono, w., posma, s. n., & gunawan, a. (2014). embedded system application for blind people navigation tool. indonesian journal of electrical engineering and computer science, 12(8), 60836087. marlina, m. (2014). keterampilan sosial anak berkesulitan belajar di sekolah dasar inklusif. penelitian pendidikan, 5(1). qoniah, s. (2016). pengembangan alat u-qoserlin yuqon sensor for the blind untuk pendeteksi jarak objek (research and development). skripsi tidak diterbitkan. padang: fakultas ilmu pendidikan, universitas negeri padang. rahayu, t. m. (2012). perancangan dan pembuatan penunjuk arah serta deteksi jarak benda untuk tunanetra dengan output suara berbasis mikrokontroler. jurnal neutrino, 3(1). sharma, p., sl, m. s., & chatterji, s. (2014). design of micro controller based virtual eye for the blind. international journal of scientific research engineering & technology (ijsret), 3(8). subandi. (2009). alat bantu mobilitas untuk tunanetra berbasis elektronik. jurnal teknologi, 2(1). padang, slb wacana asih padang, and slb gema insani padang. the results showed that the value of uhit of 7.5 as the smallest u value is utab at a significant level of 95% and α = 0.05 for n = 5 is 2. thus, it can be concluded that the u-qoserlin tool can improve the ability to detect solid object distance on the person with visual impairment. discussion the results of this study prove that u-qoserlin tool has the value of practicality, usability, and feasibility to be used by people with visual impairment. after testing to the person with visual impairment, the result showed that u-qoserlin tool can improve the ability to detect solid object distance. this is because it has a practical and interesting design, as a focused orientation and mobility tool for object distance detection, has a clarity of usage guidelines, there is braille writing on the tool to facilitate the user, easy to operate the tool, light and easy to keep in the pocket, and improve user confidence. the results of this study support the independence program of persons with visual impairment in mobility. the results of this study supported by marlina (2014) that one of the forms of independence is in the field of social and mobility. the key to successful implementation of inclusive education for children with special needs, including children with visual impairments is to have good mobility and social skills. good social skills are supported by mobility skills. for people with vision impairments, mobility skills become a prerequisite for success in the wider environment. every product that is made certainly has advantages and disadvantages. for the creative, critical, and an innovative young generation that is fixing deficiencies in accordance with the times to be more comfortable to use. similarly, the products that researchers develop in addition to the quality possessed by u-qoserlin tools, there are also disadvantages of the developed product that is: (1) has not been able to detect the gutters ; (2) has not been able to detect a slippery surface; (3) can only detect the distance of pre-programmed objects; (4) has not been able to detect the surrounding terrain. the results of the reflection obtained through interviews on vision barriers about mobility aids on manual rods are not electronically based, are less practical in use and reduce self-esteem for visually impaired persons. the results of the developmental on the research of u-qoserlin device testing have been described for its own qualities and weaknesses for u-qoserlin tools. after the use of trials to people with visual impairments in three schools slb negeri 2, slb wacana asih and slb gema insani padang, products that researchers developed can be well received and help orientation and mobility. 162 journal of icsar; volume 2, number 2, july 2018: 158-162 sugiyono. (2014). metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. tangdiongan, r. c., allo, e. k., & sompie, s. r. (2017). rancang bangun alat bantu mobilitas penderita tunanetra berbasis micro controller arduino uno. e-journal teknik elektro dan komputer, 6(2), 7986. 85 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 reorientation of special education in improving self help of children with special need yasmin hussaina, mazmi maarofb abseameo sen, regional center for special education, malaysia e-mail: mazmi@seameosen.org abstract: effective special educational delivery for children with special needs is very crucial and pertinent for the development of the children’s growth, knowledge and living skills. special education is indeed a volatile and changeable field and very dynamic as it constantly needs to change and reorient to cater the needs of special children. in anticipation of the global changes in the 21st century, educating children with special needs is no longer confined within the four walls but is an education that needs and must prepare these children towards independence and able to contribute and support to the community as individuals with self-respect. this paper explicates the importance of employability for children with special needs as means of self-help by changing the landscape of education aspects from academic based education setting towards vocational and self-reliance settings through programs that enhanced and expounded on the children’s knowledge and living skills. this is a necessary orientation of special education field that is important to help children to become independent adults with strong foundation of special education received in their schooling lives. keywords: reorientation, special education, self-help, children with special needs the future of children with special education depends on the intervention and the quality of education service that they receive. quality education not only impacts the children’s educational experience but also on their holistic growth as a person. the education that the child receives is important not only for his academic achievement but also towards improving their self help thus contributing towards their independent living. the global education 2030 agenda clearly frames this in its aims for the need to provide education from early childhood to youth and adult educational training, emphasizing on the acquisition of skills for work, underlining the importance of citizenship in the plural and interdependent world where the education focuses on inclusion, equity and gender equality (unesco: 2016). to ensure that children with special needs are given the opportunity for self help and enhanced independent living, all forms of marginalization, discrimination and stigmatization must be reduced in all aspects; education, training, community acceptance, employment, health and other forms of life. this addressed the need to reorient special education services that are tangible, flexible and able to equip and educate children with special needs to a more meaningful and respected live. one of the strategic approaches would be re-orienteering the education services towards preparing the children with employability skills and vocational training and an educational approach that diverts from the emphasis on educational attainment to an educational system that prepare our children for employment and independence of living. discussion employability of students with special needs one of the main issues for children with disabilities is the issue of employability for independent living. for students with special educational needs, the ability to secure a job, being able to contribute to his own well-being and contributing to the economy is indeed a freedom. it is also a form of respect to himself and being respected by people in his community. according to dunn (in levinson and palmer: 2005), compared to their nondisabled peers, students with disabilities are more likely to experience unemployment or underemployment, lower pay and job dissatisfaction. this is a grave concern that must be addressed and tackled to reduce barriers, increase opportunities and ease their transition into adulthood and is crucial to the development of their self-esteem and selfadvocacy. the current employment environment is competitive and challenging thus, the education system must be able to provide the students with appropriate education and training which would enable them to be eligible for employment thus empower them with dignity and sustainable income to support them. this empowerment is as stated in the preamble of the united nation’s convention of the rights of persons with disabilities that recognize the value of contributions made by people with disabilities to their communities and acknowledging their participation “will result in their enhanced sense of belonging and in 86 journal of icsar; volume 1, number 1, january 2017: 85-90 significant advances in the human, social and economic development of society and the eradication of poverty” (united nation: 2006). being employed and also given the chance to have the opportunity is also the rights of persons with disabilities as stated in the article 27: work and employment of the convention which stated that: “states parties recognize the right of persons with disabilities to work, on an equal basis with others; this includes the right to the opportunity to gain a living by work freely chosen or accepted in a labour market and work environment that is open, inclusive and accessible to persons with disabilities. states parties shall safeguard and promote the realization of the right to work, including for those who acquire a disability during the course of employment, by taking appropriate steps, including through legislation, to, inter alia: (a) prohibit the discrimination on the basis of disability with regard to all matters concerning all forms of employment, including conditions of recruitment, hiring and employment, continuance of employment, career advancement and safe and healthy working conditions; (b) protect the rights of persons with disabilities, on an equal basis with others, to just and favourable conditions of work, including equal opportunities and equal remuneration for work of equal value, safe and healthy working conditions, including protection from harassment, and the redress of grievances; (c) ensure that persons with disabilities are able to exercise their labour and trade union rights on an equal basis with others; (d) enable persons with disabilities to have effective access to general technical and vocational guidance programmes, placement services and vocational and continuing training; (e) promote employment opportunities and career advancement for persons with disabilities in the labour market, as well as assistance in finding, obtaining, maintaining and returning to employment; (f) promote opportunities for selfemployment, entrepreneurship, the development of cooperatives and starting one’s own business; (g) mploy persons with disabilities in the public sector; (h) promote the employment of persons with disabilities in the private sector through appropriate policies and measures, which may include affirmative action programmes, incentives and other measures; (i) ensure that reasonable accommodation is provided to persons with disabilities in the workplace; (j) promote the acquisition by persons with disabilities of work experience in the open labour market; (k) promote vocational and professional rehabilitation, job retention and return-to-work programmes for persons with disabilities. (un conventions on the rights of persons with disabilities: 2006) the conventions clearly accounted the responsibility of state holders to support and provide opportunities for employment, promote vocational and professional rehabilitation. most importantly, reasonable accommodation is provided in the work place. however, the foundation of working skills, communication and daily living skills must be catered and equipped for students with special educational needs before they can enter the workforce. it is therefore crucial for the education system provider to prepare and teach the living skills needed for students with special educational needs to prepare them for employment. according to brolin in goodship (1990) students with special educational needs would need to master life skills that are crucial for them to engage in meaningful employment as well as preparing them for independent living. these life skills are; managing personal finances, selecting and managing household, caring for personal needs, safety awareness, preparing and consuming food, buying and caring for clothing, exhibiting responsible citizenship, using recreational facilities and engaging in leisure activities and getting around. apart from these skills, it is also necessary for students with disabilities to acquire personal and social skills in order to maintain a job and relationship. these skills are; achieving self-awareness, acquiring self-confidence, maintaining good interpersonal skills, achieving socially responsible behavior, achieving problem solving skills and communicating with others. other skills that are equally needed include occupational skills such as knowing and exploring occupational options, selecting and planning occupational choices, exhibiting appropriate work habits and behavior, maintaining employment and obtaining specific occupational skills (brolin in goodship:1990). these are important skills that are needed to enable the students with special educational needs to achieve fulfilling lives. however, mastery of these skills would have to be complemented with an environment that allows the students to practice and strengthen these skills in the real occupational world. as stated in the un’s conventions of the rights of people with disabilities, state parties must ensure that equality in terms of opportunities remuneration safety and healthy working conditions which include protection from harassment and the redress of grievances must be attained and created for people with disabilities (united nation: 2006). to address this, the education system catering for students with special educational needs must be supported in order to prepare them for the competitive workforce. students who are well trained should be prepared for the working environment, should be able to perform and be productive such as other typical workers if given sufficient opportunities (tuin ling ta et.el in anizam mohamed yusof, manisah mohd ali and amla mohd salleh: 2014). 87yasmin hussain, mazmi maarof, reorientation of special education in improving. . . in ensuring that students with special educational needs would be given the opportunity to develop as competent worker, entrepreneurs and to be able to sustain independence lifestyle, initiatives and supported training programs must be incorporated and to prepare students with disabilities for workforce. schools is therefore the best place to “engage and support these students by helping identify their strengths and interests and providing them with the skills (or a plan for gaining them) they need to succeed in the workplace” (levinson and palmer 2005). compounding on the role of schools as the initial training job centers for students with disabilities, it is also equally important to recognize the responsibilities of parents, nongovernmental organizations, public and private sectors as the agencies to support the system that the schools have prepared for students with disabilities. there has to be a matching of requirement and perspective between schools and industrial sectors. this is to ensure continuity of skills trained in schools and skills needed in the actual workforce. if this criteria is unmet, students with disabilities would have difficulty when it comes to competing in the labour market which could affect the quality of jobs to match them (maite a blazquez and miguel a. malo in anizam mohamed yusof, manisah mohd ali and amla mohd salleh: 2014). in the efforts to address the issue of increasing the rates of employability for students with disabilities a number of initiatives and train program have been carried out. transition focused education program transition program according to shogren and plotner (in aliza alias: 2013), is a coordinated set of activities for special needs students and it is a designed as an outcome oriented process that promotes movement from school to out-of-school activities. the goal of this program is to design a specialized transition program for students with disabilities aiming at developing successful post school outcomes such as economic empowerment, community participation and a better quality of life. an effective transition focusing on education program will ensure students with disabilities receive adequate education (loh and sharifah zaniyah syed yahya: 2013) especially if is initiated during secondary education. transition programs for students with disabilities are very important because without career guidance, support post secondary students especially with special learning needs have significant difficulty in achieving successful employment, independent living and social relationship upon leaving the educational system (brolin in loh and sharifah zaniyah syed yahya: 2013). without a career plan, students with disabilities would also be working in working sectors that could be very difficult for them to find and maintain a job due to lack of knowledge and skills necessary. (levinson and palmer 2005). one of the major factor to ensure that a transition program would benefit a student’s potential and capabilities to secure a job that is satisfying and lead to personal growth and enhancement is transdisiplinary assessment that integrates a broad range of experts schools and community agencies and personnel in the assessment process (levinson and palmer: 2005). this assessment is crucial to match the skills needed for the students to develop and master with his future career that is based on his abilities and interest. the data for assessment can be obtained through direct interview and by observing the student and encompasses these areas; academic skills, daily living skills, personal and social skills and occupational and vocational skills ( levinson and palmer:2005). once the result of assessment is analysed, then the training skills that would be designed for a specific student will be focused on the skills needed and coordinated activities must be based by students’ needs, preferences and interests and most importantly, the learning process and training must be based on the aim, vision and interest of the students (aliza alias: 2013). the major components of transition focused education program are based on the focus to equipped students’ with skills that would not only develop their knowledge and hands on mastery skills training but a program that would ease the transition from school to work. the program components must be holistic and able to support the development of selfworth and incorporate the ability to make decisions independently. in a case study conducted by loh sau cheong and sharifah zainiyah syed yahya on “effective transitional plan from secondary education to employment for individuals with learning disabilities” the findings suggested that one of the important components that transitional program needs are self-advocacy skills training, counseling, career guidance and addressing issues on sexuality and relationships (loh and sharifah zainiyah syed yahya: 2013). self-advocacy will increase the students’ well awareness of their own strength and weaknesses and give them a realistic expectation of their own capabilities. career guidance would expose the students the awareness of career options, their own job preferences and skills they acquired, work habits and attitudes. sexuality issues are important for students as it would help them to transit from adolescence to adulthood and maintaining relationship especially in work place (loh and sharifah zainiyah syed yahya: 2013). equally important is the training to teach students to cope with the constant changes of work environment and establishing positive interactions with colleague that would lead to valuable mentoring 88 journal of icsar; volume 1, number 1, january 2017: 85-90 revised recommendation concerning technical and vocational education 2001, a normative instrument, has been disseminated among member states as a basis in the planning and policies for tvet programs for people with disabilities. under the article v (technical and vocational education as a preparation for occupational field) no. 29 it is stated that: “given the necessity of integrating people who are disadvantaged due to physical and intellectual disabilities into society and its occupations, the same educational opportunities should be made available to them as to those without disabilities in order that they may achieve qualification for an occupation to realize their potential and optimize their participation in the work force; special measures or special institutions maybe required” (unesco:2001). given this mandated instrument, tvet is considered as the means to reduce stigmatization and discrimination by means of empowering persons with disabilities with building confidence, and changing perceptions both for the disabled and those around him or her. the ability to master a technical or professional skills such as carpentry, computing or veterinary work will demonstrate that indeed disabled people are as capable as non-disabled people of plying such trade (ilo in murgor, chnaga’ch, keter: 2014). tvet training can be undertaken in various places and dimensions. in kenya, tvet training is conducted in tvet institutions in north rift region. in malaysia, there are boarding vocational schools for special needs students and also some secondary schools and training centers run by organizations. in brunei pre vocational programs lead by special education unit under the ministry of education brunei has been implemented since 1999 in secondary schools the program consisted development of language and communication skills, personal management and social skills, development of practical knowledge, work related skills and work attachment experience (adanan musim & pengiran sarimah bt pengiran hj ahmad :2014). this program is one of the examples of tvet programs which are school based and supported by the ministry of education. however, much work still needs to be done and implemented to support tvet programs for students with disabilities. job coach the job coach program that is conducted in malaysia is a national level project a collaboration between ministry of women, family and community development of malaysia and japan international agency (jica) and the job coach network malaysia was formed in 2006. job coaches are the main person in supported employment which is a concept and approach to promote employment for persons with relationship and would then lead to career advancement (lindstrom et.el in aliza alias: 2013). the roles of educators are very important as they are the closest person to the students. principals need to build the capacity of the teachers and staff to help students and their parents accurately determined the vocational training and skills needed that are appropriate for the students to master and to ensure that school programs supported the initiative( levinson and palmer: 2005). specifically the role of the teachers are very tailored to each student as they the ones who would identify the students’ strength, suitable jobs, challenges and strategies, develop action plan, follow up develop vocational skills and experience such as interviews, negotiation and placement (nietupski, warth, winslow, johnson, douglas, johnson & cilek in aliza alias 2013). technical and vocational education one of the important components in transition program is technical and vocational education (tvet) for students with special needs. tvet can be defined as the “…educational process involving in additional to general education the study of technologies and relayed sciences and the acquisition of practical skills, attitudes, understanding of knowledge relating to various sectors of economic life” (unesco:2016) most persons disabilities are discriminated due to lack of awareness among employers to take them in as employee as the employers were not convinced that persons with disabilities would perform their tasks properly and also the negative perceptions that their customers will have when seeing a disabled person in the business premises (mcmillin &shuey in aliza alias:2013). to combat this perceptions and to inject confidence in employers and to increase their awareness in terms of hiring persons with disabilities, there is a need for advocacy and the removal of negative perceptions. by opening training centers and emphasizing on tvet policies and programs, the negative perceptions on disabled employee can be reduced and thus increased the opportunity of for disabled people to secure a job or career that can lead to attainment and self-respect. the united nations educational, scientific and cultural organization (unesco) has listed strategic programs to upgrade the lives of persons with disabilities through; opening access of existing tvet programs to special needs group; adapting curricula, facilities and pedagogical material; providing a safe learning environment and making communities aware of the important role of people with disabilities can play in society and at work (unesco: 2016). in order to strengthen these programs, uneso’s 89yasmin hussain, mazmi maarof, reorientation of special education in improving. . . disabilities (hiroshi ogawa, daisuke sakai, yeo swee lan & kenji kuno: 2012). the work and roles of job coach is varied. he is a person who values the persons with disabilities’ work in the society, carefully links people and work, makes negotiations to enable disabled persons to earn reasonable income and supports companies to enhance their capacity to employ persons with disabilities (hiroshi ogawa, daisuke sakai, yeo swee lan & kenji kuno: 2012). supported employment is an initiative to place persons with disabilities in employment sector with the guidance of job coaches. without this approach persons with disabilities may not be able to adjust with their working conditions and skills required from them. a job coach role is more varied and they are trained to train persons with disabilities and they also understand the needs of the persons with disabilities in terms what the employers expect from the persons with disabilities at their workplace. seameo sen’s initiatives the southeast asia ministers of education organization regional center for special education (seameo sen) is committed to improve the lives of children with special needs by increasing the quality of special education in the southeast asia region. the center main role is to enhance the capacity of special education teachers through short training courses, seminars, workshop and conferences that would enhance the knowledge of the teachers. the center also conducted research in special education on the four main areas; hearing impairment, vision impairment, learning difficulties and gifted and talented. training concept for seameo sen is based on best practices theme. the context of teacher training and capacity building for seameo sen in this region is uniquely special needs as well. given the broad range of expertise, skills, experience, exposure and nature of the teachers and students, best practice concept fits the current scenario and educational agenda in this plan. seameo sen’s training division consists of training coordinators who design and coordinate training based on availability of resource persons and thematic content of the courses conducted. best practice in special needs education results effective teaching and learning for teachers to carry out in class. implementing best practices can motivate, engage and prompt students to learn and achieve. these best practices must be shared and disseminated among teachers of special educational needs. best practices would: a) assist teachers in developing teaching strategies and resources for classroom practice and evaluation so as to meet the learner’s diverse needs; b) optimize the supporting system of pedagogical approach in supporting students with special educational needs; c) enhance teachers’ competency in catering for students’ diversity through professional dialogues, resource sharing and knowledge transfer; and d) present effective measures and strategies to cater for learners’ diversity. (public schools of north carolina, department of public instruction: elementary division: 2006) since its operation in may 2013, seameo sen has conducted training in the areas of sexuality, nutrition and food technology, co-curricular, technical and vocational education, mathematics, best practices in teaching of students with autism and visual impairment and research in special education. seameo sen works collaboratively with local and international agencies and the ministries of education of the southeast asia region to conduct programs. to assist the ministers of education of the southeast asia region to enhance the capacities of special education teachers to deliver educational services that can optimize the potential of children with special needs, seameo sen will conduct courses in tvet and vocational skills for teachers whom can then transfer the knowledge to the children with special needs. seameo sen would also include the theme of tvet in the international conference of special needs in 2017 as a platform to share best practices in tvet practices and sharing of the experts of tvet. conclusion to ensure the lives of children with special needs obtain independent life and being dignified, special education must enable and develop their employability skills. these skills are very important for them to master to help them live a meaningful and respected life in the society. without proper employment, the lives of the children will be discriminated and this will lead to low self-esteem and depression as adults. education services that nurture their abilities and one that enhanced their self-development by equipping them with the necessary skills for them to earn a living and being employed is very pertinent and crucial. the education agenda 2030 specifically address this by focusing towards education for all that is current and suited in the 21st century. thus, the reorienting of special education system that is catered towards the children self-development and employment will drastically change their lives and the outlook of the society towards inclusivity and acceptance of our special needs children. 90 journal of icsar; volume 1, number 1, january 2017: 85-90 references aliza alias. (2013). the issues in implementing transition program for special needs students. journal of special education. 9 (16):9-14. canadian center of science and education. anizam mohamed yusof, manisah mohd ali & amla mohd salleh, (2014). employability of vocational school leavers with disability. procedia: social and behavioral science 112. 1064-1069. elsevier ltd. anizam mohamed yusof, manisah mohd ali & amla mohd salleh, (2015).youth worker with disabilities: the views of employers in malaysia. procedia: social and behavioral science .204 105-113. elsevier ltd. goodship, joan m. (1990). life skills mastery for students with special needs. eric digest #e469. retrieved december 1st from http://www. ericdigests.org/pre-9216/life.htm hiroshi ogawa, daisuke sakai, yeo swee lan & kenji kuno. (2012) an introduction to job coach: promoting sustainable employment of persons with disabilities. mph: malaysia levinson, e.m., & palmer, e.j., (2005). preparing students with disabilities for school-to-work transition and post school life. retrieved december 1st from https://my.vanderbilt. edu/ specialeducationinduction/files/2011/09/ transition-planning1.pdf loh sau cheong, & sharifah zainiyah syed yahya (2013). effective transitional plan from secondary education to employment for individuals with learning disabilities: a case study. journal of special education 2(1):104-117. canadian center of science and education malle, a., pirttimaa, r., & saloviita, t. (2015). inclusion of students with disabilities in formal vocational education programs in ethiopia. international journal of special education, 30 (2). retrieved november 21st from http:// www. internationaljournalofspecialed.com/docs/ inclusion%20of%20s... national network of business and industry asociation. (2014). employability skills: a foundation for success in the workplace: the skills all employees need, no matter where they work. retrieved december 2nd from http://businessroundtable.org/ sites/default/files/ common%20 employability_ asingle_fm.pdf pengiran sarimah bt pengiran haji ahmad & adanan musim .(2014). prevocational program for special needs in brunei darussalam. special education unit ministry of education brunei. unpublished paper. public schools of north carolina, department of public instruction: elementary division. (2006). best practices: a resource for teachers. retrieved october 21st from http://www. ncpublicschools. org/docs/curriculum/bpractices2.pdf) titus kiptoo murgor, john kosgei changa’ch, julius & kipkogei keter. (2014). accessibility of technical and vocational training among disabled people: survey of tvet institutions in north rift region, kenya. journal of education and practice. 5 (3). retrieved november 21st from http://www.iiste. org/ journals/index.php/jep/article/view/10732 unesco new delhi office. (2016) technical vocational education and training. retrieved november 23rd from http://www.unesco.org/ new/ en/newdelhi/ areas-of-action/education/ technicalvocational-education-andtraining-tvet/ unesco. (2016). education: technical and vocational education. retrieved november 23rd from http:// portal.unesco.org/education/ en/ev.php-url_ id=34371&url_do=do_ topic&url_ section=201.html unesco. 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(2006). conventions on the rights of persons with disabilities. retrieved november 3rd from http://www.un.org/disabilities/ documents/ convention/convoptprot-e.pdf microsoft word 08 32053-151999-5-ce.docx journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p248 248 improving disaster preparedness services for people with disabilities istiarsyah1*, kamarullah1, robiansyah setiawan1, amir hasan dawi2 1 universitas muhammadiyah mahakarya aceh, indonesia 2 universiti pendidikan sultan idris, malaysia e-mail: istiarsyah@ummah.ac.id abstract: lack of disaster preparedness has contributed to many disaster victims, especially people with disabilities, who are often neglected in making disaster risk reduction plans. in light of the recent world conference on disaster risk reduction (wcdrr) in sendai, japan, and the sendai framework for disaster risk reduction (sfdrr) 2015-2030, which establishes new priorities for disaster risk reduction over the next 15 years, this issue has become a hot topic since then. this paper aims to contribute ideas to the indonesian government in reforming and improving disaster preparedness services for people with disabilities based on successful theories, research, and practices developed in several countries. through reviewing literature studies related to the issue and interviewing relevant informants in indonesia, both data sources coped with six strategies that may contribute to improving disaster preparedness for disabled individuals. the strategies as the results of this study are intended to be used as reference material, particularly by the indonesian national disaster management agency (bnpb), in order to aid in the creation of a framework to better comprehend the communication, mobilization, transportation, and medical requirements of people with disabilities in the context of preparing disaster preparedness program scenarios. keywords: aceh; disaster; disability, inclusive, preparedness. introduction natural disasters always bring hardship and adversity to people whom they impact. damage to infrastructure, delays in aid distribution (battle, 2015), economic dysfunction (staupe-delgado, 2019), insufficient emergency shelters, and unfortunate phenomena like people with physical, motor, sensory, mental, intellectual, and psychosocial disabilities being raped and subjected to sexual violence (hunt et al., 2015; kettaneh & slevin, 2014) are all direct results of natural disasters. this significantly impacted the impoverished country, which has limited resources, undeveloped and adequate infrastructure, and the imbalance between program supply and reality in the field, causing conflict, injustice, and issues in disaster response (hunt et al., 2015). disasters are often considered extreme natural events beyond human control, and many are victims (spurway & griffiths, 2016). however, many studies have conceptualized disaster as a structural societal problem that causes a disproportionate vulnerability to specific groups, such as people with disabilities. the interaction between structural issues often determines how individuals, communities, and countries experience vulnerability or resilience (spurway & griffiths, 2016). sometimes, people with disabilities are ignored (hunt et al., 2015). they are the last group that gets attention from disaster preparedness programs (battle, 2015) and long-term recovery assistance (boon et al., 2014). the lack of consideration for disaster management for people with disabilities can cause another problem. considering their disability, they need assistance and additional support for rehabilitation than people without disabilities. people with disabilities could get more risk and severe injuries, even deaths, two to four times than people without disabilities (boon et al., 2014). a marginalized group, such as people with a disability, faces more challenges before and after a disaster, which requires istiarsyah et al., improving disaster preparedness services … 249 full attention (sheikhbardsiri et al., 2017). besides that, they are socially stigmatized, and isolation and discrimination can have long-term effects (stough et al., 2016). natural disaster deteriorates the condition of people with disabilities. they might lose interpersonal support and mobilization assistance (landry et al., 2016). in addition, people with disabilities are marginalized in society, and many researchers ignore people with disabilities’ experiences with disaster (stough & kelman, 2018). based on these issues, the government and other communities, such as humanitarian aid organizations, are responsible for optimally minimizing societal problems, including people with disabilities. their disaster experiences are essential in planning disaster preparedness and mitigations system to minimize discrimination in assisting needed. their experiences are needed to provide advice and input for risk management programs and mitigation to obtain responsive and inclusive macro-level responses. many people in disaster management view people with disabilities as a homogeneous group without unique and complex needs requiring the value of an emphasis on interdependence, preparedness, and action within the entire community (kettaneh & slevin, 2014; pyke & wilton, 2020). people with disabilities are marginalized from disaster management planning due to the deprivation or lack of capabilities to cope with disasters themselves (ton et al., 2019). this could happen because they thought people with disabilities could not operate particular tools to protect themselves and their surroundings. after all, they have a disability in their physical, motor, sensory, and cognitive. therefore, the best evacuation scene from disaster preparedness planning will not help them; instead, developing disaster management education and training programs for disabled children as early as possible is fundamental (nagata & kimura, 2020). minority groups, including people with disabilities, have struggled to be victims during natural disasters. they have to struggle to save their life with their ability. therefore, they would be better placed to provide advice on disaster mitigation planning (mcdermott et al., 2016). the obstacles faced by people with disabilities during a disaster differ significantly depending on their type of disability, such as intellectual, sensory, motor, and psychosocial disability. it will determine the types of support needed by people with disabilities (stough & kang, 2015). consequently, no one-size-fits-all strategy can be used to support every disabled person’s needs. the wrong types of assistance and support are mostly given to people with disabilities during a disaster because the authorities are not accurate in identifying the types of disabilities of people with disabilities may have (alexander, 2015). the difficulties can be exacerbated by the loss or disconnection of support networks for persons with intellectual disabilities, including families, friends, and care providers (kettaneh & slevin, 2014). this article is based on many statements and experiences of disabled individuals regarding unequal aid distribution for them. this is a factual matter that happened in the field of disaster. regarding the previous research, as explained before, minimizing disaster risk and optimizing the government’s attempt at disaster preparedness for people with disabilities. for this reason, this article seeks to learn from disabled people’s perspectives from many nations about their engagement in disaster preparedness concerns. additionally, it aims to offer a contribution idea relevant to improving preparedness services for people with disabilities based on experiences that have occurred and make replications as a consideration to be included in disaster preparedness program planning, particularly for people with disabilities. 250 journal of icsar; volume 7, number 2, july 2023, pp 248-261 literature review disaster preparedness and its management literature about disasters defines these phenomena in different ways. some definitions focus on the factors causing disasters, others focus on managing crises arising from disasters, and others focus on the trauma caused by disasters. the last-mentioned focus may relate to disasters, which are considered sudden events causing damages, losses, and distresses. those are also viewed as a consequence of natural danger phenomena that seriously need countermeasures for mega-disasters to build a future disaster-resilient society (okazumi & nakasu, 2015). besides, integrated health education in schools and communitybased disaster risk reduction (drr) plans to create resilient communities are also essential (pascapurnama et al., 2018). to create do, educating disaster preparedness may act as both life-saving and life-sustaining when considering its impact beyond teaching and learning (halman et al., 2018). in outline, it can be concluded that disaster is a phenomenon or incident that appears suddenly and unexpectedly and is triggered by a lack of preparedness that causes damages; and the inability of the system to cope with the number of victims and death on a big scale. the difficulty access to reach the disaster areas is an obstacle in distributing food, water, clothes, shelter, and medical aid that seems to exacerbate suffering and cause long-term psychological trauma. disaster preparedness generally includes developing plans of what to do, where to go, or whom to call for help. in contrast, disaster happened to increase the chance of success in coping with disasters (pavkovic et al., 2014). disaster preparedness is a government, organization, social community, and individuals resolutions to minimize disaster risk levels because of limited resources (hamann et al., 2016). this is an operation both in the formal context (schools and universities) and non-formal context (public awareness campaigns, workshops, and training of community learning) to promote disaster risk reduction levels (ronoh et al., 2015). in other words, disaster preparedness is an education strategy and critical awareness to convey information about dangers to the public and society (spurway & griffiths, 2016). therefore, disaster preparedness is an initiative to increase people’s preparedness and knowledge about disasters. its management attempts to increase mindful preparedness for disasters in a particular area. it also aims to increase people’s capacity to solve problems alone or without supervisors. disability-inclusive disaster preparedness according to kruger et al. (2018), paying attention to the needs of persons with disabilities is extremely important since these individuals have extra demands before, during, and after a catastrophe that is particular to the debilitating condition they are living with. the condition, which relatively covers physical and mental disorders, substantially limits one or more of their life activities. disability is a part of the human incapacity condition, either permanently or temporarily, visible or invisible, and it occurs at birth, during childhood, adulthood, or old age (jubeh, 2017). persons with disabilities include those with long-term physical, mental, intellectual, and sensory impairments; their interaction with many barriers will hinder their full and effective participation in society equally with others (lang et al., 2011). they lose and have limited chances in society at an equal level with others because of social and environmental barriers (hamann et al., 2016). hence, disability is a condition or function with a significant impairment such as physical, sensory, cognitive, mental, and other chronic diseases compared to standard people. method this qualitative study collected data from two sources. the first source was gathered by reviewing journals on disaster preparedness for people with disabilities that were istiarsyah et al., improving disaster preparedness services … 251 successfully applied in some countries, both practical and theoretical. the literature was retrieved from only reputable international journals and publishers. in addition, to strengthen the data, the second source was retrieved through interviews with disabled people and observation of several special and inclusive schools. the informants, who consisted of three males and two females (see table 1), were given consent to their approval as part of this study as the interviews were performed in indonesian and recorded with their acknowledgment. they were selected purposively in the around eastern part of aceh province, indonesia, as this area is beyond the full support for inclusiveness as reported by muchsin et al. (2022) and considering the province as the most destroyed zone hit by the 2004 indian ocean earthquake and tsunami. the natural disaster in the area even turns into a marketing part of educational tourism mitigation (manan, wirianto, et al., 2023), having a series of cultural disaster precautions and beliefs (manan et al., 2021; manan, kamarullah, et al., 2023). the authors believe combining the literature studies and the views of disabled informants from this appropriate area may offer new insights into this study’s topic. table 1. the demographic of the informants no. initials age sex occupation disability 1 rp 32 m entrepreneur physical disability 2 mr 33 m restaurant waiter physical disability 3 dp 30 m unemployed vision impairment 4 sw 28 f university student deaf 5 bs 38 f teacher physical disability furthermore, the data analysis for the first source was examined through descriptive analysis. it was carried out to underpin the highlighted issues for disaster preparedness among disabled individuals. then, for the second source, the data analysis by miles et al. (2018) was implemented to elucidate the findings through data reduction, data display, and conclusion drawing. results and discussion results results from the first source the authors have collected the literature considering topics on disaster preparedness for disabled individuals proposed by various relevant studies (hamann et al., 2016; kruger et al., 2018; ronoh et al., 2015; spurway & griffiths, 2016), as displayed in table 2. table 2. relevant studies of disaster preparedness for people with disabilities no. topics types of document years authors titles countries of research 1 disaster preparedness training program for disabled people journal article 2007 rowland et al. emergency response training practices for people with disabilities: analysis of some current practices and recommendations for future training programs the united states journal article 2013 baker and cormier disaster preparedness and families of children with special needs: a geographic comparison the united states 252 journal of icsar; volume 7, number 2, july 2023, pp 248-261 no. topics types of document years authors titles countries of research journal article 2014 eisenman et al. peer-mentored preparedness (pm-prep): a new disaster preparedness program for adults living independently in the community the united states journal article 2014 wolffordham et al. educating first responders to provide emergency services to individuals with disabilities the united states journal article 2016 stough et al. barriers to the long-term recovery of individuals with disabilities following a disaster the united states journal article 2022 villeneuve disability-inclusive emergency planning: person-centered emergency preparedness the united states 2 disaster preparedness program for disabled students journal article 2011 boon et al. school disaster planning for children with disabilities: a critical review of the literature literature study journal article 2014 boon et al. emergency planning for students with disabilities: a survey of australian schools australia book chapter 2018 stough and kelman people with disabilities and disasters literature study journal article 2020 shah et al. disaster risk management insight on school emergency preparedness – a case study of khyber pakhtunkhwa, pakistan pakistan 3 big data of inclusivity needs journal article 2014 kettaneh and slevin national module for helping individuals with physical disabilities in disaster events literature study journal article 2015 stough and kang the sendai framework for disaster risk reduction and persons with disabilities japan book chapter 2015 alexander disability and disaster: an overview literature study journal article 2019 iswari the challenge of improving special education quality in digital era literature study journal article 2020 pyke and wilton planning for inclusion? an assessment of ontario’s emergency preparedness guide for people with disabilities literature study 4 facilities and services for disabled people review paper 2011 twigg et al. disability and public shelter in emergencies the united states journal article 2012 daugherty et al. disaster preparedness in home health and personal-care agencies: are they ready? the united states journal article 2018 gibson et al. disaster mental health services review of care for older persons after disasters the united states journal article 2018 faruk et al. an analysis of inclusiveness and accessibility of cyclone shelters, bangladesh bangladesh 5 information warning journal article 2011 chandrappa et al. predicting disaster: asian scenario literature study istiarsyah et al., improving disaster preparedness services … 253 no. topics types of document years authors titles countries of research system for disabled people journal article 2016 charme et al. disaster planning and response with and for people with disabilities the united states journal article 2017 kim and zakour disaster preparedness among older adults: social support, community participation, and demographic characteristics the united states journal article 2021 chisty et al. disability inclusiveness of early warning system: a study on flood-prone areas of bangladesh bangladesh 6 community support and social networks journal article 2013 tanaka issues in the support and disaster preparedness of severely disabled children in affected areas japan journal article 2015 zakour effect of support on evacuation preparedness of persons with disabilities the united states journal article 2020 stough et al. disasters, schools, and children: disability at the intersection literature study journal article 2020 pyke and wilton planning for inclusion? an assessment of ontario’s emergency preparedness guide for people with disabilities the united states journal article 2021 wei and yao constructing and analyzing spatial-social networks from location-based social media data literature study results from the second source this part displays the relevant points delivered by the informants. each point is represented in excerpts matching the topics in table 2. the informants believed that the disaster preparedness training dedicated to disabled people was a must, ranging from old to young ages, as conveyed by rp in e1 and dp in e2 below. excerpt (e1): can you imagine we do not know what to do if the tsunami comes again? even ordinary people will confuse. my big consideration is disabled children, who need full consideration and attention during disasters. (rp) e2 : i can see nothing, so when a disaster occurs, it will be hard for me to save myself, not to mention saving my family. i reckon that training for such conditions will be necessary. (dp) however, in e3, mr was pessimistic that the training for that situation had been considered to be realized by the government in his region so far. e3 : during my life here, i still do not find that improving awareness for disasters has been conducted in this region. is it hard to realize, or is it unimportant for ordinary people? at least, make it for the disabled ones. (mr) 254 journal of icsar; volume 7, number 2, july 2023, pp 248-261 the absence of services and facilities for persons with special needs, as indicated by sw in e4 and bs in e5, has led some informants to believe that governments maintain such a database. e4 : the information regarding inclusivity or people with special needs is not comprehensive or has no data. (sw) e5 : as a disabled person, i lack much support. the lack of accessibility whenever i travel from home to workplace or go to public spaces. it reflects that the information about disabled people is available, resulting in few accessibilities for inclusivity. (bs) regarding the information warning system, all the informants agreed that no physical infrastructures were available to provide early warning. only social media through trending topics or information door-to-door were frequently reliable for them to use during disasters. this reason was represented by rp in e6 and bs in e7 as follows. e6 : the only disaster warning device, especially for tsunamis, is available in banda aceh. we do not have such a system in the eastern part, making us only rely on social media or locals reporting disasters. (rp) e7 : we only knew about disasters through traditional ways, either mouth-to-mouth or television. (bs) though the pessimistic opinions of the informants were found, some believed that disaster preparedness programs should be improved through training, socialization, information systems, and supporting communities. discussion ideas and solutions of disaster preparedness services for people with disabilities in this part, some ideas on strategies for disaster preparedness services for people with disabilities are pointed out based on the literature studies related to the topic. the strategies are reflections from some countries which successfully increase the disaster preparedness system for people with disabilities. there are six strategies of disaster preparedness proposed by the works of literature for people with disabilities: (1) a disaster preparedness training program for people with disabilities; (2) developing a disaster preparedness system for a special school; (3) an extensive data system for types of disabilities and identification of needs; (4) providing shelters or disaster emergency care homes for people with disabilities; (5) friendly information warning system for people with disabilities; (6) community support and social networks. the strategy for improving disaster preparedness for people with disabilities can be seen in figure 1 below. istiarsyah et al., improving disaster preparedness services … 255 figure 1. strategy for improving disaster preparedness for people with disabilities figure 1. strategy of improving disaster preparedness for people with disabilities 1) disaster preparedness training program for people with disabilities the confusion experienced later on by disabled people, as portrayed in e1 and e2, needs to be overcome. some studies have suggested solutions. a study conducted by baker and cormier (2013) with survey research design, before and after the survey, showed the result that there was a significant improvement in disaster preparedness statistically as a result of a training program for 30-35 days after intervention and when people with disabilities move into the different geographic area. another study conducted by eisenman et al. (2014) was experimental. four classes were taught by health educators and peer mentors, focusing on earthquake safety knowledge and disaster preparedness for two hours. the result showed an improvement in preparedness after a month of intervention. this intervention aligns with the newest approach to reducing disaster risk and preparedness programs, emphasizing the importance of including people with high risks, such as people with disabilities, in the preparedness program. the second theme discusses how an organization considers people with disabilities in joining their event for disaster preparedness. stough et al. (2016) analyze the practice of emergency personal disaster preparedness training to help people with disabilities with limited mobility in three rural locations and three cities in northeast kansas, america. the result showed the development of self-protection skills and self-rescue evacuation routes. wolf-fordham et al. (2014) studied the result of an online training program developed for people with disabilities to encourage knowledge of friendly disaster preparedness. the result showed that the post-test scores of people with disabilities increased after training. improving disaster preparedness services for people with disabilities disaster preparedness training program for people with disabilities 1 disaster preparedness program for special schools and inclusive schools big data of types of disabilities and identification needs system providing shelters or disaster emergency room for people with disabilities 2 3 4 friendly information warning system for people with disabilities 5 community support and social networks 6 256 journal of icsar; volume 7, number 2, july 2023, pp 248-261 the disaster preparedness training program provides knowledge and skills for people with disabilities to be more innovative in tackling disaster and preparing it (villeneuve, 2022; wolf-fordham et al., 2014). 2) disaster preparedness program for special schools and inclusive schools until now, schools involved in disaster preparedness planning programs organized by the government and local or international ngos are generally regular schools such as elementary, junior, and high schools, both regular, vocational, traditional, and islamic. however, the realization of disaster preparedness in a special school is still limited, as reflected in e3, so there is a significant gap in attempting to achieve preparedness standards for accommodating the needs of children with disabilities. the gaps include the difficulty of mobility and communication with people with disabilities during evacuation procedures or things related to local health authorities to ensure health needs can be accommodated during the disaster response phase (boon et al., 2011). besides that, the lack of involvement of special schools in planning and developing policies of disaster preparedness risks causes failure and discrimination in providing the aid they need (stough & kelman, 2018); even a developed country like australia confronted such issue (boon et al., 2014). not only is improving quality of human resources in pedagogical contexts at schools important (istiarsyah et al., 2019), yet the collaboration to improve their professionalism in emergency response and management and plans for school-based disaster response and recovery, especially for students with special needs, as is the case in pakistan (shah et al., 2020). 3) big data on types of disabilities and identification needs system many people in disaster management view people with disabilities as a homogeneous group without unique and complex needs (kettaneh & slevin, 2014; pyke & wilton, 2020). the barriers faced by people with disabilities during a disaster will differ depending on their types of disability, such as intellectual, sensory, physical, and psychological disability. it influences the types of aid and support they need (stough & kang, 2015). as a consequence, there is no one-size-fits-all strategy that meets the needs of all persons with disabilities. the wrong types of assistance are often provided to people with disabilities in disasters because the authorized people are inaccurate in identifying the type of disability (alexander, 2015). we know that government has data on the number of people with disabilities throughout indonesia, although some still are unsure of the data, as revealed in e4 and e5. nonetheless, accurate data is still needed. besides those data, the government also needs data about the types of disabilities or barriers that people with disabilities face to distribute the appropriate assistance and needs to the right target. 4) providing shelters or disaster emergency rooms for people with disabilities daugherty et al. (2012) evaluated the supplies and services between emergency rooms for people with disabilities and regular public hospitals. they discover significant differences in the level of supplies, and the services of disaster emergency rooms for people with disabilities are prepared better than general hospitals. it is due to the availability of trained medical resources to serve people with disabilities and tools and goods needed based on the level and types of barriers or disabilities of people with disabilities. besides that, there is also excellent coordination with local and international ngo institutes concerned with disabilities. this is also supported by gibson et al. (2018) that emergency response systems must be developed to accommodate people with disabilities during disasters. it includes evacuation facilities and services, trained medical staff, and appropriate communication systems, where most individuals with special needs demand those in e5. according to twigg et al. (2011), the provision for disabled people generally fails to meet their needs and describes the main problem areas. however, by incorporating widely accepted inclusive design principles and design standards, shelters and facilities can be made istiarsyah et al., improving disaster preparedness services … 257 that are more user-friendly, accessible, and inclusive, leading to a more supportive built environment for all (faruk et al., 2018). 5) friendly information warning system for people with disabilities in a disaster preparedness program, a friendly disaster warning information system for disabilities is essential, which is agreed upon by the informants in e6 and e7. kim and zakour (2017) discussed the importance of disaster warning information considering accessibility for people with disabilities. chandrappa et al. (2011) reported a framework of inclusive warning system mobile-based alert, even though in certain disasters, handicapped people cannot respond to the warning (chisty et al., 2021). charme et al. (2016) believed that the government needs to assess whether the emergency warning system suits people with disabilities. it aims to identify needs and provide recommendations to reach people with disabilities in society. the conclusion is that people with disabilities have different disabilities, such as physical, motor, cognitive and sensory, and emotional and behavioral barriers. because of that, some of them need different disaster warning systems should be based on their disability. 6) community support and social networks communities and social networks are strategies that can improve disaster services for people with disabilities. wei and yao (2021) argued that online social media has a role in communicating and finding people with disabilities during a disaster. they can also contribute to analytical models in understanding the role of the distribution truck in mediating the negative impact of disasters or emergencies on people with disabilities, proposing together the main goal for better change. this provides an example that social strength can build the resilience of people with disabilities in dealing with disaster. as shown in e7, it is proved by the existence of a traditional way of delivering information on disaster preparedness through mouth-to-mouth. zakour (2015) surveyed 710 samples of people with disabilities from seven states of america. it found that informal social support and member of volunteers increase personal assistance in disaster preparedness for people with disabilities. community-level interconnectedness, readiness, and action in the context of more extensive social and material situations are all considered as they relate to increasing individuals’ resilience in the face of adversity (pyke & wilton, 2020). factors causing children with disabilities can die two times faster than other populations; therefore, involving the community or society and volunteering to provide daily daycare for people with disabilities to actively discuss individual and household preparedness is essential (tanaka, 2013). it means that raising children as a part local community is a significant factor in saving them from disaster. community support and social networking strategies should be increased to minimize the number of disaster victims. conclusions this article aims to improve disaster preparedness strategy services for people with disabilities. those abovementioned strategies reflect other countries that successfully improve disaster preparedness services for people with disabilities. any programs that other countries will apply should be learned based on experiences and other countries’ success. through this article, the authors hoped to contribute ideas, especially for the national disaster management of indonesia, in developing the frameworks to understand the functional needs of people with disabilities in communication, mobility, transportation, and medical need at a disaster scene. this is important to take further steps rather than state a commitment to involve a disabled person in disaster preparedness and ensure that it will give a positive result, effective and efficient for all people with disabilities and society in their environment. the authors expect that in this short time, there will be more intervention and 258 journal of icsar; volume 7, number 2, july 2023, pp 248-261 report to build strong knowledge about the best practice to involve people with disabilities in the policies, plans, and implementation of disaster preparedness. the authors advise that in disaster preparedness planning for the future, it is necessary to move beyond individual preparedness and focus on structural measures. the lack of people with disabilities involvement in planning disaster preparedness can cause failure. life experiences of people with disabilities struggling during disasters will be a reflection idea aimed at assisting according to the characteristics of the barriers of people with disabilities. besides that, the authors also suggest that the skills, knowledge, and experiences of people with disabilities are worthwhile and must be considered in preparing for inclusive disaster management. finally, it is vital to improving people with disabilities’ involvement in creating policies. direct participation from disabled people is needed because their self who can represent their needs in a disaster. continuous efforts must be made and improved to empower people with disabilities to be involved in disaster risk reduction. nonetheless, this study has some limitations. a vast scope of literature should be included, covering not only reputable international journals but also other reputable academic sources and non-formal works and platforms, like social media. in addition, more informants from more regions, either national or international, will provide more insightful arguments to enrich the research findings. hence, further studies must consider those aspects to contribute knowledge to this topic and other relevant issues. references alexander, d. 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(2015). effects of support on evacuation preparedness of persons with disabilities. journal of social work in disability & rehabilitation, 14(1), 1–22. https://doi.org/10.1080/1536710x.2015.989561 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p130 130 differentiation learning model for students with special needs at unima manado aldjon nixon dapa *, tiersa r. undap faculty of education, unima manado, manado, indonesia *corresponding author e-mail: aldjondapa@unima.ac.id abstract: differentiated learning is a learning approach process for students with different abilities in the same class. the purpose of differentiated learning is to maximize the growth/progress of each student and individual success through the adjustment of each student (from where he or she is), and assistance in the learning process. it is very urgent for students with special needs to be served according to their capacity.. from the research results obtained data, students with special needs at unima consist of the blind, deaf, and physically disabled, without intellectual barriers, with diverse learning needs. with the act of making a difference in the media and learning models, they are able to master the lecture material well. universities such as manado state university, are able to implement it, and have an influence on the optimization and existence of inclusive learning services. keywords: differentiated learning model, students with special needs. introduction in accordance with permenristek dikti number 46 of 2017 concerning special education and special services in higher education, among other things it is emphasized that the implementation of special education in higher education aims to improve the quality of education services for students with special needs. students with special needs or persons with disabilities are those who experience difficulties/barriers in carrying out certain activities so that they require special aids, environmental modifications or appropriate alternative techniques so that they can follow the learning optimally so that in the future they can participate fully and productively in social life. there are many people with special needs who have academic potential and high motivation to continue their education to higher education. many of them succeeded even though they had to go through a very heavy adjustment process. some of them are even able to complete educational programs up to doctoral level. opportunities for people with special needs to participate in education at the tertiary level are increasingly wide open with the issuance of law number 8 of 2016 concerning persons with disabilities. in the law, it is emphasized in article 10 paragraph a: persons with disabilities have the right to receive quality education in educational units in all types, pathways, and levels of education in an inclusive and special way. article 18: every person with disabilities has the right to accessibility in article 40 paragraph 1: the government and regional government are obliged to organize and/or facilitate education for persons with disabilities in every path, type, and level of education in accordance with their authority. the various regulations above show that the government's attention to persons with disabilities has been very positive in regulations. the readiness of indonesian universities to receive and manage education for students with special needs has been stated in the ministerial regulation concerning special education and special services in higher education. the permenristek dikti regulates, among other things, the rights and obligations of students with special needs, the rights and obligations of http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p130 mailto:aldjondapa@unima.ac.id dapa & undap, differentiation learning model for students … 131 higher education institutions as well as the management of academic, administrative and student services for students with special needs in higher education. manado state university (unima manado), as one of the state universities that has accepted students from persons with disabilities, since 1995. more than 40 (forty) alumni of students with special needs have successfully completed their studies in the bachelor of special education/special education program in manado state university, even in other study programs, have not yet been identified. this means that unima manado, always shows a strong commitment to access for individuals with special needs to get higher education. this is also well received by the community, where there is more and more public interest in entrusting their sons / daughters to study at unima manado. another indicator is the reality on the ground which shows that alumni of special needs students, who experience various types of obstacles (blind, deaf, physically disabled and others) and are currently able to be independent and work in various fields, especially as teachers in various regions in indonesia. however, it is realized that the problems and challenges of studying in higher education for students with special needs are definitely greater than the difficulties faced by ordinary students. in addition to the lack of understanding of inclusive education in all study programs at unima manado, it is also realized that there are limited disability service units at unima manado. the cause is that not all lecturers understand the characteristics of the learning needs of students with special needs. indeed, lecturers as learning innovators in the classroom are required to have extensive knowledge about the characteristics and problems experienced by their students. lecturers are required not only to know students with special needs, their special characteristics and needs, but also to develop innovation and creativity in the learning of students with special needs so that they can follow and succeed in meeting the learning targets set by the lecturers. there are several approaches, methods, and models that can be used to provide education for students with special needs, one of which is the differentiated instruction model. differentiated learning is a learning model that pays attention to the special characteristics of students and is focused on determining student readiness, interests, thinking styles and learning styles. students' abilities, thinking styles, interests, and learning styles that lead/adapted to differentiation in mastery of content, processes, and products/outcomes encourage teachers to change their teaching style which is uniform for all students in the class. through adjusting the material to be taught, encouraging critical thinking in the learning process, and providing various opportunities for children with learning difficulties to show what they have learned, with this differentiated learning model students who have learning difficulties will have the opportunity to achieve success. academics in the classroom. based on the above thought, we wish to implement a differentiated learning model for students with special needs in several courses in the special education study program fip unima. by considering these real conditions and problems, this study was prepared as a strategic momentum to continue to fight for and maintain the commitment of unima manado as an inclusive higher education. the formulation of the problem in this study are: how urgency of differentiated learning model for students special needs? core part profile of special education at manado state university within the scope of manado state university, it accommodates disability services through the existence of the center for gender and child studies, which is one of the study centers at the unima research and community service institute. this study center collects and develops research and lecturer service on disability. likewise, the existence of a laboratory in the special education study program that serves the learning needs of students with disabilities. this laboratory provides learning media and assistive devices needed by students with 132 journal of icsar; volume 7 , number 1, january 2023, 130 135 disabilities, provides assistance to students with disabilities to support the smooth learning process, as well as consulting services. with experience since 1995 until now, academic services for students with special needs, can not be doubted, because it has been able to lead these students to complete their studies well. although initially only the extraordinary education/special education study program accepted students with special needs, but slowly, other study programs have begun to accept students with special needs. the variety of types of students with special needs is also increasing, including the visually impaired and the physically handicapped, then based on current developments, it is precisely the deaf students who dominate. in 2020, totally 16 students have special needs study in unima. most of them (50%) is hearing impairment, others visual impairment, and physicall disability. unima was also entrusted by the belmawa directorate to carry out the development of learning innovations for students with special needs, and was able to have a significant impact where a collective positive perception of the unima academic community became more serious in serving students with special needs. the ability and readiness of manado state university in responding to changes and technological developments will certainly strengthen the position of manado state university as an educational institution that is able to accommodate the learning needs of students with special needs and produce quality output. needs analysis the learning process in all universities in indonesia during the covid-19 pandemic has switched to online (online). distance learning that has taken place so far has not been without problems. for students with special needs, obstacles can be divided into general and special obstacles. constraints generally can be in the form of network connections, internet costs and facilities to access information. meanwhile, the special constraints stem from the needs and learning styles of students with special needs. in the learning that has taken place through online meeting media, it requires more accessibility. with class conditions that have various types of students with special needs, strategies and techniques that are accommodative to the existing students are needed. this means that there needs to be awareness and effort from lecturers to be able to organize inclusive lecture classes. lecturers also have various responses to their students with special needs. some lecturers can interactively meet the needs of students. but there are also some who are not aware of it. budiyanto (2005:157) suggests five profiles of learning in inclusive classes, namely: a. inclusive education creates and maintains a warm classroom community, accepts diversity and respects differences. b. inclusive education means the application of a multi-level and multimodal curriculum. c. inclusive education means preparing and encouraging teachers to teach interactively. d. inclusive education means providing continuous encouragement to teachers and their classrooms and the removal of barriers associated with professional isolation. e. inclusive education means meaningfully involving parents in the planning process (fitria, 2012). students with special needs who experience learning difficulties in terms of learning and educational services are certainly not the same as normal students. in this case, both lecturers and study programs must provide special educational services both in terms of strategies, learning methods, use of media, as well as the role of lecturers in learning activities and so on that can support the improvement of student learning outcomes with disabilities. dapa & undap, differentiation learning model for students … 133 basic principles of differentiated learning (differentiated instruction) differentiation is a view that allows educators to plan strategies in order to accommodate the needs of different students in the classroom to achieve certain goals. differentiation is not a tool, but a system that educators believe embraces the unique needs of each learner. according to gayle h. gregory and carolyn chapman (2007:2) the views or philosophies that support this differentiation belief are that: a. all students basically have strengths in certain fields. b. all students have areas that need to be strengthened c. every student's brain is unique like a fingerprint. d. it's never too late to learn e. when starting a new topic, students bring their previous knowledge base and experience to learning. f. emotions, feelings, and attitudes affect learning g. all students can learn. h. students learn in different ways at different times. by using differentiation strategies and activities that are tailored to the needs of each student, educators implement the above philosophy in their learning activities that are tailored to the grade level and content areas being taught. differentiated learning (differentiated instruction) is not something new, but a learning model that requires a more serious awareness in an effort to analyze existing data or data obtained and make decisions about what to do and what needs to be adjusted. what should be done. get rid of unnecessary exercises. change what needs to be changed. the differentiated learning model is based on a student-centered teaching approach and focuses on student readiness, interests, and learning styles. through this learning model, teachers are required to make learning modifications that are tailored to the needs of students, in this case students who have learning difficulties. tomlinson (1999) suggests that there is no one best way to create an effective differentiated learning in the classroom, but it depends on the expertise of the teacher in responding to learning that is adapted to the learning style of students with learning disabilities as well as adapted to the needs of children with learning disabilities. from time to time all students will work on the same assignment with different assessment criteria, at other times students will also work on different assignments with a focus on the same concept. gregory and chapman cite the opinion of carol ann tomlinson who suggests that content, process, and product are things that must be differentiated in a differentiated learning model. content is what is taught. while the process is the ways students interpret, adjust, find their own way of learning something. the product is to show students' personal interpretations and what they already know. differentiated learning (differentiated instruction) provides various options for the success of achieving certain goals. teachers can make a strategic and effective differentiation of content, assessment tools, tasks to be done, and learning strategies. differentiation in content one way of differentiation is to differentiate the content that is adapted to the diverse needs of students. the subject matter that will be taught to students is adjusted to the specific needs of students. the information to be taught and the best sources selected to be taught to students are implemented through the use of different ways. the use of varied learning materials, the provision of choices for the material to be studied becomes a reference in differentiation. 134 journal of icsar; volume 7 , number 1, january 2023, 130 135 differentiation in content refers to the level of difficulty of the material taught to children with learning disabilities and the number of tasks assigned to each group of students according to the abilities of children with learning disabilities. differentiation of assessment tools differentiation of assessment tools is usually carried out by teachers during and after learning. the most important thing in this activity is to assess the students' knowledge and main interest in learning. understanding what students know about upcoming topics/to be taught is a very important thing to plan for the quality of learning and experiences that will arise. in the process, formal and informal assessment tools can be used simultaneously. differentiation of tasks to be carried out students demonstrate their knowledge in many different ways. provide opportunities and options for students to show what they know. for example, students can choose how to demonstrate their knowledge through the creation of a tool, through an oral report, or in the midst of an interesting experience. differentiation of learning strategies done when teachers apply different learning strategies and activities, providing opportunities for students to learn more about content and information and they can also develop the necessary skills. by referring to various intelligences and learning styles, teachers can provide avenues that can help students choose when they work with reference to the areas they master and when to work in areas that still need to be strengthened. differentiated learning should challenge all students and stimulate/encourage the adoption of new ways for them. however, teachers need to combine various teaching techniques or educational strategies that provide students with the opportunities needed in the learning process. through differentiated learning, you can recognize or appreciate students' diverse background knowledge, readiness, language, choices in learning, interests, and react in turn (active interactions between teachers and students and students and students). differentiated learning is a learning approach process for students with different abilities in the same class. the purpose of differentiated learning is to maximize the growth/progress of each student and individual success through the adjustment of each student (from where he or she is), and assistance in the learning process. conclussion the differentiated learning model will be able to improve the competence of lecturers in serving learning for students with special needs. differentiated learning models will be able to facilitate the learning difficulties of students with special needs. differentiated learning models will be able to provide online media as learning media during the learning pandemic for students with special needs. thus, it is very urgent for students with special needs to be served according to their capacity. and if it is able to be implemented at manado state university, it will have an impact on the optimization and existence of inclusive learning services for students with special needs at manado state university, which will continue to be carried out well. references abdurrahman, m. pendidikan bagi anak berkesulitan belajar (cet. kedua). jakarta: depdikbud dan pt rineka cipta. 2003 dapa, aldjon. sistem sosial anak berkebutuhan khusus. penerbit : ombak. jogjakarta. 2019 iskandarwassid & sunendar. strategi pembelajaran bahasa. bandung : remaja rosda karya. 2008 dapa & undap, differentiation learning model for students … 135 lerner-janet, w. learning disablities: theories, diagnosis and teaching strategis (fifth ed.). boston usa: houghton mifflin company. 1989 mercer-cecil, d. and mercer-ann, r . teaching students with learning problems (third ed.). ohio usa: merril publishing company a bell & howell company. 1989 johnsen , b. & skjorten, m., 2001. education-special needs education. an introduction. oslo : unipub forlag mangunsong, frida. 1998. psikologi dan pendidikan luar biasa. jakarta : lp3es ui somad, p . “bimbingan membaca bagi siswa berkesulitan membaca”. jurnal jassi anakku. 1. (1), 38-51. 2002 delphie, b. pembelajaran anak berkebutuhan khusus: dalam setting pendidikan inklusi. bandung: pt refika aditama. 2006 suyatno. teknik pembelajaran bahasa dan sastra. surabaya : penerbit sic. 2004 shodiq, m. pendidikan bagi anak berkesulitan belajar membaca. jakarta: dirjen dikti depdikbud ppta. 1996 suherman, y. adaptasi pembelajaran siswa berkesulitan belajar. bandung: rizqi press. 2005 sunardi dan sugiarmin, m . identifikasi karakteristik perilaku belajar akademik siswa learning disablities. laporan penelitian dirjen dikti depdikbud jakarta: tidak diterbitkan. 2001 wardani, i.g.a.k., hernawati, t., astati. pengantar pendidikan luar biasa. jakarta: universitas terbuka. 2007 microsoft word 17 39944-152692-2-ce.docx journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p330 330 the journey full of emotions: parents’ experiences in raising children with cerebral palsy andromeda andromeda1,2,*, nurul hartini1, suryanto suryanto1 1faculty of psychology, universitas airlangga, surabaya, indonesia 2faculty of education and psychology, universitas negeri semarang, semarang, indonesia *e-mail: andromeda-2021@psikologi.unair.ac.id abstract: raising a child with cerebral palsy (cp) is a formidable challenge for parents that can lead to tension and reality denial. this qualitative study aims to explore the parenting experience and the acceptance process of parents towards children with cp. this study used a qualitative design with semi-structured in-depth interviews. three mothers and two fathers of children with cp were involved as interviewees. data analysis was carried out using deductive thematic analysis technique. common themes such as postdiagnosis denial; a long and emotional acceptance process; spouse's involvement in parenting; spiritual implication; the need for community support, are experienced by parents. parental acceptance towards a child with cp is a long, complex, and emotional process. in conclusion, families that are able to achieve acceptance more easily adapting to family changes and dealing with stress. the findings of this study became an important milestone for the development of studies in the fields of family, disability, and social work. keywords: cerebral palsy; parental acceptance; family changes; community support. introduction cerebral palsy (cp) is one of the most common types of nervous system disorders occurring before or after birth and within childhood. these disorders can cause permanent disturbances in the development of movement and posture, cause limitations in activities and are often associated with non-progressive fetal or infant brain development disorders (bulekbayeva et al., 2017; oskoui et al., 2013; kyeremateng et al., 2019). motor impairment of cp is often accompanied by disturbances of sensation, cognition, communication, perception, and behavior (hunt & marshall, 1994; rudebeck, 2020; putri et al., 2021). the prevalence of children with cp, which continues to increase from year to year, demands attention and must be addressed properly by all elements of society (sellier et al., 2016; kyeremateng et al., 2019). the estimated global prevalence of cp cases is 2-3 children for every 1000 live births (braun et al., 2015; oskoui et al., 2013; kyeremateng et al., 2019). the results of the national socio-economic survey (susenas) conducted by central bureau of statistics republic of indonesia indicate average percentage increase in the number of persons with disabilities (including cp) in indonesia, which is around 1.42% annually (bps ri, 2018). this large number of cases is certainly followed by difficulties experienced by families taking care of children with cp. cerebral palsy raises a multi-faceted impact throughout a child's life. not only for the children, various complex impacts are also experienced by parents as caregivers (majnemer et al., 2012; kyeremateng et al., 2019). parents who have and raise children with cp also experience severe psychological stress, including: post-traumatic stress disorder, anxiety, depression, feelings of loss and profound grief (whittingham et al., 2013; fernándezalcántara et al., 2015). all of these may interfere parents' mental health, quality of life, and psychosocial well-being (cheshire et al., 2010; elangkovan & shorey, 2020). the experience taking care of a child with cp, in some ways, can be swayed by prevailing expectations or norms in society and culture. giving birth to children with cp is still considered taboo, shameful, and perceived as god’s punishment or negative karma for andromeda, hartini, & suryanto, the journey full of emotions… 331 their parents. consequently, families who have children with cp often get rejection and stigmatization from society (elangkovan & shorey, 2020). these negative cultural norms and perspectives still occur, especially in asia (mohamed madi et al., 2019). this rejection from the society also makes it difficult for parents and families to accept reality and adjust themselves to their children limitations (paul & nadkarni, 2017; nurhastuti et al., 2019). parent’s acceptance is an important thing that is needed in raising children with cp. if parents are able to fully accept their child's condition, negative emotions that are difficult to manage will be tolerated over time (mccracken & eccleston, 2003; nakamura & orth, 2005). conceptually, psychological acceptance is always associated with situations that are full of difficulties or experiences that are difficult to accept naturally (herbert et al., 2008). therefore, psychological acceptance theory is applied as a frame of reference in this study. herbert (2014) defines psychological acceptance as a process that does not only involve focusing attention but is also shown by the individual's ability to embrace all available subjective experiences, without judgment or defense. so far, there have been many quantitative studies that have found that the acceptance of parents and siblings has a positive impact on the socio-emotional development of children with disabilities (freeborn & knafl, 2013; dickinson, 2021; soemarna et al., 2023). however, in-depth findings are required to comprehensively understand the parents’ experiences in raising and accepting their children disabilities. this qualitative study was conducted to explore more deeply the parenting experience and the acceptance process of parents who raise children with cp in indonesia. the results of this study are very much needed as a reference in constructing rehabilitation programs for children with cp and family-based psychological well-being enhancement in indonesia. method this study employed a qualitative research design with semi-structured in-depth interviews. this study involved three mothers and two fathers of children with cp aged between 9-11 years who were living in semarang city, central java, indonesia and joined in the community of parents of children with disabilities. the participants were obtained by purposive sampling technique. inclusion criteria: parents (father/mother); have children with cp living with them; and children's ages ranged from 5-12 years. exclusion criteria: children with cp do not live with their parents (institutionalization). this study was approved and declared ethically feasible by the health research ethics commission of the faculty of nursing, universitas airlangga (ethical approval with number: 2811 – kepk). resource persons stated their willingness to be involved in this study through informed consent. the interviews were conducted referring to the interview guide focusing on the parenting experience and parents’ acceptance from the perspective of psychological acceptance theory (herbert et al., 2008; herbert, 2014). the questions asked to parents such as: (1) how are the experiences of caring for and raising children with cp; (2) how did the parents respond after their child was diagnosed with cp?; (3) how does the family process to deal with life changes and accepting the child’s condition? data collection was carried out once with an average interview duration of 90 minutes for each interviewee. the data analysis technique used deductive thematic analysis. result and discussion result all of three mothers were primary caregivers of children with cp. two of them have husbands and the other one is single mother. the socio demographic profile of the participants is explained in table 1. 332 journal of icsar; volume 7, number 2, july 2023, pp. 330-338 table 1. socio demographic profile participants age occupation children’s age type of cp mother 1 38 housewife 10 quadriplegic mother 2 35 housewife 11 hemiplegic mother 3 50 housewife 9 quadriplegic-athetosis father 1 41 freelancer 11 hemiplegic father 2 50 craftsman 9 quadriplegic-athetosis general themes such as post-diagnosis denial; a long and emotional acceptance process; spouse's involvement in parenting; spiritual implication; the need for community support, are experienced by parents. in addition to the five general themes, this study also found 11 specific themes that were very noteworthy. the summary of themes is explained in table 2. post-diagnosis denial limited understanding of children's needs most of parents experience confusion dealing with the diagnosis. limited knowledge makes it difficult for them to understand the children special needs. a mother explained, “this child is a bit difficult to raise. when she is calm, then everything feels easy, but when she is fussy then everything feels very heavy. it's hard to understand what she wants”. stigmatization makes it difficult for parents to accept their children's limitations one thing that makes it difficult for parents to accept children is negative judgment and treatment from neighbors or the community. this condition makes parents worse off and rejects reality. a mother explained: “many neighbors said bad things, as if this was all a very embarrassing thing. over time, i decided that i had to be strong for my child.” a father also stated, "we received a lot of bad words from neighbors; they were never in our position". feelings of despair the high cost of caring for children with cp and unwealthy prognosis make the majority of parents feel hopeless. a mother explained: “our first child was normal, but our second child was born like this. the care needs are enormous. why our child doesn't seem to be improving. i felt hopeless and wanted to give up on raising the child”. a long and emotional acceptance process reality denial most of parents experience a phase of rejection at the beginning of their role. the refusal appears in statements such as: “why am i going through all this? why not someone else? what did i do wrong?" in addition, the majority of parents also experience disappointment because their children have developmental disorders. profound grief the initial feeling of rejection is due to the deep feelings of sadness that parents feel. the sadness arises because parents have lost their ideal child. some of parents explained, “i often cried when i prayed at night, thinking about what would happen when this child grows up”. andromeda, hartini, & suryanto, the journey full of emotions… 333 emotional fluctuations and exhaustion parental stress experienced by most of parents cause psychological tension which eventually appears in the form of emotional exhaustion. a mother explained: “when i feel physically and mentally exhausted, i feel like screaming loudly and running away from this reality even if only for a moment. i need to refresh my mind and feelings. exhausted and fed up going through this every day”. acceptance from parents and family a positive attitude in parenting is needed for parents who raise children with cp. this positive attitude can be realized if parents and families are able to accept the reality and limitations of their children. a mother explained: “the key lies in parents and families acceptance. i used to cry a lot because my neighbors ridiculed me, but now i don't care about those negative judgments anymore. i look for a lot of activities so i won’t be lost in sadness. when we were able to accept the condition of our child's limitations, everything felt lighter. i, my husband, and the children often discuss, if we die, it will be his/her brother/sister who will take care of this child. as long as we try, we believe that we can”. feeling not alone the majority of parents explained that by growing the awareness that they are not alone, this further relieves the psychological pressure they are experiencing. all parents feel the same way. this feeling has a positive impact and supports parents to more easily accept their children's limitations. some of parents explained: “in the end i realized that i am not alone,” … "many parents have and take care of children with cp, even more severe ones than mine." gratitude the feeling of gratitude when the parents see many other parents who are less fortunate than them, strengthens the parents even more. most of parents explained: "i feel fortunate as it turns out that there are many children who are worse off than mine”, a father explained: "there are also many couples who have not been blessed with children. if i get one like this, i should be grateful that we can still take care of him”. spouse's involvement in parenting spouse’s support support from a spouse is very important and has a positive impact on the mental health of parents as caregivers for children with cp. a mother explained: “my husband has always been supportive, he is calmer than me. he understands that a mother may be a lot more occupied, so he never burdens me.” shared parenting parents who take care of their children together are perceived more positively than if only one parent plays a nurturing role. a mother explained: "i'm pleased if my spouse is willing to help take care of the children, even if my portion is still much greater". spiritual implication the majority of parents explained that there are some experiences that can only be interpreted spiritually, such as: "who do you want to blame? i just believe that this is god's will”. some parents also explained: "just be grateful and believe that this is my road to heaven by taking care of a child who has a disability for the rest of his life". 334 journal of icsar; volume 7, number 2, july 2023, pp. 330-338 the need for community support in addition to the support of spouses and families, the majority of parents also explained that they needed support from the community. meeting friends who have the same experiences can strengthen parents in overcoming the challenges of parenting a child with cp. a mother explained: “the existence of community support makes it easier for me to accept and lighten my role as a caregiver. the stress is reduced since i can meet friends who share the same fate”. table 2. themes metrics general themes specific themes post-diagnosis denial a. limited understanding of children's needs b. stigmatization makes it difficult for parents to accept their children's limitations c. feelings of despair a long and emotional acceptance process a. reality denial b. profound grief c. emotional fluctuations and exhaustion d. acceptance from parents and family e. feeling not alone f. gratitude spouse's involvement in parenting a. spouse’s support b. shared parenting spiritual implication the need for community support discussion in general, this study discusses the findings in two phases: first, the phase immediately after receiving the diagnosis; and second, the phase of parents’ adjustment towards life changes. in the first phase, the majority of parents experience confusion dealing with the diagnosis. limited knowledge makes it difficult for them to understand the children special needs. this phase persists quite long, between three to four years after the diagnosis. during the early years after the cp diagnosis is being concluded, parents are required to immediately learn to understand their child's limitations. but at the same time, they also have to struggle to face negative judgments and different treatment from neighbors and society. some cultures, especially in the asian context, consider having a child with cp is an embarrassment and a karma/punishment from god (mohamed madi et al., 2019). the negative stigma like this is actually perceived as an obstacle for parents in taking care of children with disabilities and makes it increasingly difficult for them to accept the reality they are facing (feaster & franzen, 2021). according to the findings of a study on the experiences of stigmatization among caregivers in ghana, stigma is supported and enhanced by prevalent or internalized communal values. stigma arises not just from the family's outside milieu, but also from inside the family, such as extended family, mothers/fathers inlaws, and relatives. several variables, including low levels of education, the status of caregivers in the community, and poverty, might intensify stigma (zuurmond et al., 2020). taking care of a child with cp is perceived as a daunting challenge for the majority of parents. parents realize that children with cp will depend on them in the long term. many supporting facilities are needed by children, ranging from health facilities, mobility aids, and special education facilities which are quite difficult for parents to achieve. the complexity of these challenges has an impact on physical and mental health disorders. in addition, the impact of financial difficulties is also experienced by parents. the high cost of treatments for children with cp and unwealthy prognosis make the majority of parents feel hopeless. these findings support the results of previous studies examining the psychological andromeda, hartini, & suryanto, the journey full of emotions… 335 difficulties and challenges in taking care of children with cp (sunardi, 2017; earde et al., 2018; dieleman et al., 2019; kyeremateng et al., 2019). it is undeniable that many parents try to negate reality and feel very depressed about the conditions they have to face. this is in line with what was submitted by elangkovan in his systematic review study (elangkovan & shorey, 2020). in the second phase, some parents experience emotional fluctuations on their journey in accepting and in peace with the reality. the feeling of denial arises at the beginning is one or other influenced by the experience of deep sadness or grief that felt by the parents. parents feel that they have lost the ideal child they had hoped for. this experience is similar to the results of a previous study that identified the development of feelings of loss in fathers and mothers of children diagnosed with infantile cp (fernández-alcántara et al., 2015). according to the perspective of kubler-ross grief theory, denial from parents marks the start of a series of self-acceptance processes (kubler-ross et al., 1972; upton, 2012). this is also experienced by the majority of parents involved in this study. parents question the situation and have a hard time accepting this heartbreaking reality. the process of accepting children by their parents is long and dynamic. the emotional dynamics experienced by parents, among other things, are influenced by the condition of the child's disability, support from a spouse, community support, spiritual implication, and family resources. when the child does not experience too many health problems, parents will be calmer in taking care of the child. parents' stress in caring for a child with cp might grow if there is a need for additional care that is unpredictable and difficult to manage (rapisa & kusumastuti, 2022), particularly if it is tied to the family's financial situation (cavanagh & ashman, 1985). likewise, if the spouse is willing to be involved in parenting, it will further relieve the psychological tension they feel. this finding supports the results of previous studies on the factors that influence parents’ acceptance (gusrianti et al., 2018; ramanandi et al., 2018). in addition to the support of spouse and families, the majority of parents also clarify that they need support from the community. meeting friends who are going through the same matter can strengthen parents. in line with the results of other studies stating that feeling accepted by the environment and feeling that they are not alone is very important to grow faith and self-confidence as a parent. this feeling of assurance also creates closeness with the child and in the end parents can accept the child's condition (kutsunugi et al., 2021). parents who get support from all of the family members and society will show loving, supportive, understanding, and non-discriminatory parenting (paul & nadkarni, 2017). moreover, support from the community can improve family well-being (majid et al., 2018). the unique finding of this study is the spiritual implication of parents regarding the condition of children with cp. the majority of parents express that there were some experiences that could only be interpreted spiritually, such as the faith that being a parent of a child with cp is god's will. some mothers convey that being an attendant or caregiver for a disabled child is a road to heaven. this finding is similar to the concept of psychological acceptance which explains that acceptance is an individual's ability to embrace all existing subjective experiences, without judgment or defense (herbert, 2014). this concept is of course different from the concept of learned helplessness that we know so far. psychological acceptance is indicated by positive behavior to change the situation. conclusion the experiences of parenting and raising children with cp is perceived by parents as a life-changing event that causes shock and tension. along the way, parental acceptance is needed as the main gate to a better adjustment as a functioning family. the process of 336 journal of icsar; volume 7, number 2, july 2023, pp. 330-338 accepting a child with cp by parents is a long, emotional, and dynamic process. in the process, parents need support from their spouse, family, community, and cannot be separated from spiritual values. parents’ acceptance in this study is indicated by an attitude of being at peace with reality and positive conduct to change difficulties to be more easily tolerated. acceptance is one of the stages in which parents adjust to the challenges of parenting disabled children. self-empowerment is possible if parents are willing to accept their situation. acceptance as part of the parent's process of adapting to change is closely related to the resources that parents have. adjustment will be easier to achieve when parents have resources that are proportional to the difficulties they are experiencing. the resources referred include knowledge, finance, support from other family members and the extended family. limitations as we knew, a small sample size is not a limitation in qualitative research (smith, 2009) as it enables more attention to the ideographic nature of the accounts with an in-depth inquiry into rich data. further studies are needed to ensure contributions from other cities. the sample is homogeneous in the sense that it represents a group of parents of children with cp obtaining services from a difable child community in a semi-urban area. however, it is unknown whether parents who live (or continue to live) in outlying rural areas or those who do not receive any services have a different lived experience. the sample is diagnostically heterogeneous, with three different types of cp represented. the heterogeneity of the sample allowed this study to learn more about the experiences of parents whose voices are rarely heard, allowing for a more complete picture to be captured. the findings also serve as a guide for future research and may lead to an improvement in the well-being of parents. we acknowledge that the precise etiology of the children's cp was unknown, which would have helped contextualize the findings. references bps, r. 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(2013). sorrow, coping and resiliency: parents of children with cerebral palsy share their experiences. disability and rehabilitation, 35(17), 1447–1452. zuurmond, m., seeley, j., nyant, g. g., baltussen, m., abanga, j., polack, s., bernays, s., & shakespeare, t. (2020). exploring caregiver experiences of stigma in ghana: they insult me because of my child. disability and society, 0(0), 1–21. https://doi.org/10.1080/09687599.2020.1851172 microsoft word 19 40324-152978-3-ce.doc journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p346 346 inclusive practices: levels of teacher collaboration in regular schools agus pratomo andi widodo1,2*, achmad hufad2, sunardi3, enny hardi4, adinda safitri5 1 special education, universitas lambung mangkurat, banjarmasin, indonesia 2 special education,universitas pendidikan indonesia, bandung, indonesia 3special education,universitas pendidikan indonesia, bandung, indonesia 4accounting department, universitas lambung mangkurat, banjarmasin, indonesia 5special education, universitas lambung mangkurat, banjarmasin, indonesia *e-mail: andi.pkh.student@upi.edu, andi.plb@ulm.ac.id, achmadhufad@upi.edu, sunardi@upi.edu, ehardi@ulm.ac.id, safitri@gmail.com abstract: this research aims to analyze the collaborative learning in inclusive schools from the perspective of teachers and its implementation. collaborative learning will be a challenge if there are children with special needs and regular students learning together in inclusive class. this research used quantitative research method with descriptive approach. this research was conducted in 10 inclusive schools involving 20 teachers (10 special teachers and 10 regular teachers). the results showed the acceptance of the existence of children with special needs by regular teachers related to the collaboration process in inclusive schools. the collaboration levels that occurred were 50% very good (level 1), 30% good (level 2) and 20% poor (level 3). collaborative learning will succeed when the regular teachers accept the existence of children with special needs. keywords: collaboration, regular teacher, special teacher. introduction inclusive education allows all children to learn together without discrimination (armstrong, 2007; junaidi et al., 2022; ediyanto et al., 2023, amka et al., 2023). all children have the same opportunity to develop their potential (saharan & sethi, 2011). the different abilities are owned by each child, even the identical twins also have differences (ainscow, 2016). a good education system must be able to accommodate it all. children with special needs have the same rights in educational services (veck, 2014). the equality of rights is the equality of acceptance. the educational services are certainly different from regular children because require special services (armstrong, 2010). some children with special needs require greater portion of development services than academic services (lewis & norwich, 2007). the determination of this service is determined by the identification results and good assessment (squires, humphrey, barlow, & wigelsworth, 2012). the purpose of all this is to ensure that children with special needs can attend, participate and excel regular children in inclusive schools (ainscow & miles, 2008). the existence of children with special needs in regular schools is a challenge. collaboration between regular and special teachers is needed (ainscow & west, 2006). widodo's research showed that the collaboration of regular teachers and special teachers can improve the academic abilities of students with special needs (widodo, hufad, sunardi, & nandiyanto, 2020). the role of the two teachers is very important in the success of learning in inclusive schools. the research on inclusive education for children with special needs discuss a lot about flexible schools. good schools must fulfill the inclusion index (brokamp, 2017). teachers must have behaviors that accept diversity (yada & savolainen, 2017). there has not been much discussion about the perspective of collaboration and its implementation. the author wants to raise this issue in detail in this research. widodo et al., inclusive practices: levels of teacher collaboration … 347 method this research used quantitative method with a descriptive approach. quantitative method emphasizes objective measurement and statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys (zwiener-collins et al., 2023). the research settings were carried out in 10 inclusive schools of elementary school, junior high school and senior high school in banjarmasin, indonesia. data collection techniques were carried out by observation and interview. observations made to see the implementation of learning in inclusive class. interviews were conducted for each of the 10 regular teachers and 10 special teachers. specific data collected related to the acceptance of teachers, the level of collaboration and cooperation in the learning process. the level of collaboration was classified into 3 levels, very good was categorized to be level 1, good was to be level 2 and poor was to be level 3. result and discussion result the profile of regular teachers and special teachers in inclusive schools table 1 shows the list of regular and special teachers who collaborated. ten schools involved had different levels, namely elementary school, junior high school and senior high school. ten teachers paired in an inclusive class carried out the collaboration. there were three teachers with master degree education and the rest were teachers with bachelor degree education. table 1. distribution of regular and special teachers collaboration in inclusive schools perspective of regular teachers on children with special needs figure 1 shows the acceptance data for children with special needs. the data showed that 70% of regular teachers accepted the existence of children with special needs in their classes. as many as 20% of regular teachers were willing to accept under the condition that the children are categorized as children with mild disabilities. while 10% said they refused even though currently there were children with special needs in their classes, due to they were forced by the law to accept. 348 journal of icsar; volume 7, number 2, july 2023, pp. 346-353 figure 1. regular teachers’ acceptance of children with special needs in inclusive schools figure 2 shows the three levels of collaboration data from 10 pairs of teachers. data showed that 50% of pairing teachers were at level 1. they collaborated very well in classroom learning. as many as 30% of pairing teachers were at level 2. this means that they did the collaboration well during learning. the 20% pairing teachers showed the level of collaboration that was not good. between regular teachers and special teachers did not do the collaboration process. figure 2. the level of collaboration between regular teachers and special teachers in inclusive schools implementation of collaboration in learning learning planning learning begins with the planning process. the results of this research indicated that most of the plans were arranged individually. regular teachers arranged regular learning plans according to the curriculum. the special teachers made plans based on academic assessment and the development of students with special needs. widodo et al., inclusive practices: levels of teacher collaboration … 349 figure 3 shows the cooperation scores from each level of collaboration focused on learning planning activities. at level 1, regular and special teacher learning plans carried out 40% cooperation activities and left 10% independent activities. this illustration shows that at this level the cooperation in learning planning activities was very dominant. at level 2 learning planning activities, the portion of cooperation and independence was carried out at 50:50. at level 3, there was no visible cooperation activity. figure 3. cooperation scores in collaboration of learning planning learning implementation figure 4 shows the cooperation scores from each level of collaboration focused on the learning planning process. at level 1, all activities were carried out in cooperation. at level 2, cooperation was more dominant with a score of 25% and only 5% independent. at level 3, all activities were carried out independently. 350 journal of icsar; volume 7, number 2, july 2023, pp. 346-353 figure 4. cooperation scores in collaboration of learning implementation evaluation figure 5 shows the cooperation scores from each level of collaboration focused on learning evaluation activities. at each level of collaboration showed that all evaluation processes were carried out in cooperation. figure 5. cooperation scores in collaboration of learning evaluation discussion the teacher has the task to assist students in learning (hussin & hamdan, 2016). inclusion classes require teachers who have good knowledge in academics and child development (austin, 2001). most of the regular teachers in this research accepted the existence of children with special needs in their classes. the author saw in their perspectives that all children with special needs have the same right to learn. inclusive education gives students the right according to their potential (strogilos & tragoulia, 2013). inclusive education enables fair education without discrimination (armstrong, 2017). the differences that exist in each student are seen as unique diversity (kalonde, 2019). good teachers are able to solve all diverse problems (chitiyo & brinda, 2018). collaboration is one way to overcome problems in the classroom (strogilos & tragoulia, 2013). learning problems will be easier if solved together (pratt, imbody, wolf, & patterson, 2017). teachers with higher education tend to accept children with special needs (morgado, et al, 2016). the author assumes that the level of education makes teachers wiser. the vastness in thinking makes someone sees the positive side of something (nixon, 2015). academic maturity makes many alternative solutions to problems (pintrich, 2004). access to many references makes confidence in acting (litchfield, 2002). this research showed that female teachers cared more about children with special needs. women instinctively use their feelings in their behavior (sansone, 2017). caring as a mother makes her more close to children (gauvain & perez, 2008). this makes the acceptance of children with special needs to be very good. teachers at young age are more receptive to children with special needs. young age provides a motivational impetus for learning and facing challenges (fallon, 2010). a more widodo et al., inclusive practices: levels of teacher collaboration … 351 primed physical ability makes activity unlimited (ruskova, 1992). but the older teachers will be better in experience and patience (tsai, 2015). learning will run well if it is preceded by careful planning (redfern, 2018). this research showed that most of the planning was carried out with good cooperation between regular and special teachers. cooperation makes it easier for teachers to design learning (crevecoeurs et al., 2014). special teachers provide input through individual learning programs for children with special needs (mogonea, 2019). regular teachers develop general learning plans with minor adjustments for some students (fennick, 2001). discussions between regular and special teachers are needed to complete learning planning (bešić et al., 2017). the ability of the teacher to activate a pleasant learning atmosphere is very much needed in the inclusive class. this will not happen if it is not done in cooperation. regular teachers coordinate overall students assisted by special teachers who ensure the material is delivered to children with special needs (embury & dinnesen, 2012). collaboration will make a positive contribution to learning in inclusive class (widodo, 2020). evaluation is needed to measure the success of a learning (mckague et al., 2014). the author saw cooperation in evaluation in this research. regular teachers are not able to make their own evaluations (lin & lin, 2019). special teacher assistance will make evaluations more ideal for children with special needs (navarro et al., 2016). the ideal evaluation includes academic and development (arocena et al., 2018). the inability of regular teachers is what makes them have to work with special teachers (strogilos & tragoulia, 2013). conclusion this research showed the perspective of regular teachers regarding the acceptance of children with special needs in inclusive classes affected the level of collaboration. the acceptance of the existence of children with special needs in banjarmasin inclusive schools made the collaborative levels even better. of the research subjects, 50% were at level 1, 30% were at level 2 and 20% were at level 3. the implementation of cooperation in the collaboration level was seen in the process of planning, implementing and evaluating learning. collaborative learning is successful if the regular teacher accepts the existence of 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(2023). decolonising quantitative research methods pedagogy: teaching contemporary politics to challenge hierarchies from data. politics, 43(1). https://doi.org/10.1177/02633957211041449 60 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 analysis of problems faced by special education teacher in teaching multiple disabilities students azhar aliasa, norshidah mohamad sallehb asekolah rendah pendidikan khas muar (p), malaysia buniversiti kebangsaan malaysia, malaysia e-mail : jaaxtream@gmail.com abstract: this study was conducted based on maslow’s motivational theory that focusing on maslow’s hierarchy of needs. this survey had implemented questionnaire instrument that had been adapted from oklahoma office of handicapped concerns: 2001-2002 disability assessment study. interview protocol was adapted from national center for postsecondary improvement and was implemented to identify other problems. the respondents were 66 special education teachers from 18 schools in muar distric state of johore malaysia and 18 others were interview session that were choosen using purposive sampling. the datas were analyzed using the ibm spss statistic version 22 by comparing mean and the findings from the interview were analyzed narratively. both findings were devided into 3 levels which were low, medium and high according to mean value and percentage of respondent agreements. this study had found 12 problems (mean=3.97, s.d=0.916) and the 4 main problems according to priority were (1) lack of specific teaching aids (mean=4.15, s.d=0.808) (2) low self motivation and self confident (mean=4.14, s.d=0.857) (3) lack of aids support (mean=4.12, s.d=0.851) (4) communication problems (mean=4.09, s.d=0.872). the findings from the interview had came up with 15 problems and the 5 main problems according to priority were (1) emotional disturbance and lack of concentration (2) non-condusive environment in the classroom (3) communication problems (4) low cognitive level (5) lack of specific teaching aids. these findings were seen as good indicators for the authorities and special education teachers to develop and improve the education system, teaching pedagogy and high quality level of profesionalism among special education teachers. keywords: multiple disabilities, severe disabilities, needs analysis. multiple disabilities were defined as a person with two or more disabilities (norshidah & manisah 2010). multiple disabilities were also the combination of disabilities that leads to specific education needs and can’t be adapt to special education programme for one type of disability (centre for parents information and resources 2013). however, this definition did not include the deaf-blind category (idea 2004) but it was accepted in malaysia. while severe disabilities refer to person with severe disabilities and need different measurement and evaluation in the aspects of politic, social, laws, education, health and financial in order to ensure their rights in education effectively and with best quality (manuel et al. 2014). there were two examples of disabilities combinations namely the combination of intellectual disability with blindness and the combination of intellectual disability with physical impairment (centre for parents information and resources 2013). however, special education students in malaysia were devided into three main disability categories that were the hearing impairment, visual impairment and learning impairment. each multiple disability child had their own unique and specific characteristics. although there were various characteristics among individual with multiple disabilities that caused by multiple disabilities combination, there were still general specific characteristics that can be observe such as: a) limited speech and communication ability; b) basic physical mobility disability; c) the tendency to lost basic skills by the lack usage of the skills; d) difficulty in generalizing skills from one situation to another situation; e) need support in daily life main activities (norshidah & manisah 2010). these general specific characteristics were important indicators in developing programme, teaching pedagogy and curriculum that compatible for multiple disabilities students. each disability was caused by specific factors. the causes of multiple disabilities were chromosome abnormality, pre-matured birth, problems after birth, delay in brain development, germ and virus infection, genetic disorder and injury that caused by accident (centre for parents information and resources 2013). education for multiple disabilities students is very important and in this case, special education teachers 61azhar alias, norshidah mohamad salleh, analysis of problems faced by special education . . . play important role in educating, passing on knowledge dan skills towards special needs students. special education teachers should have the ability to manage the students with multiple range and disability range starting from mild to profound (emery & vandenberg 2010). however, this disabilities combination had caused a lot of problems to the special education teachers towards effective teaching and learning because they need specific education needs and can’t be adapt to special education programme for one type of disability. special education teachers should be wise in identifying and understanding the needs of multiple disabilities children because they have their own skills, strength and education needs (centre for parents information and resources 2013). so, all teachers should try to identify and understand the strength and interest of the children in order to motivate them and increase the quality of the education for them. education system for special needs students that had implemented various effective methods or techniques and comprehensive evaluation or assessment will benefit the students. students with severe learning impairment without speech can get benefit from the education system that they involved if the teacher and students use augmentative and alternative communication in teaching and learning process (noraini et al. 2012). special needs children should involve actively in the process of assessment and intervention to ensure that they receive effective learning (susheel et al. 2015). rather than that, effective interaction and communication are important to special needs children (pinar et al. 2014; nijs & maes 2016). special education teachers should also understand deeply about individual education plan (iep). iep is an important element to determine goal and itemize the implementation of education according to the objective that had been defined. although quality of the iep is a performance assessment aspect that is not significant but the education system still need to provide professionalism development programme and increase the iep observation quality in order to increase the achievement among special needs students and to ensure that the goal and service stated in the iep were observed and implemented accordingly (tamika et al. 2013). multiple disabilities students need additional modification and accommodation in the classroom that suit their needs. this type of students could not complete their own task independently and they need support or guidance. assistive technology (at) is a teaching aid that really need by the multiple disabilities students. without assistive technology, students will have difficulties to complete tasks given. assistive technologies are teaching aids such as computer, alternative communication system and et cetera. thus, special education teachers should have mastered the skills in conducting assistive technology in teaching and learning pedagogy. while, personal digital assistant (pda) was developed to increase the playing ability among multiple disabilities children and to help in their rehabilitation proses (proenca et al. 2014). thus, assistive technologies have the potential to improve standard of living and to get rid of difficulties in learning among learning impairment students (bradley et al. 2012; rufus et al. 2015). maslow’s motivational theory believed that human always motivated to achieve dan fulfill their self needs. this is shows in maslow’s hierarchy of needs that showing the levels of human needs starting from physiology, safety, love and trust, self-appreciation and finally self-fulfillment needs. when the basic level of human need was fulfill, the next level of need become the next priority (xiaoqin 2016; maslow 1954). if human needs were not fulfill according to the hierarchy, problems or conflicts will occur and that particular person will not be able to shift to another level of needs. thus, it is important that this survey was based on maslow’s motivational theory to identify and determine the priority level of the problems faced by special education teachers in teaching multiple disabilities students in order to overcome the problems according to the hierarchy of needs. diagram 1.0 : maslow’s hierarchy of needs sourse : www.simplypsychology.org (2016) the small population of multiple disabilities children had limit the total empirical research. thus, understanding the problems and needs of the multiple disabilities children were so limited in malaysia. therefore, research about problems faced by special education teachers in teaching multiple disabilities students is a must although their population was small because every child deserves fairness and equality towards opportunity to receive high quality education (nclb, 2001). improving education for special needs children is an important element in national policy to ensure equality of opportunity, full participation, ability to be independent and adequate ecomonic for individual with disability (idea 2004). early survey had found out that the percentage 62 journal of icsar; volume 1, number 1, january 2017: 60-67 of multiple and severe disabilities students over the total special needs students in muar district for the year 2016 was 9.78%. this percentage was a lot higher than in the developed country such as usa that only obtained the percentage of 2% for the year 2014 (nces 2016) although there was a bit different of multiple disabilities definition between idea (2004) and person with disabilities act 2008 (act 685) because idea (2004) had excluded the category of deaf-blind from the multiple disabilities category. thus, this high percentage shows that there is a need to do research in deep understanding and in details regarding multiple disabilities children in order to ensure that they receive appropriate education level in accordance to their disabilities and they will not be having education or career dropout. the main objectives of this research are to: a) identify the problems faced by special education teachers in teaching multiple disabilities students; b) determine the priority level of the problems faced by special education teachers in teaching multiple disabilities students. methodology the research design of this study was quantitative survey design. the purpose of the survey is to describe, compare and predict the attitudes, opinion, behaviour and characteristics of the population (sherri 2006). therefore, the implementation of this research design is coincide with the research purposes; to identify and determine the priority level of the problems faced by special education teachers in teaching multiple disabilities students. the study began by analyzing a number of journal articles to obtain preliminary information regarding the problems faced by special education teachers in teaching multiple disabilities students. the search results were found nearly 32 articles related to children with multiple disabilities, children with severe disabilities or special education teacher. after the screening had been done, only 13 journal articles were selected for analysis. all 13 journal articles are divided into two forms; empirical research study and conceptual studies with 11 in the form of empirical studies and another 2 were in conceptual form. location for the empirical study is dominated by the usa with 4 journal articles and 3 journal articles were from malaysia. while canada, romania, turkey and netherlands respectively with 1 journal article each. this shows that the country of usa made a lot of study regarding children with multiple disabilities compared to other countries, including malaysia. research design for the journal articles are mostly empirical surveys and qualitative case studies. there were only two journal articles conducting quantitative study with the number of respondents 150 people and 326 people respectively. the results of the review of journal articles have found 12 problems faced by special education teachers in teaching multiple disabilities students; (1) incompatibility of curriculum (2) the absence of teaching module (3) the absence of specific trainings or courses (4) low self efficacy (5) lack of specific teaching aids (6) lack of aids support (7) low self motivation and self confident (8) communication problems (9) low mobility skills (10) non-condusive environment in the classroom (11) low sensitivity among school administrators and mainstream teachers (12) incompatibility of co-curricular activities. in addition, the initial survey was also conducted in schools of muar district that have classes or special education programmes to obtain the enrollment of multiple and severe disabilities students for the year 2016. 36 schools were identified having a special education programme by the division of 25 primary schools and 11 secondary schools with the total of 695 special education students attended. a total of 18 schools were found to have pupils with multiple and severe disabilities by the division of 11 primary schools and 7 secondary schools. the results of this initial survey found that the percentage of students with multiple and severe disabilities compared to overall special education students in muar for 2016 is 9.78%. this percentage is much higher when compared to developed countries such as united states which recorded the percentage of 2% in 2014 (nces 2016). table 1.0: number of students with multiple disabilities in muar district for the year 2016 category total deafblind 1 deaf and learning impairment 4 blind and learning impairment 7 physical impairment and learning impairment 21 severe disabilities / mental retardation 35 overall total 68 questionnaire for this study was adapted from the oklahoma office of handicapped concerns: 20012002 disability assessment study comprises four constructs of socio-demographic information, analysis of the needs of individuals with disabilities, analysis of the problems faced by special education teachers and analysis of the needs of special education teachers in teaching multiple disabilities students. however, this study only analyzed 2 constructs (socio-demographic information and analysis of the problems faced by special education teachers). socio-demographic information consists of 15 items, but only four items were selected for the analysis (gender, age, education level and teaching experience). whereas, problem analysis consists of 12 items that had been obtained from the analysis of journal articles and the items 63azhar alias, norshidah mohamad salleh, analysis of problems faced by special education . . . findings and discussion findings the data obtained from the questionnaire were analyzed descriptively by percentages and comparing mean using ibm spss statistics software version 22. data from the first construct of socio-demographic information is analyzed to determine the percentage of 4 items (gender, age, education level and teaching experience). meanwhile, data from construct of analysis of the problems faced by the teachers were analyzed by comparing mean and each acquisition referred to the 3 quartiles of mean [first quartile: 1.0-1.6 (low); second quartile: 1.7-3.3 (moderate); third quartile: 3.4-5.0 (high)] to show the degree of strength of the problems. the data from the interview sessions were analyzed narratively according to the findings of certain themes and the percentage of respondents referred to the 3 quartiles of percentage [first quartile: 0-33% (low); second quartile: 34-67% (moderate); third quartile: 68-100% (high)] to show the degree of strength of the problems. both findings (questionnaire and interview) will also be analyze according to priority level (low, moderate and high). the study is divided into two aspects, namely the priority level of the problems and other related problems. the first findings (questionnaires) aimed to fulfill the main objectives of the study and the findings of the interview is an added value to the key findings of the study. the priority level of the problems the literature review that was conducted using the method of systematic review had identified issues of special education teachers in teaching multiple disabilities students. meanwhile, a descriptive analysis of the third construct (analysis of the problems faced by the teachers) had been able to determine the priority level of the problems as shown in table 2.0. based on table 2.0, it appears that the overall mean of 3.97 located on the third quartile (3.4-5.0). this shows that the problems faced by special education teachers in teaching students with multiple disabilities are at a high level. at the same time, it gave an indication that the reality of special education teachers in muar facing high degree of problems in teaching multiple disabilities students. all the 12 problems were on the third quartile (3.45.0) and indicates that all of the problems at the high degree of strength and once again, it showed that all the 12 issues were the main problems faced by special education teachers in teaching students with multiple disabilities. however, there are four main problems that most significantly according to the priority level (low, medium and high) namely (1) the lack of teaching aids comprise 12 questions using a likert scale of 1 to 5 (1-strongly disagree, 2-disagree, 3-somewhat disagree, 4-agree, 5-strongly agree) and one part of open-ended question. this questionnaire has gained validity and reliability with cronbach alpha values 0.932 and has been ratified by five experts, namely a lecturer in the field of special education, 2 language specialist teachers and 2 teachers expert in the field of special education. interview instruments was adapted from interview protocol of the national center for postsecondary improvement (2003) to identify other problems faced by special education teachers in teaching multiple disabilities students and this instrument have gained validity and reliability from a special education lecturer, a teacher expert in the field of special education and a language specialist teacher. the instrument consists of 3 constructs (background of the respondents, the problems faced by teachers and the needs of teachers in teaching multiple disabilities students). however, this study only focused on 2 construct that were the background of the respondent and the problems faced by the teachers. the construct of the respondents’ background consists of 4 questions and the construct of the problems faced by the teachers consists of 2 questions. this study had chosen special education teachers that had experiences in teaching students with multiple disabilities. the sample must have the characteristics or attributes of the population to be studied so that the information obtained through the survey can give a statement and an overview of the overall population studied (sabitha, 2006). the sample for the survey were 66 special education teachers from 18 schools that had been identified having multiple disabilities students. the findings of the socio-demographic data reveals that the sample consisted of women (percent=72.7%, n=48) and men (percent=27.3%, n=18). the percentage of respondents was higher in the range of middle age of 36 years to 54 years (percent=57.6%, n=38) and followed by the young age of below 35 years (percent=36.6%, n=24) and the old age of 55 years and above (percentage=6.1%, n=4). in terms of education level, the respondents consist of graduates (percent=84.8%, n=56) and non-graduates (percent=15.2%, n=10). while in terms of teaching experiences, teachers with experiences of less than 6 years (percent=37.9%, n=25), 7 years to 12 years (percent=27.3%, n=18) and has more than 13 years experiences (percent=34.8%, n=23). meanwhile, respondents of this interview is composed of 18 special education teachers selected using purposive sampling with an age range between 28 years to 55 years and was also composed of 9 males and 9 females. 10 of them teaching in primary school and 8 of them teaching in secondary school. 64 journal of icsar; volume 1, number 1, january 2017: 60-67 (mean=4.15, s.d=0.808) (2) low motivation and selfconfidence (mean=4.14, s.d=0.857) (3) the lack of aids support (mean=4.12, s.d=0.851) and (4) communication problems (mean=4.09, s.d=0.872). this shows that the problem of special education teachers in teaching students with multiple disabilities are related to aspects of teaching aids and students’ self-problems in terms of self-motivation, self-confidence and communication. meanwhile, 4 problems were at the level of low priority, were the incompatibility of co-curricular activities (mean=3.92, s.d=0.917), incompatibility of curriculum (mean=3.89, s.d=1.025), the absence of teaching module (mean=3.85, s.d=0.932) and the absence of specific trainings or courses (mean=3.59, s.d=1.123). this finding indicates that the problems were at the low priority level where it associated with the education system that includes curriculum, modules, co-curricular, trainings and courses. table 2.0: the mean value, standard deviation and the priority level for each item of the problems faced by teachers in teaching multiple disabilities students. no item mean standard deviation priority level 1 lack of specific teaching aids. 4.15 0.808 high 2 low self motivation and self confident. 4.14 0.857 high 3 lack of aids support. 4.12 0.851 high 4 communication problems. 4.09 0.872 high 5 low mobility skills. 4.03 0.841 moderate 6 low sensitivity among school administrators and mainstream teachers. 4.02 0.953 moderate 7 non-condusive environment in the classroom. 3.95 1.014 moderate 8 low self efficacy. 3.94 0.802 moderate 9 incompatibility of co-curricular activities. 3.92 0.917 low 10 incompatibility of curriculum. 3.89 1.025 low 11 the absence of teaching module. 3.85 0.932 low 12 the absence of specific trainings or courses. 3.59 1.123 low total 3.97 0.916 high n = 66 other related problems the findings from the interview sessions over 18 special education teachers had displayed 15 problems faced by special education teachers in teaching students with multiple disabilities. 7 of the problems corresponds to the problems as there were in the third construct (analysis of problems) and 8 of them were other related problems that were emotional disturbance and lack of concentration, low cognitive level, lack of support from parents, discipline problems, the absence of intervention programs and therapies, emotional instability among teachers, unassertive among teachers.and low understanding about students with multiple disabilities. according to the approval of the respondents, the problem of emotional distress and lack of concentration was at the second quartile (34-67%), indicating a moderate degree of strength. meanwhile, the other problems that were at the first quartile (033%) showed a low degree of strength. this suggests that emotional disturbance and lack of concentration is a problem frequently encountered by special education teachers compared to other related problems. table 3.0: percentage of respondents approval and priority level for each item of the problems faced by special education teachers in teaching multiple disabilities students. no item percentage of respondents approval priority level 1 emotional disturbance and lack of concentration. 39% high 2 non-condusive environment in the classroom. 33% high 3 communication problems. 28% high 4 low cognitive level. 28% high 5 lack of specific teaching aids. 22% high 6 the absence of teaching module. 17% moderate 7 incompatibility of curriculum. 17% moderate 8 lack of support from parents. 11% moderate 9 discipline problems. 11% moderate 10 lack of aids support. 11% moderate 11 low mobility skills. 6% low 12 the absence of intervention programs and therapies. 6% low 13 emotional instability among teachers. 6% low 14 unassertive among teachers. 6% low 15 low understanding about students with multiple disabilities. 6% low n = 18 65azhar alias, norshidah mohamad salleh, analysis of problems faced by special education . . . based on table 3.0, it is found out that there were 5 problems that were at a high priority level, namely (1) emotional disturbance and lack of concentration (2) non-condusive environment in the classroom (3) communication problems (4) low cognitive level and (5) lack of specific teaching aids. it also showed that the main problems were related to the aspects of teaching aids, accommodation and students’ self-problems such as communication, emotional and cognitive development. discussion based on the findings, the main problems of special education teachers in muar in teaching students with multiple disabilities were related to the aspects of teaching aids and the problems faced by the students themselves in terms of self-motivation, self-confidence and communication. this is an indicator for teachers, school administrators and the ministry of education to provide special facilities for special needs students so that they can receive more effective education. this coincided with maslow’s hierarchy of needs where it stated that the physiological needs must be met first before stepping to the next level of needs (xiaoqin, 2016; maslow, 1954). it also covers the physiological needs of sensory and sensorimotor development among students with multiple disabilities which will be formed only through a catalyst such as teaching aids, aids support and appropriate co-curricular activities. this is supported by various studies that have been conducted regarding the development of assistive technology devices for the use of children with multiple disabilities (ann & maclaine, 2013; proenca et al., 2014; rufus et al. 2015). the findings also indicate that the problems related to the education system, including curriculum, modules, co-curricular activities, training and courses were not the problems at the level of high priority. this may be due to the improvement of the special education system in malaysia which included the implementation of new curriculum and assessment namely standard curriculum for primary schools-special education or kurikulum standard sekolah rendah pendidikan khas (kssrpk) which was implemented in 2011 and alternative assessment of primary schools or penilaian alternatif sekolah rendah (pasr) that were implemented in 2016. meanwhile, standard curriculum for secondary schools-special education or kurikulum standard sekolah menengah pendidikan khas (kssmpk) will be implemented nationwide in 2017. multiple disabilities students need special assessment and must be actively involved in the assessment process (susheel et al. 2015) and the implementation of the iep need to be monitor effectively (tamika et al. 2013). this indicates that the formation of curriculum and assessment for special education can reduce the problems faced by the special education teachers in teaching and learning process. the findings of interviews have found out other related problems such as emotional disturbance and lack of concentration, low cognitive level, lack of support from parents, discipline problems, the absence of intervention programs and therapies, emotional instability among teachers, unassertive among teachers and low understanding about students with multiple disabilities. mrs. nursyahirah, 32 years stated that: “special students typically always less focused in class. sometimes when he’s not emotionaly stable, the teacher had problems to teach. “ emotional disturbance and lack of concentration (39%) in the teaching process is also submitted by 6 other respondents. mrs. siti aminah nor, 32 years share her opinion that: “iq for multiple student is very low. so, when a student in the class was over crowded, the teacher having difficulty to teach and can not face to face with the multiple student.” low cognitive level and non-condusive classroom will further complicate the process of teaching and learning because the face to face technique can not be implemented to meet the needs of attention of the students. mr. abdul rahman, 52 years old, in a statement said: “this multiple boy sometimes creates discipline problems such as disturbing his friend and frequently not coming to school.” disciplinary problems and absenteeism are often one of the global issues among pupils with special needs in malaysia and this is no exception to students with multiple disabilities. lack of support from parents also often create difficulty for teachers to better understand the characteristics of the children and this will cause the process of teaching and learning becoming less effective. this is consistent with feedback from mr. abdul halim, 41, who said: “sometimes special education teacher did not understand what is actually multiple disabilities students. if you do not understand, how are you going to teach them? the teacher should know the characteristics, appropriate teaching aids and the student’s problems.” emotional instability, insecurity and a low stage of patience among the special education teacher itself is a problem as expressed by mrs aishah, 52 years old: “becoming special education teacher that teaches severe pupils needs a lot of patience and emotionally stable when coming to school. but when teaching them, teacher need to be firm especially regarding rules.” 66 journal of icsar; volume 1, number 1, january 2017: 60-67 conclusion and suggestion the impact of this research is the ability of the authorities or the teachers themselves to set steps to overcome the problems encountered in teaching students with multiples disabilities step by step and thus, able to save time and energy because the targeted problem is precise and not stray. the presence of groups or individuals with multiple disabilities is indeed in a very small population and without realizing it, this minority population had tested the concern and empathy among the majority. special needs students need to have proper education and compatible to their needs (idea 2004). thus, an analysis of the problems faced by special education teachers in educating these people is compulsary because the teacher is part of the education system. the solution that emerges from the analysis of these issues will ensure that students receive proper education from high quality special education teachers. this is the mandate that must be upheld by the teachers to ensure that students achieve optimum level of self-potential and be independent as stated at the highest level in the maslow’s hierarchy of needs. therefore, all parties involved need to work together and collaborate to ensure that students with multiple disabilities can receive a wide range of high-quality level of education. references ann c. orr & mclaine mast. 2013. tablet-based communication and children with multiple disabilities: lessons from the clinical setting. journal of social and behavioral sciences. 141 : 138 – 142. bradley n. hedrick, norma j. stumbo, jay k. martin, liam g. martin, david l. nordstrom & joshua h. morrill morrill. 2012. personal assistant support for students with severe physical disabilities in postsecondary education. journal of postsecondary education and disability. 25(2) : 161 – 177. centre for parents information and resources. 2013. multiple disabilities. adapted from http://www. parentcenterhub.org[14 jun 2016]. emery, d. w. & vadenberg, b. 2010. special education teacher burnout and act. international journal of special education. 25(3) : 119-131. esther i. wilder. 2002. the needs of individuals with disabilities in oklahoma. oklahoma disability report. adapted from https://apps.ok.gov/ odc/about_odc/ disability_ report/index[11 november 2016]. fred p. orelove, dick sobsey & rosanne k. silberman 2004. educating children with multiple disabilities. baltimore: paul h. brookes publishing. idea. 2004. idea 2004 : building the legacy. adapted from http://idea.ed.gov/part-c/statutes [13 jun 2016]. jessica a. klenk & lisa a. pufpaff. 2011. a case study of tack tiles literacy instruction for a student with multiple disabilities including congenital blindness. journal of physical disabilities: education and related services. 48-66. malaysia. 2008. akta orang kurang upaya 2008 (akta 685). manuel lópez-torrijo & santiago mengualandrés. 2014. students with severe, permanent disabilities and their educational inclusion in spain. international education studies. 7(2) : 91–105. nces. 2016. children and youth with disabilities. adapted from http://nces.ed.gov/programs/ nclb. 2001. improving the academic achievement of the disadvantged. adapted from http://www2. ed.gov/policy nijs s., vlaskamp c. & maes b. 2016. children with pimd in interaction with peers with pimd or siblings. journal of intellectual disability research. 60 (1) : 28-42. noraini ahmad, zamri mahamod & zahara aziz. 2012. communication skill teaching for severe learning disabilities pupils. malay language educational journal. 2(2) : 11-18. norshidah mohd salleh & manisah mohd ali. 2010. students with visual impairments and additional disabilities. procedia social and behavioral sciences. 7 : 714–719. pinar safak, muzeyyen eldeniz cetin & mehtap kot. 2014. siblings attitudes towards persons with severe/profound and multiple disabilities in turkey. journal of social and behavioral sciences. 191 : 2083 – 2088. proenca, joao pedro, quaresma, claudia, vieira & pedro. 2014. new application: adaptation of toys for children with multiple disabilities. procedia technology. 17 : 351 – 358. rufus olanrewaju, nalado abubakar & patricia kwalzoom. 2015. using assistive technology in teaching children with learning disabilities in the 21st century. journal of education and practice. 6(24) : 14-20. sabitha marican. 2006. penyelidikan sains sosial pendekatan pragmatik. batu caves : edusystem. 67azhar alias, norshidah mohamad salleh, analysis of problems faced by special education . . . sherri l. jackson. 2006. research methods and statistics – a critical thinking approach. usa: thomson wadsworth. stacie b. whinnery & keith w. whinnery. 2012. effects of increased mobility skills on meaningful life participation for an adult with severe multiple disabilities. journal of physical disabilities : education and related services. 27-40. susheel joginder singh, teresa iacono & kylie m. gray. 2015. interactions of pre-symbolic children with developmental disabilities with their mothers and siblings. international journal of language and communication disorders. 50(2) : 202-214. tamika p. la salle, andrew t. roach & dawn mcgrath. 2013. the relationship of iep quality to curricular access and academic achievement for students with disabilities. international journal of special education. 28(1) : 135-144. xiaoqin. 2016. motivation management of projectbased learning for business english adult learners. international journal of higher education. 5(3) : 137-145. microsoft word 20 40325-152893-4-ce.docx journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p354 354 self-development program wearing children's pants with intellectual barriers dara ayu rozaliana*, imas diana aprilia, oom sitti homdijah universitas pendidikan indonesia, bandung, indonesia e-mail: daraayu98@upi.edu, imasdiana@upi.edu, oomshomdijah@upi.edu abstract: self-development using early intervention programs with material wearing shorts. the goal is that children are able to wear shorts independently without the help of others. this study used mixed methods by combining quantitative and qualitative to see the ability of children to wear shorts, the sample of this study was children with intellectual barriers at an early age (under 6 years). data collection techniques use observation, interviews and documentation. the results of the child's research obtained a significant score, where in treatment 1 the score of children wearing pants was 42.3%, in treatment 2 they got a score of 53.8%, treatment 3 with a score of 65.3%, treatment 4 with an 80.7% score and treatment 5 with an 84.6% score. the results of this study showed an increase in the development of self-development wearing children's pants with intellectual barriers. keywords: self-development, wearing pants, children with intellectual barriers introduction children with special needs can be interpreted as children who have limitations or differences with normal children in general both in terms of physical, mental, social behavior, and also academic (niratama et al., 2023; maulidia et al., 2018; jamaris, 2019). in this case, daryanto & farid (2015: 198-199) categorize the scope of the concept of children with special needs into two groups, namely children with special needs who are temporary (temporary) and children with special needs who are permanent 2 (permanent). children with special needs have several specialties, one of which is children with intellectual disabilities or children with intellectual barriers. children with intellectual barriers are children who have intellectual barriers with a level of intelligence (iq) below children in general. because children experience intellectual barriers, it is not uncommon for children with intellectual disabilities to have problems with delays in their independence. therefore, there is a need for services that can help children with intellectual disabilities to develop self-development independence as a provision in living their future lives. self-development is one of the specialty programs that includes a series of training and coaching activities for individuals who need special services in a planned and systematic manner (rochjadi, 2014: 4). the purpose of self-development is to create independence and a sense of responsibility for children with intellectual barriers or intellectual disabilities. self-development training is given as early as possible, the aim is to help children improve their independence. because as it is known that children under the age of 6 years are the golden age where at that age the child's grasp is faster to understand something, therefore the teaching done at that age will be better. the self-development of children with intellectual barriers according to the ministry of education and culture in the teacher book of the special development program includes several aspects including: self-care skills such as wearing pants, health and safety maintenance skills, communication skills, social skills, work skills and leisure skills. ravanis (2022) showed that early intervention can be interpreted that handling or intervention actions are carried out at the early development stage of children, namely rozaliana, aprilia, & homdijah, self-development program wearing children's pants … 355 children at an early age where children are at the age of 0-6 years, toddlers, or pre-school age. the reason for early intervention in children with special needs is to improve child development, provide support and assistance to families, and maximize the benefits of children and families to the community. with early intervention in children with needs, it is expected to reduce the effects of obstacles experienced because they are corrective or preventive and improve obstacles encountered in existing development, as well as prevent the occurrence of other impacts caused by these obstacles. and the most important role of early intervention is the family. because the family is a child's first education before entering school. the family is a household that has marital relations, blood relations or provides the implementation of fundamental instrumental functions or expressive functions for its members who are in a network (hill, 1998 in lestari, 2006). family is the best companion because families have more time with children, which means getting to know about everything children like and children's difficulties. therefore, the role of the family in providing children's intervention in developing self-development skills such as wearing shorts is very important, because wearing pants is included in the aspect of self-care and is the basis for the independence of children with intellectual disabilities and the role of parents in self-development teaching are more effective in children's success. method the method used in this study is mixed method. according to creswell (2010) that the mixed methods research approach is research that combines qualitative and quantitative data collection. research conducted using concurrent mixed methods or research strategies that combine qualitative methods and quantitative methods at one time. the qualitative data of this study is in the form of children's ability to wear shorts based on the results of interviews and quantitative data collection of this study in the form of children's ability test results. the sample used was a 6-year-old child with intellectual disabilities who had not been able to take good care of himself. the data collection technique used in this study is by observation and parent interviews about parenting patterns for children, how to overcome problems in the family and what support parents have done for the development and needs of their children. in addition, researchers conducted observations and interviews regarding the stages of parental acceptance of children's conditions to see parents' mental readiness in teaching children. according to esterberg in sugiyono (2015) an interview is a meeting conducted by two people to exchange information or an idea by way of questions and answers, so that it can be condensed into a conclusion or meaning in a particular topic. in addition to observation and interviews, documentation is also a technique for collecting data from this study as evidence of the implementation carried out by parents. result and discussion result the implementation of the intervention program is carried out several times with parents as practice at home. the procedure for implementing early intervention is for the assessor to identify and assess first which then obtains a profile of the child regarding his abilities, obstacles and needs. after obtaining the child's profile, the assessor and parents discuss the child's condition and needs so as to get aspects of wearing shorts with zippers and buttons as an intervention program plan. then together with parents, the assessor explained about the program of wearing shorts and practicing directly in front of parents, so that parents can understand the steps of teaching shorts to children and can practice 356 journal of icsar; volume 7, number 2, july 2023, pp. 354-358 independently at home. furthermore, parents teach how to wear shorts at home to children who are monitored by assessors either face-to-face or online. after that, parents allow children to wear pants independently, the goal is that the child's self-development ability increases. this is supported by swartz & hendricks (2000), by building children's selfcompetence, letting children do their own will increase children's self-esteem so that they can further train children's self-control. based on the results of the early intervention development program wearing shorts, the following results were obtained: figure 1. early intervention results treatment 1 was carried out on december 2, 2022 and the child received a score of 42.3% with several aspects that were not yet able such as recognizing the shape of shorts and their functions, inserting their feet into the holes of the right and left pants, while the aspect of raising the zipper and buttoning the child's pants was still in the stage of being able to with assistance. the aspect shows the button part of the pants, puts the pants on the floor and raises the pants up to the hips. the child is still in the stage of needing the help of others, while showing the parts of the pants such as the front, back, pockets and zippers the child is able to. treatment 2 was carried out on december 5, 2022 with a score of 53.8% in this treatment, there are several aspects that have improved, such as recognizing the shape of pants and their functions, which initially children have not been able to become capable children with physical and verbal assistance, but for aspects of buttoning children's pants are still unable and several other aspects such as putting pants on the floor and showing parts of pants, the results obtained are still the same as treatment previously. on wednesday, december 7, 2022, treatment 3 was carried out with a score of 65.3%. there are aspects that have improved in this treatment, namely showing the buttons of the pants, but other aspects have not improved or are still the same as the previous treatment. similar to treatment 4 on december 8, 2022, some aspects are still the same results as the previous treatment, but there are some aspects that have improved, namely raising the zipper up and raising the pants up to the hips, so that it gets a score of 80.7%. treatment 5 children experienced an improvement in the aspect of buttoning pants from children who have not been able to become able with help and aspects of showing parts of pants, putting pants on the floor, inserting legs according to trouser holes, raising pants up, and raising the zipper of children able to independently so that they get a score of 84.6% even though in the aspect of mentioning the function of children's pants is still with help. rozaliana, aprilia, & homdijah, self-development program wearing children's pants … 357 on the implications of early intervention, parents give examples that are seen directly by children gradually, starting from the introduction of shorts followed by children, after which children are asked to answer the pants as designated by parents, to practice how to wear pants gradually and followed by children repeatedly. this teaching method aims to facilitate children's understanding in strengthening how to wear shorts by demonstration. in line with the opinion of muhibbin shah (2000: 22), the demonstration method is one of the learning methods by demonstrating a way or process, goods, events and rules directly or using learning media from the material presented. discussion self-development learning for children with intellectual barriers is preferred, if taking care of themselves for people is generally an easy thing but for children with intellectual barriers these activities include difficult things such as wearing pants independently. with these obstacles, early treatment is needed to increase the success rate of self-development of children with intellectual barriers. early treatment will not work if the child's family does not contribute to self-development learning. in line with the opinion of guralnick (2007), early intervention consists of several systems, including education and family support, all of which are designed to reduce problems in children. family-based early intervention emphasizes child services by parents/families of children in collaboration with experts, as it is known that children aged 0-6 years spend more time at home than school, therefore all early intervention processes are taught at home with parents as trainers and observers. in agreement with smeets wt al. (2007) that family-based early intervention prioritizes parents as care for children with special needs. with the participation of parents who work together with experts can help to plan children's future programs and solve children's problems (heward, 1979). based on the results of the implementation of early intervention, it shows better results in self-development wearing pants. this is because there are stages that must be carried out before treatment so that the implementation of interventions is more directed and structured according to children's needs such as assessment, profiling, program design to evaluation / assessment. in addition, interaction between family members is also an influence on the success of self-development skills wearing pants in children with intellectual barriers. according to kulis (2006); burkhardt et al. (2023); smith et al. (2004) early intervention is effective for cultivating and strengthening children's skills as well as family interaction. conclusion as is known, children with intellectual disabilities certainly have problems and the most frequent problem is about children's independence. providing intervention to the mentally impaired self-development is important to do, because the earlier or earlier the intervention is given, the higher the success that will be obtained. as for the implementation of early intervention, there are several stages, namely; (1) determine the timeline of activities, (2) observation and interviews for case search, (3) identification, (4) assessment to parents and children, (5) profile, (6) preparation of intervention programs according to assessment results, (7) implementation of parental intervention and child intervention, (8) results of intervention. in addition to the procedures that must be appropriate, the role of parents in this implementation also affects because the more diligent and tenacious parents are, the better the results obtained. acknowledgement 358 journal of icsar; volume 7, number 2, july 2023, pp. 354-358 the researcher would like to thank mrs. oom sitti khomdijah, m.pd and dr.dr. riksma nurahmi rinalti akhlan, m.pd as a lecturer in the development of children's programs with intelligence and motor barriers, mrs. imas diana, m.pd as an academic supervisor, as well as parents and research subjects who have helped this research. and also the researcher thanked his special education magister friends 2021/2022 who have helped both directly and indirectly. references burkhardt, t., huang, l. a., herriott, a., pacheco-applegate, a., & spielberger, j. (2023). strengthening home visitor practice through an embedded model of infant and early childhood mental health consultation. prevention science, 24(1), 105-114. https://doi.org/10.1007/s11121-022-01461-6 creswell, j. (2010) “mapping the developing landscape of mixed methods research”, in in sage handbook of mixed methods in social & behavioral research, tashakkori, a. and teddlie, c. (eds) 2010, sage, california daryanto dan mohammad farid. 2013. konsep dasar manajemen pendidikan di sekolah [basic concepts of education management in schools]. yogyakarta: gava media guralnick, m. j. (2017). early intervention for children with intellectual disabilities: an update. journal of applied research in intellectual disabilities, 30(2), 211-229. heward, w. l., dardig, j. c., & rossett, a. (1979). working with parents of handicapped children. (no title). jamaris, m. (2019). implementing cognitive strategy instruction to improve the actual intellectual abilities of the undergraduate students with cognitive expression difficulties. journal of icsar, 3(1), 15-19. http://dx.doi.org/10.17977/um005v3i12019p015 kulis, s. s., tsethlikai, m., harthun, m. l., hibbeler, p. k., ayers, s. l., & deschine parkhurst, n. (2020). parenting in 2 worlds: effects of a culturally grounded parenting intervention for urban american indians on participant cultural engagement. cultural diversity and ethnic minority psychology, 26(4), 437. https://psycnet.apa.org/doi/10.1037/cdp0000315 lestari, s. (2016). psikologi keluarga: penanaman nilai dan penanaman konflik dalam keluarga [family psychology: value cultivation and conflict cultivation in families]. prenada media. maulidia, y., sopingi, s., & kustiawan, u. (2018). improving the interpersonal intelligence of the students with intellectual disability through the bcct approach. journal of icsar, 2(2), 129-133. http://dx.doi.org/10.17977/um005v2i22018p129 muhibbin shah educational psychology 2000. with a new approach (bandung: pt.remaja rosadakarya) niratama, f., wagino, w., widajati, w., & andajani, s. (2023). development of application for early intervention speech therapy in children with intellectual disability. journal of icsar, 7(1), 30-36. http://dx.doi.org/10.17977/um005v7i12023p30 ravanis, k. (2022). research trends and development perspectives in early childhood science education: an overview. education sciences, 12(7), 456. rochjadi, h. (2014), program kekhususan pendidikan anak tunagrahita [specialization program for education of children with disabilities]. bandung: pusat pengembangan dan pemberdayaan pendidik dan tenaga kependidikan taman kanak-kanak dan pendidikan luar biasa. smeets, v. m., van lierop, b. a., vanhoutvin, j. p., aldenkamp, a. p., & nijhuis, f. j. (2007). epilepsy and employment: literature review. epilepsy & behavior, 10(3), 354-362. https://doi.org/10.1016/j.yebeh.2007.02.006 smith, i. m., koegel, r. l., koegel, l. k., openden, d. a., fossum, k. l., & bryson, s. e. (2010). effectiveness of a novel community-based early intervention model for children with autistic spectrum disorder. american journal on intellectual and developmental disabilities, 115(6), 504-523. https://doi.org/10.1352/1944-7558-115.6.504 sugiyono. (2015). metode penelitian pendidikan, pendekatan kuantitatif, kualitatif dan r & d [educational research methods, quantitative approaches, qualitative and r&d]. bandung: alfabeta. swartz, m. k., & hendricks, c. g. (2000). factors that influence the book selection process of students with special needs. journal of adolescent & adult literacy, 43(7), 608-618. microsoft word 03 30812-140285-3-ce (1).doc journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p205 205 inclusive school policies: a literature study of implementation dilemmas rizky amalia rosyidi universitas negeri malang, malang, indonesia e-mail: rizky.amalia.2221039@students.um.ac.id abstract: this paper aims to examine the dilemma of implementing inclusive school policies. the method used is literature study. the inclusive school policy is a noble vision based on social justice. even though many obstacles were found in its implementation, it is only fitting that stakeholders, in this case the government, take on a complex role in order to achieve optimal service in policy implementation. the government in this case takes the most important part in increasing the competence of teaching teachers in inclusive schools. apart from considering competence, it is appropriate to consider support for teachers, both teaching and emotional support in order to optimize the implementation of inclusive education policies in schools, so that teachers can be confident and carry out broader exploration of teaching practices in inclusive classes. in the end, justice in access to education for all indonesian people can be realized optimally. keywords: policy education; inclusion school; inclusion class introduction based on the data, it is known that there is a widening gap in the completion of education, between children with and without special needs (unicef, 2020). it was explained that 95% of children nationally completed basic education, while only 56% of students with special needs graduated from school. this difference is greater in secondary education, indicating that the access experienced by children with special needs increases with age. as many as 62% of adolescents without special needs successfully completed senior secondary education, while only 26% of adolescents with special needs (unicef, 2018). some parents choose not to send their children with special needs to school because they feel that the benefits of school are not felt by their children. on the other hand, there are schools that refuse to accept children with special needs or are simply unable to meet the needs of children with special needs. inclusive education is one of the education systems in indonesia. this system provides equal access to education for persons with special needs through integration. the integration in question is the elimination of the boundary between special and regular education or what is often referred to as mainstreaming. this education system provides equal rights for persons with special needs who have the potential for intelligence and/or special talents to conduct joint learning with students in general. inclusive education can be interpreted as a system that provides full access for each student to obtain quality education for each child regardless of the conditions carried without discrimination. equitable distribution and improvement of the quality of education for each student through inclusive education. the existence of students with special needs in the concept of inclusive education will automatically increase the heterogeneity of a class. the existing heterogeneity encourages teachers to continue to be creative by using varied learning models and media. teachers who are familiar with a classical learning model will be required to continue to innovate on learning models and media to suit the abilities of 206 journal of icsar; volume 7, number 2, july 2023, 205-211 students with special and regular needs. this is done in order to provide full and equal access for all students. fulfillment of individual services for students with special needs. the spectrum of persons with disabilities creates a diversity of abilities for each student with special needs. so the need for services in individual education services is needed. these services are contained in an individual education program (iep) which is designed and developed based on the results of the assessment of students with special needs. iep is a written design that documents the ability of students and educational services to accommodate appropriate needs and has a sustainable nature. inclusive education is an effort to create a diversity-friendly community. inclusive education is one way to an inclusive society. an inclusive society is a community that accepts and respects differences, and upholds the value of tolerance. the concept of inclusion ensures that the educational needs of all children, regardless of differences, can be met in an environment of mutual respect and understanding. it is this focus on acceptance that represents the biggest ideological shift in inclusion because it signals a shift from a medical education model to a social model. (o´riordan, 2017). the implementation of inclusive education requires the involvement of all relevant education components (efendi, 2018; iswari et al, 2023). the complex needs that need to be accommodated by students with special needs require support from many parties. the contribution of each stakeholder is needed to realize the ideal inclusive education. inclusive education must be carried out continuously at all levels of education, both primary, secondary and advanced. this is done to support the success of programs that have been designed that have a sustainable and sustainable nature so that students with special needs are ready to enter the community with confidence. in indonesia, the first support system in the implementation of inclusive education is regulation regulated by the government. regulation is an important basis for formulating policies. these include law no. 20 of 2003 concerning the national education system, law no. 8 of 2016 concerning persons with special needs, government regulation no. 13 of 2020 concerning adequate accommodation for students with special needs, regulation of the minister of national education no. 70 of 2020. 2009 concerning inclusive education for students who have disabilities and have the potential for intelligence and/or special talents, decree of the minister of education and culture no. 719/p/2020 concerning guidelines for implementing curriculum in educational units under special conditions, governor regulation, mayor or regent regulation related to inclusive implementation in the regions. method the method used is a literature study (library research) using books and literature related to variables. literature study is a series of research activities related to methods of collecting, reading and recording library data and processing them into research material (zed, 2014). literature studies are related to theoretical studies through references to values, culture, and norms that develop in the social situations studied (sugiyono, 2018). finding and discussion implementation of inclusion school policy in 2002, the government committed to implementing an inclusive education program, but its implementation has not been consistent (unicef, 2019). the data shows implementation related to inclusion policies which the author summarizes, including: 2017 central bureau of statistics (bps) data noted that 18% of 1.6 million children with special rosyidi, inclusive school policies: a literature study … 207 needs received inclusive education services. the data on persons with disabilities is supported by the number of inclusive schools starting from elementary, junior high, high school and vocational schools in indonesia, namely 29,317 inclusive schools (dapodik, as of 31 january 2019). there will be an increase in 2020 according to data from the ministry of education and culture, there are 32,000 regular schools which have become inclusive schools in various regions. however, the number of inclusive schools is not proportional to the number of persons with disabilities who have not been treated in inclusive schools. many researchers report the failure of inclusive education. tanjung et al (2022) explained that inclusive education for children with special needs has not been understood as an effort to improve the quality of education services. the reality of implementing the policy of implementing inclusive schools in indonesia is still far from the vision and implementation guidelines that are put forward, both in terms of students, teacher qualifications, facilities and infrastructure, as well as support from parents and the community (alfikri et al., 2022), so that the implementation of the policy inclusive education is not implemented properly (syamsiyah, 2022). pictures of policy implementation problems the practice of an inclusive education system is limited to placement in primary classes, rather than full participation of a child in environmental aspects of education (berlach & chambers, 2011; fisher, 2012; lalvani, 2013). physically, the presence of children with special needs in regular classes does not automatically result in true integration (de boer et al., 2011). it is further known that the problem with the implementation of the inclusive education system is in the implementation of inclusive education which is still not inclusive. this is shown by the fact that there are still schools that are labelled as inclusive and accept students with special needs, but place them in a separate class, separate from other children (unicef, 2019). lack of supervision and assistance, even evaluation to determine the quality and progress of implementing inclusive education causes a lack of achievement of inclusive education goals (irvan, 2019; zakaria & tahar, 2017). the results of the evaluation of the implementation of inclusion show that in general there are efforts to foster inclusive values for every member of the school community. however, in practice, various obstacles were encountered, including inadequate infrastructure (ito et al., 2022; janawati et al., 2020; yasa & julianto, 2018), curricula that needed adjustments, admission systems for students with special needs which were still limited. (muh & uslan, 2020), minimal teacher competence and knowledge, and not optimal support from the community (amr et al., 2016; mariani & sulasmono, 2018). in addition, the study also found that the attitude of teachers and students without special needs is the biggest challenge faced by children with special needs who attend public schools (poernomo, 2016; ediyanto et al 2021). the problem that has been successfully photographed is a form of the lack of readiness of schools as inclusive education service providers. it requires optimal management of all elements that hold the successful process of inclusive schools (nuraini, 2022). there are many tasks that need to be completed to realize the ideal of inclusive education, so maximum collaboration between the state, teachers and parents is needed in its implementation. all three are expected to be able to establish communication in the context of implementing inclusive education policies. in addition, resources in the policy implementation process also need to be considered, such as human resources, budget and supporting facilities. the disposition of policy implementers that needs to be carried out is honest in all aspects and has full commitment so that all parties have responsibility for the successful implementation of the inclusion policy. the bureaucratic structure for 208 journal of icsar; volume 7, number 2, july 2023, 205-211 implementing inclusive education policies needs to be upheld, in this case sop (standard operational procedures), clear management bureaucratic structures and standard assessment systems (supriatini et al., 2019). urgency of attitude and professional training the quality of education depends on the quality of the teacher (yu et al., 2011). this makes the teacher the most important factor that greatly influences the success of inclusive practices (mohamed emam & al-mahdy, 2020). the existence of trust in teachers' attitudes towards inclusive education is one of the challenges in the inclusion class (materechera, 2020). the teacher's perspective on inclusive education is manifested in the attitude they show in teaching practice. the attitude of teachers both in inclusive education and students with special needs is influenced by various factors, including teacher characteristics (jury et al., 2021; werner et al., 2021), teacher age (scanlon et al., 2022), gender, background educational background, position (aldosari, 2022; saloviita, 2020), teaching experience (agbenyega & klibthong, 2014; turkoguz et al., 2021), teaching support (desombre et al., 2021), teacher status (beaton et al., 2021), teacher knowledge (aksu et al., 2020), and teacher self-efficacy (werner et al., 2021). the teacher's attitude towards students with special needs is determined by factors which include the type of obstacles (amr et al., 2016; jury et al., 2021), and the influence of training (aldosari, 2022). teaching students with special needs in an inclusive learning environment is not easy, besides that, classes with many students are also a challenge for inclusive school teachers. so that adjustments are needed in learning practices that require support from outside the classroom and school (nel et al., 2016). professional training that focuses on inclusive education is one of the efforts to raise awareness and prepare teachers to provide optimal assistance to special students. teacher training is one means of achieving successful inclusive education (donohue & bornman, 2014). because with the growing awareness and understanding of appropriate assistance for students with special needs, it can create a friendly environment and support students with special needs to develop according to their abilities (aminah et al., 2021). in the end, through the training activities carried out, it will provide a paradigm shift that is able to support the achievement of the goal of establishing an inclusive school as an effort to overcome the social problems of students with special needs and minimize the impact caused by an exclusive attitude (jauhari, 2017). this training is important to do to create appropriate and adequate inclusive classroom practices. in addition, teachers are also optimistic that teaching in inclusive classes will be optimal if problems related to resources can be overcome through training. training for teachers to support the implementation of inclusive education is actively carried out. even so, in the practice of learning in inclusive classes there are still differences between one teacher and another. woodcock et al (2022) found a relationship between teacher self-efficacy and inclusive practice in elementary schools. it was explained that teachers may need support that is more than just telling them about the ins and outs of inclusive education. this is because there are differences in teacher selfefficacy that affect their teaching practices, even though they have the same understanding. teachers with higher confidence in their teaching abilities reported using strategies that were flexible, responsive to student strengths and needs, focused on student success, and encouraged student self-regulation (aprilia, 2017). however, teachers with lower confidence in their teaching abilities focused their classroom strategies such as grouping students or differentiating assignments primarily around their students' abilities. in addition, rosyidi, inclusive school policies: a literature study … 209 they focused on managing student behavior and, unlike highly effective teachers, reported using teaching assistants to help meet student needs. conclussion there is still a lot of homework that needs to be completed in implementing inclusive education policies. the government in this case takes the most important part in increasing the competence of teaching teachers in inclusive schools. apart from considering competence, it is appropriate to consider support for teachers, both teaching and emotional support in order to optimize the implementation of inclusive education policies in schools, so that teachers can be confident and carry out broader exploration of teaching practices in inclusive classes. in the end, justice in access to education for all indonesian people can be realized optimally. references agbenyega, j. s., & klibthong, s. 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(2014). metode penelitian kepustakaan [library research methods]. jakarta: yayasan pustaka obor indonesia microsoft word 02 40316-152322-2-ce.doc journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p195 195 internal motivation and attitude in implementation of inclusive education program between general education and ppki teachers nur huda idris*, mohd mokhtar tahar universiti kebangsaan malaysia, bangi, malaysia e-mail: p111196@siswa.ukm.edu.my abstract: collaboration between teachers of the special integration education program (ppki) and general education teachers is a key factor in the successful implementation of the inclusive education. internal motivation factors and the attitude of teachers involved in inclusive education are vital to ensure the smooth implementation of inclusive education. therefore, the objective of this study is to identify the internal motivation and attitude toward collaboration between ppki teachers and general education teachers in the implementation of inclusive education. this study is a survey study using quantitative methods. the theory used in this study is glasser's choice theory. the instrument of this study is a questionnaire adapted from a thesis entitled a case study of collaboration between general education teachers and special education teachers in a southern rural high school by oassie jean daniels in 2017. this study involves ppki teachers and general education teachers in a primary school with a special education integration program of learning disabilities in the district of pasir gudang, johor. the data was analysed using spss version 26 software. the findings of the study show that the highest mean score for internal motivation is a sense of belonging while the attitude towards collaboration is teacher cooperation and openness. there is a significant relationship between internal motivation and attitude toward collaboration between ppki teachers and general education teachers in the implementation of inclusive education. in the future, this study can be conducted on a larger population and use different research theories. keywords: collaboration, internal motivation, attitude, inclusive education introduction the salamanca statement was introduced in spain in 1994 by emphasizing an inclusive school approach by implementing some practical changes in educating students (united nations educational and cultural organization, 1994). the results of this conference stated that differences between people are normal and that learning must be adapted to the needs of students as opposed to those students who need to adapt in the process (centre for studies on inclusive education, 2020). this matter is also supported by the law individuals with disabilities education act (idea) which also encourages students with special educational needs or commonly addressed as mbpk in malaysia to be included in the mainstream because they should not be denied the right to be involved in the community (u.s. department of education's individuals with disabilities education act (idea), 2022). inclusive education is a respond to the diverse needs of all learners by increasing participation in learning and reducing exclusion within and from education (sanjaya, 2022). in the united states, there is an increase in the number of mbpk aged between 8 and 21 years who are in the general education class by 95% (zimmerman et al, 2022). the education system in the united states divides inclusive education into two categories, namely mainstream inclusive and social inclusive. prime inclusiveness is when mbpk actively engages in the classroom while social inclusiveness involves mbpk being integrated into the classroom and school community and actively engaging in social activities together with typical friends (mcguire & meadan, 2022). 196 journal of icsar; volume 7, number 2, july 2023, 195-204 as in malaysia, the malaysian ministry of education has divided the inclusive education into two types, namely partially inclusive, which is mbpk studying together with other typical students in academic subjects, co-academic activities, or certain cocurricular activities only, and fully inclusive which is mbpk study full-time alongside typical students (ministry of education malaysia, 2022). this interaction has indirectly demanded general education teachers and teachers of the special integrated education program to collaborate to ensure mbpk gets the best education. however, the term of program pendidikan khas integrasi (ppki) will be used in this article to refer to the special education teachers. the collaborative practice suggested by cook & friend (1993) is co-teaching. coteaching consists of several elements namely flexibility, commitment, strong communication and interpersonal skills, assessment, internal motivation, collaboration skills, positive attitude, and trust (hackett et al., 2020). it turns out that elements of internal motivation and attitude are among the things that will influence the practice of collaboration in the implementation of inclusive education. however, what is the dominant internal motivation between these two categories of teachers and what is their attitude towards collaboration in the implementation of inclusive education? furthermore, some general education teachers stated that mbpk should be in a special class and separated from typical students while ppki teachers think that mbpk should be included in the general education classroom (unicef, 2017). this difference of opinion will lead to different attitudes towards the implementation of inclusive education. meanwhile, the collaboration between general education teacher and ppki teacher is vital since ppki teacher is a pillar in supporting inclusive education (ediyanto et al., 2023). the result from previous articles is limited regarding collaboration between ppki teachers and general education teachers in the context of inclusive education implementation, especially for the mbpk of learning disabilities in the district of pasir gudang, johor. the latest study was a study related to the practice of co-teaching in the implementation of inclusive education (indek & hamid, 2022). the researcher did not describe briefly on the collaboration between ppki teachers and general education teachers from the aspect of internal motivation or attitude and type of disabilities. another study in 2021 focused on the implementation of inclusive education for mbpk learning disabilities (binti haris & khairuddin, 2021). however, this researcher also did not associate inclusive education with collaboration between ppki teachers and general education teachers. therefore, this study will be able to see a clearer connection between the internal motivation and attitude of ppki teachers and general education teachers in the implementation of inclusive education for mbpk in the learning disabilities. this study aims to examine the internal motivation and attitude in the implementation of ppki for ppki teachers and general education teachers in primary schools. the research questions are as follows: 1. what is the internal motivation for the implementation of inclusive education for ppki teachers and general education teachers? 2. what is the attitude in the implementation of inclusive education for ppki teachers and general education teachers? 3. what is the relationship between internal motivation and attitude in the implementation of inclusive education for ppki teachers and general education teachers? this article will be divided into several main parts; the description of the research methodology used to collect data, the result and discussion. the results of this study will idris & tahar, internal motivation and attitude … 197 be presented in the form of a graphical representation and finally the conclusion of this study. method research design this study uses a survey research design that provides numerical information about trends, attitudes, or perceptions of some samples in a population (creswell, 2018). this quantitative study is a deductive study in which the researcher tests certain theories through statistical data collection. the design of this study was used because the researcher wanted to know the internal motivation and attitude in the implementation of ppki between ppki teachers and general education teachers. sample study this study has involved respondents of ppki teachers with learning disabilities and general education teachers in the district of pasir gudang, johor. the population of general education teachers is 1800 people while ppki teachers are 250 people. however, this study only wants to focus on general education teachers and ppki teachers who are involved in inclusive education only. therefore, according to data obtained from the pasir gudang district education office, only 180 teachers were involved. according to the sample size determination table based on population by krejcie & morgan (1970), a total of 123 respondents required from the specified population to answer questionnaires distributed through social media applications such as whatsapp and telegram. data collection the researcher has been in contact with representative officials from the pasir gudang district education office to request data related to teachers in the pasir gudang district, particularly schools that run inclusive education. in addition, the researcher also reviewed data on the website regarding student, teacher, and student management assistants for special education throughout the state of johor. the researcher needs this data to determine the sample required to answer the questionnaire and focus group. data was collected through a questionnaire consisting of two parts with a total of 19 items. this questionnaire instrument was built by the researcher with an adaptation from the thesis entitled a case study of collaboration between general education teachers and special education teachers in a southern rural high school by oassie jean daniels. questionnaire data is collected through the medium of google form which is easily accessible and most teachers in malaysia often use it compared to other applications such as survey monkey. the researcher has sent this google form link through social media mediums such as telegram and whatsapp because it is easier to spread to teachers than sending them an email. the researcher was also able to ensure that only teachers from the pasir gudang district answered this questionnaire through one of the questions, namely the name of the respondent's school, which the researcher also has a list of school names with ppki in the district. the researcher interpreted the questionnaire data using spss version 28 software by looking at the overall mean. the mean score obtained was interpreted based on a four-point likert scale, namely strongly agree, agree, disagree, and strongly disagree. 198 journal of icsar; volume 7, number 2, july 2023, 195-204 validity and reliability a pilot study was conducted on 30 respondents in the johor bahru district while expert validity was also obtained through a review by an experienced lecturer in the field of special education as well as a ppki teacher with a doctor of philosophy qualification. some corrections were made after the review was made and the questionnaire was distributed to the respondents. cronbach's alpha value for this questionnaire is 0.887 which means that this instrument has a high consistency value. data analysis procedures the data was analysed to see the internal motivation and attitude in the implementation of inclusive education between general education teachers and ppki teachers and their relationship. descriptive statistics were used to answer the first and second research questions. a mean score was calculated for each item for all sections except for respondent demographics. the mean score of each participant for all items was calculated using spss software version 26. correlation analysis was conducted to see the relationship between internal motivation and attitude in the implementation of ppki teachers and general education teachers. finding and discussion demographic figure 1. respondent's gender this study involved a total of 19 ppki male teachers and 49 ppki female teachers. there are 18 male general education teachers and 38 female general education teachers. the total number of respondents is 124 people involved in the inclusive education program. internal motivation between ppki teachers and general education teachers in collaboration findings for internal motivation are divided into the categories of ppki teachers and general education teachers. the highest mean score for the internal motivation of ppki teachers and general education teachers is the same, which is the sense of belonging factor (3.72 and 3.84). the lowest mean score for ppki teachers and general education teachers is also the same, which is on the independence factor (3.32 and 3.38). idris & tahar, internal motivation and attitude … 199 table 1. internal motivation between ppki teachers and general education teachers in collaboration category internal motivation mean ppki teacher survival a sense of belonging power freedom fun 3.59 3.72 3.53 3.32 3.56 general education teacher survival a sense of belonging power freedom fun 3.71 3.84 3.66 3.38 3.63 table 2. attitude toward collaboration between ppki teacher and general education teacher category attitude mean ppki teacher i am more comfortable handling the pdpc process alone than collaborating with other teachers. i value collaborative practice with other teachers. i believe that cooperation will influence the practice of collaboration in schools. i believe the cooperation between mainstream teachers and special education teachers will bring positive changes to the implementation of the inclusive education program. i give moral support to colleagues while collaborating. i am open to any suggestions for changes. i can adapt to the needs of my students. i know how to interact with colleagues effectively. i can assess students' understanding with various techniques. i take the time to understand my student's interests and learning styles. 2.78 3.44 3.51 3.57 3.56 3.54 3.46 3.49 3.35 3.43 general education teacher i am more comfortable handling the pdpc process alone than collaborating with other teachers. i value collaborative practice with other teachers. i believe that cooperation will influence the practice of collaboration in schools. i believe the cooperation between mainstream teachers and special education teachers will bring positive changes to the implementation of the inclusive education program. i give moral support to colleagues while collaborating. i am open to any suggestions for changes. i can adapt to the needs of my students. i know how to interact with colleagues effectively. i can assess students' understanding with various techniques. i take the time to understand my student's interests and learning styles. 2.25 3.54 3.61 3.64 3.64 3.66 3.50 3.52 3.46 3.45 the highest mean score for ppki teachers is 3.57 for the item 'i believe that mutual cooperation between general education teachers and special education teachers will bring positive changes to the implementation of the inclusive education program' while the highest mean score for general education teachers is 3.66 for the item 'i am open in accepting any suggestions for change'. the lowest mean score for ppki teachers and general education teachers is for the item 'i am more comfortable handling the teaching process alone than collaborating with other teachers' which are 2.78 and 2.25. relationship between internal motivation and the attitude of ppki teachers and mainstream teachers towards collaboration. there is a significant relationship between internal motivation and attitude towards collaboration for ppki teachers which is r (66) = 0.437, p<0.01 which shows that the relationship is moderate and the direction of the 200 journal of icsar; volume 7, number 2, july 2023, 195-204 relationship is positive. findings for general education teachers show that the relationship is significant which is r (54) = 0.705, p<0.01. the relationship between internal motivation and attitude towards collaboration for general education teachers is strong and the direction of the relationship is positive. discussion internal motivation between ppki teachers and general education teachers in collaboration the findings show that the highest internal motivation for both categories of teachers is a sense of belonging while the lowest score is freedom. according to sevari (2017), autonomy or a sense of belonging is not full freedom but a sense of internal acceptance and connectedness that gives motivation to an individual. this acceptance can usually be seen in the way a person interacts with colleagues and the treatment he receives. a sense of belonging refers to the need to be with others, to be cared for, and to be in a cooperative relationship (sevari, 2017). therefore, the practice of collaboration is closely related to a sense of belonging which requires ppki teachers and general education teachers to be in a cooperative relationship. freedom, on the other hand, is a need that often conflicts with the need for power, which is the desire to do something desired and be able to make choices (sevari, 2017). findings show that the teachers who are involved in the inclusive education program in pasir gudang district schools do not have any issues following instructions given by the headmaster. a study by samad (2011) shows that the basic need for power is the most dominant influence among all participants involved in bullying behavior that affects their behavior. for victims of bullying, basic needs such as love and belonging, power, freedom, fun, and survival are essential in daily life (sing & jusoh, 2015; jusoh, 2016). it can be concluded that the most dominant or least dominant type of basic need depends on the context of the study as stated by perrin et.al (2021) that certain values will determine a person's motivational needs and influence his choices. therefore, in the context of collaboration between ppki teachers and general education teachers, it can be seen that most of them agree that a sense of belonging is very important when collaborating. table 3. relationship between internal motivation and the attitude of ppki teachers and mainstream teachers towards collaboration. category internal motivation attitude ppki teacher internal motivation pearson correlation 1 .437** significance(2-tailed) .000 n 68 68 attitude pearson correlation .437** 1 significance(2-tailed) .000 n 68 68 general education teacher internal motivation pearson correlation 1 .705** significance(2tailed) .000 n 56 56 attitude pearson correlation .705** 1 significance(2-tailed) .000 n 56 56 idris & tahar, internal motivation and attitude … 201 a teacher should feel that they are an important member of the working group so that they can work in inclusive education’s setting and be aware of the importance of the task (gabnytė & strakšienė, 2019). this is also supported by ryan & deci (2000) who states that there are three very important needs according to the theory of self-determination, namely a sense of belonging, connectedness, and competence. next, the satisfaction when these needs are met will increase a person's internal motivation (sevari, 2017). however, according to hatswell (2017), power and freedom are the most important requirements for increasing an individual's motivation. most theorists also place the need for independence as the main pillar of teacher professionalism (willis, 2018). this may be due to the researcher's opinion that when a teacher is not bound in implementing collaboration, it makes their work more flexible and can be adjusted according to comfort. these internal motivations are very important to avoid the teachers from occupational stress which can lead to teachers being inefficient in inclusive education settings (uthami & sunardi, 2022). attitude toward collaboration between ppki teacher and general education teacher the highest mean score for ppki teachers is cooperating in making this inclusive education program a success, while general education teachers have the highest mean score for open attitude in accepting any suggestions for changes in the inclusive environment. both parties agree that they should not work separately or not collaborate in this inclusive education program. there is a significant relationship between teachers' openness to accept any change and attitudes toward the implementation of the inclusive education program (anne laure perrin, 2021). teachers who are open to accepting any change will show a more positive attitude towards the implementation of the inclusive education program. the lack of knowledge about the responsibilities in this inclusive as well as the lack of clarity with the division of tasks may cause teachers to have different attitudes and subsequently give a sense of self-doubt and dissatisfaction with the tasks given (bailey, 2015). since it is difficult for general education teachers to teach mbpk who have various special needs, they need to have the ability to collaborate with special education teachers to improve the inclusive environment in general education classrooms (majoko, 2019). the attitude of ppki teachers who want to work together and mainstream teachers who are open to accepting any suggestions for collaboration will hopefully be able to have a positive impact on the inclusive mbpk. according to yada et al. (2018), three factors influence the attitude of teachers toward inclusive education, which is the mbpk itself, whether it is the level or type of disability category, the teacher, which is the teaching experience or training received for inclusiveness, and finally the educational environment, such as the support of administrators or help from experts. the findings of this study are contrary to the findings in 2013 by zulfija et al. which stated that the school and teachers were found to be unprepared to meet the diverse needs of mbpk due to the lack of a positive attitude towards the inclusive education program. therefore, teachers and schools should have the same goal and try to change their attitude first before implementing this change. 202 journal of icsar; volume 7, number 2, july 2023, 195-204 relationship between internal motivation and the attitude of ppki teachers and mainstream teachers towards collaboration. there is a significant relationship between internal motivation and attitude toward collaboration by ppki teachers and general education teachers. teacher attitudes are determined by several motivational factors, namely job satisfaction, reward, work environment, certification, and power (gabnytė & strakšienė, 2019). teachers can achieve this by building positive relationships with students and providing relevant learning experiences to enable students to master a subject and succeed. this point is also supported by irvine (2018) who stated that internal motivation can be influenced by the teacher's behavior in addition to the internal motivation of students can also be influenced by careful planning of activities. furthermore, teaching self-efficacy affects 42% of teachers' attitudes (vaz et al., 2015). this coincides with the study of other researchers namely (li & cheung,2021; forlin et al., 2010; meijer & foster, 1988) which states that positive attitudes are strongly influenced by the high self-efficacy of teachers in implementing behavior management and inclusiveness. however, some studies show that teachers are less motivated and thus affects their attitude towards the inclusive education program. according to kareem & kin (2018), teachers not only lack the motivation to change but also refuse to change from traditional teaching practices and lack psychological resilience to carry out change efforts. conclussion in conclusion, internal motivation and attitude toward collaboration are closely related to making inclusive education successful. mbpk that meets all the learning needs can be obtained through teachers who are always ready to work together in improving their collaboration practices. we cannot deny teachers as ordinary individuals who want to have a sense of belonging in an organization. the administrator should always look for initiatives to meet all the needs of teachers in teaching and being sensitive to the social environment in the school. the knowledge and skills of teachers also need to be constantly improved to ensure that the knowledge of collaboration is in line with current developments in the education system of malaysia. this study can be improved in terms of methodology, which is to get teachers' feedback about the obstacles and success factors of collaboration through focus group interviews. in addition, this study can also be continued by looking at a larger scope, which is the internal motivation and attitude towards collaboration in the implementation of inclusive education throughout the state of johor since the limitation of this study is that it cannot be generalized to a certain population due to the small sample size. further researchers can also apply glasser's theory of choice to mbpk to see what kind of basic needs they can meet through the implementation of inclusive education. references bailey, l., nomanbhoy, a., & tubpun, t. 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(2013). the professional competence of teachers in inclusive education. procedia-social and behavioral sciences, 89, 549-554 98 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 the model of family counseling in early intervention setting for children with special needs sunardi universitas pendidikan indonesia, indonesia e-mail: nardilembang@upi.edu abstract: the aim of this research is to formulate the model of the family counseling for children with special needs by making parenting stress as a major successful indicator. this research is conducted by qualitative approach through studying the cases deeply in laboratory of special education department, faculty of education, indonesia university of education, year 2016. in this research, ml and ah became cases where both of them are the parents of the children with special needs in early age. the result toward the case shows that the parents have already understood their children’s ability and inability but they have not understood their special needs and how to fulfill it. then the result is they tend to worried and nervous even confused in treating their children related to take them care, their school, and they future. whereas, the behavior, attitude and some efforts that appear along this time are not productive and harmony enough with their children’s special need even with the demand of their selves and environment, so it does not give significant effect for the children’s improvement and the decreasing parenting stress. however, even the obstacle learning and their children development are complex, but the parents are still optimist and they hope that one day, their children will growth as the normal children. according to that problems, the formula of the model family counseling to early age which is appropriate in reducing parenting stress that are facing by family with special needs children is the model that design by differentiating service by create interpersonal relationship, early intervention setting, group family support service, and home visit as the major pillar, is conducted by interdisciplinary approach and the expert as social support, and counselor’s responsibility as an ahead and coordinator of all given counseling service program. in fact, this model is still hypotetic, so to test its effectiveness have to be tested further. key words: counseling, intervention, family one of the main problem tends to be faced by parents of children with special needs is parenting system whereas the appearing of over worried and nervous related of take care and education of children with special needs. primary when their children are in early age, this problem can be felt much more. this condition shows that since the parents of children with special needs need support through every service, they should avoid from parenting stress. it is believed that the service they need is family counseling service. this service will touch the basic problems that faced by parents comprehensively. in other way, remembering that the problem they are faced is complex, so the family counseling service have to integrate other relevant services appropriate with the needs of their children. one of the services has to be an integral part of family counseling service is a service of early intervention. it is because this service has a strategic position to reduce some learning difficulties and development of children with special needs. connard and novick (1996) stated that early intervention is a preventing program to reduce negative effect from other differences and to give big opportunity in order to reach healthy and optimal development. karoly et al. (2006) explicitly stated those early intervention programs are able to (1) improve the children’s emotional and cognitive, usually in short term or to improve the relation of parents-children, (2) improve the process and result of children’s education (3) improve the security financial, firstly is for parents, then for their children through bigger participation in job, and to increase their salary and prosperity, (4) decrease the criminals, and (5) improve the indicator related to children’s health. the essential part of early intervention setting is to help children and family. it means that the target of early intervention setting is not only for children, but also their family. family has to be an integral part of all process and the implementation of early intervention setting. this problem is getting along with the practice of early intervention setting today. it is explained by moore (2005) that along with this social exchanges and the development of early intervention, today it’s practice has experienced some tendency exchanges, such as (1) from professional practice to focus on family (2) from focusing on children to focus on family 99sunardi, the model of family counseling in early intervention setting . . . . (3) from isolation model to systemic ecologist system (4) from casual linier model to transaction model which is more complex (5) from multidisciplinary team to interdisciplinary team (6) from service that based on segregation service to the services that based on inclusive society. in ecology dimension, the attitudes of human being are the result of their social context, namely the result of dynamic interaction process between children and environment, primarily family as system because of that, family is the most crucial development ecology. bronfenbrenner (apter, 1982) stated that family is the first altar for children. if children have good action in family, then they will get into another part of life easily. family is “critical system”, a place where the children learn how to satisfy their needs and how to face the world. in same way, connard and novick (1996) stated that model of ecology is a family-centered approach. the main principle is the whole growth and development of children take place in a relation between them and their family. according to that problem, the comprehension toward learning difficulties and children with special needs development has to conduct through appreciation towards their family. then the consequences is, this intervention have to place parents as its main focus. early intervention setting has to be seen as a process to help family in solving some problems faced by children as subsystem of family. it is same with the statement, individual with disabilities education act amendement (idea) years 1997 which is say that parents is a focus in improving children’s communication, cognitive, social, emotional, and motorist development. this message shows the importance of relationship between parents and counselor in facilitating children’s development (watson, 2000). besides, basically counseling or family therapy is much more than a therapeutic technique, but it is a comprehensive approach to understand human’s behavior. family counseling not only can be applied in family context, but it can be applied in school when problem that faced by students related to the family. the essence of family counseling is to solve humanity problems that appear in the middle of family or being faced by individual as members of family, which disturb their life or the happiness of family life. the basic essence of family counseling is an attempt to help the members of family who get problem. according to the explanation above, parents need an effective family counseling approach to solve parenting stress, to be able to develop pragmatic techniques that needed in serving their children’s special needs through social support development in order solve their problems. to formulate the model above, the focus of this research is, how is the empirical condition of family with children with special needs in early age and how effective is the model of family counseling in solving parenting stress faced by parents in early age? to reach that aim, some data as an empirical condition is needed, such as (1) objective condition about the understanding of the parents of children with special needs in early age toward ability and their children’s needs, (2) the problem they are facing (3) attitudes and behavior of parents toward their children (4) some efforts and its result (5) hopes toward their children. then those data will be an empirical basic of counseling and it will be formulated. method to gain an objective, accurate, and valid data, then this research is conducted by two approaches of qualitative study by using variation background. those main backgrounds are in family context and in therapy clinic. through those different observations, hopefully it will give accurate sketch of their problems and needs. the researcher as the research instrument, collecting data is conducted by observation, interviewing, and studying of documentation. the collected data is described in detail in form of report and explanation, then it’s the meaning can be found. according to this problem, then this research is categorized as qualitative research. the subject of this research is the parents of special needs children who are following early intervention program in laboratory of special education department –faculty of education – indonesia university of education year 2016, namely ml and ah. findings and discussion findings case i (ml) ml is a mother of six children. one of his her children is noval (3 years) a down syndrome person. in daily life, ml have no a permanent job, and her husband has passed away about one year ago. generaly, ml have a good understanding in knowing her child’s ability and inability. she knows that her child has a slowly development, but she does not understand about what her child need is and how to fulfill it in case. in other way, in her point of view, noval is ”nice” child, he has never cried even when he is sick. sometimes ml feel sad, frustrated, unpredictable and pasrah. she also know that her husband has passed away and her economic condition is inadequate. noval has ever been lived with her sister-in-law for several moths because his mother has that economic problem 100 journal of icsar; volume 1, number 2, july 2017: 98-102 and other activities. in other way, ml is not really pay attention to her children. ml tends to noval alone, she never communicate with him even playing with him. she only interact and communicate with him when she feed him. the main problems that faced by ml right now is she does not understand enough about what she has to treat her child to develop well. she does not has enough information about what kind of service she needs and where she can get it. physicologically, sometimes ml feel worried, affraid, even stress, especially in taking her child care, schooling and her child’s future. her condition is more emphasized when she aware that her husband has passed away when noval is very small child and really need him. in her social live, ml is known as an unfriendly woman. it is may caused by her own attitudes because she usually get angry of her children. because of that, ml never ask noval to go outside even to go to the posyandu. her own motivation come from her brothers and sisters even her sisters-in-law sometimes treat noval as her own son. ml has never done specific effort toward her child so far, except ask him to see the doctor when he is sick.. noval has never joined in development theraphy program at all. she only teach her other children to understand the condition of their brother to love and take him care. because of those condition, noval does not experience significant development. ml are aware about her child’s condition and it makes ml did not counting on her children. she is still optimistic and she hopes there is a miracle. her bigger hopes right now is to see noval walk, run, and play with his friends. furthermore she hopes that noval can school and stand on his own feet in the future. case ii (ah) ah is parent of hikmal, a child with special needs, he has difficulties development in speaking and now he schools in play group. ah is a diver of a family with her main job is to accompany and pick the children of his boss up. where nn, his wife is a house-wife.. therefore hikmal interact and communicate much more with her mother. the awareness of ah as parent towards the ability of his child come previously. he knows that hilmal is difficult in speaking. this condition is different with her normal elder sister. the condition of hikmal who has difficulties in speaking make ah difficult in understanding his needs. he is not only has difficulties in understanding his child, ah only has difficulties in telling, giving information or teach something to him. in daily live, hikmal actually is an active child, even cannot be quiet and easy to make friends. he does not embarrassed when meet his people. however, he tends to avoid talking with his friend. when people talk to him, he does not has an eye contact and avoid them. in treating their child, ah and his wife tend to give everything he want. when hikmal want something by crying, his parents just give another alternative to make him quiet. its because hikmal has never deliver what he want by orally, except by crying, so his parent do not know what does he mean. the main problem that faced by ah is the difficulties in communicating and interacting with his child. when he ask hikmal to speak, he does not listen to him, he does not pay attention when his parent is teaching him, he rejects some asking and he tends to crying in asking everything. ah understand the condition of his child, but he does not know why it is happen and hoe to treat his child. physiologically, ah is sad and confused of condition of hikmal, even he feel frustrated because he think that his child does not need him. socially, ah tends to limit the association of his child in order to avoid some negative reactions from his environment. so far ah has never done some special effort in case asking help to the experts. he has ever asking hikmal to “paranormal”, but it is the request of the parent of ah. in contrast, in daily life, he only speak to him, but the result is not significant. hikmal tends to use his physical movement to communicate than his language. in treating his child, ah has big hope if his child could “be normal”. ah hopes that hikmal can speak and clearly and do communication. he wants hikmal speak when he want something, does not cry anymore and stand on his feet. therefore his child could develop normally, going to school, learning, make friends, and play together with friends as another children. discussion the result of this research shows that children with special needs in the midle of family tend to create some physicology crises mainly related to the worried in taking care, schooling, and educate them (parenitng stress). the level is different, it is depends on the affected factor mainly their mental condition and the information they have. according to parents’ point of view toward the ability and special needs of his child, some tendencies appear that parents understand their children’s potencies, difficulties, weaknesses. but they do not understand enough the special needs of their child and how to fulfill it. in other side, parents have 101sunardi, the model of family counseling in early intervention setting . . . . to give love and protection to their children. in some cases, the protection and love can be either positive or negative where it will be give bad development to their children. in other way, their children tend to affect the interaction process both internal and external. then the effect is, some problem related to physiology and social condition appears. meanwhile, dunst and trivette (marfo, 1988) stated that behavior and development of children with special needs is affected by their families, healthy, mainly the interaction process of children and their parents. besides, the function of each family members depend on the counselor as “social support”. ogden and lipsett (1982) stated that the awareness of parents toward their children disability will create variation responds, mostly from negative to positive. the successful of parents through that respond depend on information and guidance they got from the counselor. according to those problems, it needs a model of family counseling which is appropriate and comprehensive according to the problems they are facing. one of the models is by integrating familycentered approach in early intervention service as the important elements of the whole program of family counseling. it is believed that through this early intervention setting by teaching art and competencies to the parents will give good effect in interaction between parents and children, so it creates better learning ability than in another intervention steps liter on (marfo, 1988). the model of family counseling in early intervention setting for children with special needs. according to empirical and theoritical explanation above, it is concluded that the model of family counseling to reduce parenting stress are: (1) parents as an central elements that have to be concerned in all counseling program; (2)doing by miltidiscipliner team and counselor as the coordinator from all services program; (3) doing by special programs that able to access the strenghs and weaknesess of child or characteristic and their needs; (4) conducting counseling interviwe, early intervention setting, supporting parents group, and home visiting as the main program of all counseling programs. from the explanation above, the model of family counseling for the parents of children with special needs is the model that are able to: (1) place a high achievement toward parents as a privat totallity with their strengths and weaknesess; (2) reach the basic problems that are faced by parents or children.; (3) involve another expert in transdiscipliner team; (4) place the early intervention setting, the group of parents, and home visiting as the main programs of counseling programs; (5) place counselor as the main program of family counseling program. model orientation this model is addressed to parents of children with special needs in early age, and to reduce parenting tress and it id done trough teamwork and transdiscipliner team. the model is developed by two main bases, namely: (1) empirical base; the result of this research, (2) conceptual base; the theoritical study about the family counseling for parents of children with special needs in early age. in this aproach, all of the counseling programs have to be based on the special needs of family as the educate individual. it means that parents have to be a central elements to be concerned but it does not mean have to be specialisized. it has to be adjusted by the condition that they have good potencies to solve both their own problems and problems related to their children with special needs children, in order to show a family with characteristic and unique problems which is different with normal family. therefore the counseling program that is developing will be able to have a wider spectrum so it can reach the basic problems faced by both parents and children. the consequencies are, job’s counselor is not only as an family relation, but it has to create the wider and variation situation. it will be able to formulate and manage more complex counseling program whether from its approach, activities, technique, and the expert. program to reach the whole basic problems that are facing by children with special needs parents, so this counseling programs have to has a wider spectrum with the counselor as the major actor. through this program, hopefully they are able to reflect or accsess characteristic and their basic needs comprehensively.. role of counselor according to the progaram have been formulated before, the main roles of the counselor are: (1) to be able to conduct counseling interview as the main point of all family counseling programs; (2) to be able to do some assessment to know the first condition of parents and children and to communicate it to the related expert; (3) to be able to plan, formulate, and manage the counseling program which is differentiates according to parents’s and children’s need; (4) to be able to be a mediator, facilitator, catalisator, and motivator to reach the whole counseling program in order to reach all of the targetted aim; (5) to be able to be a coordinator and work together harmoniously with transdiscipliner team; (6) to be able to conduct individual counseling which is appropriate with the unique problems that are facing by parents; (7) to be 102 journal of icsar; volume 1, number 2, july 2017: 98-102 able to make an interpersonal relation with parents as the main program of all counseling programs; (8) to be able to be a teacher of social skill and another life skills and to develop an agreement in order to fulfill their children’s need. conclusion and suggestion there are similarities between family who has children with special needs. those similarities are the appearing of worried and affraid related to parenting stress. to face that problems, the model of family counseling of early intervention setting really help to reduce parenting stress which is faced by children with special needs family is family centered approach, designed by differentiation services and interpersonal relation, early intervention setting, group service, and home visiting as its main pilar is conducted through transdiscipliner approach, and counselor’s responsibility as sosial support and the coordinator of all counseling programs. reference apter, j. (1982). trouble system, trouble children. new york: prentice hall inc. connard, n., & novick, r. (1996). the ecology of the family: a background paper for a family centered approach to education and social service delivery. retrieved august 28, 2015, from http://www.nwrel.org/cfc/publica-tions/ ecology2.html karoly, l. a., kilburn, m. r., & cannon, j. s. (2006). early childhood interventions: proven results, future promise. rand corporation. moore, t. (2005). evolution of early childhood intervention practice, victoria: centre for community child health, murdoch children’s research centre, watson. (2000). hand book of language impairment in children: assessment and treatment, canada: delmar thomson learning. microsoft word 04 30833-137206-2-ce.doc journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p212 212 learning strategies through babbling techniques to improve language comprehension ability in deaf children at yplab slb lembang west java prinanda gustarina ridwan1*, ranti novianti2, eny koestieni3 1department of special education, universitas islam nusantara, bandung, indonesia 2department of special education, universitas negeri malang, malang, indonesia 3spesial school, slb yplab lembang, indonesia *e-mail: perinanda_gustarina@yahoo.com abstract: language is a symbol of the referee sound used by members of social groups to work together, communicate, and identify themselves. the main function of language is as a means of communication between humans. with language will facilitate communication between individuals. this is not owned by deaf children. they have difficulty in language skills, especially in abstract understanding. so that deaf children must be given optimal educational services. based on the language development of deaf children it stops in the groping or babbling phase so that their language experience is very limited. as a result, they have difficulty understanding language and communicating less than optimally. the language in question is the ability of deaf children to understand receptive and expressive language. for this reason, learning strategies are needed to improve language comprehension skills with palpation techniques. the babbling technique is an alternative in this learning because the syllable repetition technique makes deaf children able to think, combine letters into word structures. so that children can understand the word well. this research is based on the barriers of deaf children in understanding language, so a learning strategy is made with the results of field needs analysis. the method used uses research and development (r&d). the results of the field data show that learning strategies using babbling techniques can improve the ability of deaf children to understand language. this can be seen from the increase in the ability of deaf children to recognize syllables, words and being able to understand stories before and after being given learning through the babbling technique. therefore, through appropriate learning strategies, they can develop their potential comprehensively. keywords: learning strategies, babbling techniques, language comprehension ability, deaf children introduction language skills are skills that must be mastered by children both as individual beings and social beings. language is a form of communication in which thoughts and feelings are symbolized in order to convey meaning to others (annisa & hasanah, 2022). with the existence of language all individuals will easily understand the meaning of what is expressed. the scope of language forms is spoken language, written language, sign language, body language, facial expressions, pantomime, and art (hurlock, 2003; yasin et.al, 2017). language is one of the media used by humans in communicating. with the existence of language makes it easier for individuals to live their daily lives. the language skills that must be mastered by everyone in communicating are receptive language and expressive language. receptive language ability refers to a person's ability to understand and understand what has been conveyed to others, while expressive language ability is the ability aimed at speaking activities (binger et.al, 2017; hikamah et. al, 2021). the main basis for language development is through rich communication ridwan, novianti, & koestieni, learning strategies through babbling techniques … 213 experiences. so that it will support other language factors, listening and reading which are receptive skills, while speaking and writing are expressive skills. skinner (1957) explains that the process of mastering the language (first) is controlled from the outside, namely by stimuli through the environment. based on this statement, real experience through stimulation can help individuals to further develop receptive and expressive language skills. deaf children are children who have hearing impairments so they have difficulty in language. as a result, communication cannot occur effectively. somad and hernawati (1996: 27) state that "a deaf child is someone who experiences a deficiency or loss of the ability to hear either part or all of the hearing aid, so that he cannot use his hearing aid in everyday life which has a complex impact on his life." based on the statement above, the impact of the barriers possessed by the deaf child appears. one of them is in the language. language is related to speech. good language and speech will lead to vocabulary mastery. mastery of supporting vocabulary enables a person to communicate properly and correctly. deaf children experience speech and language development barriers that are different from children in general. in general, children in mastering language do not really show effort because when they hear they automatically imitate what other people say (theunissen et.al, 2014; ediyanto et.al, 2017). the language that is issued by the child who hears it will be repeated and given reinforcement by the parents and becomes a language experience so that the sounds become meaningful. meanwhile, deaf children because they have hearing impairments will affect the development of language and speech. the development of language and speech in deaf children is the same as in other children in general, it is just that during the bubbling phase the deaf child stops in this phase. the bubbling phase or the indonesian term meraban is the phase in which a person makes a sound that is repeated. the importance of the bubbling phase is that children begin to learn language. deaf children have difficulty imitating language, resulting in no sound imitation process after the bubbling period, the process of imitating language that occurs is only limited to visual imitation. yanti depe stated that: "with human language can give a name to everything, both visible and invisible, all objects, names, characteristics, occupations, and other things that are abstract. thus, everything that has ever been observed and experienced can be stored, become responses and experiences, and then processed (think) into understanding”. based on the statement above, the important role of language is in deviating and processing information in communication, so that understanding must be supported by good understanding and memory. one of the obstacles that deaf children have is related to understanding words. obstacles that are often encountered in deaf children are errors in pronunciation, limited vocabulary, difficulty understanding the intent of the interlocutor, etc. this reinforces the occurrence of errors in communicating verbally and nonverbally. mastery of language for deaf children is minimal, so it is difficult for them to express their thoughts clearly. preliminary studies conducted at slb yplab lembang, obtained the data that deaf children in class ii sdlb had difficulties in their ability to understand language. this can be seen when students are given the task of mentioning 3 nouns (which are around the class). the results obtained revealed that the student was wrong in pronouncing the intended word, saying the object did not match the picture, showing the wrong picture, reading the word could be spelled per letter but when connected it was different, it was difficult to express his wishes through language (verbal/ nonverbal). the learning that has been carried out by the teacher so far for these students is still using word reading 214 journal of icsar; volume 7, number 2, july 2023, 212-222 techniques and coupled with printed books that are given from schools only. as for reading, students are directly taught the word (by writing the sentence on the blackboard). this makes students confused and just say it without understanding the meaning of what they are saying. in addition, the media used is still limited to using writing on the blackboard or objects around students so that learning is less interesting and unpleasant. based on the problems above, an effective learning strategy is needed so that deaf students can improve their language skills well. learning strategies that are considered suitable for deaf students in understanding language through palpation techniques. by looking at the background of deaf students in their language acquisition, it is hoped that the learning strategy through touching can improve the language skills of deaf students. method research in developing this learning model uses research and development (r & d) research methods. research and development is a study to produce products and at the same time test the effectiveness of products through steps or stages of improvement (mufadhol et al., 2017). in research and development research there are several stages that must be passed, namely (1) preliminary studies conducted namely, (2) preliminary trials, (3) main product revision, (4) product operational revision, (5) field testing, (6) final product revision, (7) dissemination and implementation (mufadhol et al., 2017 ). and in this study the stages were adapted into the following stages: figure 1. research stages the subjects research were 3 (three) deaf students in class ii sdlb who attended slb yplab lembang, west bandung regency. content analysis at the preliminary study stage is very important in this research because it will determine the ideal learning strategy to fit the needs of the research subjects. this study used three instruments, namely (1) an instrument to determine the needs of deaf students, (2) an instrument for expert validation and (3) a trial instrument related to language learning strategies for deaf students. the ability to understand language referred to in this study is the ability of deaf students to understand the meaning of language which can be deciphered through the process of learning language and speaking. this language comprehension ability is measured through the aspect of showing pictures of pronouncing words and understanding words in verbal/nonverbal forms (razalli et.al, 2018). finding the results of the analysis of the objective conditions are used as a basis for formulating learning strategies through groping techniques in improving the ability to understand language in deaf children. the results showed that deaf students had difficulty understanding language learning. things that appear to students when given a word students will only follow the teacher's lip movements, when repeated with the same word ridwan, novianti, & koestieni, learning strategies through babbling techniques … 215 the response is only a silent nod or smile and if assisted by the new teacher can follow the ordered word. the ability to understand the language of deaf students can be seen from the research results in table 1. table 1: language skills of deaf children indikator language skill na lo la recognizing letters able able able recognize syllables able with help able with help able with help stringing words able with help not able not able understand the word not able not able not able extended word phrases not able not able not able based on the data above, it can be concluded that the language skills of three deaf students are still lacking. this is indicated by the many indicators that have not been mastered by the three students. from these data it is illustrated that language skills with indicators of knowing the subject letters na, lo, and la can already say the letters of the alphabet using sign language. for the ability to recognize the subject syllables na, lo and la have been able to say the syllables although they are still assisted. assembling the words of the subject name still needed help and subjects lo and la had not been able to string syllables into words. indicator understands words and word phrases that the three subjects have not been able to do. in addition, the results of the research related to the learning patterns carried out by teachers in developing language skills so that deaf students are able to understand language are teachers providing learning using sign language. language learning begins with mentioning words that will be developed into understanding. for example: the word "book", the teacher will write the word on the blackboard. together with the students mentioning and indicating the word. the weakness is that deaf students can only participate in the lesson and when asked again students have difficulty understanding the word that was explained by the teacher. the programs carried out by the teacher in understanding language for deaf students in table 2. table 2: the learning program understands the language of deaf students no. learning program learning methode result na lo la 1 2 3 4 5 6 1 ability to understand language and speech sign language able to use simple sign language. able to use sign language able to use sign language word card learning to use word cards makes it easier for children to learn to recognize syllables, vocabulary. learning to use word cards is still syllable recognition. to combine into words the child is still confused. confusion in using the media picture card learning using picture cards makes it easier for children when learning. drawing cards are used as toys, do not understand their function. very happy to learn when using pictures tell a story still helped tell a simple story still helping with storytelling. still having trouble telling 216 journal of icsar; volume 7, number 2, july 2023, 212-222 the data table above shows that the program carried out by the teacher is still not optimal. so that the language ability of deaf students is still limited. therefore, it is necessary to have an appropriate learning strategy so that the learning of deaf students goes well. based on the analysis data, a learning strategy was developed based on students' needs related to understanding language in the hope that deaf students are able to develop their language with appropriate techniques through comprehensive optimization of residual hearing. so a learning strategy was formulated through the groping technique to improve the language skills of deaf students. the groping technique was chosen because it is an alternative language acquisition for deaf students. the bubbling technique is a way of repeating syllables to produce a meaningful word. the palpation technique is one of the reasons given the pre-linguistic development of deaf students. so in other words this technique is suitable for improving the language skills of deaf students. the data above can be described into a learning strategy with the following details: 1) planning which consists of assessment and analysis of the results of the assessment, 2) implementation which consists of learning objectives, teaching techniques, learning steps, learning media 3) evaluation which contains assessment and feedback. the planning stage begins by looking at the analysis of the needs of deaf students by conducting a language assessment. then after carrying out the assessment the results were analyzed to determine the implementation of learning for deaf students. the implementation stage at this stage is given to deaf students learning to improve language understanding. learning objectives are made to see the learning achievements that will be carried out by deaf students (atika et.al, 2018). the technique used is using the groping technique. the learning steps are made detailed so that deaf students are clearer and understand each lesson. learning media is also adapted to the needs and learning. the evaluation stage is the assessment stage to review the extent to which learning is implemented. the assessment was carried out using an oral test by looking at language development and the extent to which deaf students understand language through word cards and the language that has been taught. the follow-up/feedback stage is to see success in learning. through the above learning strategies it is hoped that it can improve understanding of language through the palpation technique. language and speaking are skills that must be mastered by every individual. with language and speech, it makes it easier for individuals to understand language. language and speech are closely related to communication. so, with the existence of language and speech a person can communicate well and vice versa without language a person will have difficulty expressing his wishes. discussion deaf children experience loss of hearing function resulting in limitations in language skills. in line with that, myklebust in somad and hernawati (1996:27) states: "a deaf child is someone who experiences a deficiency or loss of hearing ability either partially or completely as a result of the failure of some or all of their hearing devices, so that they cannot use their hearing aids in everyday life which has a complex impact on their lives". based on the statement above, deaf children experience hearing difficulties which will automatically affect their language development. the inability of deaf children to access language sounds through hearing will affect the power of abstraction. somad and hernawati (1996:13) state: ridwan, novianti, & koestieni, learning strategies through babbling techniques … 217 "the lack of abstraction power in some tasks is only due to limited language skills, not a retarded mental state. if the language skills are improved, the abstraction ability will also increase”. seeing from the development of the language of deaf children, the impact of someone who has a hearing impairment is one of them mastering language. deaf children have difficulty understanding language so they need appropriate learning strategies. referring to the language acquisition of deaf children, they stop at the groping phase or terms with the bubbling phase where children generally carry out activities of making repeated sounds with the aim of repeating the sound of the language will be stored in longterm memory and at any time the word is spoken then will be easy to use and understand. this does not happen to deaf children. they have no language experience. so, they have difficulty understanding speech and language. for this reason, deaf children must be given learning that suits their needs so that their abilities develop optimally. one way is to use appropriate learning strategies to help deaf children understand language. kemp in deak & santoso, 2021 learning strategy is a learning activity that must be carried out by teachers and students so that learning objectives can be achieved effectively and efficiently. meanwhile, according to strayer, 2012 explaining that learning strategies are the ways chosen to convey learning methods in a particular learning environment, the intended learning strategies include the nature of the scope and sequence of learning activities that can provide participants' learning experiences educate. the learning strategy developed in the study was based on an analysis of existing needs in the field regarding the ability of deaf children to understand language (howertonfox & falk 2019). so, that the learning is appropriate and can help deaf children understand language. the learning strategy is to use the bubbling technique or the term bubbling. why is the groping technique because it refers to the language development of deaf children which stops in this phase, so that deaf children have poor experience of language which results in their limited understanding of the language. the bubbling technique comes from the word bubbling which means repetition of syllables which takes place at the age of 6 to 8 months until the child produces the first word (big indonesian dictionary 2016: 717). touching can also be interpreted as making a sound as a preparation for speaking. from this statement, the learning strategy using the groping technique is very possible for deaf children to develop in language skills both receptively and expressively. therefore, with the right strategy it will be easy to develop language skills so that deaf children increase their understanding of language and in the long run they can communicate effectively. conclussion based on the results of the research that has been done, it can be concluded that through learning strategies using the babbling technique, deaf children are able to develop language skills. this can be seen from the data on the ability to recognize syllables, words and being able to tell stories using sign or spoken language before and after learning is given. therefore, learning strategies with the babbling technique is one of the right learning in developing language skills so that deaf children improve their understanding of language and in the long term they can communicate effectively and independently. references annisa, a., & hasanah, u. (2022). language development in early childhood perspective a career mother. azzahra: jurnal pendidikan anak usia dini, 3(2), 110-128. 218 journal of icsar; volume 7, number 2, july 2023, 212-222 atika, i. n., ediyanto, e., & kawai, n. (2018). improving deaf and hard of hearing students’ achievements using sts approach: a literature review. international journal of pedagogy and teacher education, 2, 3-19. https://doi.org/10.20961/ijpte.v2i0.19748 binger, c., kent-walsh, j., king, m., & mansfield, l. (2017). early sentence productions of 3-and 4-yearold children who use augmentative and alternative communication. journal of speech, language, and hearing research, 60(7), 1930-1945. https://doi.org/10.1044/2017_jslhr-l-15-0408 deak, v., & santoso, r. (2021). learning strategies and applications in learning achievements. international journal of social and management studies, 2(4), 159-167. https://doi.org/10.5555/ijosmas.v2i4.64 depdikbud, p. b. (2016). kamus besar bahasa indonesia [big indonesian dictionary] (edisi kelima). balai pustaka. ediyanto, e., atika, i., hayashida, m., & kawai, n. (2017, august). a literature study of science process skill toward deaf and hard of hearing students. in 1st annual international conference on mathematics, science, and education (icomse 2017) (pp. 190-195). atlantis press. https://doi.org/10.2991/icomse-17.2018.23 hikamah, s. r., rohman, f., & kurniawan, n. (2021). developing virtual communication skills in online learning based on modified pbl during the covid-19 pandemic. international journal of education and practice, 9(2), 323-339. https://doi.org/10.18488/journal.61.2021.92.323.339 howerton-fox, a., & falk, j. l. (2019). deaf children as ‘english learners’: the psycholinguistic turn in deaf education. education sciences, 9(2), 133. https://doi.org/10.3390/educsci9020133 hurlock, e. (2003). perkembangan anak jilid 2 [early childbood development]. jakarta: pt gelora aksara pratama. mufadhol, m., siswanto, s., susatyono, d. d., & dewi, m. u. (2017). the phenomenon of research and development method in research of software engineering. international journal of artificial intelligence research, 1(1), 1. https://doi.org/10.29099/ijair.v1i1.4. razalli, a. r., thomas, r. o., mamat, n., & yusuf, n. (2018). using text with pictures in primary school to improve reading comprehension for hearing impaired students. journal of icsar, 2(1), 19-27. http://dx.doi.org/10.17977/um005v2i12018p019 skinner, b. f. (1957). the experimental analysis of behavior. american scientist, 45(4), 343-371. somad, p., & hernawati, t. (1996). ortopedagogik anak tunarungu. jakarta: departemen pendidikan dan kebudayaan direktorat jendral pendidikan tinggi proyek pendidikan tenaga guru. strayer, j. f. (2012). how learning in an inverted classroom influences cooperation, innovation, and task orientation. learning environments research, 15, 171-193. https://doi.org/10.1007/s10984-012-91084 theunissen, s. c., rieffe, c., kouwenberg, m., de raeve, l. j., soede, w., briaire, j. j., & frijns, j. h. (2014). behavioral problems in school-aged hearing-impaired children: the influence of sociodemographic, linguistic, and medical factors. european child & adolescent psychiatry, 23, 187196. https://doi.org/10.1007/s00787-013-0444-4 yasin, m. h. m., tahar, m. m., bari, s., & manaf, f. n. (2017). the sign language learning in deaf student and special education teacher in integration program of hearing problem. journal of icsar, 1(2), 166174. http://dx.doi.org/10.17977/um005v1i22017p166 ridwan, novianti, & koestieni, learning strategies through babbling techniques … 219 appendix 1: learning strategic with bubbling technique to improve language ability for deaf students n o. learning objectives measured ability learning technique s learning materials learning step learnin g media evaluation ket able not able 1 2 3 4 5 6 7 8 9 10 preparation phase 1 language developm ent assessmen t conducting assessments related to the language abilities of deaf children. language development assessment 2 analysis of assessment results analysis of the results of the assessment to design a learning strategy for deaf children's language skills the results of the assessment are used as a reference in designing learning strategies for deaf students in improving their language skills. implementation stage 3 understan ding language receptive speech and language skills bubbling technique recognitio n of vowels by sound introduct ion do warm-up activities with mouth exercises saying vowel letters (a,i,u,e ,o) alternate ly correcti ng the sound coming out of the student's speech organs do the activity of repeatin g 2 syllables . example • whi stle • pap er • wor d card s • vis ual med ia (ppt alp hab et lett ers) 220 journal of icsar; volume 7, number 2, july 2023, 212-222 s: aa, ii, uu, ee, oo (repeate d 3 times) receptive speech and language skills recognitio n of consonants by sound saying consona nts alternate ly correcti ng the sound that comes out of the child display word cards and picture cards read the syllables correctly . example : baba, aunt, papa, etc assembl e the word from the syllables displays images that match what is read / hinted at • word cards • picture cards • visual media (ppt letters and syllable s) • visual media (ppt pictures of objects) 4 improving the language skills of deaf children receptive speech and language abilities of deaf children bubblin g techniqu e sign language introduci ng sign language (letters/a lphabets, numbers, words, sentence s) carry out sign language learning activities with the sign language book ridwan, novianti, & koestieni, learning strategies through babbling techniques … 221 guidance of the teacher demonst rate sign language correctly . syllable recognition mention vowel consona nts (kv) with the kv-kv pattern example : ball, leg, horse, etc. mention vowel consona nts (kv) with the cvkkvk pattern example s: kah, lah, and, yah • syllab le cards • pictur e cards in anima ted form • visual media (ppt pictur es of words and object s) word recognition noun mention 5 names of objects in the class mention 3 nouns around the class (my book, hat, desk) mention 3 words body parts (eyes, nails, cheeks) verb mention 3 verbs (eat, drink, • word cards, • pictur e cards • visual media (word picture ppt) • visual media (ppt picture s of object s) 222 journal of icsar; volume 7, number 2, july 2023, 212-222 sit) adjective mention 3 adjective s (smart, stupid, diligent) sentence recognition mentio n 2 short sentenc es s p (subject predica te) (i eat, you drink) mentio n 2 spo sentenc es (subject predica te object) (i want to eat, you want to play) mentio n 2 spok sentenc es (i want to go to school, i want to go to the mall). • word cards • pictur e cards • visual media (simpl e story picture ppt) tell a story do simple story reading activitie s underst and reading by answeri ng story questio ns story book with picture 5 understand speech and story recognize mentio expressi ridwan, novianti, & koestieni, learning strategies through babbling techniques … 223 ing of language expressive language skills of deaf children telling expression s n the happy express ion symbol mentio n the symbol of a sad express ion mentio n the symbol of angry express ion on symbol cards (angry, happy, sad) action response answer when asked tell stories when somethi ng is interesti ng (examp le: while on vacatio n / shown a picture then asked to describ e) express wishes through verbal / nonver bal languag e • storyb ook • pictur e cards evaluation stage if students can carry out all learning activities independently, then the learning strategy is successful if students can do learning with a little help, then the learning strategy is said to be successful if students only do 2-3 lessons with assistance, then the learning strategy needs to be improved if students are not able to carry out learning according to each step given, then the learning strategy is said to fail and needs to be replaced. journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 8, number 1; doi: http://dx.doi.org/10.17977/um005v8i1p26 26 blended learning design to support differentiated learning: a case study for students with disability iga setia utami1*, setia budi1, gaby arnez1, afdhil hafid2 1 universitas negeri padang, padang, indonesia 2 universitas islam negeri imam bonjol padang, padang, indonesia *e-mail: igasetiautami@fip.unp.ac.id, setiabudi@fip.unp.ac.id, gabyarnez@fip.unp.ac.id, afdhilhafid@uinib.ac.id abstract: blended learning has been gaining attention in recent years as a method of instruction that combines online and offline learning experiences. this approach can potentially support differentiated learning for students with disabilities, who often require individualized instruction and accommodations. the purpose of this paper is to describe how the blended learning models can be used to support differentiated learning needed by students with special needs in higher education. this study is a qualitative case study. data was obtained through observation, literature study, documentation and interviews with students and experts on the appropriate learning models for students with disabilities to be implemented in higher education. the findings of this research are in the form of a learning model design with a combination of face-to-face and online lectures through appropriate technology to support differentiated learning for each student with disabilities. keywords: blended learning; differentiated learning; students with disability. introduction the number of students with disabilities attending higher education has gradually increased every academic year (hesa, 2023). various categories of disabled students registered in higher education consist of those with visual, hearing, physical and students with specific learning difficulties. with this diversity of enrolled students in higher education, universities, as inclusive educational institutions, must provide accessible learning for all. during the covid-19 pandemic, there has been a tremendous increase in higher education institutions using online and blended learning systems for their courses (hong et al., 2021; podsiadlik, 2021). this instruction is achieved through the integration of technology into the education system. higher education institutions are incorporating online instruction into face-to-face learning, utilizing tools such as learning management systems, class websites, electronic portfolios, and even social media platforms like padlet, youtube, and instagram. blended learning is a teaching method that combines traditional classroom instruction with online learning (alamri & tyler-wood, 2017; fazal et al., 2020; pham et al., 2021). it is a flexible approach that allows face-to-face interaction, self-paced learning, and technology-based instruction. blended learning aims to create a personalized learning experience that caters to the unique needs of each student. this approach is instrumental in supporting differentiated learning for students with disabilities, as it can provide a range of instructional strategies and materials tailored to meet this student population's diverse needs. differentiated learning in inclusive schools is centered on the needs of instructors in differentiating learning so that the needs of various students are fulfilled (brodersen & melluzzo, 2017; marlina et al., 2019; palahicky, 2014; suprayogi et al., 2017). this approach allows the teacher to adapt the learning components to suit the needs of each student. some of these components such as learning plans, products, assignments, exams, http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 mailto:igasetiautami@fip.unp.ac.id mailto:setiabudi@fip.unp.ac.id mailto:gabyarnez@fip.unp.ac.id mailto:afdhilhafid@uinib.ac.id utami et al., blended learning design to support … 27 media, and materials. in the context of disability this concept is very important to be applied in education. a personalized learning approach can help to ensure that students with disabilities receive adequate and relevant learning that matches their needs. because students with disabilities have different obstacles and characteristics, so they need different learning that is adapted according to their respective needs. for example, the teacher may need to use sign language for learning to students with hearing impairment. the goal of differentiated learning is to maximize each student's growth/progress and different success by adjusting each learner (from where he or she is) and assisting in the learning process (dapa & undap, 2023). students with disabilities frequently require tailored training that takes into account their particular strengths, problems, and learning styles (utami et al., 2020). blended learning can give a variety of resources and methods to help engage and inspire these students in their learning, such as multimedia presentations, interactive activities, and virtual simulations. furthermore, employing online learning platforms allows for better scheduling and pacing flexibility, which can benefit students who may need extra time or support to understand new ideas. students with disability require individualized training that take into consideration their specific strengths, challenges, and learning style (utami et al., 2020). blended learning can provide students with a variety tools and strategies to engage them, such as multimedia presentations, interactive activities, and virtual simulation. furthermore, using online learning platform provides for greater scheduling and pacing flexibility, which can benefit student who may require extra time or assistance to understand new concept. when implementing blended learning for students with disability, it is important to consider each student’s specific needs, as well as the available technology and resources. collaboration among teachers, parents, and special education experts is also essential to ensuring that the blended learning method is suited to each student's specific needs. educators may provide a more personalised and effective learning experience for kids with disabilities by employing a blended learning strategy, ensuring their success in school and beyond. unfortunately, there is a lack of information on the actual implementation of blended learning by instructors in higher education to provide customized instruction. this issue is critical because blended learning has the potential to address several challenges that hinder personalized instruction in traditional learning settings, including large class sizes or limited time (nicolae, 2014; tomlinson et al., 2003). therefore, this study aims to investigate how instructors in higher education use personalized instruction, especially for students with disability in a blended learning environment, their approaches to designing blended learning to meet the needs of diverse students, and what are the challenges and issues blended learning experiences by students in the mixed learning system. method this study employed a case study approach to describe how the blended learning model can implement differentiated learning, especially for students with disability. the case study is chosen as it is the appropriate research method for addressing the ‘how’ and ‘why’ questions, focusing on a contemporary issue within a real-life context (yin, 2009). the study used non-probability, purposive sampling. the study took place in the academic year 2022/2023 at a university in west sumatera which used blended learning, with approximately 50% of the face-to-face replaced by online instruction. six students with disabilities participated in this study. the qualitative data were collected through documentation, observation and interviews. differentiated learning aspects based on 28 journal of icsar; volume 8, number 1, january 2024, 26-31 (moore, 2014) consist of differences in content, process, product and learning environment. data were analyzed using triangulation techniques. result and discussion result what are the strategies for differentiation in blended learning based on the research results, many ways can be done to provide differentiated learning through the blended learning model. fulfilling the learning needs of different students can be realized through a combination of face-to-face and offline learning. so that students can get learning that accommodates their differences. the following in table 1 presents several activities in the blended model that can be carried out by teachers and students based on differentiating learning aspects. table 1. learning activities in the blended model based on differentiated learning aspects differentiated learning aspects learning activities 1. content provide varied teaching materials provide additional support in teaching materials instructors provide various types of material; text-based content, audio-based content, video-based content, video with sign language, video with subtitle they are providing additional materials on the web to complement face-to-face meetings. provide additional activities such as online discussion present content in varied ways 2. process whole class interaction grouping individualized activities instructors give individual activities based on students' characteristic instructors facilitates direct and group learning provide additional instruction to different student 3. product provide additional support throughout the product development provide varied assessment students can choose the form of product that they will collect as an assignment adapting their capabilities, such as allowing visually impaired students to submit works in the form of typed text or audio recordings. provide choices and modes of expression provide peer and self-evaluation 4. learning environment maintain a conducive classroom environment arrange seating positions for visually impaired students provide sign language interpreters for deaf students. accept and appreciate student diversity provide accessible tools and systems for online interaction challenges and issues experienced by student with disability in the blended learning model based on the blended model that has been running, students with disabilities still have challenges and obstacles in learning. and on the other hand, they also stated they had a beneficial learning experience through the blended learning model. students with visual impairment “in face-to-face meetings, i listen to the material from the lecturer, ask questions, and participate in class discussions. through online learning, i can study the lecture material longer. the challenge in face-to-face learning is that i am sometimes disturbed if my friends beside me are noisy. and the challenge in online education is that occasionally several applications are not accessible to the visually impaired.” utami et al., blended learning design to support … 29 students with hearing impairment “i can see the movement of the lecturer's lips during face-to-face classes, and online learning helps me to understand better the material that i sometimes find difficult to grasp in face-to-face classes. i can participate in discussions through online learning, read course materials, and watch videos.” students with physical impairment “blended learning allows me not to have to come to campus. i can learn from home through e-learning or web meetings. i have no problems with online learning. i like online learning. my mentality is also healthier because i don't hear insults from others. hopefully, online learning can be carried out until i finish graduation.” discussion implementing blended learning for students with disabilities can be quite challenging, but it is not impossible. if applied carefully, blended learning can assist students with disabilities. implementing blended learning is a joint responsibility of every element in higher education institutions (bates, 2019; halverson & graham, 2019). it starts with policymakers who provide accessible facilities and infrastructure and educators' awareness to provide appropriate learning for all students. differentiated learning should be applied in the education system, especially for students with disabilities. they need learning services that can accommodate their obstacles. online learning in blended learning can accommodate these needs. on the other hand, face-to-face learning is still required to form attitudes and social skills that cannot be conveyed through online education. blended learning potential, combining online and offline interactions, can provide differentiated learning for students with special needs. online learning tools and features can supplement what cannot be delivered in face-to-face meetings. conversely, face-toface meetings are still needed for students with special needs to obtain materials directly, develop social and communication skills, and shape attitudes. some of the conveniences obtained in online learning in blended learning for students with disabilities are 1) learning can be carried out anywhere and anytime, 2) online learning in the blended model makes learning more organized, 3) online learning makes costs more affordable, 4) online learning makes the material accessible repeatedly, 5) blended learning increases self-confidence. as found (castro, 2019) digital technologies may improve learning activities. while the weaknesses are 1) some online learning features are inaccessible for blind people because they cannot be accessed using talkback and jaws. 2) online learning depends on internet access; if there are problems, then learning cannot be accessed. 3) for deaf students, they cannot directly ask the lecturer and colleagues if something is not understood. so, it is essential to consider the form of online learning for a student with a disability. some benefits of face-to-face learning are 1) being able to interact directly with lecturers and classmates, 2) through face-to-face learning can increase social interaction and build attitudes that cannot be obtained online 3). face-to-face learning can be communicated directly with lecturers according to disability needs. the weaknesses are as follows 1) because they depend on audio, blind students need a quiet atmosphere during face-to-face learning, so if there is a noisy place, it will disturb them. 2) face-to-face learning for deaf students is sometimes difficult to understand because it only depends on the lecturer's lip movements. 3) deaf students have difficulty having direct discussions, and 4) deaf students need sign language interpreters to make learning more optimal. as 30 journal of icsar; volume 8, number 1, january 2024, 26-31 found (astuti et al., 2023; utomo et al., 2023) there are still several barriers to accessibility for students with special needs in face-to-face learning. based on the explanation above, the two learnings can be combined in blended learning with adjustments based on the characteristics and barriers of each disability. the mixed learning model can make learning individualized for students with disability. blended learning can be an alternative to faced student demographics in higher education (medina, 2018; okaz, 2015) conclusion blended learning has the potential to realize differentiated learning, which is highly needed in higher education to achieve accessible understanding for all, including students with disabilities. various methods, media, and learning systems in blended learning can help the achievement of students with special needs. but on the contrary, when students' obstacles and individual needs are not considered, blended learning can worsen students' learning experience. references alamri, a., & tyler-wood, t. 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(2023). development of sign language application pesan kuliah with material substance modification based on student characteristics with hearing impaired. journal of icsar, 7(1), 136. https://doi.org/10.17977/um005v7i12023p136 yin, r. . (2009). case study research: design and methods. sage publication. journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 8, number 1; doi: http://dx.doi.org/10.17977/um005v8i1p18 18 the relationship between democratic parenting styles and independence in mobility orientation of visually impaired students in special school in the solo raya region donni prakosha*, mutmainnatul hasanah*, supriyadi universitas sebelas maret surakarta, surakarta, indonesia *e-mail: donni@staff.uns.ac.id, mutmainnatul16@gmail.com, supriyadi@staff.uns.ac.id abstract: this study aims to determine the relationship between democratic parenting styles and independence in the mobility orientation of visually impaired students in special school in the solo raya region. the quantitative correlational method was employed, with the research subjects consisting of 30 parents of visually impaired students aged 7-15 years in special school in the solo raya region. the sampling technique used was probability sampling through cluster random sampling. data collection was conducted using a nontest instrument (scale). the analysis technique employed was the pearson product moment correlation with the assistance of spss 26. the results of this study showed a significance level of 0.507, indicating a linear relationship between the two variables. the correlation coefficient value in the hypothesis test results between the two variables was 0.757, indicating a strong level of association. the conclusion, it can be concluded that there is a relationship between parental democratic parenting and the independence of mobility orientation of blind students in slb in the solo raya region with a correlation. keywords: democratic parenting styles; independence in mobility orientation; visually impaired students. introduction in the growth stage of a child, the family is the first environment that plays a big role. every family has different ways of educating and caring for children. parenting is very necessary at the stage of child development with the aim that children can grow and develop as expected. this is in accordance with what was revealed by sari (2020), many factors influence the process of growth and development of children, one of which is parenting patterns. parental behaviour will bring good results, especially if done correctly. the success of a child in facing his life depends on parents providing life supplies to their children. this can be done by providing education, fulfilling life needs such as food and clothing, religion, independence, and establishing norms in society. the parenting provided by parents will be based on the needs and circumstances of the child. children with special needs require a slightly different way of being educated than children in general. there are various types of special needs children, one of which is children with visual impairment, often referred to as blindness. according to rani, & jauhari, (2018). blind children are children who experience special needs in their vision, either mildly (low vision) or totally (blind), and require special services related to their needs. blind is used to describe children who use their senses in learning, while low vision is used to refer to children who can still utilize their remaining vision in learning. usually, impaired children are categorized as children with visual abnormalities (hermawan et al., 2018). hallahan et al. (1997) define visual impairment as someone with 20/20 or less vision visibility on the corrected eye (e.g. with glasses) or has a very narrow field of vision with the widest diameter distance, not more than 20 degrees. their main problem is an orientation and mobility in an environment they do not know. there are a lot of efforts have been made to improve their mobility, for the example using technology. many people with the serious visual impairment are in doubt in traveling by themselves (marlina & siti, 2018). http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 mailto:donni@staff.uns.ac.id mailto:mutmainnatul16@gmail.com mailto:supriyadi@staff.uns.ac.id prakosha, hasanah, & supriyadi, the relationship between democratic parenting … 19 in fact, blind children often experience difficulties developing their independence. based on initial observations made of blind children in slb a ykab surakarta, there are still blind children who are less independent in carrying out their mobility orientation activities. children still need a lot of help from other people, especially their parents, in carrying out their daily activities. blind children need mobility and orientation skills to carry out their activities. this is in line with hidayat & suwandi (2013) orientation and mobility skills can make it easier to carry out daily activities. mobility orientation is a basic need and must be ensured that blind children must master it to make it easier to carry out various activities. these mobility orientation skills can help children to support their independence. independence is an important aspect that children should have because it will improve their lives. sa’diyah (2017) revealed that independence is a person's ability not to depend on others in caring for themselves, being able to make decisions, and interacting socially with others. the ability to do things independently will free children from dependence on others to carry out daily activities. blind students in setting themselves associated with surrounding objects, they require three fundamental principles including determining the orientation of where to position themselves to be, knowing the object or area of interest, and realizing how to arrive at a destination. these three principles are obtained through special skill learned in schools that are orientation and mobility (o&m) (rahayu & sunardi, 2018). parents are the first people who can provide guidance and training to blind children. this guidance and training provided by parents is a way of influencing children's independence. the application of parenting patterns will have an impact on children's mobility orientation abilities. a democratic pattern can help stimulate children's mobility orientation independence. this is in line with the opinion of adpriyadi & sudarto (2020) democratic parenting is a parenting pattern that gives children the freedom to express their opinions and do what they want without crossing the boundaries or rules that parents have set. this democratic parenting can be seen in the open attitude between parents and their children. if this parenting pattern is well implemented, it will have a good impact because it can help blind children explore their environment without making them feel afraid to question things they have just met, so that they do not feel limited in their space. however, children still get supervision from parents. with this parenting pattern, children have a mobility orientation that can help them carry out daily activities independently. based on the explanation that has been described, the researcher is interested in conducting research related to parental democratic parenting with the independence of blind students. based on the description presented, this research was conducted to find out the relationship between parental democratic parenting and the independence of mobility orientation of visually impaired students in slb solo raya region. method in this study, the correlational quantitative method was used. the use of correlational quantitative methods in this study aims to determine whether there is a relationship between one variable and another variable. the sampling technique used in this study was probability sampling by means of cluster random sampling. the population in this study were all parents of blind students in four slb in the solo raya region, which included solo raya, which included slb-a ykab surakarta, slb negeri karanganyar, slb a yaat klaten, and slb negeri boyolali. the sample used in this study amounted to 30 people from the total population of parents of blind children in slb in the greater solo region, considering the criteria set by the researcher. the criteria used as samples by researchers, namely the first, are the parents of blind children who attend school in one of the slbs that are used as research sites. second, parents who have blind children aged 7–15 years. 20 journal of icsar; volume 8, number 1, january 2024, 13-25 the technique used to collect data in this study used non-test instruments (scales) with a questionnaire in the form of two scales, namely the parental democratic parenting scale and the mobility orientation independence scale for blind students. the validity test used in this study was content validity, so if the instruments used in this study are valid, then content validity testing techniques can be assisted by using an instrument grid or instrument development matrix. this research scale is assisted using the pearson product moment correlation coefficient formula and uses the help of statistical product and service solution (spss) 26 software to test the validity level of each instrument. according to arikunto (2013) the validity of the instrument is shown through the correlation value in the spss output, which is compared with the significance level of 5% or 0.05. then, for external testing of the instrument, tests can be used, and the results are analyzed by correlation to determine the consistency of the instrument. the reliability test used is the cronbach's alpa model, and then analyzed using statistical product and service solution (spss) statistic 26. according to azwar (2022) the questionnaire is said to be reliable if the coefficient is > 0.6. this study uses pearson's product moment correlation data analysis technique with the help of the statistical product and service solution (spss) statistic 26 application. this research data analysis technique uses two analysis tests, namely the data analysis requirements test and hypothesis testing. result and discussion this research was conducted in slb in the solo raya region in four districts or cities including surakarta, karangayar, boyolali, and klaten. this research was conducted in may-june 2023. details of slb used as research sites are in the table 1. table 1. list of schools no school name city/cab respondents 1 slb a ykab surakarta surakarta 13 2 slb negeri karangayar karangayar 4 3 slb-a yaat klaten klaten 10 4 slb negeri boyolali boyolali 3 the subjects in this study are parents of learners who meet certain criteria, namely having blind children aged 7–15 years who attend special schools in the solo raya region. based on the data obtained, the age categorization of blind students who attend slb in the greater solo raya region are in the table 2. table 2. demographic data categorization based on age of learners no age of learners (years) subjects 1 7 7 2 8 1 3 9 1 4 10 2 5 11 8 6 12 2 7 13 3 8 14 4 9 15 2 total 30 prakosha, hasanah, & supriyadi, the relationship between democratic parenting … 21 based on the research conducted, the data description is in the table 3. table 3. descriptive statistical analysis results descriptive statistics n minimum maximum mean std. deviation parental democratic parenting 30 54 77 64.67 6.493 independence mobility orientation 30 40 69 53.63 8.965 valid n (listwise) 30 based on the research subject categorization grouping formula used to group respondents' answers using three categorizations, namely, low, medium, and high categories. therefore, the data results from the scale of parental democratic parenting with the independence of mobility orientation have been carried out previously. the categorization is in the table 4 and 5. (1) parental democratic parenting scale table 4. categorization of democratic parenting no. category score total 1 low x < 40 2 medium 40 < x ≤ 60 10 3 high 60 ≤ x 20 based on data from the categorization table, parenting patterns are divided into three categories: low, medium, and high. the data results in the category of democratic parenting show that no parents have low democratic parenting, 10 parents have moderate democratic parenting, and 20 parents have high democratic parenting. in the low category, parents never practice democratic parenting with students. furthermore, in the moderate category, parents sometimes practice democratic parenting with students, such as giving them freedom while still under parental control so they can express their feelings, tell their problems, and receive support. meanwhile, in the high categorization, parents use democratic parenting in their care for students. the results of the data obtained show that the conditions of democratic parenting applied in the field are in the high category, so many parents apply democratic parenting in their care. according to jojon, et al., (2017) if children get democratic parenting, they will have good growth and development. so it can be concluded that most parents of blind students aged 7–15 years have democratic parenting in the high category, the higher the democratic parenting applied by parents to their children, the better the child's growth and development. (2) mobility orientation independence scale based on data from the categorization table 5, students' mobility orientation independence is divided into three categories, namely low, medium, and high. the results 22 journal of icsar; volume 8, number 1, january 2024, 13-25 of the data on the categorization of mobility orientation independence are that no students have low mobility orientation independence, 14 students have moderate mobility orientation independence, and 16 children have high mobility orientation independence. in the low category, learners are still very dependent on others in mobility orientation activities, such as still needing other people's rocks when moving places, not having self control over their environment and social environment, and not being able to express their feelings. table 5. categorization of mobility orientation independence no. category score total 1 low x < 38 2 medium 38 < x ≤ 57 14 3 high 57 ≤ x 16 then in the medium category, namely, students can carry out mobility orientation activities independently but sometimes still need other people, such as recognizing newly visited places. furthermore, in the high category, the independence of mobility orientation of students is very good. according to fauziyyah et al., (2022), children need parental support to increase their independence because parents have a role in the process of developing independence. so, it can be concluded that most blind students aged 7–15 years have mobility orientation independence in the high category; the higher the level of mobility orientation independence applied by parents to their children, the higher the child's independence skills. data analysis 1) normality test the kolmogorov-smirnov normality test is part of the classic assumption test, which aims to determine whether the residual value is normally distributed or not. a good regression model should have a normally distributed residual value. if the significance result is > 0.05, it means that the residuals are normally distributed; otherwise, if the significance result is 0.05, it means that the residuals are not normally distributed. the results of the normality test in this study are in the table 6. table 6. normality test results one-sample kolmogorov-smirnov test unstandardized residual n 30 normal parametersa,b mean .0000000 std. deviation 5.85583183 most extreme differences absolute .127 positive .085 negative -.127 test statistic .127 asymp. sig. (2-tailed) .200c prakosha, hasanah, & supriyadi, the relationship between democratic parenting … 23 based on the results of the normality test, the significance value of the normality test in this study is 0.200. this value is greater than 0.05, so it can be concluded that this research is normally distributed, so the assumption of normality is successfully fulfilled. 2) linearity test the linearity test serves to determine the form of the relationship between the independent variable and the dependent variable. if the sig value. deviation from linearity is > 0.05, then the dependent variable is linear. the results of the linearity test in this study are in the table 7. table 7. anova table based on the linearity test results above, the sig. deviation from linearity is 0.507. this value is greater than 0.05. so, it can be concluded that there is a linear relationship between parental democratic parenting and independence of mobility orientation. 3) hypothesis test results hypothesis testing of the data from the results of this study was processed using pearson's product moment correlation statistical analysis to determine the form of the relationship between the democratic parenting of parents and the orientation independence of blind students and to determine the direction and magnitude of the correlation coefficient between the democratic parenting of parents and the mobility orientation independence of blind students. the results of hypothesis testing in this study are as follows: table 8. hypothesis test results correlations pola asuh demokratis orang tua kemandirian orientasi mobilitas democratic parenting style pearson correlation 1 .757** sig. (2-tailed) .000 n 30 30 independence mobility orientation pearson correlation .757** 1 sig. (2-tailed) .000 n 30 30 **. correlation is significant at the 0.01 level (2-tailed). anova table sum of squares df mean square f sig. mobilityorientation independence * democratic parenting styles between groups (combined) 1868.800 16 116.800 3.285 .018 linearity 1336.534 1 1336.534 37.595 .000 deviation from linearity 532.266 15 35.484 .998 .507 within groups 462.167 13 35.551 total 2330.967 29 24 journal of icsar; volume 8, number 1, january 2024, 13-25 based on the results in the hypothesis test table, the significance value between the variables of parental democratic parenting and the independence of mobility orientation of blind students is 0.000, thus the results of the hypothesis decision in this study are ha accepted because the significance value is 0.000 <0.05. furthermore, to determine the strength of the relationship between the variable of parental democratic parenting and the variable of independence of mobility orientation of blind students based on the correlation coefficient guidelines. the magnitude of the correlation coefficient shows that the greater the value of the correlation coefficient interval in the hypothesis test results between the two variables is 0.757. from these results, it shows an interval of 0.60–0.799, which means that there is a strong level of relationship. conclusion after conducting research and analyzing data regarding the relationship between parental democratic parenting and the independence of mobility orientation of blind students in slb in the solo raya region. then, it can be concluded that there is a relationship between parental democratic parenting and the independence of mobility orientation of blind students in slb in the solo raya region with a correlation value of 0.757. solo raya region with a correlation value of 0.757. based on the results of the research found, it is important for parents to provide good parenting patterns for students. this needs to be a special concern for parents because the way parenting is given can have an impact on the growth and development of students. thus, parents can apply democratic parenting to help the growth and development of students, one of which is independence in students. this parental democratic parenting can be used as a reference or source of reference to be conveyed to parents of blind students at school. in addition, teachers can assist parents in increasing the independence of learners through parenting classes to parents. thus, parents can understand more about democratic parenting, how to apply it, the impact on students, etc. references adpriyadi, a., & sudarto, s. (2020). pola asuh demokratis orang tua dalam pengembangan potensi diri dan karakter anak usia dini [parents' democratic parenting in developing children's self-potential and character in early childhood]. vox edukasi: jurnal ilmiah ilmu pendidikan, 11(1), 26-38. https://doi.org/10.31932/ve.v11i1.572 arikunto, s. (2013). prosedur suatu pendekatan praktik [procedure a practical approach]. in rineka cipta. rineka cipta. fauziyyah, a. n., syafrudin, u., & hariri, h. (2022). hubungan pola asuh orang tua terhadap kemandirian anak usia dini 5-6 tahun [the relationship between parenting and independence of 5-6 year old children.]. jurnal pelita paud, 7(1), 92-97. https://doi.org/10.33222/pelitapaud.v7i1.1983 hallahan, d. e., kauffman, j. m., & pullen, p. c. (2013). exceptional learners: an introduction to special education: pearson new international edition. pearson higher ed. hermawan, h., putro, k. h., & sugini, s. (2018). the effectiveness of course review horay method on social sciences learning achievement of visually impaired students. journal of icsar, 2(2), 153-157. http://dx.doi.org/10.17977/um005v2i22018p153 hidayat, a. a., & suwandi, a. (2013). pendidikan anak berkebutuhan khusus tunanetra [education of children with visual impairment]. in pt. luxima metro media. luxima. jojon, j., wahyuni, t. d., & sulasmini, s. (2017). hubungan pola asuh over protective orang tua terhadap perkembangan anak usia sekolah di sdn tlogomas 1 kecamatan lowokwaru malang [the relationship between over protective parenting patterns and the development of school-age children at sdn tlogomas 1, lowokwaru sub-district, malang.]. nursing news: jurnal ilmiah keperawatan, 2(2). 524–535. https://doi.org/10.33366/nn.v2i2.498 marlina, m., & siti, q. (2018). improving ability of detecting object distance through u-qorselin tools on person with visually impaired. journal of icsar, 2(2), 158-162. https://doi.org/10.17977/um005v2i22018p158 rahayu, d. i., & sunardi, s. (2018). the effectiveness of straight line walk application used on straightwalking skills for blind students. journal of icsar, 2(2), 148-152. prakosha, hasanah, & supriyadi, the relationship between democratic parenting … 25 http://dx.doi.org/10.17977/um005v2i22018p148 rani, k., & jauhari, m. n. (2018). keterlibatan orangtua dalam penanganan anak berkebutuhan khusus [parental involvement in the management of children with special needs.]. jurnal abadimas adi buana, 2(1), 55-64. https://doi.org/10.36456/abadimas.v2.i1.a1636 sa’diyah, r. (2017). pentingnya melatih kemandirian anak [the importance of training children's independence]. kordinat, 16(1), 31-46. microsoft word 16 40320-152890-2-ce.doc journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p321 321 the "mathema" application as a mathematics learning media for children with down syndrome fadilah halfa amatullah, sunardi, mughi puspa annisi universitas pendidikan indonesia, bandung, indonesia e-mail: fadilahhalfa@upi.edu abstract: this research aims to create application-based learning media to help ease children with down syndrome in learning mathematics. the research method used is a qualitative method, with research subjects of teachers, parents, and children with down syndrome grade three sdlb. in accordance with the results of the analysis of objective conditions of the ability, inability, and needs of the subject, as well as theoretical analysis of learning mathematics, a 'mathema' application was developed, namely an interactive learning media in which there are features to learn about the concept of numbers, number sequences, number symbols, and addition and subtraction operations, which based on conceptual validation is feasible to use and based on empirical validation has proven effective for improving the ability to learn mathematics in the subject so that the findings of the 'mathema' media are expected a solution for teachers in helping ease learning mathematics in children with down syndrome. keywords: mathema, learning media, down syndrome introduction humans need the knowledge to be able to adapt to the environment in the form of meeting their needs. the learning process is the process of acquiring knowledge and knowledge in humans (ahdar & wardana, 2019). therefore, it is appropriate for everyone to get the right to learn to improve their abilities. for children with special needs, an educational service is needed to support their learning and development process according to their individual learning needs to be more optimal (sukadari, 2019). one of them is by creating learning media that will support the learning process of children with special needs in class. learning media is a component that supports the teaching and learning process in the classroom (muhtar, et al., 2020). learning media is developed in accordance with the program objectives that educators want to achieve (haifa et al., 2022). learning media helps children to understand the material being studied, besides that for children the existence of learning media for teachers also makes it easier to be clearer in explaining material either in the support of semi-concrete media or concrete media. this is in line with research (nurrita, 2018) which explains that learning media makes the teaching and learning process interesting and easy for students to convey material. delivering material to children with special needs, of course, must be adapted to the child's condition, namely based on the results of an assessment that includes what is the child's ability, the child's inability, and the child's needs. all subjects studied by children with special needs would be better if using learning media as a support so that children understand more, this is in line with the explanation regarding media according to the association for education and communication technology (aect), which defines the word media as all forms and channels that used for information processing (nurseto, 2011). so learning media can be interpreted as an intermediary to facilitate the process of guiding learning information. as we know that children with intelligence barriers include children with down syndrome, who have three main characteristics, namely: low intellectual intelligence (iq), physical and mental 322 journal of icsar; volume 7, number 2, july 2023, pp. 321-329 disabilities, and a weak immune system (swamilaksita, 2022; sartinah et al, 2023). therefore, in the learning process, children with down syndrome are unable to learn abstractly and this is in line with the statement of mcguire & chicoine (2006), that mentally retarded children are less capable of thinking about abstract, difficult, and convoluted things. also explained by rochyadi (2012), one of the academic characteristics of children with intelligence inability is that if they are given arithmetic lessons that are only able to range for a few minutes they will immediately say bored, difficult, and lonely, so the teacher's creativity in providing interesting learning media and being able to improve children's enthusiasm during the learning process. counting is synonymous with learning mathematics (susanti, yantoro, & kurniawan, 2020). depdiknas (2003) states that mathematics is the science of numbers, correlations between numbers, and operational procedures used to solve numbers-related problems. math is used in everyday life; without it, the world would be missing an important component in its makeup (mad amin et al., 2020). a person's ability to think logically will be increasingly strained by studying mathematics because mathematics lessons require careful thinking and reasoning about numbers or numbers. however, mathematics is often considered difficult for some students due to the demands of careful and logical thinking in studying mathematics. this is in line with the problem of a child experiencing intelligence inability (down syndrome), where children have inability in the learning process, especially in mathematics. down syndrome children have difficulties in learning mathematics abstractly. this is in line with the results of the mathematical assessment carried out by researchers. not only that, researchers confirmed to class teachers and parents of children with down syndrome. from the results of the interview, it was justified that this child with down syndrome had difficulties in learning mathematics. children do not understand the concept of arithmetic operations (addition and subtraction) and are not familiar with symbols in arithmetic operations (addition and subtraction). based on the results of the assessment that has been carried out, the existence of this media is very necessary, the existence of semi-concrete objects such as pictures, or concrete objects such as objects around children can make it easier for children to learn mathematics. however, there are problems encountered in the field, for teachers, it is difficult to provide appropriate media in teaching mathematics material. like the concept of counting, maybe the media used in problems in this field is less varied apart from number cards, apart from the lack of variety in the provision of learning media, the large number of conventional media made by teachers does not last long due to material and strength factors which are prone to damage, and the level of high complexity for teachers in developing conventional learning media, especially in mathematics learning material if it has entered into the process of adding and subtracting number operations. from the description of the problems above, several preliminary studies conducted by (yeni, et al., 2013) state that powerpoint media can improve the ability to recognize numbers 1 to 5 in children with down syndrome in class vi slb luki padang. furthermore, research (dianasari, et al., 2022; putri et al, 2022) shows that mini billiard game media is appropriate for use in the learning process for the introduction of numbers 0 to 9 for students with down syndrome. research from (saputra, 2021) explains that there is a change in learning outcomes for recognizing the numbers p 1 to 20 in children with down syndrome with server-based educational games. as for research (bakhtiar, 2022), the busy book learning media is effective for use in material for counting objects from 1 to 10. in research (dico et al., 2023) explains the use of cai media (computer game educational mathematics based assisted instructional (gema)) influences the ability to count 1-10 in mentally retarded students. and also research (abdulrahaman et al, 2020) amatullah, sunardi, & annisi, the "mathema" application … 323 states that there is an increase in students' recognition of numbers 11 to 20 through computer animation media. from the preliminary studies described earlier, learning media generally only contains number recognition as in research. through the results of existing preliminary studies, researchers offer a solution by developing high-tech-based learning media for children with down syndrome, namely by making an android-based application, namely the mathema application. the use of android-based applications as learning media for children with special needs has a positive impact such as students being happy and attracting their attention (maulana et al., 2015). the mathema application as a learning medium is made to help make it easier for children to understand the material which includes the concept of counting, the concept of numbers, the concept of addition, and the concept of subtraction. apart from that, it also increases the enthusiasm of children in learning by involving gadgets or cellphones as one of the objects that children like, besides making it easier for children, it also makes it easier for teachers to deliver the mathematics learning material. method the method used is a qualitative method. the subjects in this study were class teachers, parents, and children with down syndrome class iii sdlb. the information extracted using qualitative methods is how the process of learning mathematics for children with down syndrome is in grade 3 sdlb and how is the child's ability to learn academic mathematics so far at slbn b garut. based on these needs, the method used is a qualitative method to obtain an overview of the problems that are explored to contribute to the development of application-based learning media to improve children's ability to learn to count. then proceed with the development of application-based learning media to improve children's ability to learn mathematics in children with down syndrome at slbn b garut, at this stage the researcher makes application-based media and then validates it by a team of media experts according to the profile of children with down syndrome. after the application is declared valid and feasible to apply to children. after that, trials were carried out to determine the effectiveness of the mathema application. the data collection techniques used in this research are interview and observation techniques. after the data has been collected, data analysis is carried out with the following steps: (1) data reduction, which is checking and re-recording the data that has been collected; (2) data presentation, which is data arranged systematically in the form of narrative text (in the form of field notes); and (3) conclusion drawing, based on the analysis of observation results that have been adjusted to the research objectives. finding and discussion researchers observed the initial conditions of cases in one of the special schools in garut. the first stage carried out by researchers was identification and assessment (irvan, 2020). the process of identifying this problem involves interviewing class teachers and parents to find out whether there are children who experience an inability in academic development. after the identification is carried out, refer to one of the children with down syndrome in grade 3 of sdlb who experiences an inability in learning mathematics. after the identification results, the researcher conducted an assessment of the child who had been referred (dewi, 2018). the assessment used is a formal test assessment, namely a mathematical assessment. based on the results of the assessment of children with down syndrome, ability, inability, and needs can be identified, this is what is known as the child's profile. 324 journal of icsar; volume 7, number 2, july 2023, pp. 321-329 table 1. profiling ability inability needs children can name numbers 1-10 abstractly and sequentially. children are not yet able to show number symbols according to the concrete objects provided shows the number symbol according to the concrete object provided. the child can understand the concept of time (morning, afternoon, evening), by matching the activities according to the semi-concrete description of time using pictures children do not understand the concept of the amount of a number match numbers with the number of objects children already understand the concept of the number of objects that are more/less in concrete, semiconcrete and abstract terms. children are not yet able to recognize symbols in number operations. match the number operation symbols as mentioned by the teacher children can recognize 2 currencies, namely rp. 1000-, and rp. 2000-, children are not yet able to understand all the concepts of number operations both concretely, semi-concretely, and abstractly. provide concrete addition and subtraction operations concept training with barura. children are not yet able to distinguish the types of currency group the types of currencies based on their value sort the types of currencies based on their value from smallest to largest and/or vice versa train pre-requisite mathematics in classification after conducting an assessment and knowing the child's profile, in general, children with down syndrome experience difficulties in learning mathematics in the abstract. so the researchers compiled appropriate learning media for children with down syndrome based on their needs. one of the roles of learning media is to be able to concretize things that are abstract in nature and help children to make it easier to understand the subject matter, especially in mathematics lessons (susanti, 2020). based on the problems described, the researchers offer a solution by designing hightechnology-based learning media for children with down syndrome, namely by making an android-based application, namely the mathema application. after the researcher has finished designing the mathema application-based learning media, it will be validated by the validator. the validator for this learning media is the lecturer as a team of media experts. validation was carried out twice when presenting the results of the learning media design. in the first validation, the researcher designed three learning media before finally establishing one learning media that was validated by the lecturer. after that, the researcher designed a concept regarding the mathema application. with the design concept of the mathema application is as follows. mathema application is an android-based application that is specifically designed based on the subject's conditions, which include the subject's ability, inability, and needs. the mathema application is a learning medium that supports and helps subjects to easily understand mathematics learning material. the scope of material in the matema application is based on ki/kd mathematics for sdlb grade 3 regarding the introduction of natural numbers up to 40 using objects around them and the introduction of arithmetic operations on natural numbers. judging from the contents of the math ki/kd presented, this mathema application develops material coverage regarding the concept of counting, ordering numbers, the concept of sum, and the concept of addition and subtraction operations. this application can be used on various types of android-based mobile phones and can be used offline or without a network. the amatullah, sunardi, & annisi, the "mathema" application … 325 functions of making this mathema application are (1) to make it easier for children to learn mathematics with visual and auditory support, (2) to make it easier for children to learn mathematics in a semi-concrete and abstract manner, (3) to make children learn mathematics with pleasure. there are steps for using the mathema application, which are as follows: (1) register by filling in your name, age and class, (2) enter into the application by entering your name and class, (3) click the mathema learning feature to start learning mathematics, (4) learning mathematics in the mathema application will start from the level of group numbers ranging from 1-10 (but optionally can be selected according to the needs and conditions of the child, (5) then select the features of learning mathematics content according to needs (counting, number concepts, subtraction and summation, (6) if you have used the learning feature, then click the evaluation feature, (7) select the mathematics learning content to be evaluated, (8) do the questions that appear in the application, (9) the application will give a correct mark if the question done correctly, and vice versa the application will give an error sign if the question is not correct, (10) the application has a score feature to see the score obtained from the results of working on evaluation questions, (11) users can see all your score values in the profile feature, ( 12) if you are already using the application, the application will automatically log out of the user account. the description of the contents of the mathema application is as follows. figure 1. display of mind mapping-based teaching materials 326 journal of icsar; volume 7, number 2, july 2023, pp. 321-329 figure 2. display of the mathema application after the design of this learning media was completed, a second presentation was carried out to validate the learning media. the results of the presentation stated that the mathema application was valid so that the mathema application-based learning media was feasible to be applied to children with down syndrome. the next researcher conducted trials on subjects who experienced inability in learning mathematics. in testing the use of the mathema application, the learning process became easier to provide children with an understanding of the concept of counting and sorting, the concept of quantity, and the operations of adding or subtracting numbers. through the use of the mathema application, children can survive learning for a longer duration than usual. in content counting and sorting numbers, it makes it easier for children and also teachers to introduce numbers both in form (visualization) and how to pronounce them (auditory), for content to understand the concept of numbers with the help of egg illustration objects in amatullah, sunardi, & annisi, the "mathema" application … 327 the application, while for the concept of addition operations and subtraction helps make it easier for children to understand the addition and subtraction process starting with introducing the signs used in the subtraction and addition operations, such as the plus sign (+), minus sign (-), and equals (=), in addition to introducing the sign with this sign, through the mathema application it becomes easy for children to carry out addition and subtraction operations because of the image of an egg as a child's visualization aid when adding or subtracting numbers. children show pleasure when they get a correct mark visually and auditory as a form of appreciation given by the application, and children also become more enthusiastic if they get a "wrong" sign by trying to do the next question correctly, then through the mathema application it makes it easier for the teacher to recap the results of the value obtained by the child when working on evaluation questions. therefore, learning media based on the mathema application can be said to be effective because it meets the predetermined criteria, namely accuracy in learning objectives, suitability for the content of the subject matter, ease of obtaining media, teacher skills in its use, availability of time in use, by the stage of thinking of students (nurrita, 2018). there are advantages and disadvantages to the mathema application after testing the subject. the advantages are (1) the mathema application makes learning mathematics fun, (2). the mathema application can make children interested in learning mathematics, (3) the mathema application can provide a different sensation of learning mathematics such as educational games, (4) the mathema application helps visual and auditory mathematics learning, (5) the mathema application helps semi-concrete mathematics learning and abstracts, (6) the mathema application can be used on all types of android cellphones, (7) the mathema application can be used when offline or without a network, (8) the mathema application can make it easier for teachers to recapitulate children's acquisition scores in learning mathematics. while the drawbacks are (1) only being able to learn mathematics in the use of numbers ranging from 0-40 and (2) only using image visualization with one shape. the development of the mathema application is in line with research (revita, 2021) which revealed that based on field observations by utilizing this interactive learning media for students with special needs, it was found that several things students were interested in the pictures that came out of the media, students were motivated in learning can be seen from repeating the media continuously and the teacher finds it easy to convey the material and this can all be seen when the subject uses the mathematic application. conclussion the development of mathematics application-based learning media is based on objective conditions on the ability, inability, and needs of children in learning mathematics. the trial phase which was carried out with media experts met the predetermined criteria so that the mathema application developed was suitable for use in learning activities. test trials conducted on the mathema application are said to be effectively used in learning mathematics with material on the concept of numbers, the concept of number sequence, the concept of number symbols, and the concept of 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[improving the ability to recognise numbers 1 to 5 through power point media for children with down syndrome (single subject research in class d6/c slb luki padang)]jurnal penelitian pendidikan khusus, 2(3). 845–853. http://ejournal.unp.ac.id/index.php/jupekhu 134 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 developing self-knowledge and occupation of student with physically handicapped endang pudjiastuti sartinah universitas negeri surabaya, indonesia e-mail: endangsartinah@unesa.ac.id abstract: this research aimed at describing the process of developing self-knowledge and occupation of student with physically handicapped. it started by identifying and doing needs assessment for the future career targets, planning the development progress of career guidance for them, drawing the quality of career guidances. the proceduere development od research adapts the theory by brophy (2002), it’s consist are reaching and collection of information then the planning and development of products. the final product of the module with cip models was revised as an attempt to develop the potential for future careers of student with physically handicapped. keywords: self-knowledge and occupation, module recent studies related to counseling for career guidance were developed nowadays. this research enhance the previous research about module development which explain the development and instructional evaluation on the deployment of career maturity for young people with learning difficulties. and this completion is related to the career development of students with physically handicapped. career guidance is a process of service and help given by a counselor or a tutor to students and to a group of students at all ages throughout the span of their lives to educate themselves, to knowing the environment in form of world of employment, and to determine the choice of education, training, and selection of career in adjusting to the demands of employment. in turn, this guidance can help to devise a plan to make decisions and manage the careers of individuals (mcdaniel in herr and cramer, 1984: organization for economic co-operation and development of the european commission/oecd, 2004; munandir, 1996). students with physical handicapped experience the inability to knowledge themselves, especially towards their attitude, ability, and personality. meanwhile, the knowledge of individual thinking towards occupation, and the relation between self-knowledge and the desired occupation requires career guidance services that help to improve the knowledge of self and occupation. this study develops module for self-knowledge and occupation for physically handicapped students. based on the previous mentioned problems, special school students’ self-knowledge and occupation is still lacking. this can be seen in their view on several things such as interests, ability, personality, values, and attitudes. in addition, the students’ knowledge towards occupation is still low, especially in identifying the ideals or the mindset of people towards occupation and the link between self-knowledge to the desired jobs. in connection with these problems, the main task of the counselors and teachers is to help in developing self-knowledge and occupation for student with physically handicapped. therefore, the problem in the development of research can be stretched to the fact that there is currently no career guidance to help and developments elf-knowledge and occupationknowledge for students. related to the self knowledge and occupation knowledge, peterson et al., (1991); peterson et al., (2002); sampson et al. (1999); sampson et al., (2000); sharf (2002); osbornet al. (in zunker, 2002), have a theory known as the theory of cognitive information processing (cip) explained that there are three domains involved in career choices and problem solving, namely: (1) knowledge domain, (2) decision making skills domain, and (3) executive processing domain. theories cip as stated in the choice of career and solving the problem, then there is one among domains developed in the model of career guidance for self-knowledge and occupation knowledge for students with physically handicapped, which is the domain of knowledge or understanding (knowledge domains). the strength of domain knowledge or understanding (knowledge domains) on the theory cip is that someone in planning career started through the provision of knowledge or understanding. giving knowledge or understanding in students with physical handicapped from the outset meant that students have prepare well for a career in the future. in order for students since the beginning of preparation to prepare for a career in the future, hence the reason for taking the field of knowledge (knowledge domain) that was developed in the model of career guidance for self135endang pudjiastuti sartinah, developing self-knowledge and occupation of student with . . . . knowledge and occupation knowledge of students with physically handicapped, also based on the characteristics and needs of students with physically handicapped. model development career guidance for selfknowledge and occupation knowledge of the work on the knowledge domains, consisting of (1) a sense of self (self knowledge) include: (a) interest, (b) the ability (abilitas), (c) personality, (d) the value and attitude, and (2) understanding of the work (occupational knowledge) include: (a) the ideals or the mindset of individuals towards work, (b) the link between self-understanding to the field of work you want to learn (zunker, 2002: 135-136, in sartinah, 2012), students with physically handicapped in special school experience the inability to educate themselves, especially towards their attitude, ability, and personality. meanwhile, the knowledge of individual thinking towards occupation, and the relation between self-knowledge and the desired occupation requires career guidance services that help to improve the self knowledge and occupation. this study develops a guide that is packaged effectively and efficiently in the form of career guidance module for self-knowledge and occupation for physically handicapped students. development of career guidance module for selfknowledge and occupation of students with physically handicapped that they can understand themselves including: (1) interest, (2) ability, (3) personality, (4) values and attitudes. for an understanding of occupation which includes: (1) the mindset of people towards work / ideals, (2) the link between self-understanding with the work to be occupied. while the module form of career guidance for self-knowledge and occupation knowledge on students with physical handicapped include: (1) general purpose, (2) a special purpose, (3) step-by-step guidance consisting of: (a) preparation, (b) the implementation of career guidance consisting of: develop individual learning plans, implement the plans of individual learning, (3) structuring the cognitive, using the individual procedure of: identify, challenge, change and take action, and the last step that is (4) summary and generalization. hallahan & kauffman, 1991; soemantri 2007 states that physically handicapped means a damaged or disrupted condition caused by body interference or obstacles in the form of bones, muscles or joints in normal functioning. this condition can be caused by illness or accident, or it can also be caused by inborn. while hallahan & kauffman, 1991; tarmansyah 1985, states that physically handicapped are various types of physical disorders, which are associated with motor skills and some accompanying symptoms that lead to person experiencing barriers to attending formal education, as well as the process of adjustment to the environment. hallahan & kauffman, 1991; soemantri, 2007, revealed the characteristics of a physically handicapped, as follows: in general, human development can be divided into physical and psychological aspects. the physical aspect is potentially growing and must be growth by the individual. in students with physically handicapped, that potential is not intact, because some imperfect body parts . in efforts to actualize theirself, the disability condition experienced by students with physically handicapped are usually compensated by other parts of the body. for example if there is damage to the right hand, the left hand will be more developed as a compensation for the deprivation endured right hand. in addition, damage to one part of the body even less likely to cause damage to other body parts. for example, damage to one of the hip will result in the tilt of the location of the hip bone. in general physical development of students with physical handicapped can be said to be almost same as normal, except for body parts that were damaged or other body parts that are affected by the damage. according to piaget, the greater obstacles experienced by students in assimilating and communicating with the environment, the greater the obstacles experienced by students in cognitive development, thus inhibiting the students to do process of assimilation perfectly. the effects of age when physically handicapped start to happen, did not show significant effect on the ability of individuals. except when physically handicapped greatly inhibit the all of the normal functions. when physically handicapped occur in older students, then at least the students can learn certain skills and function – a and already progressed to a certain point of development. however, keep in mind that things like this for such a students is a setback. the child ever experiences live like a normal child and it is a difficult thing to adapt itself to the circumstances of the physically handicapped. in general it can be said that until a certain age limit the physically handicapped condition will affect the person rate of development and types of development. physically handicapped experienced that at the older age show a smaller effect on the rate of development but cause greater psychological effect. there were lot of research that aims to determine the level of intelligence of students with physical handicapped. the results have been widely used as topics for interesting discussion. some of the things that is often disputed is the use of intelligence test tools which is suitable for students with physical handicapped. the test of intelligence for students like stanford binnet, wisc, and cpm is often used. the of weakness of those test is, is that suitable 136 journal of icsar; volume 1, number 2, july 2017: 134-139 for students with physical handicapped? and its often lead to attempts to modify the test, or devise a test that appears to be more suitable for students with physical handicapped. the test is for exampl e: haeusserman test for light physically handicapped, illinois test (the psycholinguistics atp), and the peabody picture vocabulary test. although there have been efforts to modify intelligence tests of students with physically handicapped, but it is difficult of the tests can be used in their entirety for all students with physically handicapped. there is a weakness of physically handicapped students in perception, there are some of them have weakness in speaking and modelling. therefore, it certainly requires a different test forms. for example there are students with physical handicapped are only matched by an oral test, etc. language is the main communication tool for humans, human language can relate to one another, and with the language too one can express thoughts, feelings, and intentions in others. all humans have the potential to speak, the potential to develop into a conversation speaking through a process that goes in line with the readiness and maturity of sensory motor. in students with physically handicapped types of polio, the development of language / speech not so different from normal students. according to the research conducted by psychologists and experts on science education shows specifically not cause interference on the emotional life of students with physical handicapped. however, many problems arise in connection with the attitude of the normal students who interact with the students with physical handicapped. furthermore, some studies suggest that the age when it starts to happen also influence the emotional development of students with physically handicapped. the diversity influence of negative developments pose a risk of increased difficulties in adjustment to students with physical handicapped. this is closely related to the response of society towards students with physical handicapped. actually positive social conditions show a tendency to neutralize the effect of physically handicapped condition. therefore, the visibility of physically handicapped condition is an important factor in the adjustment of students with physical handicapped with the environment. that is because it can influence the normal students’ attitudes to students with physically handicapped. physically handicapped condition which did not appear to be more allows the child to adjust rather than to the physically handicapped condition that appear. in the development of the individual personality as a whole is affected by many things like as: degree of disability / difficulty due to handicapped condition, is an important variable in the development, although this can not be separated from the attitude of normal students against students with physical handicapped. physically handicapped age when it happened, to a certain extent affect the rate of development of the individual. physically handicapped experienced at the age of bigger will show a smaller effect on the development of the physical, but it raises a larger effect on psychological development. visible or not the condition of disability, show the effect on the development of individual personality, especially regarding our bodies (body image). physically handicapped child generally shows the attitude of inferiority, anxiety, and aggressive. it so happens because dealing with body image of students with physical handicapped. physically handicapped condition influence the development of the individual personality is determined by the psychological value on abnormalities body part. family and community support to students with physical handicapped have a great influence because of the attitude of families and communities will affect the child’s personality development. likewise, parents or community that shows refusal will result physically handicapped child feel inferior, feel helpless, feel inadequate, guilty, resentful, and so forth. public attitudes towards students with physical handicapped showed a very decisive influence on the development of the personality of the individual concerned. it is very closely related to the views of society today are looking at the size of someone’s success and his achievements. limitations that carried physically handicapped who obstruct achievement such as normal students may cause insecurity and anxiety that interfere with the development of the child’s personality physically handicapped. this research aim is to develop a module for counselors and teachers to accompany the implementation of career counseling for self knowledge and occupation knowledge for students with physical handicapped, which includes the following: 1. describe the process of developing career guidance modules to identify and assess the needs and characteristics of students with physical handicapped, especially in the career, to make a plan, until stage to develop career guidance module for self knowledge and occupation knowledge 2. knowing the quality by looking at the acceptability of career guidance module for self knowledge and occupation knowledge for students with physical handicapped through test od expediency, accuracy, and efficiency by an expert in the field of career guidance and special education experts. 137endang pudjiastuti sartinah, developing self-knowledge and occupation of student with . . . . method in this development research adapt the model of development research brophy (2002), namely 1) searching and collecting information obtained from the field and relevant theories, 2) planning and development of product formats conditioned authentically realized by test validation experts to revise the design of the product. then the products tested to obtain the data in the form of suggestions, comments, and criticism from experts and potential users that can be used as a basis for improving the development of the resulting product. this parts include of : the design of the trial, the type of data, and the data analysis techniques. the self-knowledge and occupation knowledge module for student with physically handicapped of special school is conducted in two stages, the expert feedback from content and design experts, and prospective users. on the career guidance module for self-knowledge and occupation for student with physically handicapped of special school, the trial design products are based on the feedback by content and design experts, and also potential users. the trial study on this subject is taken from special school of physically handicapped in east java. this can be described by the following. in analyzing the data, the quantitative data is analyzed quantitatively. the quantitative data obtained from test expert and user testing. the criteria used was based on the assessment given by experts and potential users by spreading the questionnaire. data obtained from the questionnaire assessment experts and potential users are classified into four categories of answers (grades 1,2,3, and 4) and then converted into percentage form. the result of such conversion, as follows (cronbach, 1990): 0% 64% = 1, it is less appropriate / very less clear / very less appropriate, revised 65% 79% = 2, less appropriate / less obvious / not appropriate, revised 80% 89% = 3, right / clear / appropriate, not revised 90% 100% = 4, very precise / clear / very appropriate, not revised based on expert assessment and field tests of the components of the development so that the components of development that received ratings 1 and 2, had to be revised because it shows the quality of the component is less viable and needs to be revised. while the data obtained from interviews, comments, suggestions, criticism from experts and potential users are prepared and categorized based on aspects assessed. the data used as the basis to improve product component of guidance module for self-knowledge and occupation knowledge of student with physically handicapped. findings and discussion findings based on the cip models in domain knowledge covering self-knowledge and occupation that is developed in a cognitive information processing, several steps have been formulated as follows. 1) initial interview, the primary goal for this step is to identify the problems in finding career problems faced by students with physical handicapped. in this initial step, the counselor and the teachers learn more about the skills of the students. furthermore, they should focus on the building of trust and good relationship between the counselors, teachers, and the students. the counselors and the teachers share information about career to the students, so that the students can identify their possible career, 2) assessment, this step focuses on how the students with physically handicapped can learn more about self-knowledge and occupation especially about their ability and disability by reflecting and contemplating their potentials, 3) the problem of defining and analyzing the causes, this step aims to help students with physically handicapped to find some career-related problems and to find the causes for reviews those problems so that they can decide their own career path, 4) formulating direction, this step aims for giving the students direction to get the expected result based on the career guidance they have as an attempt to cross-collaborate between counselors and teachers, 5) developing plan, in this step, the individual learning plan is developed as an effort in getting the best result of the counseling, the which can be used as the learning source and activity that can help students meeting the requirements determined by the students with physically handicapped, 6) applying individual learning plan, in this plan, both the counselors and the teachers helps the students by directing and guide them in the learning process of the students. both of the counselors and teachers of special school give information and clarification, or strengthen students’ development in preparing and planning their future career, and 7) summarizing and generalizing, in this last step, students have been trained by the teachers and counselor. in this step, students are hoped to be able to draw a conclusion based on their career counseling activity. next, the students with physically handicapped take advantage from the career guidance that they have done. discussion results development of career guidance module for self knowledge and occupation of students with physically handicapped in special school in theoretical context 138 journal of icsar; volume 1, number 2, july 2017: 134-139 based on the prototype module of career guidance for self knowledge and occupation of students with physically handicapped, produce counselors and special education teachers guide books, guide books for physically handicapped student, and career guidance materials. then the shape of guidebooks career guidance from prototype service packages career guidance for self knowledge and occupation knowledge is classified from 1) an understanding of self (self knowledge), includes: (a) interest, (b) capability, (c) personality, (d) values and attitudes; 2) understanding of employment (occupation knowledge) consisting of: (a) the ideals / mindset of individuals towards work, (b) connects between jobs with the ability of self. on the other side the decision to choose the domain knowledge in the service pack for self knowledge and occupation knowledge adjusted to the developmental age of students with physically handicapped in special school. the next service pack for self knowledge and occupation knowledge implemented by using group counseling techniques through focus groups discussions (fgd) (johnson & johnson, 1987) students with physical handicapped of special school. guidance is provided by the focus group discussion by physically handicapped students of special school.in career guidance for self knowledge and occupation based on a needs assessment to determine the current work of self-knowledge and guidance activities. that is, the introduction of self and work is important to know the students with physically handicapped in special school in receiving information, know theirself, understand the wishes of others or express its wishes on others. considering students with physically handicapped in special school characteristics (hallahan & kauffman, 1986; soemantri, 2007), general physical development physically handicapped can be said to be almost the same as a normal child except body parts that were damaged body parts that are affected by damage such physical. physically handicapped conditions also hamper the process of assimilation. furthermore herr & cramer (1984), suggests the purpose of career guidance in secondary schools are to help students to learn: (1) find a relationship between the achievements, values, educational aspirations and career preferences; (2) analyze the personal competence in the skills necessary for a career preferences and develop a plan to master the skills; (3) take responsibility for planning their careers and it consequences; (4) prepare to meet the terms of entering employment or training majoring in appropriate positions; (5) prepare themselves to meet the requirements to enter post-secondary education by taking courses that forced by types of programs and institutions that entered; (6) develop knowledge and skills relating to life; (7) systematically examine alternative career preferences by linking their academic achievement and co-curricular activities; (8) identifies options on how to achieve the goals of education and occupational desired; (9) describe the type and form of post-secondary education and registering the shape and type of education that is relevant to the career preferences; (10) makes an accurate estimate on private properties and achievements as well as actively present in your resume and during the interview occupation and education; (11) develop a specific plan to achieve career goals, and (12) implement career plans. this is confirmed by pearsons (in zunker, 2002: 11) mentions that the important benefits of career guidance from its conceptual framework to help individuals choose a career. it defines it in two parts formulations as: 1) a sense of self that includes: (a) interest, (b) ability, (c) personality, (d) values and attitudes; (2) understanding of the work consists consist of: (a) ideals / mindset of individuals towards work, (b) connection between jobs with the ability of self. accuracy and feasibility of development of career guidance module for self knowledge and occupation of students with physically handicapped in special school the linkage accuracy and feasibility of career guidance module for self knowledge and occupation of students with physically handicapped in special school has been tested by counseling expert (expert i) which suggests that, 1) the book material of career guidance for students with physical handicapped in special school, the design cover needs to be set on writing for a more attractive format, 2) use of language is communicative but needs improvement a few sentences in accordance with the structure of the enhanced spelling 3) severala pictures are irrelevant and size less professional. while special education expert (expert ii) suggests that: 1) the relation within each session or chapter must illustrated or by giving interesting images 2) linkages of career guidance services textbooks, there is a mistake word in paragraph which should be physically handicapped. linkage to the accuracy and feasibility of the module of career guidance for self knowledge and self occupation shows a step and strategies through how to prepare and adjustment to assimilate, integrate knowledge and skills, experience and appreciation associated with self knowledge and occupation and activities that need to be done in spare time. conclusion and suggestion in general, the goal of this development is to produce a career guidance module for self-knowledge and occupation for physically handicapped students that 139endang pudjiastuti sartinah, developing self-knowledge and occupation of student with . . . . has been assessed for its acceptability. the following are the conclusions drawn that show the development of career guidance module for self-knowledge and occupation for students with physically handicapped. the study is able le to produce the accuracy from the sets of steps and strategies of module for counselors and teachers, based on the properness assessment of the models, it is noted that the assessment scores from two experts shows that the prototype of the career guidance module for self-knowl e dge and occupation in students has been able to be used for trial after the revision is conducted. references brophy. (2002). design-based research: an emerging paradigm fo educational inquiry by the design-based research collective. educational researcher. receive from http://er.aera.net herr, e. l., & cramer, s. h. (1984). through the career guidance and counseling in the life span: systematic approaches. 2 nd edition. boston: little, brown & company. munandir. (1996). career guidance program in schools. jakarta: department of education, director general of higher education. peterson, g. w., sampson jr, j. p., & reardon, r. c. (1991). career development and services: a cognitive approach. thomson brooks/cole publishing co. peterson, g. w., sampson jr, j. p., lenz, j. g., & reardon, r. c. (2002). a cognitive information processing approach to career problem solving and decision making. career choice and development, 4, 312-369. sampson, j. p., lenz, j. g., reardon, r. c., & peterson, g. w. (1999). a cognitive information processing approach to employment problem solving and decision making. the career development quarterly, 48(1), 3-18. microsoft word 06 31097-141031-2-ce.docx journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p230 230 digital portfolio assesment: a self-reflection way for teachers and special need students redite kurniawan, khusniatul khukmi mts. terpadu ar-roihan lawang malang e-mail: redite.kurniawan@gmail.com abstract: technology and the internet are useful in learning recently. one of them is through digital portfolio assessment as a whole part of learning for special needs students. the purpose of this study is to find out a theory that digital portfolio is not only useful for figure out the progress of achievement of special needs students, but also become a way of self-reflection for teachers and students in learning. the method used in this study was a grounded theory approach with the following steps: 1). theorization of research by collecting theories on portfolio/digital portfolio assessment as well as self-reflective teachers and students in inclusive school, 2). collecting data and relevant theoretical samples to the topic, 3). data analysis to produce a new theory. the results showed that the digital portfolio assessment benefits for increasing the achievement of the development of special needs students as well as self-reflection for teachers and special needs students. as a self-reflection, digital portfolio assessment fulfills the following elements: 1). increase emotional intelligences, 2). connecting knowledge and feelings with learning experiences, 3). emotional engagement with learning experiences. keywords: digital portfolio assessment; self-reflection learning; special need students. introduction unesco explicitly states that inclusive education is a child's right, not a privilege given to children with special needs. inclusive education promotes quality and equity in education for all, including those who are potentially marginalized by special learning needs or social position (junaidi et al., 2022; ediyanto et al., 2023, amka et al., 2023; wulan & sanjaya, 2022). based on this statement, awareness for equality rises about the rights of children with disabilities to have access to the same educational services as normal children (unesco, 2021; kartini & aprilia, 2022; iswari et al., 2023; ediyanto & kawai, 2023). through formal school which is referred to as inclusive schools, special needs students get learning like students in general. they also get learning materials with adapted curriculum in inclusive schools, so that the individual education program (iep) is always different from one child to another (kurniawan, 2019). in turn, inclusive schools also conduct assessments for children with special needs. school assessment has actually come a long way. as in america, which has the slogan no child left behind which results in standardized assessments for each student. then in indonesia there is a national examination which was later abolished in 2020 (nehru, 2020). the national examination then be replaced with a minimum competency assessment that will be implemented in 2021 for students. meanwhile, the assessment in inclusive school also follows the assessment in the 2013 curriculum. there are three assessment domains in that curriculum; affective, cognitive, and psychomotor which may be a bit inconvenient for teachers to conduct in reality (setiadi, 2016). the techniques used in attitude assessment are through observation, self-assessment, peer assessment, and journals, cognitive assessment through written tests, oral tests, and assignments, and skills assessment through practice, projects, and portfolios. assessment of special needs students is actually still a debate. assessment for special needs students should be focused on how curriculum modifications can affect the reliability kurniawan & khukmi, digital portfolio assesment … 231 of student performance, and not merely an assessment system based on the goals and progress of special needs students. furthermore, the assessment of special needs students is not only about the administration of assessments that show student progress, but also the alignment of learning content and instructions that can be applied in their daily lives (perner, 2007). in this conventional assessment there is no relationship between learning outcomes and learning scores on the progress of the development of special needs students. whereas special needs students should receive an assessment tailored to the inclusive school system. broadly speaking, the inclusive school system has the following features: 1). a whole systems approach, 2). comprehensive educational environment, 3). individual approach, 4). teacher support, 5). mutual respect for differences, 6). friendly learning environment, 7). effective transition, 8). recognition from partners, 8). monitoring (united nation, 2006). furthermore, the inclusive education model is carried out by modifying curriculum content, teaching methods, approaches, structures, and strategies in education to overcome barriers to special needs students. on the other hand, assessment has a role in inclusive education, especially in early identification and screening which special needs students require comprehensive evaluation and which special needs students are provided with additional services (frey, 2019). while the assessment process is carried out after special needs students receive treatment in learning at inclusive schools. the purpose of this assessment is to determine the ability or disability of special needs students, difficulties, and obstacles, as well as the problems they face so that their needs are determined. one of them is self-determination skill which is traditionally measured by comparison before and after intervention (jex, 2019). self-determination skills involving curriculum-based tests utilize the following eight components: (a) choice/decision making, (b) goal setting/achievement, (c) problem solving, (d) self-evaluation, observation, and reinforcement, (e) self-advocacy, (f) inclusion of individual education programs (iep), (g) relationships with others, and (h) self-awareness (jex, 2019). however, a potential shortcoming in this assessment program is the lack of reflection on the final product because this assessment is only seen as a result and not on the continuity of the process. as it is known that sustainability is one of the characteristics of the assessment issued by the 2013 curriculum of the ministry of education and culture of the republic of indonesia. this momentum can be shifted to using the transition portfolio as physical evidence that can assist students as they move through their individual transitions. portfolios is nothing new to student assessment. portfolio is an assessment of the learning process by collected of files as physical evidence of students during and after study (suherman, 2007). the purpose of portfolio assessment also varies depending on the school, teachers, and students themselves. often the purpose of portfolio assessment is to document the learning process that shows student progress or student's best work in the portfolio showcase (clancy & gardner, 2017). the word portfolio comes from the italian "portafogli" in the early eighteenth century. 'portãre' refers to 'to carry', while 'foglio' means leaves and sheets. in general, portfolio means a person who carries loose papers, artifacts, and documents in a portable case. pedagogically, the portfolio is meaningful as a running note for students to review, reflect, and improve performance in their learning process (lam, 2018). previous research has shown that both portfolios and digital portfolios have a good impact on learning. digital portfolio/e-portfolio is able to develop professional skills and life skills in students (alajmi, 2019). in addition, e-portfolios are also able to increase selfreflection that supports student learning (ebil et al., 2020). 232 journal of icsar; volume 7, number 2, july 2023, 230-240 therefore, this study reveals digital portfolios that inclusive schools may be able to do for self-reflection in students. the findings of this study demonstrate that digital portfolios can serve as a powerful tool for self-reflection in special needs students and their teachers. in addition to providing a comprehensive assessment of student progress, digital portfolios offer a platform for students and teachers to engage in reflective practices that promote emotional intelligence, connect learning experiences with emotions and knowledge, and foster emotional engagement with the learning process. as such, inclusive schools can leverage digital portfolios to not only improve academic outcomes for special needs students but also to support their holistic development as reflective learners. by integrating digital portfolio assessment into their teaching practices, inclusive schools can create a more student-centered and emotionally supportive learning environment that enables all students to thrive. method this study uses a grounded theory approach with qualitative procedures used to produce a theory that explains a broad conceptual level, process, action, or interaction between topics (creswell & creswell, 2017). in this case, researching digital portfolios as a self-reflective assessment for teachers and special needs students. data collection was taken from two sources, primary sources and secondary data. primary data comes from interviews with teachers and special needs students in mts. terpadu ar-roihan lawang malang (inclusive school) while secondary data comes from books, journals, and documents which are analyzed continuously. data collection for this study was carried out using both primary and secondary sources. the primary data was gathered through interviews with teachers and special needs students at mts. terpadu ar-roihan lawang malang, an inclusive school known for its innovative approaches to teaching and learning. the interviews were conducted in-person and followed a semi-structured format, allowing for open-ended discussion and exploration of the topics related to digital portfolio assessment and self-reflection. the interviewees were selected based on their experience and expertise in teaching and learning in inclusive settings. the secondary data, on the other hand, was collected from a variety of sources, including books, journals, and documents related to digital portfolio assessment, selfreflection, and inclusive education. the collected materials were analyzed continuously throughout the study to identify relevant themes and theoretical perspectives that informed the development of the grounded theory approach used in this research. by utilizing both primary and secondary data sources, this study was able to gather a rich and diverse range of perspectives on the use of digital portfolios for self-reflection in special needs students and their teachers. the data collected from interviews provided unique insights into the experiences and perceptions of those directly involved in teaching and learning, while the secondary data helped to contextualize these perspectives within broader theoretical frameworks and research findings in the field of inclusive education. the ultimate goal of this research is to produce a theory based on data and evidence (sugiyono, 2013) so the grounded theory research steps are: 1). theorization of research by collecting theories on portfolio/digital portfolio assessment as well as self-reflective teachers and students in inclusive schools, 2). collecting data and theoretical samples relevant to the topic, 3). data analysis to produce a new theory. theorization of research, in this first step, the research team collected theories related to digital portfolio assessment, self-reflection, and inclusive education. this involved conducting a comprehensive review of the relevant literature, including academic journals, kurniawan & khukmi, digital portfolio assesment … 233 books, and other scholarly sources. the goal of this step was to identify existing theories and frameworks that could inform the development of a grounded theory approach. collecting data, once the theoretical foundations were established, the research team began to collect primary data through in-depth interviews with teachers and special needs students at mts. terpadu ar-roihan lawang malang, an inclusive school. the interviews followed a semi-structured format, allowing for open-ended discussion of topics related to digital portfolio assessment and self-reflection. secondary data was also collected from books, journals, and other documents relevant to the topic. data analysis, the final step in the grounded theory approach was to analyze the data collected in step 2 to develop a new theory. this involved coding and categorizing the data to identify recurring themes and patterns, as well as exploring the relationships between these themes. the research team used a variety of analytical techniques, including constant comparison and theoretical sampling, to refine and develop the theory over time. result and discussion result digital portfolio in mts. terpadu ar-roihan lawang during the covid-19 pandemic, learning has shifted in many ways. previously, the challenges in inclusive schools were not as severe as during the covid-19 pandemic. the existence of a limited pattern of interaction between teachers and special needs students and the absence of teachers in fully observing learning are one of the many aspects of the study of online learning. on the other hand, special needs students still must get services and the right to get lessons and knowledge while they are at home. although some get limited face-to-face learning, these conditions are not optimal. the availability of technology and the internet has created a place for digital “collected artefacts” or what is known as digital portfolio/e-portfolio. the internet-based portfolio is a way to capture the process of achieving the learning development of special needs students through the project-based learning method. this digital portfolio also contributes positively to learning and becomes self-motivation for special needs students (clancy & gardner, 2017). by this change, digital portfolios can provide special needs students in transition to determine lesson plans, individual educational programs (iep), or parent conferences. through a digital portfolio, it is recommended for special needs students to participate in learning, including as a preparation tool for iep, communication tools, and projects aimed at school graduation (glor-scheib & telthorster, 2006). digital portfolio providers on the internet are also getting wider now. teachers and special needs students, as well as parents can use google sites, webly, pinterest, flickr, kreavi, and others. some of these online portfolio service providers are free and some are paid. and there are levels of complexity of each. for beginners, a digital portfolio can be done in the following steps: 1). determine the purpose of digital portfolio, 2). choose the right platform, 3). simplify the design, 4). writing behind the scenes portfolio (sakina, 2020). in the course of this research, the research conducted interviews with special needs teachers at mts. terpadu ar-roihan lawang malang, an inclusive school known for its innovative approaches to teaching and learning. these teachers shared their experiences using digital portfolios with the google sites platform, a service that provides a space for teachers, students, and parents to interact. 234 journal of icsar; volume 7, number 2, july 2023, 230-240 i am really helped by this digital portfolio because usually parents always ask about their child's development, so just looking at the portfolio they already get what they are looking for, their child can do many things than before. (teacher 1). according to the teachers, the google sites platform has been a useful tool for creating and storing digital portfolios in the form of photos, videos, and documents. they noted that the platform was easy to use and allowed them to organize portfolios according to specific learning goals or projects. the platform also allowed for easy sharing of portfolios with parents, who could access their child's work and progress from home. in addition to its practical benefits, the teachers also highlighted the value of digital portfolios as a tool for self-reflection and assessment. by having students collect and curate their own work, they were able to develop a deeper understanding of their learning and growth over time. the digital format also made it easy to provide feedback and constructive criticism, allowing for continuous improvement. overall, the use of digital portfolios with the google sites platform was seen as a valuable and effective tool for supporting teaching and learning in inclusive settings. the platform's user-friendly interface and flexible design made it a popular choice among the teachers, and its ability to promote self-reflection and assessment helped to enhance student learning outcomes. it should be underlined that digital portfolios have been the most successful in increasing student reflection, improving communication and collaboration between teachers and parents, aligning unit projects with student goals, and creating increased opportunities for project-based learning (clancy & gardner, 2017). in addition, with a digital portfolio, assessment for special needs students no longer experiences obstacles. in the conditions of the covid-19 pandemic where students must study online, portfolio assessments can still run well. assessment in inclusive education today generally, the objectives of the assessment in inclusive schools include: 1). identify students who may need additional information about learning progress or who may have a high risk of academic achievement (screening), 2). diagnosing student differences and needs in additional education services (classification), 3). plans on learning and learning interventions (interventions), 4). monitoring student progress (monitoring), 5). informing the development of students and the improvement of appropriate education (informing), 6). provide assessment accountability (accountability)(frey, 2019). assessments conducted in inclusive schools also refer to the curriculum made by that school. the curriculum created is the result of curriculum adaptation for special needs students (mitchell, 2004) which includes: 1). duplication, duplicating is duplicating the curriculum for students with academic needs who are capable, 2). modification, modifying the curriculum according to the conditions of special needs students, 3). omission, removing some of the basic competencies of the curriculum that are not appropriate for students, 4). substitution, replacing the right basic competencies for special needs students. the first part of the assessment in inclusive schools is the early identification of special needs students (pratika, 2019). this early identification determines the types, conditions, and interventions that will be used at the next stage of student learning. this assessment is a diagnosis that affects how much curriculum adaptation will conduct to special needs students. in some places, inclusive schools still rely on formative and summative assessments as evaluation programs. formative assessment is carried out during the learning process which aims as learning feedback, while summative assessment is carried out at different kurniawan & khukmi, digital portfolio assesment … 235 times and aims to obtain data on the extent to which students understand the lesson and make decisions about students going to pass the grade. both tests seem to only meet learning outcomes without looking at the processes that occur during learning for special needs students. formative tests may provide information to teachers about students' understanding in real time learning. however, there may be misconceptions by the teacher regarding the understanding of special needs students because it only provides a glimpse of learning mastery (clancy & gardner, 2017). evidence shows that authentic assessment based on adaptive and functional skills through learning projects is more positive in the lives of special needs students. portfolios become the new hope for the authentic assessment. portfolio is clearly different from other tests because it is able to represent various materials that students can do, both individually and collaboratively, improve effort improvement, and this project can be carried out outside the classroom. portfolio assessment strongly supports special needs students to develop life skills at school and at home. portfolio assessment portfolio ideas is related to the collection of files or artifacts with a specific purpose and meaning as a person's efforts, developments, and achievements (lam, 2018). portfolio is used as authentic assessments which are intended to highlight the "real world" in the context of assessments and assignments. the portfolio is very supportive of learning and reflection, including during formative tests (bryant & timmins, 2002). if the purpose of the assessment is only to measure the level of success, then conventional tests or assessments can be used. however, if the improvement in the results of the performance want to measure, then a better portfolio assessment is used. the new paradigm of assessment also supports portfolio assessment because students can learn more independently, they gain the advantage of self-control, and are free to explore lessons. even through this assessment students are also able to use diverse and broad learning styles and can demonstrate them. some of the benefits of portfolio assessment compared to conventional, such as: 1). portfolios involve students for more effective performance in gaining knowledge, while conventional assessments tend to reveal whether students can memorize and remember lessons, 2). portfolios present students to be more challenged in determining learning activities such as projects, research, products, and others, while conventional assessments are only limited to questions and answers, 3). portfolios show products and their explanations, while conventional assessments only only provide written answers, 4). the rubric of portfolio assessment criteria will be more varied than conventional assessments that rely on right or wrong answers. the principles used in portfolio assessment emphasize more on broader aspects than conventional assessments. some of these include: teachers and administrators must be trained how to plan portfolio assessments, this assessment requires a fairly good allocation of resources and energy from teachers and students, teachers must be part of the team on portfolio assessments and not just assessors, parents must also understand portfolio assessment so that they can support their children, portfolio documentation is also carried out in-depth analysis, the teacher's role is very vital in this assessment, portfolio assessment is a developmental process for both teachers and students, a new perspective in learning, self-evaluation including self-assessment reflection is an integral part of the portfolio. 236 journal of icsar; volume 7, number 2, july 2023, 230-240 implications of digital portfolio in education when digital portfolios are widely used in educational settings, a study of the implications must also be implemented. as evidence that digital portfolios/e-portfolios improve learning performance apart from being an assessment tool. the data shows that digital portfolios make teachers and students satisfied with the results obtained. students who have graduated feel that the digital portfolio is a learning tool that is able to bridge between teachers and students (shea & parayitam, 2019). teachers who use assessments in digital portfolios are indirectly involved emotionally with special needs students. special needs students also have a positive perception of digital assessment. they also argue that digital systems are more accessible, especially when there are mobility problems (noguera et al., 2018). the easiness of access to digital portfolios is also an advantage in this assessment model. in addition, digital portfolios also have an impact on the development of professional standards and student life skills (alajmi, 2019). it also encourages teachers to be more aware of trends, trends, and other interests when preparing projects for special needs students. research findings show that the use of digital portfolios/e-portfolios improves students' abilities, skills, and knowledge. digital portfolio as self-reflection reflection is a term for "looking back" on something that has been done in the past with the aim of avoiding the same mistake. reflection also encourages exploration of thoughts and feelings, looking more “inside”, and maximizing self-awareness that is bound up in powerful processes (helyer, 2015). the practice of reflection learning is an effective way to increase moral awareness, cognitive understanding processes, and be more perceptive on the reception of daily moral experiences (hedberg, 2017). basically, self-reflection learning involves more feelings and moral values related to learning activities. theoretically, self-reflection learning includes three things: 1). emotional intelligence which includes self-awareness, impulse control, persistence, motivation, empathy, and sympathy, 2). feelings with material subjects that come from external experience, 3). feelings and involvement in the learning process (moon, 2013). the implications of self-reflection learning are: helping to forge a student's identity and ensuring sustainable competencies are developed effectively, changing students' preconceived perspectives and social preferences to encourage new action plans in decision making, promoting understanding of one's personal strengths and limitations, modifying beliefs, attitudes , and everyday student behavior to develop competencies that will ultimately result in increased sustainability (colomer et al., 2020). through self-reflection, special needs students can understand what the meaning of the learning they have received and how that meaning is implied in everyday real life. the implementation of self-reflection is carried out jointly between teachers and special needs students after they carry out a project or learning whose results are stored in a digital portfolio/e-portfolio. in relationship terms, self-reflection is seen to place the process of "internal experience" that implies meaningful learning about new material. for special needs students, self-reflection through their digital portfolio will be associated with understanding new meaningful learning, learning from meaningful learning processes, learning in situations where processing ideas that have been explored. kurniawan & khukmi, digital portfolio assesment … 237 self-reflection on learning reveals the extent to which special needs students are aware of the learning process. they will also be open to express their ideas, constructive impressions, hopes, and criticisms of the project, product, or even the learning process. meanwhile, digital portfolios in the form of documents, photos, and videos provide a real picture that there is a process that has been undertaken by special needs students during their studies. from there self-reflection will arise and change the idea that the portfolio file is only a form of test. discussion in some cases, digital portfolios have succeeded in becoming more constructive and humanist assessments, such as increasing motivation (ismaeel & al mulhim, 2019), improve life skills for students (alajmi, 2019), and become self-reflection to support learning (ebil et al., 2020). the findings of this evidence also support the existence of a digital portfolio assessment held on special needs students in mts. ar-roihan lawang malang. digital portfolio as part of authentic assessment has roles such as: supporting classroom learning, collecting evidence from various activities, promoting learning and teaching in participants, reflecting on values, controls, and standards. the difference with the standard test is that the digital portfolio assessment is not only intended for short-term tests, but a long-term learning/long life learning (paris & ayres, 1994). not only supporting learning, the digital portfolio is also a self-reflection for teachers and special needs students. as it is known that for special needs students, the purpose and meaning of learning must be clear. this self-reflection can also be a self-determination of their views into the future (jex, 2019). digital portfolio puts special needs students understand their potential achievement. teachers, students, and parents work together to carry out "collection of artifacts" of learning in the form of various activities. the internet has provided a lot of free space that can be managed as a digital portfolio/e-portfolio. however, the preparation in this assessment depends on the readiness of the teacher and the team (glor-scheib & telthorster, 2006) to make digital portfolios meaningful and become self-reflection learning. self-reflection of special needs students with intervention from the teacher will further help motivate students and develop the ability to learn how to learn (machado & boruchovitch, 2021). then from there students will find self-study that is useful throughout life. in education, portfolios are a collection of files or artifacts that have a specific purpose and meaning. they can showcase a person's efforts, developments, and achievements, providing a comprehensive view of a student's progress over time (lam, 2018). portfolios are commonly used as authentic assessments, which are intended to highlight the "real world" in the context of assessments and assignments. one of the main advantages of using portfolios is their support for learning and reflection, including during formative assessments (bryant & timmins, 2002). by collecting and organizing their own work, students can better understand their learning and growth over time. portfolios can also help teachers identify areas where students need additional support or guidance, allowing for personalized and targeted interventions. the new paradigm of assessment also supports portfolio assessment because it allows students to learn more independently and take control of their own learning. portfolios provide a flexible and personalized way for students to demonstrate their learning and understanding of concepts. additionally, portfolios can accommodate diverse and broad learning styles, as students can choose the format and type of work, they include in their portfolio. 238 journal of icsar; volume 7, number 2, july 2023, 230-240 overall, portfolio assessment provides a more holistic view of a student's learning and development compared to traditional assessments. portfolios allow for student-centered learning and provide opportunities for self-reflection and assessment, which are critical for fostering lifelong learning and growth. as education continues to evolve and adapt to new technologies and teaching methods, portfolios will continue to be a valuable tool for assessing and supporting student learning. conclussion teaching and learning have changed during the covid-19 pandemic, as well as inclusive education. currently, online learning that relies on the internet is a temporary solution for education so that learning which includes assessment in it also uses digital, one of which is a digital portfolio as an assessment for special needs students. the conclusion of this research is beside the various benefits to get performance improvement for special needs students, project-based digital portfolio assessments, it turns out that self-reflection learning also plays a role in this assessment. digital portfolio makes teachers and students can self-reflection in increase emotional intelligences, connecting knowledge and feelings with learning experiences, and emotional engagement with learning experiences. special needs students are unique individuals who are different from one to another. for further research, researchers need to link the digital portfolio to the personal goals of each of the different special needs students. references alajmi, m. m. 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(2023). the problems in the implementation of inclusive education in primary schools. journal of icsar, 7(1), 19. http://dx.doi.org/10.17977/um005v7i12023p1 ediyanto, e., maulida, r., atika, i. & kawai, n.(2020).the pre-service teachers’ attitudes towards inclusive education: an empirical study in yogyakarta city, indonesia. discourse and communication for sustainable education, 11(1) 65-73. https://doi.org/10.2478/dcse-2020-0007 iswari, m., armaini, a., zulmiyetri, z., nurhastuti, n., & safaruddin, s. (2023). developing instrument for measuring the implementation of inclusive education in universities. journal of education for sustainability and diversity, 2(1), 94–100. https://doi.org/10.57142/jesd.v2i1.67 junaidi, a., dewantoro, d., shanti, p., & rahmita, g. (2022). inclusive education in higher education: baseline study at universitas negeri malang. journal of icsar, 6(2), 196-204. http://dx.doi.org/10.17977/um005v6i22022p196 kartini, a., & aprilia, i. d. (2022). challenges and opportunities for regular teachers in the implementation of assessments for students with special needs in inclusive education provider school. journal of education for sustainability and diversity, 1(1), 29–38. https://doi.org/10.57142/jesd.v1i1.4 240 journal of icsar; volume 7, number 2, july 2023, 230-240 wulan, r., & sanjaya, w. (2022). developing positive school climate for inclusive education. journal of education for sustainability and diversity, 1(1), 54–66. https://doi.org/10.57142/jesd.v1i1.6 55 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 1 january 2017 the effect of word processing applications for improving deaf children’s spelling ability in elementry school rifnurrohma aqa, mohammad efendib, henry praherdhionoc abcdepartment of special education, state university of malang, indonesia email: keykay6@gmail.com abstract: this study aimed to determine the effect of word processing application on learning outcomes spelling ability p there is a deaf child in primary school. the research is a quantitative research, with this type of research pre-experimental with one-group pre-test post-test design , the subject of research amounted to 4 people . based on the hypothesis testing results obtained 10.98> 3182 , so there is a significant influence on the use of a word processing application on spelling ability in deaf children. keywords: word processing application, deaf children, spelling the views language as a representation of the prowess of man according to kravchenko (2016) affect cognitive development by forming human ecology. the ability of language contributes to social behavior . language becomes a symbol used individually or in groups to interact. language becomes a link that can be used to obtain information, messages and instructions to get the science. language is derived from the capture process information, understanding up in expressing thoughts, and all intertwined with the process of communicating to humans (efendi, 2013). in general, the ecological discuss a involved in language processing, control of linguistic and non-linguistic control can be done by a word processor coderre (2016). children with hearing impairment have communication problems that have an impact on language skills, reading, writing, socializing and achievement in school (efendi, 2016). communication problems  due  to  interference  ketunarunguan  difficult  to identify early on. this is caused by the all babies , including a baby deaf since birth will use their voice. but not the only aspect that will be affected, but all aspects of development and the lives of deaf children are affected (mangunsong, 2009). barriers experienced by children with hearing allows  them  difficult  to  understand  the  meaning  of words , so that deaf children are often referred to as a boy who “poor language” (effendi, 2016) . terhambatnya speech and language development of deaf children become a problem early is great, due to the development of language and speech for someone has a vital role. because b ahasa is the main means of communication and means of thinking, so the ability of a person depends on his intelligence language. on hearing the child can acquire and imitate message language directly through the sense of hearing so that vocabulary can be easily interpreted. in contrast to a deaf child who said the acquisition is only obtained from the visual senses through the lips, gestures and body language of the speaker (kirk et al, 2016). visual senses serve as the receiver of information that can be seen and observed , but lack the visual senses are limited. the ability to read and write deaf children in the early grades need to be strengthened. if learning literacy (reading and writing) at the beginning of class is not strong, then at the stage of reading and writing about the child will have difficulties to be able to have the ability  to read and write adequately. the purpose of reading and writing the beginning is that the child can recognize handwriting as an emblem or symbol language, so that children can speak the text. reading skills acquired at the beginning of the reading will greatly affect the ability to read further. as the capabilities that underlie the ability of the next, beginning reading skills need attention. the ability to write starters are not much different from the ability to read the beginning. at a basic level, learning to write more oriented towards the mechanical capabilities (mulyati, 2012). writing skills is one of the daily language skills that are productive. learning writing includes writing, spelling (pronounce the letters one by one) and fabricated. in the lower classes, deaf children are still using oral or spoken language. oral language one of which teach children to spell because it plays an important role in understanding a conversation with someone and the other person’s lips. barriers experienced by children with hearing impairment in language enables children difficult to understand the meaning of words (effendi, 2009). hearing loss has negative effects on different levels of reading comprehension (sharifi, kakojoibari,  sarmadi, 2011). , 56 journal of icsar; volume 1, number 1, january 2017: 55-59 researchers looked at the cases of second grade students in sdlb putra jaya malang are having problems in the vocabulary. children are able to write the  alphabet  a  to  z,  but  have  difficulty  reading  of  vowels and consonants. when observation is made, the child is still difficult to read vowels and consonants  are assembled into a few words with pronunciations that are not so obvious. students often indicate an error in working order had to be helped using finger  gestures, such as the word “ closet “ was written with “ lemri “ and the letter s is written upside down. it shows if the level of mastery and understanding of the language is still low. they are less motivated than in the child or the child outside of the environment, the power of abstraction, memory, and the media were less varied vocabulary used in the formation. need to use media that can assist in the learning process based on existing problems. learning media is expected to facilitate teachers in presenting the material. instructional media used should at least be visual media or even media that can involve all the senses that can provide the experience and understanding in children. the development of computer technology has penetrated the entire community. yaghoobi (2016) stated learning requires computer technology to improve reading skills . computer-assisted learning technologies into a media and learning resources as well as media student interaction with teachers in learning. according to goldenberg (2016) technology computer-based learning can be applied to a particular application must go through the media. komputer as a learning medium has a diversity of functions as needed . thus, the use or development must consider several techniques that can be used as a maximum and in accordance with the objectives of the media. a pplications word processor is an application that can be used as a medium to foster a sense of enthusiasm and self-confidence in  children in learning to spell. through word processing application fernández (2016) is a computer-based learning technology and technology visual media children are invited to hone the ability to spell it. method this study used quantitative research with experimental research methods. according to rubin (2016) of research data on a quantitative approach in the form of figures and statistical analysis  using. according to robson (2016) experimental research method is a way to find a causal connection  between the two factors is intentionally inflicted by the  researchers by eliminating other factors that interfere. this study design using pre-experimental, while the form of the design used is one group pretestposttest design with one group of subjects (arikunto, 2010:123-124). the first measurement, then subjected  to treatment for a certain period and measurement for the second time. subjects in this study is a deaf child class ii, amounting to 4 people. the subject of research is the main source of research data that have data regarding the variables studied. measurement of spelling ability of deaf children is done by providing test questions read. kids are asked to spell out the letters that appear on the screen. this test was conducted to determine the extent of the achievement and abilities of students in spelling every syllable that is the amount of matter as much as 10 pieces. after obtaining data from the pretest and posttest, researchers process data using the t test to compare two variables during the pre-test and posttest. there are two different results can be used to see how  much  influence  a  word  processing  application  (microsoft office word) to spelling ability of deaf children. findings and discussion findings this research uses experimental research to determine the effect of using a word processing application on the ability to spell and the study design used is one group pret-test-post-test design . in the design of one group pret-test-post-test design, only experiments performed on one group and obtained two kinds of data . two of these data is the ability to start and end the ability of learners in spelling. d ata initial ability learners is data that has not been treated as a test to determine the extent of the initial capabilities of learners (pre-test). while final data is data obtained  by researchers after treated (treatment) with the administration of the test (post-test). pre-test done before being given treatment or treatment by using a word processing application and after treatment by using a word processor , then do the post-test one. here is a table of the comparison of the value of the pre-test and post-test were visible difference in the time before and after treated by using a word processing application. table 1. comparison value pre-test and post-test no. subject value pretest value posttest changes alerts 1 de 50 80 + 2 in 65 85 + 3 fa 20 50 + 4 wi 25 50 + amount 150 265 average 37.5 66.25 57rifnurrohma aq, m efendi, h praherdhiono, effect of word processing applications . . . here is a graph of the results comparison of the pre-test and post-test that looks the difference before and after treated by using a word processing application. from the data presented it can be concluded that the average value of the pre-test is lower than the value of the average post-test. that difference shows that there are differences in spelling ability after being treated using a word processing application that showed an increase. here is a table of the value of the test statistic difference between paired observations table 2. value average difference between observation couples no. name value change sign d (x 1 -x 2 ) d 2 p r e test posttest 1 de 50 80 + -30 900 2 in 65 85 + -20 400 3 fa 20 50 + -30 900 4 wi 25 50 + -25 625 amount 150 265 -105 2825 average 37.5 66.25 by using  the  t  test first seek standard deviation  formula sd = 4.78. once the standard deviation is obtained, then look for the value of t by the formula t = 10.98. furthermore, to test hypotheses with tables t sig α = 0.05 with degrees of freedom (df = n-1) 3,  then the results obtained t table = 3.182. based on the t value will be the result h 0 is rejected if t count> t table and h 1 accepted if the value of t <t table of values.  this  research  has  resulted  in  findings  t>  t table with a par 10, 98> 3.182 it can be concluded h 0 is rejected and h 1 accepted, which means a word processing application ( microsoft office word ) affect the spelling ability of deaf children. discussion spelling ability deaf children before using word processing applications learning activities in research conducted in sdlb putra jaya malang with a number of subjects as 4. in the study, researchers act as implementers of learning. the first stage the researchers did was conduct  a test or a so-called pre-test yangberfungsi the ability to see the start of the subjects studied. researchers gave about as much as the 10 points which can then be given a value based on the correct answer. every problem is worth ten and for the wrong answer is zero so that the maximum score is 100. the pre-test is obtained and then averaged and the results obtained 37.5. the results can be categorized as low. visible in the process, students often confusion in spelling out the letters or syllables. according bogdashina (2016) the development of speech and language of deaf children is hampered due to the sharpness of his hearing less than a child hears. in the process of babble does not happen impersonation and confined to the visual imitation. efendi (2009) and el-maksoud (2016) states that a deaf child who receives everything recorded through visual perception tends to poor vocabulary, difficult to  interpret  language  expression  containing  a  figurative  sense, the difficulty in interpreting the words abstract  and difficult to master the rhythm and style language. after deaf children’s ability spelling using word processing applications ii class learning activities sdlb putra jaya malang at the stage of post-test was also attended by 4 pupils. the questions in the post-test is also the same as a matter that was made at the pre-test . phase posttest carried out after the treatment (treatment) in children with hearing impairment in the ability to spell using word processing applications. deaf children have a vocabulary is inadequate to express his experience and understanding of syntax that are less experienced. the impact  caused  deafness  deaf  children  have  difficulty  in expressing his language both verbally and nonverbally. according riasnelly (2013) the use of ict is one of the media in the learning strategies that lead to the ability of educators to understand the technology on the one hand, on the other hand utilize tekonologi progress as one of the media that will provide convenience. the final result after  treated (  treatment ) on the spelling ability of deaf children in sdlb putra jaya malang using word processing applications has increased. this is indicated by the average value of the current posttest which rose to 66.25. the effect of word processing applications for improving deaf children’s spelling ability in elementry school in the world of education today began using the technology in various aspects included in the learning activities in order to be able to prepare human resources who are ready to face global challenges in the utilization of information technology. in the speech and language of deaf children need guidance and training in particular. the ability to read is the ability to understand the information conveyed others through writing, so as to live in a modern technological society one must be literate. the use of a word processing application on a deaf child has an influence on the ability to spell. the effect  of using a word processing application is evidenced by the difference value results in pre-test and post-test. in the pre-test is obtained an average value of 37.5, while in post-test values obtained an average of 66.25, which 58 journal of icsar; volume 1, number 1, january 2017: 55-59 means there is an increase indicated the students’ spelling ability at 28.75 on the prior use of a word processing application and thereafter , several studies (weiss , 2016; lai , 2016 ; ghadirli , 2016; chauhan , 2017 ; byers , 2016) showed that the effectiveness of learning by using better technology compared to traditional or conventional learning. rusman research results in 2006 showed the results of learning by using computer-based learning model of tutorial and drill and practice is far better than conventional learning (idris, 2015: 176). drill and practice learning method is a technique of teaching is done repeatedly to get the skills, needed to remember mathematically. this method is used to teach special skills, this is followed by a systematic teaching in the hope to remember (richardson, 2006: www.cornerstonecurriculum. com). methods drill and practice is usually used in a matter of learning materials, foreign language and increase vocabulary (vocabulary). methods drill and practice directs students through exercises to improve dexterity / dexterity and proficiency / fluency in a skill  (sharon, 2005:120; thornbury, 2016 ). kendala research is one of the research subjects did not follow the learning activities and overdue at the time of treatment took place. however, all the students enthusiastically participated in the study by using a word processing application so that the material can be conveyed and have an influence on students’ spelling  ability after the post-test done. conclusion and suggestion spelling ability of deaf children class ii on the pretest are still classified low with average values of 37.5  and the post-test were classified simply by the average  value of 66.25. as well as on the hypothesis test, the result h 0 is rejected because the value t is greater than t table. so it can be concluded that there is significant  influence between spelling ability before using a word  processing application after application with a word processing application. a word processor is a computer-based learning media to improve learning spelling. so in theory a word processing application can be used as a medium that supports the learning activities to spell in school. so that teachers of children with special needs can optimize the learning activities in the context of language, spelling and reading using a word processing application. references arikunto, s. 2010 . procedure research (a practical approach). jakarta: rineka reserved byers, t., hartnell young, e. and imms, w., 2016. empirical evaluation of different classroom spaces on students’ perceptions of the use and effectiveness of one to one technology. british journal of educational technology . bogdashina, o. 2016. sensory perceptual issues in autism and asperger syndrome: different sensory 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(2009). educating exceptional children \ boston:  hougton  mifflin  hareorent  publishing  company kravchenko, av. 2016. language as human ecology: a new agenda for linguistic education. new ideas in psychology , 42 , pp.14-20. mangunsong, frida. 2009. psychology and education children with special needs .depok: lpsp3 ui mulyati. 2012. reading and writing learning module startup. bandung: fbs upi riasnelly. 2013. e-jupekhu. effectiveness of using media information and communication technology (ict) in developing ability in children deaf sentence in tanjungpinang sdlb .1 (2), (online) http://ejournal. unp.ac.id/index.php/ jupekhu , accessed on 18 february 2016 robson, c. and mccartan, k., 2016. real world research . john wiley & sons. rubin, a. and babbie, er, 2016. empowerment series: research methods for social work . cengage learning. sharifi,  a.,  kakojoibari,  aa,  sarmadi,  mr  (2011). comparison of different levels of reading comprehension between hearing-impaired hearing loss and normal students. audiology, 2011; 19 (2): 25-32. yaghoobi, m. and razmjoo, sa, 2016. the potentiality of computer-assisted instruction towards ameliorating iranian efl learners’ reading levels. computers in human behavior , 59 , pp.108-114. weiss, ct, 2016. effectiveness of 1: 1 technology in the science classroom. 126 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 cippo evaluation at school providing inclusive education at elementary school imam yuwono universitas lambung mangkurat, indonesia e-mail: imam.plb@unlam.ac.id abstract: this evaluation study aims to determine the effectiveness of the implementation of inclusive elementary school gadang 2 in banjarmasin. this evaluation study used a cipp model and data collection techniques used questionnaires, interviews, observation and study documentation. analysis of data used qualitative descriptive technique developed by glickman’s with quadrant type. the results of this evaluation study gave a conclusion that implementation of inclusive education program in gadang 2 banjarmasin less effective. some things are not in accordance with the evaluation criteria, namely: the stated goals were not in accordance with the realities today, the recruitment of students with special needs have not done well, the school was not equipped with adequate infrastructure and financing remains low besides social attitudes as a component of outcome was not in accordance with the evaluation criteria. keywords: evaluation program, inclusive education, cipp evaluation model the meaningful value of inclusive education is the creation of a friendly learning for all learners, either ordinary children or children with special needs. the school does not discriminate the learners. all students are entitled to the same education services. observation result on inclusive education provided at elementary school of gadang 2 banjarmasin have not yet implemented a friendly learning for all children, the perception of school is how the children with special needs are able to learn at regular school and yet many of the public schools still refuse the presence of the children with special needs. skjorten states that inclusive education program planning includes the objective and foundation of which the policy of the law should accommodate the needs of all children. the opinion suggests that government policy that is reflected in the school’s policy based on the purpose and foundation of the inclusive education should be organized in such a way, so that the needs of children are accommodated by the constitution without discrimination. the constitution or its instructions as the foundation of implementing inclusive education is crucial to ensure the fulfillment of needs of all children and adults. the real condition at elementary school of gadang 2 is still has not gotten serious attention by the government as it is listed on the constitution. for instance, there has been no obvious coaching either from the central government, the province or the city. the structure of school providing inclusive education that includes student, teacher, curriculum, infrastructure, financing is arranged in order to support the successful implementation of the program. johnsen & skjorten (2003) state the opinion related to the stance of the school facing a wide range of students with diverse characteristics at an inclusive school is that diversity needs in inclusive classrooms are also giving effect toward an adjustment of the means of learning, media, learning classroom environment setup and social interaction between children in the class. based on the results of observation at the elementary school that provides inclusive education in banjarmasin also complains about the way of the curriculum modification, teachers ‘ competence is still low, the infrastructure is not yet adequate, specific learning media is still lacking, so do the number of classrooms for teaching and learning. educational background and understanding of classroom teacher about the children with special needs and inclusive education is still low. the result of the research carried out by sofyan (2012) that the implementation of inclusive education in at elementary school of gadang 2 is not optimal yet, since the acceptance of regular school toward the presence of the children with special needs is still low. the availability of infrastructure has not been adequate. research conducted yuwono (2013) is that teacher skill at elementary school of gadang 2 in conducting student assessment is still low. the identification and assessment way toward the children with special needs is still low. the above results indicate that elementary school in banjarmasin as inclusive education providers has not supported with adequate human resources yet, especially in terms of learning outcomes assessment. the interview result of inclusive education elementary school of gadang 2 banjarmasin is that many people complain of a lack of special supervisor. the education funding has not been adequate and supporting infrastructure of inclusive education providers are still limited while the needs of the 127imam yuwono, cippo evaluation at school providing inclusive education at elementary school . . . . community against the inclusive school are increasingly urgent, due to the the increase of the children with special needs. method the methods used in this study is the evaluation research referring to the evaluation model developed by d.l. stufflebeam (2001) known as model evaluation cipp (context, input, process, and product). the data obtained were analyzed qualitatively using cipp model with triangulation toward relevant data to the implementation of inclusive education programs referring to the criteria that have been set then interpretation and conversion of the achievement indicators are conducted to know whether they are appropriate or not in accordance with the evaluation criteria. if it is in accordance with the evaluation criteria, it is given a positive sign (+). however, if it is not, it is given negative mark (-). the next step is to conduct a mapping of quadrants in accordance with evaluation criteria that has been set in accordance with the glicman quadrant prototype image. findings and discussion findings the research result related to the evaluation with context of the holding of inclusive education at elementary school of gadang 2 banjarmasin, is found that school in the indicator of objective is less effective (not appropriate with evaluation criteria) while the indicator of formal foundation is effective, indicator of couching is also less effective, and the indicator of the need and feasibility of school is less effective. the operational foundation of inclusive education at elementary school of gadang 2 banjarmasin is permendiknas (ministry constitution of national education) number 70 in 2009, then it is followed up by education directorate of (pklk) pendidikan khusus dan layanan khusus (the special education and special services) through the manual book of holding program of inclusive education. the supervising mechanism in the central level is couched by the directorate of pklk of dikdas (elementary education). at province level, it is coached by the head of the provincial education by head of division of elementary school supervising. the level of city is handled by elementary education of city especially by elementary school section, and the school level was built directly by the school principal who was assisted by vice coordinator curriculum and inclusive. structurally institution mechanism has been clear from a coaching education inclusive program from the central level to units of the school. the evaluation results on the indicator of needs analysis and school feasibility found that international conference in spain which was held in 1994 generates a statement of salamanca, for instance on a second grain; (1) every child has the fundamental right to earn education, and must be given the opportunity to achieve and a keep reasonable level of knowledge, (2) those who have special needs should have access to regular schools that accommodate them in order of child-centered education and can meet their needs , (3) inclusive education should provide education that will prevent the kids develop poor self-esteem and the consequences that may happen. inclusive education need analysis conducted through swot analysis against four elementary schools that provide inclusive education in banjarmasin retrieves data as follows: the strength of the schools that provide inclusive education is characterized by having a school service team. that is a strong inclusion program. the school is interested by community as organizer of inclusive education among the people. the school becomes the proudness of and expectations of parents of the children with special needs and community. the number of parents who have children with special needs who have strong commitments to send them in banjarmasin are very powerful forces that encourage inclusive school that is awaited its presence by many communities. the results of the evaluation on the input component found that the process of recruitment of students at elementary school of gadang 2 is still less effective due to several factors including: (1) unaware of parents in the importance of conducting identification, so the verification to expert people is not conducted. (2) teachers have lack of knowledge about children with special needs. socio-economic circumstances of the four schools are different and graded from the middle society. this socio-economic condition will greatly affect the attention of children’s education. the indicator of administration conditions of teacher in schools that provide inclusive education at elementary school of gadang 2 is still not in accordance with the evaluation criteria. this has connotation that someone who has a diploma in teaching at elementary education is judged to have capability in teaching. the evaluation of inclusive education in curriculum at elementary school of gadang 2is less effective, pointing out that the teachers in developing a curriculum has not been oriented on the conditions of the student needs. the availability of infrastructure shows value of less effective (not appropriate with evaluation criteria). the financing aspect shows that it is still less effective. the school does not yet have a standard financing for each student, though it already has the rkas (school financing activity plan) which is containing income and outcome funds overall. school funding is still not able to sustain the needs of the school. the evaluation result of the process is found that the teacher’s competence 128 journal of icsar; volume 1, number 2, july 2017: 126-130 in purpose indicator is still dominant in gearing to protect children with special needs both super and under to support their education in public schools. they get treatment without any discrimination in terms of education. the purpose of inclusive education that listed on permendiknas no. 70 of 2009 seems no longer appropriate in the current era. the presence of children with special needs in regular schools is also going to affect the attitude and the mental of other learners generally such as appreciating the diversity, helping each other and cooperating each other. the school system such as curriculum and assessment adjust the conditions of each learner. here is needed a child-friendly learning system that respects individual differences. every single member of school grows a friendly attitude and mutual respect. this is according to the opinion of skørten that the purpose of inclusive education is to reduce fear and build, grow the loyalty of friendship and build a sense of understanding and appreciating. formal base document is owned by the school that has evaluated. through the various interview of school stakeholders, gadang 2 elementary school understands the formal base very well. formal base is understood by school community and provide benefits in achieving the goal of inclusive education. this is similar to the opinion that the base that overarch inclusive education can provide benefits to all children without any discrimination, and help to create an inclusive society. based on the findings in the field there are indications of a loose fostering, especially on aspects of monitoring, supervision, and evaluation of school organizer of inclusive education. it programmed periodically at least once a year. pklk directorate of primary education, provincial education department and sub department of district only received a written report of the practice of program implementation reported by school. fostering of the school organizers of inclusive education remains low. there is no excellent fostering yet from the center to the province, it remains unclear. in education department of south borneo, the fostering of inclusive school is submitted to each sub department such as subdin dikdas (sub department of primary education) fosters inclusive school at elementary level, subdin bina menengah (sub department of intermediate education) fosters inclusive school at intermediate level. in gadang 2 elementary school, inclusive education program is fostered by supervisor of disability school. there is no clarity regarding the fostering structure of inclusive school. fostering of inclusive elementary school in banjarmasin is low, it takes a total change. the evaluation toward economic background indicator of parent at elementary school of gadang 2 shows less effective (less suitable with the evaluation criteria). socio-economic condition of parent is at low at elementary school of gadang 2 is at good category that means that teachers have competences such as curriculum defferentiation, curriculum modification, individual learning, cooperative learning, motivating to learn and flexible assessment. the results of the evaluation of the product found that the school has experienced an increase in the national exam score when it becomes inclusive education providers. it means that inclusion at a school does not affect the national exam score. the social aspect of the school that has been long time holding inclusive education shows effective criteria while at the new school which organizes the inclusive education indicates less effective the criteria. the evaluation results of outcomes found that elementary school of gadang 2 has good outcomes, in accordance with the evaluation criteria. the effectiveness of the implementation of inclusive education programs at elementary school of gadang 2 is looked at the mapping data acquired on the results of analysis of the components of the context, input, process, product and outcomes as follows: elementary school of gadang 2 at context component value (+,-, +,-) input component value (-, +, +, +,-,-) the process component value (+, +, +) product component value (+,-) learning outcomes component value (+). the evaluation result of the implementation of inclusive education at four elementary schools in banjarmasin refers to the quadrant prototype of glikman. based on the results of the mapping shows the cipp criteria is (+-+---). the “+” sign means in accordance with the evaluation criteria or it is effective, and the sign “-” means not in accordance with the evaluation criteria or it is not effective. if it is converted into quadrants prototype by glikman, then the effectiveness of the implementation of inclusive education program elementary school located at gadang 2 is at quadrant iv (four) or less effective or less accordance with the evaluation criteria. it means that the context component is effective (in accordance with the evaluation criteria), input component is not effective (not in accordance with the evaluation criteria), the process components is effective (in accordance with the evaluation criteria), the component of the product is not effective (not in accordance with the evaluation criteria) , and the component of outcome is effective (in accordance with the evaluation criteria). thus, that the implementation of inclusive education programs in elementary school in banjarmasin includes less effective or less in accordance with the evaluation criteria. discussion the evaluation results of context component as 129imam yuwono, cippo evaluation at school providing inclusive education at elementary school . . . . middle. this condition triggers the lack of sufficient guidance and direction from their parents, because the parents are more focused on how to meet the daily needs. it is similar with opinion by bahar in jericho that generally, the child who comes from a intermediate and high class family in terms of socio-economic condition has more got a briefing and guidance from their parents. the school attempts to address this issue include teachers through a variety of training, so that the learning process of the children with special needs in accordance with specific conditions and needs. competence of teachers who are less effective will affect the planning and implementation of the curriculum. it is similar with the opinion by michaell that curriculum of inclusive education must be arranged flexibly according to the needs and the conditions of the school. it can be driven by the ability of teachers in implementing the learning. the teacher interest in teaching at elementary school of gadang 2 as inclusive education providers fall into the good category (in accordance with the evaluation criteria), it indicates that the teachers feel happy, able to accept the children with special needs, sincere and proud in performing learning with children with special needs. the evaluation results of the learning process at elementary school of gadang 2 show good and very good category and this needs to be maintained. the process of learning at the school involves students in learning. student involvement could be interpreted as students play an active role as a participant in the process of teaching and learning. it is similar with the opinion by sudarwan darwin that the teacher is able to give students the opportunity to be active, either finding, processing or managing their learning acquisition. the evaluation result of the component of cognitive products of elementary school of gadang 2 is in category that is in accordance with the evaluation criteria that are set. national examination score continues to improve for years during it is being inclusive education providers. the presence of students with special needs at regular school does not affect the value of the average score of national exam. children with special needs with cognitive barriers only take the school test they do not have to follow the national exam. social attitude appropriates with evaluation criteria. the elementary school of gadang 2 which has long hosted the inclusive education has better social attitude, the presence of children with special needs trains other students to have mutual help and togive sympaty. the longer they are interacting, the better they will grow positive social attitude. the opinion of samsudin abib that social attitude of someone is looked in the pattern of responses between people manifested with mutual interpersonal relationship after doing long interaction. this opinion indicates that the longer they are doing interaction, the better the students will grow the positive social attitude. the evaluation result of outcome component, continuity of study by children with special education is in accordance with specific evaluation criteria thatare set. most graduates of the elementary school of gadang 2 can continue the study. it means that the outcome in terms of conducting of inclusive education at gadang 2 needs to keep pushed, to get the attention of the various concerned parties. conclusion and suggestion first, the context component: inclusive education objective laid out at permendiknas (ministry constitution of national education) number 70 in 2009 needs to be reviewed because it is not suitable with inclusive school needs. the flow of funding either at a central, province or city, does not run well because there is not a clear flow. the requirement and feasibility level of schools are effective in accordance with the evaluation criteria. second, an input component includes: recruitment of students with special needs implements well. socio-economic background of the parents is in middle-scale or medium, then with the such condition, schools should be more involved various activities so that medium socioeconomic level can support the program inclusive better. the administrative requirement for elementary school teachers of gadang 2 has not been appropriate either qualification, teaching experience or in following various training. the aspect of the curriculum has meet the relevance including defferentiation, orienting on the learners, covering social attitude, flexible with conditions of the children. the facility and infrastructure of the elementary school of gadang 2 have complete infrastructure and facilities in accordance with the specified criteria. the financing aspect still relies solely on low cost of bos (school operation fund) which is still not sufficient. all schools feel mind to bear with special supervisor salary. third, the component of the process includes: the competence of teachers, teaching and learning interest in teaching in the inclusive classroom. aspects of teacher competencies that include curriculum modification, modifying curriculum, doing individual learning, cooperative learning, motivating students, conducting a flexible assessment are effective at elementary school of gadang 2. the aspect of teaching interest has effective interest shown with happiness, sincerity, pride and acceptance attitude towards receiving students with special needs. the aspects of learning in inclusive class that include conditioning of learning, learning strategies, student involvement, mastery learning materials are very well. fourth, the cognitive product obtained by elementary school of gadang 2 banjarmasin in term of 130 journal of icsar; volume 1, number 2, july 2017: 126-130 national examination is increased. it means that during the implementation of inclusive education does not affect the national exam score at the school. the aspect of social attitude has an excellent social attitude. fifth, the component of outcome that is obtained by four elementary school of gadang 2 banjarmasin has high outcomes. that is 99% of the children with special needs can continue to a higher level of school. reference glickman, c. d., stephen. p. g. (204). supervision and instructional leadership. brief edition. new york: allyn & bacon, inc. johnsen, b. h., & skjorten, m. d. (2003). menuju inklusi, pendidikan kebutuhan khusus sebuah pengantar. bandung: program pasca sarjana upi bandung. sofyan. (2012). manajemen pendidikan insklusif di kalimantan selatan. banjirmasin: unlam press. stufflebeam, d. l. (2001). evaluasi model viewpoints on educational and human services evaluation. boston: kluwer academic publisher. 101. yuwono, i. (2013). sistem penilaian dalam pendidikan inklusif di sd banua hanyar 8 banjarmasin. banjarmasin: unlam pers microsoft word 09 35919-141453-3-ce.doc journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p262 262 inclusive education in higher education: the perspective of lecturer muhammad nurul ashar1(*), asri wijiastuti2 , ima kurrotun ainin3, david evans4 1,2,3dept. of special education, universitas negeri surabaya, surabaya, indonesia 4dept. of special and inclusive education, the university of sydney, australia *e-mail: muhammadashar@unesa.ac.id abstract: this study examined lecturers' perspectives regarding the practice of inclusive education. the quantitative study design with survey was applied. respondents were selected through purposive sampling technique. a total of 30 lecturers who teach students with disabilities from one university were selected to complete the online survey. the survey questions were developed based on the concept of inclusive education’s implementation that have gone through a validity and reliability testing. data were analyzed using simple statistics by calculating the percentage. findings on the curriculum show that the majority of lecturers support the adoption and flexibility on curriculum. similarly, they support the regulation and management themes as well as the support system, albeit improvements are required. meanwhile, on the collaboration theme, majority of them showed an optimistic responses. findings from this should enforce the continuous improvement on inclusive education practice in higher education. keywords: disability; higher education; inclusive education; lecturer. introduction the right to access quality education is indispensable for every human being which includes individuals with disabilities. since the enactment of the convention on rights for persons with disabilities (crpd) in 2006, a lot of efforts have been done to ensure that people with disabilities could access the quality education. this effort also expanded to provide the access for people with disabilities to higher education institutions (becht et al., 2020; chiang, 2020; moriña et al., 2020). nonetheless, it was just recently that the country has a legal document to support the rights for people with disabilities on accessing higher education namely the regulation of the minister of research, technology, and higher education number 16 2017. since then, the number of students with disabilities in universities in indonesia is steadily rising (afrianty, 2019; lintangsari et al., 2021; sitepu et al., 2020) given the positive trend of students with disability’s enrollment in universities, little to be known about the quality of the inclusive education practices in those institutions. inclusive education has a lot of meanings. the simplest way to define inclusive education is that it gives the equal opportunity for every one to access quality education (ainscow, 2020; junaidi et al., 2022; ediyanto et al., 2023, amka et al., 2023; wulan & sanjaya, 2022; kartini & aprilia, 2022; iswari et al., 2023; ediyanto & kawai, 2023). previous studies have given the slight overview on this topic, and reported that some challenges are still exist, and the quality inclusive education is still far from reach (fedulova et al., 2019; wang, 2019). one fundamental thing needs to be unveiled in understanding this issue is to understand the perspective of the active subjects on its implementation, which one of those is the lecturer or the teacher at the higher education institutions (azorín & ainscow, 2020; collins et al., 2019; sharma et al., 2019). perspective is deemed to be central factor to influence someone’s behavior. thus, by understanding the perspective of the lecturer it could lead to the better practice of inclusive education practices. based on the findings from some previous studies and official ashar et al, inclusive education in higher education … 263 guidelines from the indonesia’s government titled the guidelines on providing services for students with disability, there are four themes that need to be captured once discussing the quality inclusive education (muskhanova et al., 2020; reynaga-peña et al., 2020). those themes are curriculum, regulation and management, support system and collaboration. both themes are then explained in some sub-themes. some studies have investigated the perspective of teachers, but mostly in primary or secondary school settings. study that focused on the perspective of teachers or lecturers in universities are scarce. most of the studies were examined o the learning practice and learning development rather than perspective of lecturers (grimes et al., 2019; meskhi et al., 2019). therefore, the general aim of this study will be describing the perspective of lecturers on the inclusive education practices in higher education institutions. the specific objectives are (1) describing the lecturer’s perspective on curriculum; (2) describing the lecturer’s perspective on regulation and management; (3) describing the lecturer’s perspective on support system and (4) describing the lecturer’s perspective on collaboration. this study will offer a more comprehensive answer in understanding perspective of the lecturers as the survey instrument was drawn from both the result of previous studies and legal document. it a will also be the first study to unveil the lecturer’s perspective on inclusive education practices in universities thus it will provide the research design for the prospective researchers on this field. method this study applied the quantitative research design with survey to obtain the lecturer’s perspective on inclusive education implementation in higher education institutions. previous studies on the same topic were also applied this design (ediyanto et al., 2020; rasmitadila et al., 2021). survey study is one of the quantitative methods to collect data from a pool of respondents through giving multiple questions (ponto, 2015). this design was selected as it was suitable to answer this study’s questions effectively. this design would allow the quick yet efficient data collection among other designs. ethical approval was granted from the research ethics committee of the faculty of education, universitas negeri surabaya. respondents were given the participant information statement (pis) before they completed the survey. once they agreed to join, they were allowed to complete the survey anonymously. further, they were also aware that their responses will be published. this study selected respondents purposively based on previously designed criteria (namey et al., 2020). this sampling was quite common in a quantitative study. lecturers from one public university were recruited for this study. inclusion criteria for lecturer' respondents comprised of they should have an experience in teaching students with disability for at least one semester and were able to complete online survey by themselves. as many as 30 lecturers who meet the criteria were then agreed to join in this study. the demographic of them is shown in table 1. table 1. the demographic of respondents characteristic n % sex male 11 37 female 19 43 faculty faculty of education 10 33 264 journal of icsar; volume 7, number 2, july 2023, 262-270 faculty of arts and languages 6 20 faculty of engineering 7 23 faculty of economic and business 3 10 faculty of social sciences and law 4 14 based on the table 1, most of the respondents were teaching at faculty of education, and less respondents were teaching at faculty of economic and business and faculty of social sciences and law. this survey study used a close-ended questionnaire to collect the data. the questionnaire was developed based on the concept of the inclusive education practices from the legal guidelines and previous studies. there are four main themes on the questionnaire as stated on the study objectives namely: curriculum, regulation and management, support system and collaboration. each theme consisted of five statements. respondents were asked to choose their perspective of each statement by choosing strongly agree, agree, strongly disagree, and disagree. validity and reliability test was held before the instrument was shared to respondents. the result of validity and reliability test showed that the instrument was valid and reliable to collect the data. data were collected through the online questionnaire. respondents who agreed to participate in this study were provided with the link to complete the questionnaire. they only had one chance to complete the survey. they usually needed 10 to 15 minutes to complete the questionnaire. after data were collected, data were analyzed using descriptive statistic to obtain the lecturer’ perspectives. spss version 26 was used to obtain the percentage, mean and standard deviation of each statement. result and discussion result aforementioned, respondents’ responses were analyzed to find the mean, standard deviation and percentage in each question. in general, results on this study were shown in table 2. table 2. means and standard deviation of respondents’ perspective (n=30) no. statement mean standard deviation 1 inclusive education course should be a compulsory subject in every department. 3.8667 .34575 2 curriculum adaption is needed to facilitate students with disabilities 3.7000 .59596 3 flexibility in learning is essential for students with disabilities 3.8000 .48423 4 the current curriculum is not yet accessible for students with disabilities 3.5667 .67891 5 lecturers struggle to adapt the curriculum 3.8333 .37905 6 each university should have a specific regulation concerning the inclusive education services 3.6667 .47946 7 each department should have an ad hoc team to facilitate students with disabilities 3.5000 .73108 ashar et al, inclusive education in higher education … 265 8 support fund is essential in supporting the students with disabilities 3.9000 .73108 9 monitoring and evaluation needs to be conducted on the implementation of inclusive education services 3.6667 .47946 10 socialization on the national inclusive education regulation has been done by the university 2.6333 1.06620 11 facilities need to be adjusted to the needs of students with disabilities 3.9000 .30513 12 learning resources are accessible for students with disabilities in the university 2.2000 .71438 13 assistive technologies which support the learning are necessary 3.8000 .40684 14 the existence of disability service unit has been known 2.6667 .75810 15 trainings for lecturers are available. 2.8000 .76112 16 multidisciplinary team which consists of psychologist, doctors, special education counsellor should be available. 3.9333 .25371 17 collaborations with other parties are to support the inclusive education services have been done 2.5000 .82001 18 professional association related to the inclusive education needs to take the active role in supporting students with disabilities in universities 3.8667 .34575 19 university has taken the active role to collaborate with related parties in supporting students with disabilities in universities 2.8000 .80516 20 collaboration should be made on the international level 3.8333 .37905 table 2 depicts that most of the responses are on the mean of more than 3.5 (n=14), however only 6 of the responses that have mean of under than 3 (n=4). this shows that most of the respondents agree with the statements. for more comprehensive understanding, results on percentage on each theme and the comparison between the previous studies are explained as follows. 1. curriculum curriculum is considered as of the most vital aspects to be adjusted in learning on an inclusive education system. results (as seen in the table 3) report that most of the lecturers strongly agree that curriculum adaption (n=77%) and flexibility in learning are essential to support the students with disabilities (n=84%). these findings mirrors the previous studies which reported that curriculum needs to be adjusted and be flexible for students with disabilities (carlson). table 3.results on curriculum no. statement strongly agree agree disagree strongly disagree 1 inclusive education course should be a compulsory subject in every department. 87% 13% 0% 0% 2 curriculum adaption is needed to facilitate students with disabilities 77% 17% 7% 0% 3 flexibility in learning is essential for 84% 13% 3% 0% 266 journal of icsar; volume 7, number 2, july 2023, 262-270 students with disabilities 4 the current curriculum is not yet accessible for students with disabilities 67% 23% 10% 0% 5 lecturers struggle to adapt the curriculum 83% 17% 0% 0% it is interesting to note that 87% lecturers are strongly agree if the inclusive education was the compulsory courses. this finding insists the positive perspective and a strong motivation of lecturers to learn about inclusive education. indeed, these perspectives are essential for educators to support the inclusive education (büssing et al., 2019; pit-ten cate et al., 2018). however, many of them strongly agree that the current curriculum is not yet accessible, while at the same time they are struggling to adapt the curriculum. this finding is not surprising though, as previous studies also reported the same result (bunbury, 2020). 2. regulation and management regulation and management are commonly considered as the fundamental factors in the inclusive education practice in higher education institution. results on this theme showed that most of the statements are strongly agreed by the respondents (see table 4). majority of them believed that special regulation, the existence of ad hoc team, monitoring and evaluation and support fund are needed in order to apply the inclusive learning practices for all students in higher education institution. in particular, 90% of them strongly agree that support fund is vital. these findings support some reports from the previous study which explained that regulation, funding, and a team are basic needs of the quality inclusive education practices (sharma et al., 2019; udvari-solner & thousand, 2018). results on this theme also reveal that socialization concerning the national inclusive education regulation has not yet to be fully done in every faculty, as more than 50 % of respondents responded with disagree and strongly disagree. given this finding, some studies already reported the importance of having the same understanding on national regulation of inclusive education to provide the same way of thinking in delivering the quality inclusive education practices. table 4. results on regulation and management statement strongly agree agree disagree strongly disagree each university should have a specific regulation concerning the inclusive education services 67% 33% 0% 0% each department should have an ad hoc team to facilitate students with disabilities 64% 23% 13% 0% support fund is essential in supporting the students with disabilities 90% 10% 3% 0% monitoring and evaluation needs to be conducted on the implementation of inclusive education services 67% 33% 0% 0% socialization on the national inclusive education regulation has been done by the university 33% 7% 50% 10% 3. support system support system could be defined as a system that enables the learning for students with disability to be run smoothly. compared to other themes on this study, vast majority ashar et al, inclusive education in higher education … 267 of respondents on this theme said disagree to some statements (see table 5). they disagree that learning resources are accessible (67%), the unknow existence of the disability service unit (50%), and the unavailability of trainings for lecturers. (40%). however, they mostly agree that assistive technology for learning is needed. it is true that many studies have mentioned that support systems need to be prioritized in some higher education institutions which want to implement the quality inclusive education (meskhi et al., 2019; thompson et al., 2018). these findings implies the urgent actions to be taken, as support system is as equally as vital as other themes. table 5. results on support system no. statement strongly agree agree disagree strongly disagree 1 facilities need to be adjusted to the needs of students with disabilities 90% 10% 0% 0% 2 learning resources are accessible for students with disabilities in the university 7% 16% 67% 10% 3 assistive technologies which support the learning are necessary 80% 20% 0% 0% 4 the existence of disability service unit has been known 17% 33% 50% 0% 5 trainings for lecturers are available. 20% 40% 40% 0% 4. collaboration collaboration simply defines as the action to partner with others to support the aims of both parties. in terms of the inclusive education, collaboration should also be considered as an important work to do in supporting the inclusive education practices. dominant responses from respondents as depicted by the table 6 are that they strongly agree with the urgent need to have partnerships with other parties on national or international level (87% and 83%). the multidisciplinary team is also highly demanded by respondents (93%). however, on the level of practice lecturers have the same view that collaborations have not yet to be done. moreover, the university is considered to not take the active role in initiating partnership. these findings support the reports from previous studies which also emphasized the importance of collaboration, yet the practice is far from ideal (adams et al., 2018; amor et al., 2019; schuelka et al., 2019) table 6. results on collaboration no. statement strongly agree agree disagree strongly disagree 1 multidisciplinary team which consists of psychologist, doctors, special education counsellor should be available. 93% 7% 0% 0% 2 collaborations with other parties are to support the inclusive education services have been done 17% 20% 60% 3% 3 professional association related to the inclusive education needs to take the active role in supporting students with disabilities in universities 87% 13% 0% 0% 268 journal of icsar; volume 7, number 2, july 2023, 262-270 4 university has taken the active role to collaborate with related parties in supporting students with disabilities in universities 20% 43% 33% 4% 5 collaboration should be made on the international level 83% 17% 0% 0% conclussion in conclusions, this study has unveiled the vivid perspective of lecturers on the inclusive education practices in higher education institution. some findings are expected, as they mostly mirror the result from previous studies, however several findings are also concerning. in general, lecturers have a positive and strong willingness to support the inclusive education practices for students with disabilities in higher education institutions. this could be seen on the positive responses for curriculum adoption, the need of regulation and proper management, the procurement of facilities and the existence of support system, and the strong agreement in the importance of collaboration. albeit, several findings reveal on the practice level more improvement and active responses are urgently need. this study only involved the small number of respondents and only captured the lecturer’s perspective on the superficial level. nevertheless, findings from this study could contribute as the strong rational in the formulation of regulation or project concerning the inclusive education practices in higher education institution. it also opens the opportunity for further researchers to take more indepth view of each theme on this study which has been discussed as vital elements of quality inclusive education practices in higher education institutions. references adams, d., harris, a., & jones, m. s. 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(2022). developing positive school climate for inclusive education. journal of education for sustainability and diversity, 1(1), 54–66. https://doi.org/10.57142/jesd.v1i1.6 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 8, number 1; doi: http://dx.doi.org/10.17977/um005v8i1p51 51 a reading prerequisite program to improve beginning reading ability of dyslexia students misdayani*, imas diana aprilia, tati hernawati universitas pendidikan indonesia, bandung, indonesia e-mail: misdayani@upi.edu abstract: learning difficulties in the aspects of reading, writing or spelling (dyslexia) are cases that are often encountered and require special programmed treatment to optimize children's abilities in accordance with their age development. the purpose of this study is to describe the program aimed at one of the second grade students at sdn 195 isola who has dyslexia and his reading ability is at the pre-requisite stage so that the researcher formulates a program that focuses on the reading aspect. the research method used is descriptive qualitative through in-depth observation, interviews, assessment and documentation studies to explore what students need. the research results obtained are a hypothetical program formulation consisting of rationale, objectives, materials, strategies, and evaluations that have been validated so that it is feasible to be a guide in implementing learning to improve students' pre-requisite reading skills. keywords: learning program; reading prerequisites; students with dyslexia. introduction reading is a complex process involving physical and mental abilities that give meaning or understand certain patterns to be interpreted through the written picture. abidin, mulyati, & yunansah, (2021). reports that reading can affect three important aspects, namely improving thinking skills, honing writing skills, and increasing one's knowledge. this illustrates that the reading aspect is related to other abilities such as cognitive, which is supported by the opinion of kamhi & catts in rochyadi (2010) which states that learning to read also requires linguistic and cognitive abilities. for example, readers must have the ability to decode, recognize sight words, and associate what is read with the knowledge they have (mather & wendling, 2011). of course, these abilities become the basis or prerequisites that need to be mastered by someone when they want to improve their reading skills. one way is through assessment to find out students' abilities as said by hernawati et.al, 2023 assessment instruments that need to be implemented at the research stage, with this, this research must go through the assessment process first. as is well known, some people experience problems in reading, writing, and spelling or commonly known as dyslexia. dyslexia is a form of difficulty learning to read and write (haifa et al., 2022; murni, 2017), especially learning to spell correctly and express thoughts in writing, utilizing normal school opportunities and not showing retardation in other subjects, (sudarji, 2017). of course, this has a big impact on a person's life, especially in the academic aspect because it will make it difficult for someone to complete tasks related to reading. snowling in thasliyah, lasmi, & wiguna (2022) suggests that there are dyslexia sufferers, children are slow to learn to translate words and generalize new words that they have never seen before. an old clinical observation brought out a hypothesis that dyslexia is caused by problems at the level of phonological representation. the hypothesis observed difficulties in auditory sequencing, auditory discrimination, and relating auditory symbols to visual symbol sequences. many studies have detailed auditory problems in dyslexia, narrowing down the deficit to one that affects the sound structure (phonology) of speech. problems with phonology lead to difficulties in learning the orthography-phonology mapping, poor verbal short-term memory, problems in word http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 52 journal of icsar; volume 8, number 1, january 2024, 51-58 retrieval, picture naming, and other difficulties that include problems learning new spoken words. based on field findings in one of the regular schools in bandung city, namely sdn 195 isola, it was found that one of the second-grade students had impaired reading, writing, or spelling skills (dyslexia) so that the development of reading skills mastered did not reach the same development as their peers. when reviewed, a child's reading ability at the second-grade level should already be at the beginning reading stage. however, this student is at a very low stage of reading ability where the prerequisite aspects of reading itself have not been fulfilled. the impact of the problems that arise at school or at home is a sense of inferiority because they feel unable to compete with their peers, irritability, and avoiding questions or work related to reading. in addition, there needs to be special attention given by schools or educators and parents in providing reading instruction because of children's different abilities. therefore, students need attention and assistance to be able to develop their reading skills through the formulation of programs through in-depth analysis so that they can provide appropriate services according to their needs and determine what steps need to be taken next. method the research method used is descriptive qualitative. presentation of data in the form of descriptions obtained from the results of assessments, observations, interviews and documentation studies, as said by ali (1982) explaining that descriptive research methods are used to solve and answer problems that occur in the present this research was conducted in one of the schools in the city of bandung, namely sdn 195 isola bandung with the subject of one second grade student who had problems in reading, writing, spelling (dyslexia). in order to obtain data or information from these sources, researchers conducted documentation studies, observations, interviews and assessments that focused on reading skills in depth by involving educational practitioners and families who then analyzed the data, the validity of the data could be accounted for. (1) observation was carried out in a week which was carried out three times for 60 minutes at each meeting and the researcher made notes while observing. (2) interviews, which are open-ended questions, are addressed to class teachers and parents regarding student learning motivation, current student abilities, and learning methods used. (3) assessment was conducted by giving a series of tests focusing on the reading aspect, starting from giving tests based on the current grade level and then continuing to be lowered until it reaches the limit of the child's ability. (4) documentation study centered on the assessment and validation process with experts to obtain a hypothetical program that suits the child's current needs. result and discussion result this research has the goal of developing a program that can improve the reading prerequisite skills of dyslexic students according to their needs. the data needed in developing the program are factual conditions as a description of how the reading learning process received by students before the program is made, analysis of assessment results to find out specifically what students need in reading learning as a reference in making the program. the data obtained from the research results are then described and grouped systematically based on the focus of the problem and the research subject to make it easier for readers to understand this research. furthermore, the results of this study will be described as follows: misdayani, aprilia, & hernawati, a reading prerequisite program … 53 factual conditions of students' reading learning based on teacher and parent interview results based on the results of interviews with teachers, it is known that there is no special treatment given to children even though they know they are not able to read well and their abilities are below the average of their peers. this is because it is difficult for the teacher to give special attention due to the large number of students in the class (24 people), the learning method used is also the syllable method which is used classically and its effectiveness on students' needs has not been known. of course, this delay has an impact on other aspects such as the emergence of low self-esteem and irritability. the child's strategy in working on class problems also tends to guess because they cannot read the questions that have been given. meanwhile, the results of interviews with parents unearthed information that children have good learning motivation when at home as evidenced by their willingness to do assignments and participate in additional learning outside the classroom well. children tend to be afraid of making mistakes and cry easily when facing difficult conditions. the reading learning method applied by parents, namely the syllable method, harmonizes with the learning provided by the teacher at school. analysis of assessment results as a basis for formulating a reading prerequisite program table 1. analysis of assessment results aspect sub-aspect ability inability needs reading prerequisites phonology not yet able to read in the pre-reading sub-aspects of deleting syllables, deleting phonemes, and deleting rhymes development of pre-reading skills in the subaspects of deleting syllables, deleting phonemes, and deleting rhymes morphology not yet able to read in the sub-aspects of root words, signals, decomposition, and deviation development of pre-reading skills in the subaspects of root words, signals, decomposition, and deviation. orthography able to answer some questions in the receptive coding sub-aspect not yet proficient in expressive coding sub-aspects development of pre-reading skills in the expressive coding subaspect. auditory awareness able to answer in the semantics subaspect not able to answer in morpheme, syntax, and some phoneme subaspects. development of prerequisite reading skills in morpheme, syntax, and some phoneme subaspects. visual awareness able to answer and understand in visual discrimination, not yet capable of visual spatial in the right and left practice in recognizing right and left 54 journal of icsar; volume 8, number 1, january 2024, 51-58 figure ground, visual closure, visual spatial, and visual memory. directions. directions. the results of the above assessment show that the prerequisite aspects of reading have not been fully mastered by students so that learning to read in children needs to start from the basics so that researchers decide to create a program that starts from the prerequisite stage of reading for students as an advanced modality for children to master more difficult reading stages. according to busro, (2016), pre-reading activities are teaching activities carried out before students carry out reading activities. in pre-reading activities, the teacher directs the activation of students' schemata related to the reading topic. activating students' schemata can be done in various ways, with initial review, meaning mapping, anticipation guidelines, writing before reading, and creative drama. a hypothetical program for dyslexia students focused on prerequisite stages of reading (phonology and morphology) based on the results of the assessment above, researchers formulated a reading prerequisite program that prioritizes two aspects, namely phonology and morphology, this is considered based on the mastery of the lowest aspects and considering the limited research time so that researchers limit the program, of course in the future this program can continue to be developed in line with student needs: table 2. a hypothetical program for dyslexia students rationale aspect sub aspect overview of teaching materials method media evalua tion not yet able to read in the prereading subaspects of deleting syllables, deleting phonemes phonol ogy ● removal ● segmentat ion ● blending ● substitutio n ● addition questions on the subaspects of deletion, segmentation, mixing, substitution, addition that will be taught are divided into several stages starting from phonemes, syllables, words in a sentence. phonics audio, smartp hone verbal test development of pre-reading skills in the sub aspects of root words, signals, decomposition, and deviation morph ology ● root word ● signal ● decompos ition ● derivation questions in the "base word" sub-aspect contain questions that require students to say what the base word sounds like in words that have affixes. questions on the "signal" sub-aspect contain questions that require students to connect words with the right affixes or add words to form a sentence. questions on the "decomposition" subaspect contain questions that require students to name the correct word from a word with inappropriate affixes. misdayani, aprilia, & hernawati, a reading prerequisite program … 55 questions on the "derivation" sub-aspect contain questions that require students to add affixes to words that do not have affixes to form the right sentence. the phonology aspect contains several sub-aspects of deletion, where this deletion is the deletion of phoneme parts (for example: deletion of the letter "f" from the word "fire"), syllable deletion (for example: deletion of the syllable "ok" in the word "book"), and word deletion (for example: deletion of the word "table" in "dining table") and then questioning the sound of the word after the phoneme, syllable or word is removed. while segmentation is the separation of sounds, if the separation of the sound of the phoneme part (example: separation of the sound of the word "j-u-s"), separation of syllables (example: separation of the sound "flo-wer"), separation of the word "play-ball") then ask how many sounds are heard by students. the blending sub-aspect is the combination of sounds to form words or sentences, for example in mixing phonemes (the combination of the word "a-pel"), mixing syllables (for example: mixing the word "bo-ok"), mixing words (for example: mixing the word "dinning-table") and then asking what it sounds like after being combined. subaspects of substitution in phonemes (e.g. substitution of the letter "e" by the letter "a" in the word "fire"), in syllables (e.g. substitution of the syllable "foo" by "fee" in the word "foot"), substitution of words (e.g. substitution of the word "box" by "round" in "round table") and asking what it sounds like after substitution. sub-aspects of addition in phonemes (e.g. the word "and" when the ending is added with the letter "a"), in syllables (e.g. the word "thorn" when the ending is "an"), and in words (e.g. the word "chair" when the word "wheel" is added) and asking what it sounds like after the addition. another aspect that is loaded is morphology which contains the basic word (example: the basic word of "reading" is?), signal (example: my sister is ... rope) then ask students what the right conjunction is, decomposition (example: my sister makes sweetener in the morning) then asks students what word is right to replace the word sweetener, derivation (my brother is riding a bicycle with his friend in the field) then asks students what affixes are right to complete the word bicycle to form a sentence that is comfortable to use. based on the available evidence, it can be concluded that the problem of delayed mastery of reading skills that are not in line with the ability of students' age is that they have not mastered the prerequisite reading skills, where if the prerequisite skills are low, the ability to read early or advanced as an advanced stage of learning will also be low. this happens in line with several references which reveal that phonological awareness is a prerequisite in reading skills because the sound foundation is the main key to understanding the relationship with the written symbol. according to dewi in rochyadi, e (2010) pre-requisite aspects of reading ability include auditory perception consisting of phonemes, morphemes, symbols, syntax. from the results of his research, the results of auditory perception tend to get high scores on reading skills tests, on the contrary, they get low scores on linguistic awareness, which is also low in reading skills, where linguistic awareness has a strong relationship in reading. the main function of pre-reading activities is to provide initial knowledge related to the aspects of reading to be understood, train students to know the purpose of reading, provide motivation and confidence. prereading activities are a bridge to link a variety of knowledge that has a connection with the reading content. another factor that supports optimal program implementation is the method used, where the method chosen in implementing this program is the phonics method. explained 56 journal of icsar; volume 8, number 1, january 2024, 51-58 by nopriyanti, (2012), the phonics method emphasizes words through the process of listening to letter sounds. at first, children are invited to recognize letter sounds and then the letters become syllables and words. to introduce the sounds of various letters, usually associate the letters with the first letters of various names of objects that are already known by children such as a with a picture of a chicken. in addition, as explained by hindle 2007 (in saragih & widayat 2020), this phonics method is considered effective for improving reading skills, especially the ability to combine letters into a meaningful word. the purpose of this phonics method is to make children understand that there is a systematic and predictable relationship between written words and spoken sounds. (phajane 2014 in saragih & widayat 2020). discussion this research has clear objectives by carrying out several stages such as in the initial stage an assessment will be carried out as the main process to determine the abilities and needs of students as a factual basis for determining the program as what will be done next such as determining a factual program derived from real assessment results then given an action that will affect learning outcomes. factual conditions of student reading learning based on teacher and parent interview results based on the results of teacher and parent interviews, it is said that children have high motivation in learning, so it will be the basic capital for training students' prerequisite skills as said by amunga,were,& ashioya,(2020). motivation is the impetus that a person must do something, because the child's motivation is very large in learning so that it will make learning more developed. encouragement from the surrounding environment is also very influential so that it will further make learning increase as has been said by fuad (1986) that the family environment is the first and main aspect in influencing child development. children spend more time in the family environment, so families have a lot of roles in shaping children's attitudes and behavior and providing real examples to children. analysis of assessment results as a basis for formulating a reading prerequisite program reading prerequisites as a modality for more difficult reading stages that require students to understand what is meant in the reading. from the encouragement of parents and a good environment and students who have high motivation in learning with the results of the above assessments which mostly contain good student modalities, therefore student needs are likely to be met. parents need to create activities related to all domains of child development (cognitive, language, physical-motor, social-emotional, interactioncommunication) in a fun way (elliott & olliff, in sani, wardany, & herlina, 2022). hypothetical program for dyslexia students focused on prerequisite stages of reading (phonology and morphology) programs aligned with student needs that focus on the prerequisite stages of reading, especially phonology and morphology with good student modalities will improve their reading skills, especially reading comprehension. as said by attaprechakul, (2013). reading comprehension is the ability to read to understand the main idea, important details, and the whole understanding. with this high-level reading ability, students must first fulfill the prerequisite stages of reading. as said by ou, et.al (2023) one-character nonword stimuli are component characters of polysyllabic words, which do not consist of words that misdayani, aprilia, & hernawati, a reading prerequisite program … 57 do not contain meaning. in accordance with the prerequisite content, which contains many words that do not contain meaning. conclusion based on the results of the analysis that has been carried out, the formulation of a hypothetical program for students is determined on the prerequisite aspects of reading by considering the abilities of students who are still below the average age, the results of the pre-requisite reading assessment that have not been fully mastered and considering the importance of this phase. it is expected that there will be an increase in competence, especially in prerequisite reading skills as a modality for students to master reading skills at a more difficult stage. the content of the program made refers to the results of the student assessment on the prerequisite aspects of reading which are limited to aspects of phonology (removal, segmentation, blending, substitution, addition) and morphology (root word, signal, decomposition, derivation) with consideration of research time and focus on short-term goals to be achieved during the research process. of course, the material content of the program can be further developed in line with students' needs. this program has been validated by involving experts and parents so that it can be accounted for. references abidin, y., mulyati, t., & yunansah, h. 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(2022). pengaruh disleksia terhadap perkembangan anak [the impact of dyslexia on child development.]. jurnal ilmiah universitas batanghari jambi, 22(1), 445-448. http://dx.doi.org/10.33087/jiubj.v22i1.1781 microsoft word 22 40327-152895-2-ce.doc journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p368 368 differences in the results of the evaluation of special program implementation at two special schools in the city of banjarmasin utomo, hayatun thaibah*, muhammad firdaus nuzula, nuril shafira almua’arif special education, universitas lambung mangkurat, banjarmasin, indonesia *e-mail: utomo.plb@ulm.ac.id , *hayatun.thaibah.plb@ulm.ac.id, frdsnz111@gmail.com, nurilshafira.cen@gmail.com abstract: the evaluation obtained depends on the objectives of the evaluation program it self which of course have been formulated previously and are accounted for in the form of a program, to reward program implementers, for selection and promotion, for program improvement, and to predict the possibility of continuing the program in the future. this research is to find out the differences in the evaluation results of 2 special public schools in the city of banjarmasin, indonesia. this type of research approach is to use a quantitative approach. the data collection technique was through a questionnaire accompanied by free interviews addressed to several teachers and the principal. the subjects of the study were 33 people, with details at the pelambuan state special school in banjarmasin as many as 16 people and 17 people at the public special school 2 banjarmasin city. the results of the data were analyzed using independent sample t test. the value of t count is 1.120 < t table is 2.040, then based on the basis of decision making through a comparison of the t count value with t table, it can be concluded that there is no difference in the average results of the evaluation of the implementation of special programs at the pelambuan banjarmasin state special school and the public special school 2 banjarmasin. keywords: evaluation results; implementation of special programs; special schools introduction based on the functions and objectives of national education that have been stipulated in law no. 20 of 2003, national education functions to develop dignified national character and civilization capabilities in order to educate the nation's life and develop the potential of students to become human beings who believe and pious to god almighty, has noble character, is healthy, knowledgeable, capable, creative, independent and becomes a democratic and responsible citizen (riadi, 2017). based on the republic of indonesia national education system law no. 20 of 2003 article 58 paragraph 1 that evaluation of student learning outcomes is carried out to assist the process, progress, and development of student learning outcomes on an ongoing basis (idrus, 2019). based on the regulation of the ministry of education and culture number 23 of 2016 concerning education assessment standards, the purpose of the assessment is as follows (article 4): a. assessment of learning outcomes by educators aims to monitor and evaluate processes, learning progress, and continuous improvement of student learning outcomes. b. assessment of learning outcomes by educational units aims to assess the achievement of graduate competency standards for all subjects. c. assessment of learning outcomes by the government aims to assess the competency achievement of graduates nationally in certain subjects (mahdiansyah, 2018). article 6 paragraph 6 of ri law no. 4 of 1997 states that every person with disabilities has the same right to develop their talents, abilities and social life, especially children with disabilities in the family and community environment (fathurozi, 2011). haryanto (2020) states that in every educational activity, especially in the learning process, evaluation is something that cannot be denied. moreover, this is closely related to how to improve the quality of learning itself which can then become a barometer for educational utomo et al., differences in the results of the evaluation … 369 progress. likewise with the learning process, of course there must be an evaluation of the course of the learning process. things that are already good will be continued and improved through evaluation, while things that are obstacles and obstacles will be sought for what causes them, how to overcome them, and what must be done in the next learning program. children with disabilities are recognized for their existence and therefore special schools, nursing homes, social institutions that specifically educate and care for children with disabilities are starting to be established. students with disabilities are considered to have special characteristics and are different from most (normal) people so that in their education requires very specific approaches and methods in accordance with their characteristics. therefore education for children with disabilities must be separated (in special schools) from normal children (thaibah, et.al., 2018). according to nuriyah (2014) evaluation tools can be in the form of tests, questionnaires, interviews, and observations. assessment is all the methods used to collect information about students' knowledge, abilities, understanding, attitudes, and motivation which can be done through tests, self-assessment, both formal and informal. munthe's research (2015) entitled the importance of program evaluation in educational institutions: an introduction, understanding, goals and benefits where the results of this research are program evaluations present to provide input, studies and considerations in determining whether the program is feasible to continue or stop. this study is to provide an overview and introduction to the importance of program evaluation in educational institutions. research conducted by saputra (2020) entitled management of teacher learning evaluation on the results and quality of teacher performance at the 25 lhoksukon public elementary school where this research aims to find out how the management of teacher learning evaluation is at the lhoksukun state elementary school. the results of the study show (1) the ability to create a conducive atmosphere is a demand for teacher professionalism in classroom management; (2) the teacher's ability to cooperate and discipline students is known through a series of technical activities such as pickets, class discipline, attendance, and changing student seats; (3) the management of learning evaluation makes it easier for lhoksukun elementary school teachers to find out the results of teacher performance. khairiah's research, et al (2022) entitled the role of the evaluation function in educational institutions (learning programs) where learning programs have not played a role and have not functioned properly, characterized by a low level of human productivity, unable to produce skilled and educated human beings which is shown by rampant corruption, collusion and nepotism as well as brawls. the results of his research indicate that evaluation is necessary in assessing a comprehensive learning program for the design, implementation and results of learning programs in educational institutions. idrus' research (2019) regarding learning evaluation is an activity to collect data and information about students' learning abilities, to assess the extent to which the learning program has been running, and also as a tool for determining educational goals and the learning process in developing knowledge takes place as it should. information obtained during interviews with teachers and school principals at the state special school 2 banjarmasin said that special programs must be given to students but this special program does not include advocacy subjects and skills because special programs are carried out to overcome obstacles or obstacles that students have over unlucky condition. the specific programs in question include the development of orientation and mobility, development of communication, development of selfdevelopment, development of self-development and movement development, personal 370 journal of icsar; volume 7, number 2, july 2023, pp. 368-377 development and social behavior, and development of interaction, communication and behavior. the implementation of the special program carried out by the 2nd banjarmasin special special school is self-development, intended for special elementary school and special junior high school levels for intellectual disability and autistic children. the teacher who is responsible for teaching special programs is the homeroom teacher for each class, because all homeroom teachers have a special education background, to make it easier for teachers to deliver material, teachers are provided with textbooks that are tailored to the teacher's level and grade. the duration of implementing the special self-development program is 4 hours for special elementary schools and 2 hours for special junior high schools, but there is a change in the duration of the special self-development program, which is 40 minutes for special elementary schools and special junior high schools because there are still pandemic period. state special school 2 banjarmasin has supporting facilities and infrastructure to carry out special programs including a catering room as well as a self-development room. in terms of room use, the school has provided a schedule for using the catering or selfdevelopment room so that it can be used alternately according to the schedule of each class, but the teacher uses the classroom more often because other classes use the room with more time than scheduled so the teacher gives in to a class that has a cooking schedule to complete the practice. one class has five to seven students although ideally only five students. the results of the observations made, found problems in the field, namely the room where the program is implemented has more than one function because the number is limited while many classes need the room, so the teacher chooses the classroom as an alternative, while in the classroom the tools used and the material used delivered only soberly. another problem was also found to be a change in the duration of the program, which became 40 minutes of mastery of the material and the children's practice became less. during the implementation of the special program, which was only 40 minutes, the teacher found it difficult to implement the program, because the students' understanding speed was different. usually, students with milder disabilities can master one practice and one material with two to three meetings or two to three weeks. however, now by utilizing the duration of 40 minutes with lighter disabilities, one practice and one material can be mastered for a period of up to five weeks or five meetings. students with severe disabilities and those with multiple disabilities need much longer time than friends with mild disabilities. based on the introduction above, the purpose of this study was to find out the differences in the results of the evaluation of the implementation of special programs at two public special schools in the city of banjarmasin. method this study uses quantitative methods. according to sugiyono (2010) a quantitative approach, namely a method based on the philosophy of positivism as a scientific method because it fulfills scientific principles, namely empirical or concrete, objective, measurable, rational and systematic. quantitative approach is a research approach with data that has been collected in the form of words, pictures, and numbers. the data taken in this study is a questionnaire. the research was conducted for 5 months at the pelambuan state special school in banjarmasin and the 2 banjarmasin state special school. the research subjects in this study were teachers, administrators and school principals at the pelambuan state special utomo et al., differences in the results of the evaluation … 371 school in banjarmasin and the 2 banjarmasin state special school. the data analysis technique used in this research is descriptive quantitative analysis by describing all the collected data and facts in the form of narratives and arguments based on field data that has been obtained using statistical data tables. according to sugiyono (2012) after the data collection process is complete and the data is collected, the next step is to analyze the data obtained. data analysis used the spss version 20 program with the independent sample ttest. result and discussion result the research that has been carried out above aims to find out the results of the evaluation of the implementation of special programs at the pelambuan state special school in banjarmasin and banjarmasin 2 state special school. evaluation is a science to provide information that can be used to make decisions. this means that the evaluation includes measurement, assessment, and tests. evaluation is also a process that involves the following four things: first, gathering information; second, processing information; third, forming considerations; and fourth, making decisions (haryanto, 2020). the results of the evaluation data at the pelambuan banjarmasin slbn can be seen in table 1 below: table 1. material expert eligibility assessment no. subject e1 e2 e3 e4 e5 e6 total 1 s1 3 3 3 3 3 3 18 2 s2 5 5 4 5 5 5 29 3 s3 5 4 4 4 4 4 25 4 s4 4 4 4 4 4 4 24 5 s5 3 3 4 3 4 4 21 6 s6 5 5 4 5 5 5 29 7 s7 4 4 4 4 4 4 24 8 s8 4 4 4 4 3 3 22 9 s9 4 4 4 4 3 3 22 10 s10 5 5 4 5 5 5 29 11 s11 3 3 4 3 4 4 21 12 s12 5 5 4 5 5 5 29 13 s13 4 4 4 4 4 4 24 14 s14 4 4 4 4 4 4 24 15 s15 5 5 5 3 4 4 26 16 s16 3 3 4 3 4 4 21 total 66 65 64 63 65 65 388 primary data: september, 2022 the results of the data above show that from the planning process, activities, to the evaluation carried out by the subjects in the special program in the pelambuan banjarmasin state special school with an overall score of 388 in total carried out by each research subject, namely 16 subjects. evaluation is part of the learning process which as a whole cannot be separated from teaching activities, carrying out evaluations carried out in educational activities has a very important meaning, because evaluation is a measuring tool or process to find out the level of success achieved by students on teaching materials or the 372 journal of icsar; volume 7, number 2, july 2023, pp. 368-377 materials that have been submitted, so that with an evaluation, the objectives of learning will be seen accurately and convincingly (idrus, 2019). the results of the evaluation data at the special program in the banjarmasin 2 public special school can be seen in table 2 below: table 2. evaluation data at the special program in the banjarmasin 2 public special school no. subject e1 e2 e3 e4 e5 e6 total 1 s1 5 5 4 5 5 5 29 2 s2 4 5 4 5 5 4 27 3 s3 4 4 4 4 4 4 24 4 s4 5 5 3 3 4 4 24 5 s5 4 4 5 4 5 5 27 6 s6 5 5 5 4 4 4 27 7 s7 5 4 4 5 5 5 28 8 s8 4 4 3 5 4 4 24 9 s9 4 4 3 4 5 5 25 10 s10 3 3 3 5 5 4 23 11 s11 5 5 5 4 5 5 29 12 s12 4 4 4 4 4 5 25 13 s13 4 3 3 3 4 4 21 14 s14 5 5 5 4 5 5 29 15 s15 4 4 4 4 4 4 24 16 s16 4 4 3 3 4 4 22 17 s17 4 4 4 4 4 4 24 total 73 72 66 70 76 75 432 primary data: september, 2022 the results of the data above show that from the planning process, activities, to the evaluation carried out by the subjects in the special program in the banjarmasin 2 public special school with an overall score of 432 in total carried out by each research subject, namely 17 subjects. suarga (2019) argues that evaluation is a very important and very much needed subsystem in every education system, because evaluation can reflect how far the development or progress of educational outcomes. progress and decline in the quality of education can be known through evaluation so you can find out weak points and easily find solutions to change for the better in the future. the results of data analysis through the normality test used using the shapiro wilk normality test, the results of the analysis can be seen in table 3 below: table 3. normality test results evaluation result kolmogorov-smirnov a shapiro-wilk statistic df sig. statistic df sig. evaluation result evaluation result1 ,168 16 ,200 * ,913 16 ,131 evaluation result2 ,184 17 ,128 ,926 17 ,185 *. this is a lower bound of the true significance. a. lilliefors significance correction utomo et al., differences in the results of the evaluation … 373 based on the table above, it is known that the value of df (degrees of freedom) for the results of the evaluation of the implementation of the special program at the pelambuan state special school in banjarmasin is 16 and that for the evaluation of the implementation of the special program at the 2 banjarmasin state special special school is 17. then the value of sig. for evaluation results 1 of 0.131 and the value of sig. for evaluation results 2 of 0.185. because the value of sig. for the two evaluation results > 0.05, as the basis for decision making in the shapiro wilk normality test above, that is normally distributed. one way that can be done to find out the results that have been achieved by educators in the learning process is through evaluation. evaluations carried out by educators can be in the form of evaluation of learning outcomes and evaluation of learning (suarga, 2019). the results of the independent t-test test can obtain data results from special program evaluations at two (2) special schools in banjarmasin which can be seen through the analysis below. the form of the analysis can be seen in table 4 regarding the results of group calculations through statistics. table 4. group statistics evaluation result n mean std. deviation std. error mean evaluation result evaluation result1 16 24,2500 3,41565 ,85391 evaluation result2 17 25,4118 2,50147 ,60670 based on the table above, it is known that the amount of data resulting from the evaluation of the implementation of the special program for the pelambuan state special school is 16 subjects and the results of the evaluation of the implementation of the special program for the 2 banjarmasin state special special school are 17 subjects. the average value of the results of the evaluation of the implementation of the special program at the pelambuan state special school was 24.25, while the results of the evaluation of the implementation of the special program at the 2 banjarmasin state special school were 25.41. evaluation of learning is a process for determining the value of learning and learning that is carried out, through assessment activities or measuring learning and learning. while the notion of measurement in learning activities is the process of comparing the level of success in learning and learning with quantitatively determined measures of success in learning and learning, while the notion of learning and learning assessment is the process of making decisions on the value of success in learning and learning qualitatively (idrus, 2019). so below are the results of data analysis using the spss application version 21 through the independent sample test which can be seen in table 5 below: table 5. independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2-tailed) mean differenc e std. error differenc e 95% confidence interval of the difference lower upper evaluation result equal variances assumed ,960 ,335 -1,120 31 ,271 -1,16176 1,03765 -3,27807 ,95454 equal variances not assumed -1,109 27,417 ,277 -1,16176 1,04750 -3,30952 ,98599 374 journal of icsar; volume 7, number 2, july 2023, pp. 368-377 based on table 5, it is known that the value of sig. levene's test for equality of variances is 0.335 > 0.05, so it can be interpreted that the data variance between evaluation results 1 and evaluation results 2 is homogeneous or the same (sujarweni, 2014). the sig.(2-tailed) result is 0.271 > 0.05, so as the basis for decision making in the independent sample t test it can be concluded that h0 is accepted and ha is rejected. thus it can be concluded that there is no significant difference between the average evaluation results at the pelambuan state special school and banjarmasin 2 special special school. table 5 above shows that the “mean difference” value is -1.162. this value indicates the difference in the average results of evaluation 1 with the average results of evaluation 2, namely 24.25 25.41 = -1.162 and the difference in the difference is -3.278 to 0.955 (95% confidence interval of the difference lower upper). then the t count is -1.120 with a t table of 2.040. thus the value of t count is 1.120 <t table 2.040, then based on the basis of decision making through a comparison of the value of t count with t table, it can be concluded that h0 is accepted and ha is rejected, which means there is no difference in the average results of the evaluation of the implementation of special programs in pelambuan state special school and banjarmasin 2 state special school. idrus (2019) also suggests that evaluation activities are carried out consciously by the teacher with the aim of obtaining certainty about student learning success and providing input to the teacher about what he is doing in teaching activities. discussion a special program is special guidance provided according to special needs as a substitute for the obstacles experienced due to the disorder. special needs programs that can be implemented properly will help children with special needs to adapt to the surrounding environment and minimize children's obstacles, so that they can carry out tasks as well as interact and communicate well (firdaus & madechan, 2016). special programs are planned and systematic activities aimed at things that are specific in nature, this special program can be in the form of braille programs and other learning media that have been specifically designed for children with special needs in supporting learning. the special needs program is an intervention and or development service carried out as a form of compensation or reinforcement due to abnormalities experienced by children with special needs with the aim of minimizing barriers and increasing access to more optimal education and learning. the general objective of the special program is to minimize barriers and increase access to more optimal education and learning. evaluation is an activity of collecting, compiling and processing information and analyzing it, about whether or not a program is working or how far the program has been achieved, so that it can be known if there are differences between the plans that have been set and the results that can be achieved, then this information is used to determine alternatives or the right choice in making a decision. evaluation is believed to be important for obtaining quality education and teaching (sutedi, 2019). the function of learning evaluation is to assist the process, progress and development of student learning outcomes on an ongoing basis, as well as being able to find out the abilities and weaknesses of students in certain fields of study, as well as being able to provide information to parents/guardians of students regarding the ranking or determination of graduating class of participating students. the evaluation tool requirements are validity, effectiveness, different items and objectivity. utomo et al., differences in the results of the evaluation … 375 the evaluation carried out at the ciamis state special school was carried out in three activities namely case evaluation, semester program evaluation and follow-up. the evaluation carried out is guided by the child's independence in carrying out assignments. while the assessment standards and minimum completeness criterion scores are set by the school (rahmawati, et al., 2020). according to mahdiansyah (2018) said that one of the important changes in the 2013 curriculum is the arrangement of standards for assessing learning outcomes. however, the new regulations governing the assessment system are felt by teachers to be very complex with various assessment instruments to evaluate student learning outcomes. so, the assessment of learning outcomes carried out by teachers, education units, and the government has not been carried out optimally to improve the quality of learning. teacher competence in conducting assessments is still inadequate. implementation is a placement of ideas, concepts, policies, or innovations in a practical action so that it has an impact, either in the form of changes in knowledge, skills as well as values and attitudes. implementation is an important aspect in the overall policy process and is an effort to achieve certain goals with certain facilities and infrastructure and in a certain time sequence. implementation is basically based on policy is an effort to achieve the goals that have been determined through programs so that the implementation of the policy can be fulfilled. magdalena et al. (2020) stated that the role of evaluation is very important because with evaluation we can find out their child's learning progress, guide their child's learning activities, determine follow-up education according to their child's abilities. the implementation of special programs is not a subject but must be given to all students with special needs wherever children go to school. special programs are given by special education teachers or those who have received special training according to their speciality. special programs are given according to special needs, not based on level or class level. the special self-development program is a coaching and training on daily life activities given to children with special needs who attend special schools as a form of compensation or reinforcement due to abnormalities experienced by children with special needs with the aim of minimizing barriers and increasing access to more optimal education and learning. there are special self-development programs that can be given to children with disabilities, namely mobility orientation for children with visual impairments, sound and rhythm perception communication development for children with hearing impairments, development of self-development and movement for children with physical and motor disabilities, development of interaction, communication and behavior in children with autism and many more. the results of the special program learning evaluation are that each student is able to apply self-development in everyday life, for example being able to comb hair, being able to fasten clothes buttons, being able to tie shoelaces so that children are not dependent on other people. meanwhile, according to munawaroh (2019) that self-development (selfdevelopment) is contained in the special program subjects given to students so they can develop abilities so as to reduce or eliminate dependence on others. these results are in line with gurney (2018), self-development activities that are carried out consistently will be able to increase independence for intellectual disability children, while selfdevelopment activities or learning that are rarely carried out will result in children being less independent, and always asking for help from people close to them. 376 journal of icsar; volume 7, number 2, july 2023, pp. 368-377 conclussion based on the results of research conducted by researchers regarding the evaluation of special programs, it can be concluded that the results of special program evaluations at the pelambuan banjarmasin state special school and banjarmasin special 2 school showed no significant difference. this can be seen from the results of the questionnaire distributed to school principals, teachers and administrators. the suggestions that the researchers propose are aspects that are measured in more detail in specific programs such as selfdevelopment, vocational and others. acknowledgement the researchers would like to thank the university of lambung mangkurat banjarmasin for providing funding for this research through the dipa of lambung mangkurat university for the 2022 fiscal year. in addition, the research team also thanked the head of the school, teachers, and administrators at the pelambuan state special school. and state special school 2 banjarmasin who are willing to be the subject of this research. the next researcher can narrow down the specific program that will be measured for future research. references fathurozi. 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(2018). pengaruh bina diri untuk meningkatkan kemandirian anak tunagrahita sdlbn sumbang iii bojonegoro [the influence of self-development to increase the independence of mentally disabled children sdlbn sumbang iii bojonegoro]. attanwir : jurnal kajian keislaman dan pendidikan. microsoft word 14 40314-152888-3-ce.doc journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p302 302 development of embroidery design skills program for children with hearing impairment syabila putri*, imas diana aprilia universitas pendidikan indonesia, bandung, indonesia e-mail: syabilaputri54@upi.edu*, imasdiana@upi.edu abstract: vocational education is also often referred to as skills. one of them is fashion skills, which is a discipline and art regarding the application of aesthetic design, and natural beauty to clothing and its additional decoration. this research aims to create a program on learning fashion skills in embroidery design for teachers and students with hearing impairments. the approach used in this research is research and development with exploratory mixed method research design and at the program trial stage researchers use experimental methods with single subject research design (a-b-a). the results of a good learning program trial lead students to have a good learning experience, the program that has been made shows that the program can be useful and useful, especially for students. the results of this study are expected to be taken into consideration for teachers in providing learning fashion skills in embroidery design to students. keywords: fashion, embroidery design, hearing impairment introduction skills are the ability a person must do something that requires thought and energy, and these abilities are always specialized in certain fields. according to amirullah and budiyono in supriyanti (2022) explain that "skill or skill is an ability to translate knowledge into practice so that the desired goal is achieved". skills in indonesia are provided through education in schools, usually schools design in the curriculum as vocational education. vocational education is usually provided at the junior high school and vocational school levels. according to anam (2021) vocational education is preparing students to be able to work after graduating from a certain education program. vocational education is also often referred to as skills. there are many types of skills that are usually available in schools such as automotive, catering, woodwork, foam, and cosmetology. in schools, vocational education is usually one of the prioritized programs, this program becomes an opportunity to become a job. vocational education itself is not only provided in general schools, but special schools (skh) or special schools (slb) usually create vocational or skills programs in the school curriculum. children with special needs need vocational learning or skills as well as children in general, vocational education itself must be in accordance with children with special needs, one of which is children with hearing impairments. according to rusyani (2021: 5), hearing impairment or deafness is a condition of loss of ability to hear caused by damage or malfunction of the hearing organ either partially or completely so that it has an impact on the development of language and speech. it can be interpreted that children with hearing impairments cannot hear because the organs in the ear do not function like children in general (ediyanto et al, 2023; ediyanto et al 2017). the skills possessed by children with special needs to achieve the desired goal of having a job and becoming independent. vocational education usually follows the changing times; therefore, every individual always prepares themselves not to be left behind by the times and usually people always follow vocational courses or training that is in vogue at that time. currently, people in putri & aprilia, development of embroidery design … 303 indonesia are very concerned about their appearance starting from clothing and fashion styles, not only in indonesia but throughout the world are also very concerned about it, it is not uncommon for people to follow the trend. in indonesia itself, the field of fashion is growing very rapidly because many fashion designs are starting to develop their talents self-taught and hone their skills by learning. according to niati, et al (2020) fashion is a term to name a concept / name of activities related to clothing. fashion is arranging or designing clothes and knick-knacks. according to santika et al (2022) fashion is designing clothes and equipment that describe a person, both men and women. fashion skills also have a basis before making them such as making patterns, designing, or designing images. in this development, there are also many opportunities that can be provided to children with special needs by conducting training or vocational education in the field of fashion skills. therefore, fashion skills are considered suitable to be chosen as one of the focused learning including for children with special integrity. in the development of fashion, there are many other special needs children whose interest and talent for fashion skills are not only hearing impaired, but also children with physical and motor barriers, children with intellectual barriers and many other children with other needs. designs designed by children with special needs can compete with children in general. therefore, the development of fashion for children with special needs is very promising for future opportunities as one of the incomes. in the fashion world, works for children with special needs are not underestimated but supported and appreciated. many works of children with special needs not only in indonesia are glimpsed by wellknown designers but abroad also appreciate and provide opportunities. clothing skills are a work of clothing that has a pattern or design. according to sumaryati, (2013) design in general is a plan that can be poured through images or directly into the form of objects as a target, or it can also be concluded that design is a design consisting of several elements to realize a real result. cosmetology skills also have a basis such as knowing techniques, making patterns or designs, or drawing sketches. clothing skills are one of them to beautify clothes by embroidering. in embroidering, there is a process such as embroidering or sewing techniques that are very important in making them, then making patterns or designs or drawing sketches. the embroidery process is very concerned especially in the design to make beautiful clothes attractive. in the process of design embroidery has several types of tigers namely english embroidery, richelieu embroidery, french embroidery, shadow embroidery and metalase. embroidery design is very concerned and learned early on to start making clothes or other decorations. embroidery design can be learned by children with special needs to fill their spare time and become a livelihood. this embroidery technique also trains memory, accuracy, neatness, creativity, and patience. based on the observations of the researchers, vocational facilities are very supportive in skh negeri 02 kota serang, starting from woodworking, automotive and barber shop. from this facility, many works have been produced, achievements in various events and appreciation from schools, provincial governments. in the process of learning skills at school, educators in skills have not met the criteria in the field of skills to teach students. based on the results of field observations and assessments of students and teachers conducted by researchers, for children with hearing impairments, embroidery skills are needed in learning because embroidery is needed in addition to training motor skills and accuracy. in this application the school has implemented but the child has not mastered especially in embroidering simple patterns. in learning fashion still uses the classical method in the classroom by mentioning the name of the embroidery and looking at the picture. at this time, it is still less effective in learning besides that it will take a long time 304 journal of icsar; volume 7, number 2, july 2023, 302-309 to understand examples of various kinds of embroidery for children (pradina & hastuti, 2017). from the results of field observations also found the phenomenon that the ability of embroidery design is still minimal carried out by children because students are more focused on the academic, self-help, and vocational fields of automotive woodworking because of the workforce or teachers who have mastered their fields, therefore researchers want to provide an embroidery design program to hone children in improving skills. therefore, researchers want to create an embroidery design program for children to be able to help children with special needs, especially children with hearing impairments in careers. indeed, this fashion skill is very promising to become a livelihood, therefore learning fashion skills must be learned at school. method the research was conducted using a research and development (r&d) approach with an exploratory mixed method research design. according to sugiyono (2009: 407) argues that, research and development methods are research methods used to produce certain products, and test the effectiveness of these products. to be able to produce certain products, needs analysis research is used (survey or qualitative methods are used) and to test the effectiveness of these products so that they can function in the wider community, research is needed to test the effectiveness of these products (experimental methods are used). according to haryati, (2012). in the field of education, products produced through r&d research are expected to increase educational productivity, namely graduates who are numerous, qualified, and relevant to needs. this research was conducted at skh negeri 02 kota serang. the subjects in this study were teachers and students with hearing impairments at the smakh level in skh negeri 02 kota serang. this research tries to answer two clusters of research questions, namely the first cluster "how is the learning of embroidery design fashion skills for students with hearing impairments". this research question is detailed into three sub-research questions, namely: (1) how is the teacher's knowledge and skills towards fashion design embroidery? (2) how is the learning program of fashion design embroidery skills for teachers and students with hearing impairment? the data obtained through the two sub-research questions is qualitative data about the learning program of embroidery fashion design skills for students with hearing impairments. the second cluster of research questions, "what are the results of the pilot test of the learning program for embroidery design couture skills made for teachers and students with hearing impairments?", is a quantitative data. the data obtained from the second cluster of research questions is quantitative data. at this stage, researchers used an experimental method with a single subject research design (a-b-a), which is a design that has three phases, where (a) is the baseline, (b) is the treatment or intervention phase and (a') is the repetition of the baseline, in all three phases several sessions were conducted. single subject research (ssr) or also known as single subject research. according to juang sunanto, et al (2006: 3) single subject design is an experimental research design conducted on a relatively small number of subjects or even one person. single subject designs are usually used to investigate changes in a person's behavior that arise as a result of treatment/intervention. in general, this design is applied to explore a phenomenon, identify themes, design an instrument, and then test it. researchers use this design when there are no instruments, variables, and measurement tools for the population being studied, or researchers do not know of their existence (creswell, 2010). visually, the design chart can be seen in the figure below. putri & aprilia, development of embroidery design … 305 qual (data and results) build quan (data and results) figure 1. exploratory mixed methods research design (creswell, 2009) finding and discussion results research with the aim of creating a fashion skills program in embroidery design at skh negeri 02 serang city. in preparing the fashion skills program, data is needed by means of observation, interviews and documentation. the results of the data obtained in the research after being carried out. the following results of this study will be described as follows: 1. teacher's ability in fashion design embroidery after conducting interviews and observations, the results of knowledge that teachers do not know and have not been able to explain the design activities of drawing patterns on embroidery fabrics such as english embroidery, richelieu embroidery, french embroidery, shadow embroidery and metallase. the tools when embroidering such as needles, threads, fabrics, scissors, and trays to help the fabric stay flat or upright so that during the embroidery process there are no obstacles. 2. learning program for embroidery design fashion skills for teachers and students at skh negeri 02 serang city in this embroidery design fashion skills learning program will be given to teachers and students to learn and develop their potential in the field of fashion. the following program will be addressed as follows: a. for teachers the program for teachers is to improve the ability of fashion skills through semi-workshop activities. this semi-workshop activity will get feedback such as increasing understanding, increasing the ability and mindset of teachers in embroidery design fashion skills that can be developed and provide learning to children to improve abilities. furthermore, teachers will know the program of activities and designs from researchers for discussions or fgds regarding learning embroidery design fashion skills for students with hearing impairments. the results of the fgd (focus group discussion) are used as the basis for designing the program prepared by the researcher. b. for learners basically, skill learning at school must be given to students based on the school curriculum to support the ability of students to have potential in their expertise. indirectly, schools are able to develop learning for students to build expertise and employment that they will face after school. with this program, students are given the opportunity to take part in learning new skills at school with embroidery design material. this program is implemented according to the needs of students with barriers, namely students with hearing impairments. it is hoped that this embroidery design skills program can help in providing ability services and preparing students to run life after school. as well as making it easier for teachers to implement embroidery design skills programs such as making it 306 journal of icsar; volume 7, number 2, july 2023, 302-309 easier to provide material, making it easier to practice to students, being able to prepare equipment that will be used and making it easier to supply. in implementing the program, it will be carried out in each skill learning schedule every week. c. the effectiveness of the trial results of the embroidery design fashion skills program for students with hearing impairments at skh negeri 02 serang city in conducting direct trials by researchers in fashion design embroidery, to ensure that the implementation is in accordance with whether it is in accordance with the needs compiled in the program for students with hearing impairments. table 1. table data of trial results with a-b-a design baseline (a1) sessions fashion skill score 1 4 2 4 intervention (b) sessions 1 6 2 8 3 6 4 9 baseline (a2) sessions 1 5 2 4 from the table above we can see that in phase a (baseline-1) which is the initial condition of the ability of fashion design embroidery to get the same score of 4 for 2 consecutive days. then in phase b (intervention) shows an increase in the score produced by students in the ability of fashion design embroidery. however, in the last phase, namely a2 (baseline-2), students' abilities tend to decrease again. discussion based on the findings of the research results in the field, the following will discuss matters relating to the learning program for embroidery design fashion skills at skh negeri 02 kota serang. 1. teacher's proficiency in fashion design embroidery the teacher's ability to learn embroidery design fashion skills at skh negeri 02 kota serang still requires a study of knowledge in this skill. seen during observations and interviews, teachers still lack understanding in explaining, teachers also do not know what embroidery designs are and the placement when embroidering. 2. learning program for embroidery design fashion skills for teachers and students with hearing impairments at skh negeri 02 kota serang according to swinburne university of technology (2011: 1) in nur'aini, et al (2015). defines a learning program as follows. a learning program is the learning and assessment strategy used to deliver and assess a unit of competency or clustered units. learning programs document a cohesive and integrated process for the learner. they include the learning outcomes or the learning objectives (derived from competency standards) and outline the content, sequence and structure of learning and the delivery and assessment methods to be used. according to nur'aini, et al (2015) a learning program is the design or planning of a unit or unity of continuous activities in the learning process, which has a purpose, and involves a group of people (teachers and students) to achieve predetermined goals. the goal in question is the achievement of learning outcomes derived from competency putri & aprilia, development of embroidery design … 307 standards.the skills learning program is a long-term learning that will be carried out by the teacher to see the ability of students and can see the ability after being implemented in the classroom or outside the classroom. learning planning needs to be done so that teachers can coordinate various learning components that are oriented (based) on the formation of learner competencies, namely basic competencies, standard materials, learning outcome indicators, and class-based assessments. the embroidery design fashion skills learning program is designed according to the results seen in the field. that this skills learning program is in great demand by students. this skills learning program is assigned to the teacher, and this program is carried out in accordance with the designed material. in the learning program of fashion skills, embroidery design is the final goal of this research. the establishment of this program is expected to assist learning in developing and improving competence, creativity and independence, each student, and can be a reference material and motivation for teacher development in providing good skills teaching, from the aspects of planning, implementing, and evaluating the work of students. 3. the effectiveness of the results of the trial of the embroidery design fashion skills program for students with hearing impairments in skh negeri 02 kota serang this study aims to develop a basic makeup learning program for teachers and students with hearing impairments at the smakh level, and also to determine whether or not there is an effect of the program that has been made with the results of increasing the basic makeup skills of students with hearing impairments at skh negeri 02 kota serang. aspects of fashion skills design embroidery patterns on embroidery fabrics such as english embroidery, richelieu embroidery, french embroidery, shadow embroidery and metallase, using experimental methods with single subject research (ssr) a-b-a design. there is a difference in the score of students' basic makeup skills in all phases, where the intervention phase score (b) is greater than baseline-1 (a1) this indicates an increase in score, and is assumed to be the result of the treatment that has been given, but in the baseline-2 phase (a2) the score obtained decreases again. the following is a recapitulation of the results of the basic makeup program trial made into the graph format below. figure 2. graphics from the research that has been done, the researcher feels that there are advantages while doing this research. the advantages that the researcher felt during this research were that students with hearing impairments quickly understood when learning, looked happy, wanted to continue to try to learn to make and experiment to apply makeup. in addition, the learning process using this fashion learning program is more effective and efficient, because the teacher is no longer groping for what material to give. the results of the trial on students with hearing impairments in learning embroidery design fashion skills shown in the baseline 1 and baselin 2 results tables described earlier, 308 journal of icsar; volume 7, number 2, july 2023, 302-309 show that the program is effective and can be useful and useful, especially for teachers and students with hearing impairments. conclussion the embroidery design fashion skills learning program can be used to improve the ability of embroidery design fashion skills of students with hearing impairments. the results of the learning program research show an increase in the fashion design skills of students with hearing impairments, this can be seen from the results of baseline 2 (a2) which has increased its achievements from the previous results, namely baseline 1 (a1) although it is not so big an increase and even stable. however, the results achieved have changed from before the intervention. this shows that the provision of a learning program for fashion design skills in children with hearing impairments has increased. the results of these achievements are inseparable from the role of teachers who also always support researchers in the implementation of the entire embroidery design fashion learning program. the entire process of learning embroidery design fashion program, to improve the fashion skills of students with auditory barriers is well delivered so that the objectives of the research are maximally achieved. references anam, c. (2021). analisis kesiapan pendidikan vokasi dalam menyongsong pembelajaran tatap muka di masa pandemi covid 19 (studi kasus di lp3i malang) [analysis of the readiness of vocational education in welcoming face-to-face learning during the covid 19 pandemic (case study at lp3i malang)]. jurnal vokasi, 5(2), 112-118. creswell, j. d. (2009). research design (qualitative, quantitative and mixed methods approaches). thousand oaks, ca: sage publications ltd. haryati, s. (2012). research and development (r&d) sebagai salah satu model penelitian dalam bidang pendidikan. majalah ilmiah dinamika, 37(1), 15. niati, b., & afifah, n. (2020). pkm tata busana di desa suka damai kecamatan ujungbatu rokan hulu [cosmetology pkm in suka damai village, ujungbatu district, rokan hulu.]. dinamisia: jurnal pengabdian kepada masyarakat, 4(1), 161-168. nur’aini, e., mcdavid, j. c., hawthorn, l. r. l., & tayibnabis, f. y. (2015). program pembelajaran.[ learning programme] e nur’aini, jc mcdavid, lrl hawthorn, fy tayibnabis-2015-academia. edu. rusyani, endang (2021). anak dengan hambatan pendengaran [children with hearing impairment]. tangerang. media edukasi indonesia (anggota ikapi) santika, w., & hayatunnufus, h. (2022). overview of marriage customs and bridal make up at gadang house 21 nagari abai sangir room, south solok regency, west sumatra. jurnal tata rias dan kecantikan, 4(2), 109-119. sugiyono. 2009. metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r & d [educational research methods quantitative, qualitative, and r&d approaches]. bandung : alfabeta. sumaryati, c. (2013). dasar desain ii [basis of design ii]. sunanto, j., takeuchi, k., & nakata, h. (2006). penelitian dengan subjek tunggal [single-subject research]. bandung: upi pres. supriati, r., dewi, e. r., supriyanti, d., & azizah, n. (2022). implementation framework for merdeka belajar kampus merdeka (mbkm) in higher education academic activities. iaic transactions on sustainable digital innovation (itsdi), 3(2), 150-161. supriyanto, s. (2022). pelaksanaan kunjungan kelas untuk meningkatkan keterampilan menggunakan media audiovisual bagi guru [implementing classroom visits to improve teachers' skills in using audiovisual media]. intersections, 7(2), 59-68. ediyanto, e., almutairi, a. t., irvan, m., & susilawati, s. y. (2023, january). learning instruments in science for students with hearing impairment: a literature review. in aip conference proceedings (vol. 2540, no. 1). aip publishing. putri & aprilia, development of embroidery design … 309 ediyanto, e., atika, i., hayashida, m., & kawai, n. (2017, august). a literature study of science process skill toward deaf and hard of hearing students. in 1st annual international conference on mathematics, science, and education (icomse 2017) (pp. 190-195). atlantis press. pradina, y. a., & hastuti, w. d. (2017). the effect of picture and picture learning model towards science outcomes for students with hearing impairment in the class vii. journal of icsar, 1(2), 145-149. 155 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 inclusive education management in social studies course of children with special needs ahmad samawi universitas negeri malang, indonesia e-mail: ahmad_samawi61@yahoo.com abstract: this study aimed at describing the implementation of inclusive education at the social studies course (ips/ilmu pengetahuan sosial) in the department of special education. the method used was qualitative in term of case studies. the research subject was the student of special education department consisting of four blind students and 60 regular students. the instrument used was the observation, interviews and documentation. the mechanical analysis of data validity was triangulation. the result found that the inclusive education was not difficult to apply well in the ips course. students’ learning activities in the classroom were very dynamic discussion about the ips subject and the ips learning practices in the micro class. the visually impaired student results were not inferior for regular students. it was concluded that inclusive education can be well applied in the ips course. keywords: inclusive education, social studies course, children with special needs one of the goals of the millennium development goals (mdgs) is the realization of as education for all (efa), namely education without discrimination and must cover all ages including children with special needs through special education. the general director of basic education at education ministry, hamid muhammad says enrollment rate of school for children with special needs is still low at only 10-11 percent of the total amount of 1.6 million children with special need in indonesia (kemendikbud, 2015). there is no reason to reject them stay in school, there should be no reason to deny them, to enhance the childrens’ participation in school need readiness for both school and teachers in implementing inclusive education. according to andajani (2016), inclusive education can be implemented as follows: (a) planning according to the ability of learners, (b) the source and medium of learning that can stimulate all students without exception, (c) learning management group that is able to work in learning, and (d) provision of direct assessments of learning outcomes of blind children. according to morina (2016) the success of children with special need in learning requires policies, strategies, processes, and actions of inclusive education to help all students succeed in learning. since being established in 2010, special education department (plb/ pendidikan luar biasa), state university of malang has 560 students and 240 of them are graduated students. they are now working as a teacher both at special schools or public schools that provide inclusion education. one of the graduated students are blind. nowadays, this department has 6 students with special need consisting of visual and hearing impairment, mild autism and a mild mental retardation. they study together with regular students. the lecturers consists of eight full-time lecturers with qualification of special education, 13 lectures from (part-time) outside the department. they have a multidisciplinary competence. the plb curriculum using the national qualifications framework (kkni/kerangka kualifikasi nasional) includes personality development course, scientific expertise course, work skill course, and live together course. one of the scientific expertise course is social studies (ips/ilmu pengetahuan sosial) for children with special needs (abk/anak berkebutuhan khusus). this course aims to develop students’ understanding of the concepts and theories, attitudes, and skills of social studies lesson for abk in special school (slb). the students not only acquire knowledge and theory, but also at have been practicing in the micro social study lesson since their friends with special needs students among of them. the view of the ips is diversed and different. some students regard ips as a collection of social sciences and the others are calling it as a social study. the definition of ips can generally be described as the science that the material comes from the social sciences, humanities, natural sciences oriented for educational purposes in schools. the ips material is derived from the social, humanities, natural sciences and contemporary events (marsh, 1991). the all understanding is complementary one another. therefore, it is necessary for the management of inclusive education in social 156 journal of icsar; volume 1, number 2, july 2017: 155-158 studies learning for abk. this study aimed to describe the planning, implmenting, activities, interactions, and evaluate the implementation of inclusive education in social studies learning for abk at plb. method the research is a qualitative with case study design. the subject of research was the 60 students of plb um taking course of abk learning social studies. they were grouped into two offering (classes). the presence of the researcher became an absolute necessity because the researcher is an instrument. the data collection was done by full participation observation in learning. the other data were collected by documentation in the form of reports, papers and some documents generated from studnts such as lesson plan (rpp/rencana program pembelajaran). guidance interviews were also conducted via in-depth interviews with snow ball from one to the other students to find hidden data in student learning activities. the data analysis technique was conducted with descriptive techniques. findings and discussion findings learning social studies in plb um was implemented in two offering (classes). for each class consists of regular and visually impaired students. they were 70% women and 30% men. the principle of inclusive education used in ips study are: (1) in accordance with the characteristics of students, (2) democratic or equality, (3) empowerment, (4) the availability of learning resources, and (5) learning materials. the inclusion learning has already begun since in planning, implementation, and evaluation of learning. learning activities of inclusion student learning activities with a discovery and inquiry model is classified into very good when the students’ presentationof the material and instructional practices is very high. the activity start from reconstructing exploratively in compiling the material of the task until discussing the results of the practice. the students help and complement each another in learning activities. the students’ activities were not only in preparing the paper, but also collecting field data. they were active into the field such as schools, social institutions and community for nursing blind students to collect material data in composing papers. learning interactions inclusive learning interaction at abk ips lecture is multidirectional. the interactions include: (a) the interaction between the lecturer and students, and vice versa, (b) the interaction among students on a reciprocal basis, (c) the interaction between lecture and students with learning resources. the learning resources include not only books and on-line electronics, but also some resources outside the classroom. for example, the students interviewed “massage service life” in a blind nursing in malang. in addition, the students observed people’s lives in the near-river area (das/daerah aliran sungai) brantas in malang city. evaluation of abk ips learning at the end of the course it was conducted final test (uas/ujian akhir semester). the results of uas (30%) was combined with the midle test (uts/ujian tengah semester) (25%), attendance (15%), activity (15%) and task (15%). the comprehensive learning assessments result got (10%), it was classified into very praise, the majority (75%) received very satisfactory, and others (15%) got satisfactory. discussion the ips lesson plan prepared in accordance with the characteristics of student inclusiveness. the planning was prepared to study for one semester presented in 16 sessions. the activities planned for one semester were 14 learning sessions and twice exams in term of the midle-test at 8th meetings and final test at 16th meeting. the ips learning model used is discovery and inquiry. according to joyce & weil (2000), discovery model is a learning model that provides greater opportunities for learners to explore and find facts, concepts, and principles of science. the student can explore some resources of social studies learning such as at the library and in the community. while inquiry model is a study that provide opportunities for students to find their own facts, concepts, and principles through activities that have been planned in advance. this model is intended to empower students for exploring, organizing, reconstructiing, and the presentation of material that has been learned. the lectures was organized into two parts. the first was the presentation of the slb ips material in the reguler class, and the second was teaching practice in the micro teaching class. the students were devided into 6 groups of inclusion class. each group received the ips slb material to be presented in class discussion and practice through peer teaching in the plb micro laboratory classroom. the evaluation of learning was designed into autenthic assessment. the assessment is not only based on the test results at the middle and final semester, but also an assessment of the work in the form of papers 157ahmad samawi, inclusive education management in social studies course of . . . . program (ppt) lcd assistance. the students seemed hesitant when they present, respond to, ask, and answer questions. students with visual impairments often ask questions about how the implementation of ips concept discussed was in abk learning at slb. however, the implementation of the next group discussion, the students had courage to express in responding, asking and answering questions. it seems that they were “arguing” when responding, asking and answering questions in the discussion. during class discussions, the students were actually active in learning. activeness of students in the learning of this group is equal to the research found by khalid (2010) which states that the learning outcomes of geography are very significantly different between cooperative learning and conventional. in the second part namely from 9th until 14th meeting, abk ips learning was done in learning practices. for each group had the opportunity to apply abk ips learning model in the micro class. this micro classrooms was designed into two parts namely the practice room and the observation room. the practice room is designed with a size of 5x8 meters or 40 square meters. practice classroom walls are made of one-way glass screen (one viewing direction). the class is carpeted in gray, equipped with table chairs blend of 5 pieces, table and teacher chair at the left front corner, and an lcd, whiteboard , bright lights and air conditioning. when one group was practicing a learning, then another groups made observations in the observation room so that the observed group was not disturbed. after completing abk ips learning practices in accordance with the theme and levels or classes and types of slb that was selected, then the other groups gave comments, feedback, questions and discussion of results of observation of the practice. when a group of blind students was practicing at inclusive learning, a blind student acted as a ips teacher with inclusion student. she was wearing a white shirt with a combination of colorful matching jacket and skirt, tied curly hair at the back, standing in front of the class to act out as a ips teacher. sometimes her hands raised upward move to the right and left, as if giving a verbal motion to clarify the description in learning. other times, her hands touched braille books to recall the content to be studied. ‘the teacher’ let students ask, “hi kids, please, ask”. when a a student gave question, ‘the teacher’ asked the student stepped closer, holding his hand and said, “like this son ...” it was obvious ‘the teacher’ (the blind student) were very appreciate the role that the learning atmosphere to be alive and interesting. in certain time, the co-teacher also helped preparing and providing the necessary learning material in the classroom. and rpp of slb ips. the students’ performance was also assessmented especiall when they were presenting papers in the discussion and practice of social studies lesson in micro class. the learning activities in the classroom such as attendance and participation in the frequency of asking, responding, communication of opinions, and attitudes in the discussion were part of assessment. cooperation and on-time in submiting assignment were also taken into consideration in the assessment. the middle and final tests were done in the classroom, and the results were collected when the period test was ended. students with visual impairments submited their task in term of soft file sent via email address to the lecturer. learning activities in the first meeting was conducted by giving a lectureing draft for students. the lecturer and students formulated and made agreement on the rules tuition for one semester. the lecturers delivered lecturing system with discovery and inquiry learning model. lecturing activities were grouped into two parts such as the presentation of conceptual material about ips and learning in special schools, and peer teaching practices in the micro-teaching classroom. learning materials were given to students in the classroom for discussion at the third until seventh meeting. for two weeks, students explored the material ips on line, in the library, as well as in public life. at this first meeting, the students also classified themselves in some groups. for each group consists of 5-6 students, so it was obtained five groups gained the topics to be discussed. the material topics were given at the first meeting with the expectations of the students obtaining adequate opportunity to seek and find and prepare material to be presented in class discussions. for two weeks, the students continued to be given the opportunity to consult when facing problems and difficulties so that from the beginning has been known and addressed. ips theoretical conceptual material discussed together at the second meeting. the basic concepts of ips is discussed substantively on the ips scientific orientation and learning in slb. definition, objectives, scope, learning model of abk ips became focus in this second meeting. in addition, the lecturer also monitored the progress of the implementation of the students’ tasks. the papers on the construction of each group were then be presented in class discussions as scheduled discussion organized by students themselves. presentation of papers was held at the third until the seventh meeting. the middle test was in eighth meeting. the structure of class was set with semi-circular shape according to the principles of democratic, active, interactive, and each of the participants can see one another and nothing is in back to his friend. the implementation of the first discussion, the group were presenting the material with a power point 158 journal of icsar; volume 1, number 2, july 2017: 155-158 learning activities of inclusion student the discussion activities were are very high, as they faced one another in face to face, so that, if one or some of them were not active would be appeared. in the micro classroom observation, all the faces toward the practice room, and occasional the observers laugh at their friends’ behavior in the practice. the results of observation, then, became referred to respond practitioner group, whereas the observed group gave respons. then, the results of discussions on instructional practices was used as a reference for revising the lesson plan before it was submitted for the lecture. learning interactions the participant collegues consisting of the regular and blind students also increased the sincerity of interaction, so that the students have the commitment and concern to others and better appreciate his role as a teacher candidates of slb. this is consistent with research from atmoko (2011) which states that the confidence will determine the stability of the emotions and actions as well as empowering the teachers in learning. evaluation of abk ips learning the obtained results of the study showed that inclusion education can be successfully implemented in the course of learning abk ips. based on some components of the assessment given earlier in the begining semester, the students agree with learning outcomes that have been acquired. the acquisition of the learning outcomes was achieved by authentic assessments of inclusion students in the classroom. conclusion and suggestion from the data analysis above, it can be concluded that inclusive education in good management can be performed well in abk ips in the department of special education um. it has been seen from the planning that empowers students, implementation, monitoring and evaluation of a comprehensive study. the student results are not only obtained through tests but also authentic assessment that there is satisfaction in receiving the results of their study. suggestion for educators in implementing the insclusion instructional, they should make planning, implementation, monitoring and evaluation of learning process comprehensively. human care and commitment as well as emotional stability will foster self-confidence of educators and learners. reverence andajani, s. j. (2014). penerapan pembelajaran orientasi dan mobilitas untuk pengembangan kompetensi guru pada taman kanak-kanak inklusif. jurnal penelitian dan pengembangan pendidikan luar biasa, 1(2), 150-157. atmoko, a. (2011). model tindakan guru menanggapi perilaku siswa dalam pembelajaran. jurnal ilmu pendidikan, 17(4), 255-264. joyce, w. b. & weil, m. (2000). model of teaching. new york: englewood cliffs prentice hall kemendikbud. (2015). angka partisipasi abk dalam pendidikan nasional. jakarta: kemendikbud khalid, s. (2010). pembelajaran kooperatif model investigasi kelompok, gaya kognitif, dan hasil belajar geografi. jurnal ilmu pendidikan, 17(1), 73-78. marsh, c. (1991). social studies. australia: prentice hall morina, a. (2016). inclusive education in higher education: challenges and opportunities. european journal of special needs education. 32(1), 3-17 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p167 167 improving deaf children's writing skills using learning card series argiasri mustika1,*, ranti novianti2, salma nadiyah3 1department of special education, universitas islam nusantara, bandung, indonesia 2department of special education, universitas negeri malang, malang, indonesia 3department of special education, universitas pendidikan indonesia, bandung, indonesia *corresponding author e-mail: gia_invisible@yahoo.com abstract: 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. keywords: deaf, writing, card series introduction 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. at first the language development of a deaf child is no different from that of a hearing child. in general, at approximately 6 months of age, children reach the meraban stage, just like hearing children, even at this stage children begin to make consonant and vowel sounds. (somad and hernawati, 1996). in general, the form of language used by humans for communication purposes is to use verbal or spoken language or regular speech, (greg leigh 1976, in fnktri workshop report, 1995). other forms of communication that humans can use are writing, facial expressions, body language or gesti (gestures) and cues. since humans were born, humans have been equipped with communicative signals, the signals are prelingual (not yet language) because in this period the individual has not been closely associated with the individual. obstacles in communication pose problems in socialization, since socialization can only be implemented by communication. in social life a person must understand his position, status, rights and obligations. the difficulty of understanding things like this in a deaf child is something that can hinder his social development, so he experiences obstacles in self-design, in his social associations, in associations and in the fulfillment of other social life requirements. as a result they are always overwhelmed with feelings of shame, inferiority and other emotional pressures. guidance for deaf children is an effort to prepare deaf children so that they can achieve optimal conditions in the educational process after being able to face the demands that come from society. training for deaf children aims to get to know themselves, realize their http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p167 mailto:gia_invisible@yahoo.com 168 journal of icsar; volume 7, number 1, january 2023, 167 170 abilities and shortcomings, and finally they are expected to have a positive attitude towards their situation, have the ability to study and work, do not feel inferior and have emotional stability. the development of writing for deaf children is very important and sometimes schools do not give full consistency to this section, and are not quite right in their handling. the language of deaf children through reading writing is considered inappropriate to be used as a medium of communication in the phases of language development, because these abilities require certain maturity. likewise with the use of sign language, because it will result in the alienation of deaf children from society in general. 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) raised writing skills in this study is how to make a whole sentence, practice in using words that have affixes, get to know many new objects, and how to use time sentences and place captions. method the method used in this study is an experimental method with a single subject (single subject), which is a method that aims to determine whether there is a result of a treatment, (intervention) given. in this connection, the researcher manipulates something treatment (intervention), then observes the influence or change resulting from deliberate and systematic manipulation. (faisal, 1982:76). the ssr design used in this study is a-b-a. the procedure for implementing the a-b-a design in this study is to first determine the behavior to be changed as a target behavior that can be observed and measured. data processing techniques after the data has been processed, the researcher then analyzes it. the method used in analyzing the data on the results of this study is to use direct observation of the data depicted through tables and graphs. the data that has been collected is then analyzed through certain calculations that can be accounted for. calculations in this study were carried out through data analysis under conditions and between conditions. the components that must be analyzed based on conditions are (1) length of condition (2) trend of direction, (3) level of stability (4) rate of change, (5) trace of data and (6) range. while the components of the analysis between conditions include (1) variables that are changed, (2) changes in trend direction, (3) changes in stability and effects, (4) changes in data levels, and (5) data overlap. result and discussion result(s) design the experimental design used in this study was a single subject design (single subject reaserch), in this study the design used was the aba design. design display drawings a ba. mustika, novianti, nadiyah, improving deaf children's writing skills ... 169 figure 1. the development of writing skill using card series (aba design) discussion(s) to help the process of expressive writing skills, the researcher presented serial card media that could help children how to make complete sentences, practice using words that have affixes, recognize many new objects, and how to use sentences of time and place adverbs. this refers to ormrod's opinion (2009:283) that one way to increase declarative knowledge is to enter long-term memory through visual imagery. the following is an overview of serial card media: . . . . figure 2. overview of serial card conclussion the skills raised in this study are how to make a whole sentence how to make a whole sentence, practice in using words that have affixes, get to know many objects. new, and how to use time sentences and place captions, from this it can be seen that the ability of deaf children increases after being given visual learning media, this. it can be seen from the comparison between the capabilities of baseline one and baseline two. references arikunto, s. (2002). prosedur research a practical approach. jakarta: rineka cipta. arsyad, azhar. (1997). teaching media, jakarta: pt. king grafindo persada bunawan, l. (2000). language acquisition of deaf children: jakarta: santi rama foundation ministry of national education (1998). big dictionary indonesian. jakarta; library hall faisal (1982) educational methodology, surabaya: national enterprises hallahan p, kauffman james m (2008), exceptional children ten edition, u.s.a. harjanto (1997: 245) available in: file:///h:/pengertian-media-pembelajaran.htm hayati, ani (2004). thesis (sentence structure bahasa write deaf children) plb fip upi (unpublished); bandung. kridalaksana, harmurti (1996). word formation in indonesian. jakarta; pt gramedia pusataka main. file:///h:/pengertian-media-pembelajaran.htm 170 journal of icsar; volume 7, number 1, january 2023, 167 170 leigh greg (1976) fnktri workshop report, 1995 loh, s. c., ow, s. h., chew, f. p., ishak, z., & lee, s. g. (2009). use of visual auditory simulation thecnique proceedings (pp. 2445-2452). iated. lubis a hamid hasan (1996). word formation in indonesian. jakarta; pt gramedia pustaka utama. meadow, heider (1980). deafness and child development, los angles: university of californis press mulyono abdurahman (2003). education for children with learning difficulties. jakarta: rineka cipta. mulyana d (2007). communication science, bandung:rosda mustika argiasri (2009) improvement of writing skills in deaf children. undergraduate thesis at fip upi: (unpublished); bandung. myklebust (1963) was available in http://speechclinic.wordpress.com/2010/04/24/perkembangan-bahasaekspresif-dan-reseptif-menurut-myklebust/ purnamawati and eldarni (2001 : 4) file:///h:/pengertian-media-pembelajaran.htm samsuri, (1988). morphology and word formation, jakarta; dep dik bud directorate general of higher education development project of educational personnel education institutions. somad, permanarian et al. (1995). deaf orthopedagogics : jakarta : directorate general of higher education soemarmo markam, 1989, education for children with learning skills, ministry of education and culture rineka cipta publishers, jakarta. sunanto, juang et al. (2005). pnegantar research with a single subject. criced university of tsukuba tarigan h. g (1994) and tarigan, djago (1988). teaching language error analysis, angkasa tarigan, h. g (1994) writing as a language skill. bandung, angkasa http://speechclinic.wordpress.com/2010/04/24/perkembangan-bahasa-ekspresif-dan-reseptif-menurut-myklebust/ http://speechclinic.wordpress.com/2010/04/24/perkembangan-bahasa-ekspresif-dan-reseptif-menurut-myklebust/ file:///h:/pengertian-media-pembelajaran.htm 166 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 the sign language learning in deaf student and special education teacher in integration program of hearing problem mohd hanafi mohd yasin, mohd mokhtar tahar, safani bari, faten nazren manaf universiti kebangsaan malaysia, malaysia email: mhmy6365@ukm.edu.my abstract: this study aims to identify how to learn sign language by deaf students and the level of mastery of sign language by students and teacher of the deaf at a state school in melaka. in addition, this research would also like to know the major obstacles faced by deaf students and teachers who learn sign language. the instrument that is used in this study is a questionnaire. the respondents contain 50 deaf students and 10 special education teacher of the deaf. research instrument contains 4 main parts: demographic, the level of mastery of sign language, way to learn sign language and the challenges and obstacles encountered during the study of sign language. research findings are analyzed using statistical package for the social science (spss) version 22.0 involving the use of descriptive statistics such as frequency, percentage and mean. research findings indicate that the level of mastery of sign language for problematic pupils hearing and special education teachers is at mid-level. they completely use (ktbm) kode tangan bahasa melayu (hand code of malay language) in their daily teaching and communication. in addition, the way to learn sign language for deaf student is through the book while special education teachers also learn it through colleagues. the research also found that challenges as well as the obstacles often encountered to learn sign language for deaf students and special education teachers of the deaf are lack of source reference book of sign language. it is suggested that reference materials such as book and ict are augmented in all integration program and special education of the deaf. keywords: kode tangan bahasa melayu, sign language, the medium of instruction, challenge language is a mean of connector and ways to interact among other. the approach to the use of sign language in the deaf students is the real use of sign language in the learning and teaching of languages for these groups (paul & quigley 1994). the use of sign language allows them to interact and communicate with the community. in malaysia, there is a (bim) bahasa isyarat malaysia (malaysian sign language) and (ktbm) kode tangan bahasa melayu (hand code of malaylanguage) are often used. according to lim, 2006, bim is major sign language for the students with hearing barriers. bim is also the communication language used in their daily life. bim has become an identity for this group was in malaysia because the sign form used is according to their way of life without getting influence than other elements (sazali shaari, 2004). ktbm anyway, is a code that is delivered through style of hand signal that represents each vocabulary in malay (ministry of education of malaysia, 1985). hand code used needs to meet ethical vocabulary of malay language such as code for basic words, the plural words, multiple words, affixes and others. the combination of use of bim and ktbm often confuse students and teachers when having communication. it happens because bim is not thought at formal school. but almost all deaf students communicate with bim (goh & teh, 1993). they stated that it was easier to understand bim than ktbm. they consider the bim is main language of the deaf community in malaysia (lim, 2006). as like bim, ktbm also focuses on hand signals and the principle of the correct malay grammar. the lack of the use of electronic media in learning sign language affects its use by deaf students. electronic media and ict could interest students in learning because they have the addition of music and visual form that can simplify their understanding (plamen & rodgers, 2003). but there are also study that states that teachers whoare less skilled in ict becomes a barrier because of the lack of training and practice. study has shown that individual with problems of hearing since birth will face constrains and difficulties in the learning process. this is due to their poor language proficiency. it causes them difficult to communicate. this issue gives the negative impact such as slow language development. the environmental condition such as the area of living and learning environment that is not conducive also add the delay in their language development. by all statements above, this research is conducted to identiy effective way of learning sign language in the learning process and mastering sign language for deaf students and special education teachers at school. 167m hanafi m yasin, m mokhtar t, safani b, faten n m, the sign language learning in deaf student . . . . table 1. demografi murid item kekerapan peratus jantina lelaki 27 54.0 perempuan 23 46.0 bangsa melayu 38 76.0 cina 8 16.0 india 4 8.0 lain-lain 0 0 umur 13-14 tahun 8 16.0 15-16 tahun 30 60.0 17 tahun keats 12 24.0 penguasaan bahasa isyarat baik 13 26.0 sederhana 35 70.0 lemah 2 4.0 bahasa isyarat dominan ktbm 46 92.0 bim 4 8.0 table 2. demografi guru item kekerapan peratus jantina lelaki 1 10.0 perempuan 9 90.0 bangsa melayu 7 70.0 cina 2 20.0 india 0 0 lain-lain 1 10.0 tahap pendidikan diploma p.khas 1 10.0 ijazah p.khas 6 60.0 lain-lain 3 30.0 tempoh berkhidmat 1-5 tahun 1 10.0 6-10 tahun 6 60.0 10-15 tahun 1 10.0 15 tahun keatas 2 20.0 bahasa isyarat dominan ktbm 10 10.0 bim 0 0 secara keseluruhannya, analisis deskriptif bagi item-item soal selidik dapat diterangkan melalui jadual-jadual berikut : table 3. tahap bahasa isyarat murid bermasalah pendengaran bil penyataan sts f % ts f % tp f % s f % ss f % min tahap 1. saya mampu untuk menguasai bahasa isyarat dengan baik. 3 6.0 3 6.0 10 20.0 32 64.0 2 4.0 3.54 sederhana 2. saya selalu berkomunikasi menggunakan bahasa isyarat yang betul. 3 6.0 2 4.0 16 32.0 25 50.0 4 8.0 3.50 sederhana 3. bim merupakan bahasa komunikasi utama saya. 3 6.0 8 16.0 26 52.0 12 24.0 1 2.0 3.00 sederhana 4. ktbm merupakan bahasa komunikasi utama saya. 0 4 8.0 28 56.0 15 30.0 3 6.0 3.35 sederhana 5. bim mudah untuk difahami. 2 4.0 4 8.0 29 58.0 13 26.0 2 4.0 3.18 sederhana 6. ktbm lebih mudah untuk dikuasai. 3 6.0 2 4.0 27 54.0 16 32.0 2 4.0 3.24 sederhana 7. saya dapat membezakan ayat menggunakan bim dan ktbm 3 6.0 3 6.0 20 40.0 18 36.0 6 12.0 3.42 sederhana 8. saya menggunakan ktbm bagi proses pembelajaran di dalam kelas. 3 6.0 4 8.0 12 24.0 16 32.0 15 30.0 3.72 tinggi 9. terdapat banyak perbezaan diantara ktbm dan bim. 2 4.0 3 6.0 32 64.0 9 18.0 4 8.0 3.20 sederhana 10. bim mempunyai susunan ayat yang tidak mematuhi tatabahasa bahasa melayu. 1 2.0 8 16.0 28 56.0 11 22.0 2 4.0 3.10 sederhana 11. ktbm menepati ciri-ciri tatabahasa bahasa melayu. 2 4.0 3 6.0 30 60.0 14 28.0 1 2.0 3.18 sederhana 12. saya boleh mengisyaratkan bim dengan betul 4 8.0 2 4.0 27 54.0 15 30.0 2 4.0 3.18 sederhana 13. saya boleh mengisyaratkan ktbm dengan betul 2 4.0 3 6.0 19 38.0 20 40.0 6 12.0 3.50 sederhana 14. bim lebih mudah untuk dipelajari. 4 8.0 2 4.0 23 46.0 17 34.0 4 8.0 3.30 sederhana 15. pembelajaran menggunakan ktbm membantu perkembangan bahasa saya. 3 6.0 3 6.0 6 12.0 13 26.0 25 50.0 4.08 tinggi jumlah purata min keseluruhan 3.15 sederhana 168 journal of icsar; volume 1, number 2, july 2017: 166-174 table 4. tahap bahasa isyarat guru pendidikan khas bermasalah pendengaran bil penyataan sts f % ts f % tp f % s f % ss f % min markah 1. saya mampu untuk menguasai bahasa isyarat dengan baik. 0 0 1 10.0 8 80.0 1 10.0 4.00 tinggi 2. saya selalu berkomunikasi menggunakan bahasa isyarat yang betul. 0 0 3 30.0 6 60.0 1 10.0 3.80 tinggi 3. bim merupakan bahasa komunikasi utama saya. 0 5 50.0 5 50.0 0 0 2.50 sederhana 4. ktbm merupakan bahasa komunikasi utama saya. 0 0 2 20.0 6 60.0 2 20.0 4.00 tinggi 5. bim mudah untuk difahami. 0 2 20.0 7 70.0 1 10.0 0 2.90 sederhana 6. ktbm lebih mudah untuk dikuasai. 0 0 2 20.0 8 80.0 0 3.80 tinggi 7. saya dapat membezakan ayat menggunakan bim dan ktbm 0 0 5 50.0 2 20.0 3 30.0 3.80 tinggi 8. saya mengutamakan penggunaan ktbm dalam proses pengajaran dan pembelajaran. 0 0 1 10.0 5 50.0 4 40.0 4.30 tinggi 9. terdapat banyak perbezaan diantara ktbm dan bim. 0 0 4 40.0 3 30.0 3 30.0 3.90 tinggi 10. bim mempunyai susunan ayat yang tidak mematuhi tatabahasa bahasa melayu. 0 0 5 50.0 4 40.0 1 10.0 3.60 sederhana 11. ktbm menepati ciri-ciri tatabahasa bahasa melayu. 0 0 3 30.0 3 30.0 4 40.0 4.10 tinggi 12. saya boleh mengisyaratkan bim dengan betul 0 1 10.0 7 70.0 2 20.0 0 3.10 sederhana 13. saya boleh mengisyaratkan ktbm dengan betul 0 0 2 20.0 3 30.0 5 50.0 4.30 tinggi 14. bim lebih mudah untuk dipelajari. 0 3 30.0 7 70.0 0 0 2.70 sederhana 15. pengajaran menggunakan ktbm membantu perkembangan bahasa muridmurid bermasalah pendengaran 0 0 0 5 50.0 5 50.0 4.50 tinggi jumlah purata keseluruhan 3.43 sederhana table 5. medium pembelajaran bahasa isyarat murid bermasalah pendengaran bil penyataan sts f % ts f % tp f % s f % ss f % min markah 1. saya belajar bahasa isyarat melalui buku. 4 8.0 3 6.0 4 8.0 36 72.0 3 6.0 3.62 sederhana 2. saya belajar bahasa isyarat melalui rakan sebaya. 1 2.0 3 6.0 12 24.0 33 66.0 1 2.0 3.60 sederhana 3. saya belajar bahasa isyarat melalui web. 4 8.0 11 22.0 29 58.0 6 12.0 0 2.74 sederhana 4. medium penggunaan web menjadi medium pembelajaran yang utama saya. 7 14.0 8 16.0 26 52.0 7 14.0 2 4.0 2.78 sederhana 5. belajar bahasa isyarat melalui buku lebih mudah untuk difahami. 1 2.0 2 4.0 9 18.0 26 52.0 12 24.0 3.92 tinggi 6. pembelajaran bahasa isyarat melalui laman web memudahkan pemahaman saya. 0 10 20.0 26 52.0 12 24.0 2 4.0 3.12 sederhana 7. proses komunikasi dengan rakan sebaya serta guru membantu dalam penguasaan bahasa isyarat saya. 3 6.0 4 8.0 6 12.0 28 56.0 9 18.0 3.72 tinggi 169m hanafi m yasin, m mokhtar t, safani b, faten n m, the sign language learning in deaf student . . . . 8. buku merupakan medium rujukan saya di dalam bilik darjah. 5 10.0 3 6.0 13 26.0 22 44.0 7 14.0 3.46 sederhana 9. saya dapat menambah perkataan bahasa isyarat yang baru melalui interaksi dengan rakan sebaya 3 6.0 1 2.0 17 34.0 22 44.0 7 14.0 3.58 sederhana 10. pembelajaran melalui tayangan video memudahkan proses pembelajaran bahasa isyarat. 1 2.0 5 10.0 18 36.0 24 48.0 2 4.0 3.42 sederhana 11. video suara dan gaya isyarat tangan membantu pembelajaran bahasa isyarat. 1 2.0 5 10.0 18 36.0 17 34.0 9 18.0 3.56 sederhana 12. buku merupakan sumber yang mudah untuk diakses dan mudah untuk dibawa. 3 6.0 4 8.0 12 24.0 24 48.0 7 14.0 3.56 sederhana 13. aplikasi web bahasa isyarat yang boleh diakses dengan mudah mampu untuk menggantikan buku. 4 8.0 8 16.0 23 46.0 13 26.0 2 4.0 3.02 sederhana 14. bantuan rakan sebaya memudahkan proses pembelajaran bahasa isyarat. 0 3 6.0 9 18.0 33 66.0 5 10.0 3.80 tinggi 15. bahan bantu mengajar berbentuk visual membantu pemahaman bahasa isyarat saya 2 4.0 4 8.0 16 32.0 24 48.0 4 8.0 3.48 sederhana jumlah purata min keseluruhan 3.43 sederhana table 6. medium pembelajaran bahasa isyarat guru bermasalah pendengaran bil penyataan sts f % ts f % tp f % s f % ss f % min markah 1. saya belajar bahasa isyarat melalui buku. 0 0 2 6 60.0 2 20.0 4.00 tinggi 2. saya belajar bahasa isyarat melalui rakan sekerja. 0 0 0 8 80.0 2 20.0 4.20 tinggi 3. saya belajar bahasa isyarat melalui web. 0 2 20.0 6 60.0 1 10.0 1 10.0 3.10 sederhana 4. saya mempelajari bahasa isyarat hanya melalui rakan sekerja. 0 3 30.0 3 30.0 3 30.0 1 10.0 3.20 sederhana 5. medium penggunaan web menjadi medium pembelajaran yang utama saya. 1 10.0 3 30.0 4 40.0 2 20.0 0 2.70 sederhana 6. belajar bahasa isyarat melalui buku lebih mudah untuk difahami. 0 3 30.0 2 20.0 3 30.0 3 30.0 3.60 sederhana 7. pembelajaran bahasa isyarat melalui laman web membantu saya. 0 2 20.0 3 30.0 4 40.0 1 10.0 3.40 sederhana 8. proses komunikasi dengan rakan sekerja serta pelajar sangat membantu dalam penguasaan bahasa isyarat saya. 0 0 1 10.0 3 30.0 6 60.0 4.50 tinggi 9. buku merupakan medium rujukan saya yang utama setiap kali berkomunikasi dengan pelajar. 0 1 10.0 2 20.0 1 10.0 60.0 4.20 tinggi 10. interaksi dengan rakan dapat menambahkan perkataan baru bahasa isyarat saya. 0 0 0 5 50.0 5 50.0 4.50 tinggi 11. pembelajaran melalui tayangan video memudahkan proses pembelajaran bahasa isyarat. 0 0 3 30.0 5 50.0 2 20.0 3.90 tinggi 12. buku merupakan medium pembelajaran visual yang baik. 0 0 4 40.0 4 40.0 2 20.0 3.80 tinggi 13. video beserta suara dan gaya isyarat tangan sangat membantu pembelajaran bahasa isyarat. 0 0 0 7 70.0 3 30.0 4.30 tinggi 14. buku merupakan sumber yang mudah untuk diakses dan mudah untuk dibawa. 0 0 1 10.0 8 80.0 1 10.0 4.00 tinggi 170 journal of icsar; volume 1, number 2, july 2017: 166-174 15. aplikasi laman web bahasa isyarat yang boleh diakses dengan mudah mampu untuk menggantikan buku. 0 0 2 20.0 8 80.0 0 3.80 tinggi jumlah purata min keseluruhan 3.81 tinggi table 7. halangan dan cabaran murid bermasalah pendengaran dalam mempelajari bahasa isyarat bil penyataan sts f % ts f % tp f % s f % ss f % min markah 1. saya sukar mempelajari bahasa isyarat kerana kekurangan kemudahan ict. 7 14.0 4 8.0 12 24.0 26 52.0 1 2.0 3.20 sederhana 2. ktbm mengambil masa yang lama untuk dipelajari dan dihafal 3 6.0 3 6.0 27 54.0 13 26.0 4 8.0 3.24 sederhana 3. saya malas untuk belajar bahasa isyarat 5 10.0 34 68.0 8 16.0 2 4.0 1 2.0 2.20 rendah 4. saya mengalami kecelaruan dan kekeliruan antara bim dan ktbm. 1 2.0 6 12.0 16 32.0 24 48.0 3 6.0 3.44 sederhana 5. rakan sebaya tidak membantu saya dalam menguasai bahasa isyarat 3 6.0 7 14.0 21 42.0 16 32.0 3 6.0 3.18 sederhana 6. kekurangan sumber buku untuk rujukan pembelajaran bahasa isyarat 2 4.0 5 10.0 11 22.0 28 56.0 4 8.0 3.54 sederhana 7. saya mempunyai kekangan dari segi masa untuk belajar bahasa isyarat 5 10.0 8 16.0 22 44.0 14 28.0 1 2.0 2.96 sederhana 8. tahap penguasaan bahasa isyarat saya yang lambat. 0 1 2.0 34 68.0 12 24.0 3 6.0 3.34 sederhana 9. tidak minat untuk belajar bahasa isyarat. 2 4.0 27 54.0 12 24.0 8 16.0 1 2.0 2.58 sederhana 10. kekurangan laman web untuk pembelajaran bahasa isyarat. 3 6.0 5 10.0 9 18.0 30 60.0 3 6.0 3.50 sederhana 11. jarang berkomunikasi menggunakan bahasa isyarat 5 10.0 20 40.0 11 22.0 14 28.0 0 2.68 sederhana 12. ktbm hanya digunakan semasa di dalam bilik darjah sahaja. 1 2.0 13 26.0 17 34.0 13 26.0 6 12.0 3.20 sederhana 13. saya kerap menggunakan bim semasa berkomunikasi 2 4.0 5 10.0 28 56.0 11 22.0 4 8.0 3.20 sederhana 14. perkataan bahasa isyarat yang dibukukan sangat terhad. 0 4 8.0 11 22.0 23 46.0 12 24.0 3.86 tinggi 15. bim lebih senang untuk dipelajari berbanding ktbm 3 6.0 6 12.0 21 42.0 15 30.0 5 10.0 3.26 sederhana jumlah purata min keseluruhan 3.16 sederhana table 8. halangan dan cabaran guru pendidikan khas bermasalah pendengaran dalam mempelajari bahasa isyarat bil penyataan sts f % ts f % tp f % s f % ss f % min markah 1. saya sukar mempelajari bahasa isyarat kerana kekurangan kemudahan ict. 0 2 20.0 6 60.0 2 20.0 0 3.00 sederhana 2. ktbm mengambil masa yang lama untuk dipelajari dan dihafal 1 10.0 2 20.0 6 60.0 1 10.0 0 2.70 sederhana 3. saya malas untuk belajar bahasa isyarat 2 20.0 6 60.0 2 20.0 0 0 2.00 rendah 4. saya mengalami kecelaruan dan kekeliruan antara bim dan ktbm. 1 10.0 1 10.0 3 30.0 5 50.0 0 3.20 sederhana 5. rakan sebaya tidak membantu saya dalam menguasai bahasa isyarat 3 30.0 5 50.0 1 10.0 1 10.0 2.00 rendah 6. kekurangan sumber buku untuk rujukan pembelajaran bahasa isyarat 0 1 10.0 3 30.0 3 30.0 3 30.0 3.80 tinggi 171m hanafi m yasin, m mokhtar t, safani b, faten n m, the sign language learning in deaf student . . . . 7. saya mempunyai kekangan dari segi masa untuk belajar bahasa isyarat 1 10.0 2 20.0 2 20.0 5 50.0 0 3.10 sederhana 8. tahap penguasaan bahasa isyarat saya yang lambat. 1 10.0 2 20.0 5 50.0 2 20.0 0 2.80 sederhana 9. tidak minat untuk belajar bahasa isyarat. 2 20.0 5 50.0 2 20.0 1 10.0 0 2.20 rendah 10. kekurangan laman web untuk pembelajaran bahasa isyarat. 1 10.0 1 10.0 3 30.0 4 40.0 1 10.0 3.30 sederhana 11. jarang berkomunikasi menggunakan bahasa isyarat 2 20.0 4 40.0 3 30.0 1 10.0 0 2.30 rendah 12. ktbm hanya digunakan semasa waktu pengajaran dan pembelajaran sahaja. 3 30.0 2 20.0 1 10.0 4 40.0 0 2.60 sederhana 13. saya kerap menggunakan bim semasa berkomunikasi 2 20.0 2 20.0 5 50.0 1 10.0 0 2.50 sederhana 14. perkataan bahasa isyarat yang dibukukan sangat terhad. 1 10.0 1 10.0 5 50.0 1 10.0 2 20.0 3.20 sederhana 15. bim lebih senang untuk dipelajari berbanding ktbm 1 10.0 1 10.0 6 60.0 2 20.0 0 2.90 sederhana jumlah purata min keseluruhan 2.78 sederhana method this study has three research objectives, as follows: (1) to identify the skill level of sign language for deaf students and special education teacher. (2) to identify the learning media of sign language for deaf students and special education teachers. (3) to identify the barriers and challenges faced by deaf students and special education teachers in learning sign language. this study conducts a descriptive survey using questionnaires. the focus of the research is to see learning sign language for deaf students. the researcher also wants to study the obstacles and challenges faced by deaf students and special education teachers in learning sign language. furthermore, this study also wants to determine the best method for teaching and learning sign language for deaf students and their teacher. in this study, a total of 50 deaf students and 10 special education teacher of the deaf in melaka secondary high school are selected as sample. the population of this study is students from special education of the deaf in melaka. students are selected randomly and from different levels of age and gender. researchers use an adapted questionnaire for this study. researchers use a modified questionnaire to obtain the appropriate data. a five-point likert scale is used, as follow: (1) strongly disagree (sd); (2) disagree (d); (3) not sure (ns); (4) agree (a); (5) strongly agree (sa) the tool used in this study is the item questions which must be filled by deaf students and special education teachers to get demographic information, learning method, mastery level of sign language, challenges and obstacles faced during the process of learning sign language. findings and discussion findings the results of the data analysis describe demographic distribution of the respondents, as in the table 1 until table 8. discussion the level of sign language proficiency of deaf student and special education teacher sign language is the communication language used by deaf students to interact. sign language combines form of hand signals, gestures, arm, body, and facial expressions to convey a message or to create a communication process. according to wilbur (2013) sign language can also be used by communities that have problems in speaking and communities that are not able to listen. in general, this research has found that level of sign language proficiency for deaf students is at moderate level. it is seen through the mean value of the highest level of mastery of sign language to help their language development. this is supported by ibrahim (2000) which states that the effect ktbm is a major factor affecting deaf student performance in writing their malay language. the finding also shows that bim is not a major communications media used by deaf students. bim is not used in the process of teaching and learning at school because bim does not have the appropriate structure and grammar to meet malay language stucture. bim is only conducted in their communities. it is an informal communication media (wei, 2007). 172 journal of icsar; volume 1, number 2, july 2017: 166-174 very limited. according to gray (1995) in berhmann who has conducted a survey on educational software for deaf students in 1984 did not find a lot of software designed for people with hearing barrier. therefore, the resources to access the web site for learning sign language is less and difficult because the source is not friendly and not variative. this causes the majority of students do not give more emphasis on learning through the website. analysis of the overall mean value of media learning sign language of teacher in special education also shows a high level. the highest mean values show that most respondents agreed that media learning through communication and interaction with coworkers can help mastering their sign language. visual interaction will directly give high understanding of the individual. it is also supported by yusof (1995) which states that a real thing for the hearing problem is the inclusion of information through vision. eyesight is able to receive information more quickly and be easily accessible. vision is able to detect and capture clear physical symbol without ambiguity for a receiver and a transmitter. this proves that visual learning is stimulating the development of the mind of an individual, especially the hearing. according redziewicz and antonellis (1993) states that the deaf people relied vision much to get information in their minds. they are said to be able to master the concrete than abstract. thus, the frequency of interaction with colleagues and students can accelerate the process of learning of sign language teachers. this is because, the existence of obligation for the teachers to speed up the sign language skills the lowest mean value indicates that most special education teachers of the deaf do not agree with the item stating that they learn sign language through the website. this is because the source of learning sign language through the website is very less. this is due to the lack of skilled teachers in the field of ict. some teachers that are less skilled in the use of ict resources cause them less access websites for learning purposes. this statement is supported by chu shi harn (2005) special education teachers in melaka have a less degree of readiness to use computers in teaching and learning process. in addition, noraini binti attan (2002) states that the limited time faced by most teachers cause them do not have enough time to study the field of information technology. this is because the burden of administration tasks that must be done by the teachers make them less enough time to use the website. barriers and challenges faced by deaf student and special education teacher of the deaf in learning sign language the research findings of the obstacles and in addition, the finding about the level of proficiency of teacher is also at a moderate level. this is shown by the findings of research in which most teachers support that level of sign language proficiency is very helpful to language development. it is supported by yasin (1999) which states that deaf students who adopted the method of ktbm are fully able to demonstrate a high level of achievement in test than students from the merger school that is provided less adept at using ktbm method. the findings about a special education teacher of the deaf who recorded the lowest mean score shows that most respondents agree that bim is not the major sign language used by them. this is because the system used in bim is not the same with malay language. bim is a language that is built using its own grammatical structure of the deaf community. sign language is a language that is practiced through a sign method manually and is applied using eyes to receive and using hand and facial expression to express. bim uses a special syntax structures such as verb + object in sentences such as “eating the fruit” which means consuming fruits which does not meet the features of correct grammar of malay language. bim is not recommended in use at the school because the sentence structure does not meet the proper malay language. this will hamper language development of students and affect their academic performance. it is also supported by wei (2004) which states bim has its unique characteristic and does not conform to the policy of the malay language in the malay language principle. the media of learning sign language used by deaf student and special education teacher of the deaf analysis of the research findings toward learning media of sign language used by the deaf students show a mean value at a medium level. based on the highest mean value, most respondents agree that the learning media of sign language through books are more easily understood. this shows that most students learn sign language through books. the book is a hard copy material that is easy to find and to use. according to fang (2007) bktm introduced in 1978 has shown that 1612 sign language codes have been successfully produced. this signal code has been printed in three volumes with the title communication: sign language. with the provision of books for reference would make it easier language learning process for students because they can master new words gradually. this method can also help the process of communication and interaction. the lowest mean value shows that deaf students do not agree with items that they learn sign language through the website. this item is rejected because sign language learning resources through the web are 173m hanafi m yasin, m mokhtar t, safani b, faten n m, the sign language learning in deaf student . . . . challenges faced by deaf students in learning sign language show the mean value at a modest rate. it is generally understood that sign language is the main language for deaf students. they have to master sign language to interact with the surrounding society as well as their communities. barriers in terms of the lack of sign language symbol that is booked become the main stumbling factor for deaf students. lack of resources such as book reference cause them do not have a reference source. this can be shown by the total lack of ktbm’s words booked compare to malay dictionary containing about 5834 basic words (dictionary council, 2005) and only about 0.08% of the amount produced by ktbm (ktbm volume 1 and 2). in addition, the statements regarding barriers of laziness are not supported by student impaired and has recorded the lowest mean value. this is because sign language is a language that must be used by them to interact. this has been explained by yusof (1994), ktbm a standard language for the deaf. ktbm not only their mother language but the language should be studied and explored in order to improve their communication. in terms of grammar and semantics, ktbm clearly shows that it is entirely based on the malay language. the analysis of overall mean value for special education teacher of the deaf is also at a modest rate. the highest mean value for the barriers faced by teachers to learn sign language is the lack of resources in respect of the items used as reference books. most respondents agree with this item. in 1985, in collaboration with the ministry of education malaysia and language and reference council, bmkt code has been renovated and upgraded. this code has been recorded and published as the book entitled “the malay communications hands code volume 1 (ministry of education malaysia, 1985). however, constraints in terms of its cooperation with certain departments do not plan smoothly. this situation causes the process to publish the book down. as it is known, sign language book which was published is only a few volumes and without adding a new word. this is proven by the lack of a significant number of words of ktbm (ktbm volumes 1 and 2) compared to the number of words in the malay dictionary (kamus dewan, 2005). furthermore, the items that recorded the lowest mean value have indicated that most respondents disagreed with the statement inhibition of peers who did not help. this statement is rejected because a lot of colleagues and students help learning a language by teacher. guidance and direct interaction with individual can improve the brain’s ability to record and save something. this is supported by the statement of yusof (1994) that because bmkt or ktbm is a new language, the one who uses it is limited. in the use of this ktbm they are encouraged to sound voice like talking with the other because for individuals who have residual hearing can train the senses of hearing to hear a speech and language as well as can introduce noise to them. thus, direct interaction can stimulate the sense of hearing and can make it easier for respondents to learn sign language. conclusion and suggestion this study aims to identify how to learn sign anguage by deaf students and the level of mastery of sign language by students and teacher of the deaf at a state school in melaka. in addition, this research would also like to know the major obstacles faced by deaf students and teachers who learn sign language. the findings indicate that the level of mastery of sign language for problematic pupils hearing and special education teachers is at mid-level. they completely use kode tangan bahasa melayu in their daily teaching and communication. the way to learn sign language for deaf student is through the book while special education teachers also learn it through colleagues. the challenges as well as the obstacles often encountered to learn sign language for deaf students and special education teachers of the deaf are lack of source reference book of sign language. it is suggested that reference materials such as book and ict are augmented in all integration program and special education of the deaf. reference fang, y. s. (2007). pengaruh bim penggunaan ktbm di kalangan pelajar masalah pendengaran. universiti kebangsaan malaysia. goh, o. s., & teh, k. h. (1993). bahasa tulisan pelajar pekak: analisis struktur sintaksis ayat berdasarkan teori tatabahasa transformasi generatif. dewan bahasa dan pustaka, kementerian pendidikan malaysia. ibrahim, r. (2000). pencapaian pelajar cacat pendengaran dalam penulisan karangan bahasa melayu. universiti kebangsaan malaysia. paul, p. & quigley, s. (1994). language and deafness. san diego: singular publishing group. safani, b. (2012). kaedah pengajian kontekstual bahasa melayu dalam kalangan murid-murid bermasalah pendengaran. universiti kebangsaan malaysia. wei, h. k. (2004). syntax in malaysian sign language. master in lingustic. gallaudet university. wei, h. k. (2007). bahasa isyarat malaysia: satu pendekatan linguistik. seminar kebangsaan bahasa verbal dan bukan verbal dari perspektif bahasa dan terjemahan komunikasi. pulau pinang. universiti sains malaysia. 174 journal of icsar; volume 1, number 2, july 2017: 166-174 yasin, m. h. m. (1999). bahasa malaysia kod tangan (bmkt) penggunaan dalam pengajaran kepada pelajar-pelajar pekak di sekolah menengah di negeri melaka. universiti kebangsaan malaysia. yasin, m. h. m. (2005). perbandingan pencapaian pelajar pendidikan khas (pekak) menggunakan tiga format peperiksaan ujian penilaian sekolah rendah (upsr). tesis doktor falsafah, fakulti pendidikan, universiti kebangsaan malaysia : bangi. yusof, a. (1994). komunikasi seluruh bahasa malaysia kod tangan (bmkt): bahasa komunikasi pelajar pekak. jurnal dewan bahasa. yusof, a. (1995). fikiran, persekitaran dan pembentukan isyarat orang pekak. jurnal dewan bahasa. 129 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 1 january 2018 improving the interpersonal intelligence of the students with intellectual disability through the bcct approach yuana maulidia, sopingi, usep kustiawan universitas negeri malang, indonesia email: yuanamaulidia@gmail.com abstract: children with intellectual disability have a slow social development. such as the interpersonal aspects of intelligence. the learning approach that can be used is beyond centers and circle time (bcct) approach. the purpose is to describe interpersonal intelligence before and after being given the treatment as well as analyze the effect of the approach beyond centers and circle time approach interpersonal intelligence intellectual disability. the method used was quasi-experiment with time series design and analysis with wilcoxon test hypothesis. based on the data analysis, it can be concluded that the bcct approach effect significantly for the interpersonal intelligence of the students with intellectual disability. keywords: interpersonal intelligence, bcct, intellectual disability. introduction special education arranged in uu no 2 tahun 2003 about national education system article 32 mentioned that “special education is education for children who had grade difficulties in following learning process because of emotional mental, and social disorders. one of the special need children is children with intellectual disability that children had under average intellectual difficulties. children who have mental retardation like intellectual disability, they also have a slow social development like oktaria (2014), children with the intellectual disability did not know how to start social interaction with others. children with intellectual disability are difficult to have the friendship, it is because children with intellectual disability often show abnormal behavior to their friends, that makes their friend like a distance and do not want to make a friendship with children intellectual disability (mangunsong, 2009). based on the observation result in slb idayu 1 malang in 4th-grade class, there are 2 children with an intellectual disability kla and rzl, in psychology test, kla is a child that has low confident, then rzl is still can socialize but rzl cannot understand the intention and feeling of others, in that time kla just wanted to play with rzl, kla never socialize with another friend. in that time i gave a class which is the group and kla started to say although just a little, it showed that kla and must followed up to the group class. the problem of the child is the low level of personal intelligence in children with intellectual disability in one class that have 6 students, 4 girls, and 2 boys, showed a lot of characteristic on that 6 students when the class starts there are 2 girls with initial kla and sls, who are very passive and never did a communication with their friend, they just wanted to play with one friend only. then sf who often did a conversation with her self, her concentrate is easily disturbed when the lesson takes a place, ss had a less empathy skill that showed when her friend feels difficult to reach her book when the book falls in near her. ss just keep quiescent and that respond. there is a boy with initial rzl when the lesson had started, he talked too much, noisy, low empathy skill, and kk is a boy student who had wood that not always good, he just helped his closest friend who he enjoyed the most another thing that affects interpersonal intelligence children with intellectual disability in one class that not well developed is lack of teacher teaching variation, monotone learning that caused children with intellectual disability easily borel, and lack of teacher’s teaching style. observation result teacher used discourse and writing method, teacher opinion is children who have under average of intellectual intelligence is human who must get a lessons about reading and writing, copywriting, children just give exercise to did in home give a lot of easiness, and prosperity that is much for children who has under average intellectual intelligence when doing, a tas and make children’s not developing another intelligence that must he developing since early stage as a stock for children when they are in social environment in society, so that children can adaptation in social environment, based on this condition researcher wanted to focus on one of the children multiple intelligence with increasing interpersonal 130 journal of icsar; volume 2, number 1, january 2018: 129-133 intelligent children with intellectual disability. anisyah & anisyah (2017) said that 9 multiple intelligences of human are (1) verbal-linguistic intelligence, (2) logical intelligence, (3) visual special intelligence, (4) body and movement intelligence, (5) intrapersonal intelligence, (6) interpersonal intelligence, (7) rhtym musical intelligence, (8) natural intelligence, (9) spiritual intelligence (jamaris, 2017). one of the most important intelligence to be developed is interpersonal intelligence emphasizing the interpersonal aspect of intelligence because interpersonal or interpersonal intelligence is important to support social life among individuals. this interpersonal intelligence encompasses many social aspects such as emotion, the ability to empathize, the ability to respond appropriately to the mood, motivation, and desire of others. from this opinion, the importance of interpersonal intelligence is developed in the learner, because if the learner has a brilliant academic achievement, if the learner is not able to manage the interpersonal or interpersonal intelligence, the achievement is not much use in the learners themselves (uno & kuadrat, 2009). this interpersonal intelligence allows us to approach others, and understand them through facial expressions, gestures, and sounds. someone whose interpersonal intelligence is well developed can talk, and discuss with others effectively (sanan et al., 2018). interpersonal intelligence needs to be developed as early as possible for the needs of subsequent human life because having good interpersonal intelligence children will more easily live their lives. the curriculum that can develop interpersonal intelligence includes group learning, working on a project and making friends in social life. interpersonal intelligence can also be developed using group learning approaches (cooperative learning) (sujiono et al., 2010). given the interpersonal intelligence is a very important part of everyday life it should be instilled as early as possible. interpersonal intelligence can be developed through a variety of approaches, one of which is the beyond centers and circle time (bcct) approach that is the concept of learning where the teacher presents the real world into the classroom and connects the knowledge of the child with his daily life (nurmalasari, 2013). this bcct approach has been developed based on 25 years of theoretical study by the 25-yearold creative center for childhood research and training (ccrt) for normal children or for children with special needs (kunarti, 2008). the bcct approach is realized based on the concepts and theories of experts that have been tested. beyond centers and circle time (bcct) is a childfocused approach where the learning process is centered in the center and when the child is in a circle (asmawati, 2015). kirk et al. (2009) says to develop and train children with intellectual barriers of intelligence by providing teaching like role-playing and learning that trains children to interact with people. one approach that provides play-based role-based social interaction is the bcct approach. in the bcct approach is more popular with the term seling (centers and circles) is an approach designed in the form of centers. play activities provide a great opportunity for the child to develop the experience and knowledge that the child has through interaction with his peers. centers are applied to bring children to experience exploring and interacting with others around them. this center learning model is divided into several centers, such as the central role, music center, beam center, worship, creativity center and science center. lessons using the center approach have many benefits for improving children’s social development as revealed by some educational experts’ views that, “believing that children who are learning with center-based learning through direct interaction with other children will make social intelligence or interpersonal intelligence will thrive (asmawati, 2015). based on limited and skills that younger children’s have for a study about concrete things and real facts in daily life, this things is along with research by nurmalasari (2013) that bcct approach can increase social skill children with intellectual disability. the result by safaria (2005) research showed that paud inclusive ahsanu amala yogyakarta used bcct learning approach for increasing socialize skill and in creator between special need regular children in paud inclusion. based on the explanation that has been put forward researches did a research about the effect of beyond centers and circle time towards interpersonal intelligence of the student with intellectual disability of the student with intellectual disability in 4th grade. method the method used in this research is quasiexperimental design with time series design. the subject in this research is children with intellectual disability in 4th-grade slb idayu 1 malang even semester school year 20172018 that have 6 students, 4 girls 2 boys. in this research is using observation paper, an instrument is a tool for collecting data with for measure interpersonal intelligence children, interpersonal intelligence aspects is made to be bullet point statement. 131yuana maulidia, sopingi, usep kustiawan, improving the interpersonal intelligence of the students . . . . diagram 1. diagram of result score pretest and posttest. findings and discussion findings based on average score result of pretest before giving a treatment while study and break time sf mean score is 48,26, sls mean score is 42, ss mean score is 55, kla mean score 42,37, rzl mean score is 45,87, kk mean score is 55,75. based on observation result have gotten data of interpersonal intelligence, they not yet reached assessment criteria of interpersonal intelligence or can be interpreted that children with intellectual disability interpersonal intelligence is still low. after research he did pretest, students gave a times treatment in successive periods after gave treatment with bcct learning approach, students have given 4-time periods of posttest, for posttest researcher increase the material of lessons that have been given to student the aim is increasing again for students can understand not memorize the material. in posttest, time researcher is more push it to group studies so the student can show their interpersonal intelligence. based on the mean score of posttest interpersonal intelligence after fiving treatment while study and break the student name sf has to mean score 71,09, sls has to mean score 69,96, ss has to mean score 73,25, kla has to mean score 68,5, rzl has to mean score 69,25, and kk has to mean score 74,12. after correction data of interpersonal intelligence that entered in the criteria on interpersonal intelligence, and the result is better than before treatment with bcct approach i this bellow is the diagram of recapitulation of pretest and posttest result. recapitulation of results score of pretest and posttest in diagram 1. hypothesis testing in this researcher is using wilcoxon testing. wilcoxon testing is a test that notice of different sign positive and negative that determine the real differences between pair data that take from the sample (hasan, 2009). based on comparison result while learning time towards absolute score amount, that taken (smallest) tcount = 0 while table score with (α 0,05 and n=6) = 2. from testing criteria that have been set, so work hypothesis is accepted t-count< table its mean that t0 = 0 < table = 2 or 0< 2 its mean h0 decline and ha accepted. the conclusion from the result above is hypothesis is accepted, it means that there is a significant difference of using bcct approach towards interpersonal intelligence children with intellectual disability in 4th grade of slb idayu 1 malang. discussion there are 9 multiple intelligence according to anisyah & anisyah (2017) there are (1) verballinguistic intelligence, (2) logical intelligence, (3) visual special intelligence, (4) body and movement intelligence, (5) intrapersonal intelligence, (6) interpersonal intelligence, (7) rhtym musical intelligence, (8) natural intelligence, (9) spiritual intelligence (jamaris, 2017). one of multiple intelligence is very important for developing is interpersonal intelligence which is disclosed by goleman he said that give push to interpersonal intelligence aspect of interpersonal intelligence is one of intelligence that support our there are 3 dimensions of students interpersonal intelligence that disclose, there are (1) social security, (2) social insight, and (3) social communication (safaria, 2005). based on students while learning times and break times, it showed that socialize and communication between students is low. there is 6 student in class while learning times. one student and others have different interpersonal intelligence for example while giving group task and student and others student keep quiet and did the task by them self, there is one student that wanted to befriend or group just with their closest friend but with other was still keep quiet. this fact is parallel with opinion, children with intellectual disability in their friendship can’t take care, maintain and lead of them self. they also cant show the proudness (restanti & chandra, 2017) in this case, the researcher also observes interpersonal intelligence while break time interpersonal intelligence showed while there are 2 students that played than one student one to join them but 2 students decline him while eating the lunch. there is one of them who didn’t bring the lunch but the student didn’t want to share his lunch with other friends, another student also has less communication with other friends while break time. children with intellectual disability have a lack of their interaction 132 journal of icsar; volume 2, number 1, january 2018: 129-133 communication with others with bcct students learn to communicate and make a friend. its line with experts opinion pestalozzi said that centers have a direct connection while children study through direct interaction with other children. bcct learning approach is the focus to children and teacher as facilitator in every process. he ached while bcct learning is giving a support in the form of positive statement and giving questions to children based on their development at once, that also brings up children intelligence in problem-solving (asmawati, 2015). bcct is a learning approach based on centers and gives a scaffolding so that children can bring up their interpersonal intelligence in the problemsolving aspect. this statement is in line with opinion they are this scaffolding is given for guiding children and demanding children to be responsible and having better social interaction (amalia et al., 2015). bcct approach give a chance for children to active while having interaction between teacher and students, the student with teacher or student with a student. the result of nurmalasari (2013) research bcct approach is an interesting learning approach for children because this approach is using centers that match with children with intellectual disability, characteristics that bored easily and this approach give a chance to interaction, communication and socialize skill while studying. this result of machmudah (2011) research with title sentra and circle learning method for developing interpersonal intelligence of children in playgroup restu 2 malang is interpersonal intelligence not just using role paying center of some sentra in bcct can be implemented to children for increasing their interpersonal intelligence. conclusion based on analysis to the result of this research that has been, we got the conclusion on that: the interpersonal intelligence of children with an intellectual disability before giving treatments and after giving treatments and when playtime is increasing. it means that interpersonal intelligence as well increasing the result of table calculation of wilcoxon test table got tcount< table. from that result, we can be summed up that there are differences of a positive score between through interpersonal intelligence children with intellectual disability in 4th class slb idayu 1 malang. bcct approach can be one of the learning alternative programs taught in school and teachers should develop interpersonal intelligence in easily stage for supporting another intelligence, for next researcher about bcct approach is to know the effectiveness of bcct approach. with the social environment. children with intellectual disability are less a the empathy and cant interpret others feeling (hanurawa, 2016). from this thing, we can see from students protest score while learning a process and while break time before gives treatment. based on pretest score student get under 60. learning model that using centers to bring children to exploration with others in around bcct approach is often called seling on centers and while on the circle. centers means the center of learning that designed with playtime to increase all potential children (ismail, 2016). while bcct learning time all 6 student looks that they are like the process of learning based on centers and circle. they are no more again selecting a friend, start interacting with other friends, empathy behavior appeared while learning time. before giving treatment, the never study in the group like bcct approach, while giving treatment using bcct approach students are very enthusiast because they can be learning while playing. after 4 seasons learning using the bcct approach look at the differences in children behavior to their friend, like they never selected friend, student after play together. after giving treatment, the student can clean their toys by themselves because students are used with bcct method while learning process students must clean their toys by them self. students have the initiative to role play with their friends like when role play center treatment. in this case, it proves that the more children play together, the more children learn to interact and understand others. according to sujiono et al. (2010) said that the technique of developing interpersonal intelligence of children one of them is developing group support (sujiono et al., 2010). when giving posttest, researcher give may group task learning, they seem very happy and a lot of interaction with their friend they also didn’t selecting sit place like before giving treatment. this is line with opinion that to sharpen children interpersonal skill teacher should pushing children to a workgroup, help children to develop their communication skill and provide them with a game of group for children activity (santrock, 2014). bcct of sentra of learning is an approach that put a real world to the class and connecting children’s knowledge with daily live, bcct approach can maximalize all of the children intelligence like what (anjaryati, 2011) said that bcct approach is for stimulating all aspect of intelligence through learning activity while playing centers or footing setting. when implementing bcct approach in each center’s students always doing communication with their friend or children student must use all of their intelligence to study or play before doing the implementation of bcct student are less 133yuana maulidia, sopingi, usep kustiawan, improving the interpersonal intelligence of the students . . . . references amalia, a., syukri, m., & endang, b. 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(2018). multiple intelligences-based planning of efl classes. advances in language and literary studies, 9(2), 98-103. sujiono, n., yuliani., & sujiono, b. (2010). bermain kreatif berbasis kecerdasan jamak. jakarta: indeks. sugiyono. 2012. metode penelitian dan pengembangan (pendekatan kuantitatif, kualitatif dan r&d). bandung: alfabeta. undang-undang republik indonesia nomor 20. 2003. tentang sistem pendidikan nasional. pasal 32. uno, b. h., & kuadrat, m. (2009). mengelola sebuah konsep pembelajaran berbasis kecerdasan. jakarta: bumi aksara. journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 8, number 1 ; doi: http://dx.doi.org/10.17977/um005v8i1p96 96 rapid automatic naming (ran) based reading intervention for children with learning disabilities ranti novianti*, salma nadiyah, azhar pratama, yoga budhi santoso, argiasri mustika, prinanda gustarina ridwan universitas negeri malang, malang, indonesia e-mail: ranti.novianti.fip@um.ac.id abstract: in addition to phonology, the cause of reading problems in children with difficulty learning to read can occur due to obstacles in rapid automatic naming (ran). the purpose of this study is to develop a reading intervention program based on rapid automatic naming for children with reading difficulties. this study uses a qualitative research approach with the method applied in this study is a qualitative descriptive method. a reading intervention program based on rapid automatic naming (ran) for children with learning difficulties to read that can be used by teachers, parents or those in need in order to help children with learning difficulties in reading. the result of this research is the rapid automatic naming (ran) based reading intervention program. keywords: children with learning disabilities, reading intervention based on rapid automatic naming (ran). introduction language development is a complex process, a symbol of the referee sound (mustika, novianti & nadiyah, 2023); (ridwan, novianti, & koestieni, 2023) and specific learning disability are described as a disorder in one or more of the fundamental psychological processes underlying spoken and written language comprehension and use. (nadiyah, et al., 2022). strong literacy skills are a prerequisite for success in society (lipka, & siegel, 2012). skills read can help child in following the activity process study teach in that school impact on success they in learn. past read child will obtain information, knowledge as well as experience new to get useful for life them. understand reading is the goal of reading and difficulty in interpret reading can cause children fail in school (lipka, & siegel, 2012). so that want to no want to child need provided skills read maximum possible until he can read with good and got understand the reading he read. this of course be home work for parent and teachers, for can equip ability child in read. read is involving activities linkages between text and meaning reading (nadiyah et.al, 2022). read more from just recognize and understand words, ie understand what to read and relate to with existing knowledge owned. in other words, reading understanding means think while reading (mikulecky & jeffries, 2007) there are many the evidence shows that reason main failure read caused by disturbances in phonological processes (bradley & bryant, 1983). many studies in the last three decades have shown that many children experience it difficulty reading has barriers phonological processing in particular, children who experience constraint in study read often have trouble in use spelling, connect sound with those who have associated with difficulty processing phonological (rack, snowling and olson, 1992; stanovich and siegel, 1994). findings this has produced stated hypothesis that obstacle processing phonological is reason main problem read on child difficulty study reading (bradley & bryant, 1983) besides hypothesis about obstacle accepted phonology in a manner area, wolf, and bowers (1999) have propose that other processes are related with obstacle read known http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 novianti et.al, rapid automatic naming (ran)… 97 with an alternative model, namely the one that has obstacle double, where obstacle the related with obstacle processing phonology and barriers in (ran) rapid automatic naming. processing phonological and ran on skills read are independent. experienced child difficulty read, got indicated or including into the difficulty study specific, the term ' difficulty ' study specific ' means interference on one or more psychological processes basis involved in ability understand or use language, spoken or writing, which can appear in difficulty listen, think, speak, read, spell, or do calculation math, incl difficulty in perception, injury brain, dysfunction minimal brain, dyslexia, and development aphasia. term the no including to in problem caused learning from damage to visual, hearing, or abilities motor; obstacle intellectual; disturbance emotional; or reason from environment, culture, or economy.” (idea 2004) according to the united state department of education (2006), about 80% of students identified have trouble learn basically own obstacle in skills read. many definitions about difficulty study read or dyslexia that has proposed during this. one famous definition namely in 1994 by the orton dyslexia society (westwood, sparrow, & leung, 2001), according to orton dyslexia is one from difficulty study marked specific with how difficult somebody in develop skills a word, word recognition and fluency in say the word, usually reflect processing phonological which is not enough and have difficulty in frequent word coding no expected in relation with age and ability cognitive as well as abilities academic. dyslexia no caused because obstacle common development or disturbance sensory (westwood, sparrow, & leung, 2001). obstacles experienced by difficult children study reading is a barrier in written language (pennington, 2009). the child experience problem in differentiate sound of the word heard similar or similar, they also have trouble when must spell words (tunmer & greaney, 2010). so as a teacher as well parents, us need be wary if child late reading and difficulty spell words. several previous studies have stated that besides obstacle phonologically, other barriers may also be involved such as ran rapid automatic naming and work memory, which also influences reading difficulties and is as important as phonology (cutting & denckla, 2001). the current literature focuses heavily on phonological processing and ran as causation main difficulty reading. ran, defined as how much fast children can mention presented visual stimuli in a manner constantly, which are very familiar, such as: numbers, letters, objects, and colours, ran has stated as predictor strong reason reading (blachman, 1984; compton, 2003) with ran is included in tool screening can help with easy identify at risk children have trouble read, so you can give intervention earlier (georgiou, parrila, manolitsis, & kirby, 2011) method a. approach study in study this, author will use approach qualitative, that approach qualitative is approach taken in a manner intact to subject research and researchers become instrument in research, results approach explained in the form of words according to empirical data. with thereby study this is something suite activities that require data in the form of information about development of intervention programs read through the ran for child difficulty learn. applied method in study this is method descriptive qualitative. according to mukthar & putri (2013) method study descriptive qualitative is a method used researcher for find knowledge theory to research on one time certain. through method this writer 98 journal of icsar; volume 8, number 1, january 2024, 96-104 want to describe development of intervention programs read through the ran for child difficulty learn. b. data collection on research this is the technique used namely: 1. interview interview is meeting of two people for exchange information and ideas through ask answer, so awakened a meaning in something topic certain (sugiyono, 2008). interview is technique data collection used as studies introduction for help find something problem to be researched. type interview used in study this is interview structured interview structured is method data collection is done researchers who have know with certain about information to be obtained (sugiyono, 2008), because it, before do interview, researcher has prepare instrument form questions written for every respondent. besides bring instrument as guidelines interviews, researchers also brought tool help record what can help smoothness implementation interview. on research this will done interview with teacher. data you want researcher get from results interview is about ability read child difficulty learning in schools, intervention programs read there at school during this 2. observation observation done for see something behavior that occurs in the field used as proof supporters. observation that is something activity observations made in a manner direct in accordance with conditions that occur in the field (creswell. 2016). in study this, type observations used is observation participation passive, where the researcher come to place the activity of the person being observed, but no follow involved in observed people's activities. observation in study this that is activity for observe ability read child difficulty learn at school. 3. studies documentation according to sugiyono (2008), documents is notes past events passed. document can in the form of text, pictures or works someone. studies documentation is complementary from use method observation and interview in study this. studies documentation needed for see notes / books related students interests, skills and abilities child at location study for do assessment. in study this studies documentation done with see notes / books students and teachers for know ability child in reading, intervention program read there at school during these and intervention programs read through ran. c. data analysis data analysis is something business that requires a continuous process in reflect on data keep going continuously, must there is questions later analysis written for develop a target text for answer question research (creswell, 2016). in study this technique used is the miles and huberman model, ie in a manner keep going continuously analyze data up to felt enough. so in study this technique data analysis performed including : 1. data reduction according to sungadji (2010) data reduction is an internal process select and center attention to simplified raw data. data reduction is keep going continuously during the research period before the data actually collected novianti et.al, rapid automatic naming (ran)… 99 steps taken that is analyze data about ability child in understand reading. for know difficulty what have child, sums up steps and referrals from various reference, discard data if no important so that produce required information. 2. data presentation after data reduction is complete, then furthermore data presentation. presentation of data is the process of compiling data from results collected information for can make something conclusion or action (miles & huberman, 1994). on research this is the data that has been organized served in form description and text narrative. 3. interesting conclusion conclusion is answer the problems and goals outlined before, conclusion must arranged in a manner critical and focused. for can make something conclusion so need for make, try and analyze. conclusion generally is summary what have explained before. so stage final in study this that is take conclusion from activity before that will served in form narration. d. instruments table 1. instrument study no question aspect sub aspect technique data source 1 how ability read child difficulty learn in school ? _ 1. pre read 2. read start 3. read carry on 1.1. phonological awareness 1.2. phonological memory 2.1. mention lowercase _ vocals and consonants 2.2 mention capital letter vocals and consonants 2.3 mention vocals and consonants 2.4 reading kv pattern syllables 2.5 reading vk pattern words 2.6 reading cvk pattern syllables 2.7 reading kkv pattern syllables 2.8 reading kvv pattern syllables 2.9 reading v-kv pattern words 2.10 reading kv-kv pattern words 2.11. read word pattern vvk/kv-vk 2.12 reading kv-cvk pattern words observation interview documentation child and teacher 100 journal of icsar; volume 8, number 1, january 2024, 96-104 no question aspect sub aspect technique data source 2.13 reading the kvkkvk pattern words 2.14 reading the kkv-kv pattern words / kkv-kvk 2.15 reading kv-kvv pattern words / kvk-kvv 3.1 activating word meaning 3.2 understanding sentences 3.3. making inferences 3.4. comprehension monitoring 3.5 understanding text structure 2 how is the intervention program read there at school during this ? intervention programme read there at school 1. instrument assessment 2. implementation assessment 3. programming _ 4. program implementation 5. evaluation interview and documentation teacher 3 how is the intervention program read via rans? intervention programme read through ran 1. objective 2. aspect 3. stages document literature how intervention program validation read through ran intervention program validation read through ran 1. content of the intervention program read through ran 2. the suitability of the program with what is needed by the teacher in intervene child have a hard time study 3. practicality and clarity use of intervention programs read through ran expert judgment expert result and discussion result instrument assessment based on results interviews and studies instrument documentation used by the teacher during this is an assessment instrument development meil stone is also an assessment instrument academic read, then the teacher also assesses from the results of children's writing and also the results test read child implementation assessment novianti et.al, rapid automatic naming (ran)… 101 implementation assessment based on results interviews and studies ongoing documentation this the teacher does based on results from daily teacher observations on activities study teaching, where the teacher observes every student and finally find felt child experience difficulty read programming based on results interviews and studies teacher documentation still generalize learning programs in children have a hard time read with friend classmate other, that is use k13, only just for troubled child reading the teacher gives task more for at home namely reading and writing exercises. teachers also use method steel with spell. program implementation based on results interview and studies documentation on the implementation of the program the teacher does drill method or and also method spell. evaluation based on results interviews and studies documentation evaluation conducted by the teacher namely accompany student moment learn. discussions there is ample evidence that the main cause of reading failure is caused by disturbances in phonological processing (bradley and bryant, 1983; wagner and torgesen, 1982; siegel and ryan, 1988; stanovich, 1988, 1992; olson et al., 1989; shankweiler and liberman, 1989; felton and brown, 1990; snowling, 1991; torgesen, wagner and rashotte, 1994). several previous studies have stated that apart from phonological barriers, other barriers may also be involved such as ran rapid automatic naming and work memory, which also affect reading difficulties and are as important as phonology (cutting & denckla, 2001; swanson & alexander, 1997). however, obstacles phonological not yet explain all reason difficulty read. intervention programme based phonology not yet capable intervene difficulty read completely (bus & van ijzendoorn, 1999; foorman & torgesen, 2001; parrila, georgiou, & corkett, 2007), and children who experience difficulty read possible just own skills good phonology in preschool (blomert & willems, 2010; puolakanaho et al., 2007; parrila, georgiou, & corkett, 2007). as a result, researchers increase the focus of research them on something else, namely ran. wolf and bowers (1999) propose that the automatic rapid automatic (ran) is second core barrier in difficulty read. they argue that underlying process ran performance contributes to capability read independently beside from skills phonological. ran, defined as how much fast children can mention presented visual stimuli in a manner constantly, which are very familiar, such as : numbers, letters, objects, and colors, ran has stated as predictor strong reason reading (blachman, 1984; compton, 2003; de jong, & van der leij, 1999; landerl & wimmer, 2008; lepola, et.al, 2005; liao, georgiou, parrila, & liao, 2008; powell, et.al, 2007; scarborough, 1998; schatschneider, et.al, 2004). intervention pre read with ran can used as exercise for help student in practice visual stimulation and help child in repair obstacle reading caused by the ran bottleneck alone as the second predictor from difficulty reading (blachman, 1984; compton, 2003; de jong, & van der leij, 1999; landerl & wimmer, 2008; lepola, et.al, 2005; liao, georgiou, parrila, & liao, 2008; powell, et.al, 2007; scarborough, 1998; schatschneider, et, al,2004). besides intervention read child with phonology so intervention read with rapid automatic naming (ran) as predictor second from difficulty read need developed too. intervention programme-based phonology not yet capable intervene difficulty read completely (bus & van ijzendoorn, 1999; foorman & torgesen, 2001; parrila, georgiou, & corkett, 2007), and children who have trouble read possible just own skills good 102 journal of icsar; volume 8, number 1, january 2024, 96-104 phonology in preschool (blomert & willems, 2010; puolakanaho et al., 2007; parrila, georgiou, & corkett, 2007). so, researcher increase the focus of research them on something else, namely ran. wolf and bowers (1999) propose that rapid automatic automation (ran) is necessary there is as test nor intervention read for child difficulty read. intervention programme read based on rapid automatic naming (ran) for child difficulty study read has been validated by three experts including 2 slb teachers and 1 inclusion teacher, with conclusion that intervention program read based on rapid automatic naming (ran) for child difficulty study read can used with a little repair conclusion based on results research and discussion, can pulled conclusion that the child is having trouble study read experience obstacle in read among them child have trouble in pre read, read start, and read further, besides because obstacle phonology child difficulty read it have trouble in rapid automatic naming. intervention programme read there at school during this just focus on reading practice with spelling and only on phonology just. references blachman, b. a. (1984). relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement. journal of educational psychology, 76(4), 610. https://doi.org/10.1037/0022-0663.76.4.610 bradley, l., & bryant, p. e. (1983). categorizing sounds and learning to read—a causal connection. nature, 301(5899), 419-421. https://doi.org/10.1038/301419a0 bus, a. g., & van ijzendoorn, m. h. (1999). phonological awareness and early reading: a meta-analysis of experimental training studies. journal of educational psychology, 91(3), 403–414. https://doi.org/10.1037/0022-0663.91.3.403 compton, r. j. (2003). the interface between emotion and attention: a review of evidence from psychology and neuroscience. behavioral and cognitive neuroscience reviews, 2(2), 115-129. https://doi.org/10.1177/1534582303002002003 creswell, j. w., & poth, c. n. (2016). qualitative inquiry and research design: choosing among five approaches. sage publications. cutting, l. e., & denckla, m. b. (2001). the relationship of rapid serial naming and word reading in normally developing readers: an exploratory model. reading and writing, 14, 673-705. https://doi.org/10.1023/a:1012047622541 de jong, p. f., & van der leij, a. (1999). specific contributions of phonological abilities to early reading acquisition: results from a dutch latent variable longitudinal study. journal of educational psychology, 91(3), 450–476. https://doi.org/10.1037/0022-0663.91.3.450 foorman, b. r., & torgesen, j. (2001). critical elements of classroom and small‐group instruction promote reading success in all children. learning disabilities research & practice, 16(4), 203-212. https://doi.org/10.1111/0938-8982.00020 georgiou, g. k., parrila, r., & liao, c. h. (2008). rapid naming speed and reading across languages that vary in orthographic consistency. reading and writing, 21, 885-903. https://doi.org/10.1007/s11145007-9096-4 georgiou, g. k., parrila, r., manolitsis, g., & kirby, j. r. 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(2021). technology integrated on media literacy in economic studies on higher education. journal of social studies education research, 12(1), 95-123. mustika, a., novianti, r., & nadiyah, s. (2023). improving deaf children's writing skills using learning card series. journal of icsar, 7(1), 167-170. http://dx.doi.org/10.17977/um005v7i12023p167 nadiyah, s., susetyo, b., tarsidi, i., novianti, r., ediyanto, e., susilawati, s. y., & santoso, y. b. (2022). development of identification instruments for children with specific learning disability in elementary school. journal of icsar, 6(1), 116-124. http://dx.doi.org/10.17977/um005v6i12022p116 nadiyah, s., tukimin, s., susetyo, b., tarsidi, i., novianti, r., hutasuhut, f. h., & widia, a. (2022). the effect of rapid automatic naming on reading readiness for children with reading difficulties in elementary school. inclusive education, 1(1), 93-109. https://doi.org/10.57142/inclusion.v1i1.14 parrila, r., georgiou, g., & corkett, j. (2007). university students with a significant historyof reading difficulties: what is and is not compensated?. exceptionality education international, 17(2). https://doi.org/10.5206/eei.v17i2.7604 pennington, b. f. (2008). diagnosing learning disorders: a neuropsychological framework. guilford press. powell, d., stainthorp, r., stuart, m., garwood, h., & quinlan, p. (2007). an experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. journal of experimental child psychology, 98(1), 46-68. https://doi.org/10.1016/j.jecp.2007.04.003 rack, j. p., snowling, m. j., & olson, r. k. (1992). the nonword reading deficit in developmental dyslexia: a review. reading research quarterly, 27(1), 29–53. https://doi.org/10.2307/747832 ridwan, p. g., novianti, r., & koestieni, e. (2023). learning strategies through babbling techniques to improve language comprehension ability in deaf children at yplab slb lembang west java. journal of icsar, 7(2), 212-222. http://dx.doi.org/10.17977/um005v7i22023p212212. scarborough, h. s. (1998). predicting the future achievement of second graders with reading disabilities: contributions of phonemic awareness, verbal memory, rapid naming, and iq. annals of dyslexia, 48, 115-136. https://doi.org/10.1007/s11881-998-0006-5 schatschneider, c., fletcher, j. m., francis, d. j., carlson, c. d., & foorman, b. r. (2004). kindergarten prediction of reading skills: a longitudinal comparative analysis. journal of educational psychology, 96(2), 265–282. https://doi.org/10.1037/0022-0663.96.2.265 siegel, l. s., & ryan, e. b. (1988). development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning-disabled children. developmental psychology, 24(1), 28. https://doi.org/10.1037/0012-1649.24.1.28 stanovich, k. e., & siegel, l. s. (1994). phenotypic performance profile of children with reading disabilities: a regression-based test of the phonological-core variable-difference model. journal of educational psychology, 86(1), 24–53. https://doi.org/10.1037/0022-0663.86.1.24 sugiyono. 2008. metode penelitian kuantitatif, kualitatif dan r&d [quantitative, qualitative and r&d research methods]. bandung: alfabeta sungadji, e. m. (2010). sopiah. 2010. metodologi penelitian pendekatan praktis dalam penelitian. [research methodology a practical approach to research] torgesen, j. k. (1982). the learning-disabled child as an inactive learner: educational implications. topics in learning & learning disabilities. torgesen, j. k., wagner, r. k., & rashotte, c. a. (1994). longitudinal studies of phonological processing and reading. journal of learning disabilities, 27(5), 276-286. https://doi.org/10.1177/002221949402700503 tunmer, w., & greaney, k. (2010). defining dyslexia. journal of learning disabilities, 43(3), 229-243. https://doi.org/10.1177/0022219409345009 westwood, r., sparrow, p., & leung, a. (2001). challenges to the psychological contract in hong kong. international journal of human resource management, 12(4), 621-651. wolf, m., & bowers, p. g. (1999). the double-deficit hypothesis for the developmental dyslexias. journal of educational psychology, 91(3), 415–438. https://doi.org/10.1037/0022-0663.91.3.415 https://doi.org/10.5206/eei.v17i2.7604 https://doi.org/10.1016/j.jecp.2007.04.003 https://doi.org/10.1007/s11881-998-0006-5 https://psycnet.apa.org/doi/10.1037/0022-0663.96.2.265 https://doi.org/10.1037/0012-1649.24.1.28 https://psycnet.apa.org/doi/10.1037/0022-0663.86.1.24 https://doi.org/10.1177/002221949402700503 https://psycnet.apa.org/doi/10.1037/0022-0663.91.3.415 104 journal of icsar; volume 8, number 1, january 2024, 96-104 wood, f. b., & grigorenko, e. l. (2001). emerging issues in the genetics of dyslexia: a methodological preview. journal of learning disabilities, 34(6), 503-511. https://doi.org/10.1177/002221940103400603 https://doi.org/10.1177/002221940103400603 58 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 the development of guidance counselling program through teaching and learning activities for improving self-determination of students with intellectual disability jon efendi universitas negeri padang, indonesia email: jofipasi@yahoo.com abstract: the autonomy of mild intellectually disabled children is their capabilities to help themselves (self-help). the result of this research is a teacher program which guides autonomy for the mild intellectually disabled students. the research was conducted through the action research approach resulting in “autonomy guidance program” which was arranged collaboratively with teachers of splb-c ypplb cipaganti bandung, and then was examined through a seminar. autonomy guidance that is provided to mild intellectually disabled students are introduction to their characteristics, self-care, plan their daily activities, guidance to do activities consequently, guidance to make a decision, and practice to think positively. the implementation through some practices that were started at low level, consecutively, give guidance, motivation and control that need the participation and cooperation of students’ parents, teachers, and other experts. keywords: autonomy, intellectual handicap children, guidance and counseling introduction facts show that many of special school outputs are not independent in performing daily activities. the purpose of guidance in special school, specifically for students with intellectual disability (slb-c) is to: (a) conquer the difficulties in taking care of themselves, (b) conquer the difficulties in adjusting to the school environment, family/community and the work/career environment, (c) conquer the difficulties in distributing ability to follow education/training and work/career, (d) use their abilities to get the skills and competence to work optimally (depdikbud, 1987). research by ahman (1998) put the development task as a goal for guidance. accordiing to the data and the results of the research that has been conducted, the researchers wanted to uncover the guidance in slb-c cipaganti bandung through a research. the definitions of counseling and guidance development according to muro and kottman (1995) are: (a) guidance and counseling are needed by all children; (b) developmental guidance and counseling has a focus on children’s learning; (c) counselors and teachers are cofunctionaries in developmental guidance programs; (d) an organized and planed curriculum is a vital part of developmental guidance; (e) developmental guidance is concerned with selfacceptance, self-understanding, and self-enhancement; (f) developmental guidance and counseling focus on the encouragement process; (g) developmental guidance acknowledges directional development rather than definitive ends; (h) developmental guidance, while team oriented, requires the services of a trained professional counselor; (i) developmental guidance is concerned with early identification of special needs; (j) developmental guidance is concerned with the psychology of use; (k) developmental guidance has foundations in child psychology, child development, and learning theory; (l) developmental guidance is both sequential and flexible. the pusrposes of the development of guidance and counseling are to: (a) instill and develop the habit and attitude to be faithful and devoted to god; (b) develop a conscience, morals and values as guidelines for behavior; (c) develop the basic skills of reading, writing, and arithmetic; (d) learn simple physical skills which are required in daily life; (e) learn to get along and work in peer groups; (f) learn to be an independent person; (g) build an attitude of healthy life for yourself and the environment; (h) develop necessary concepts in everyday life; (i) learn to run a social role in accordance with gender; (j) develop a positive attitude towards the groups and social institutions. the contents of the development of guidance and counseling according to muro and kottman (1995), are the guidance for material development program in elementary school such as: self-esteem, motivation to get achievement, decisitom-making, goal-setting, and planning skills, problem-solving skills, interpersonal effectiveness, communication skills, cross-cultural effectiveness, responsible-behavior. 59jon efendi, the development of guidance counselling program through teaching . . . . table 1. student with intellectual disability classify organization generic term levels iq range for level american association on mental deficiency. mental retardation mild moderate severe profound 50-55 to approx 70 35-40 to 50-55 20-25 to 35-40 below 20 or 25 american psychiatric association dsm iii mental retardation mild moderate severe profound 50 70 35 49 20 34 below 20 world health organization mental subnormality mild moderate severe profound 50 70 35 49 20 34 under 20 bailey (1982) stated that the aspects of selfdetermination for students with intellectual disability include: self-helping, bathing, dressing and decorating, while wehman and mclaughlin (1981) mentioned the domain’s ability to care for themselves(selfcare_involving eating, dressing, toileting, grooming, safety, and health skills. in this research the selfdetermination of student with intellectual disability include: (1) imparting knowledge about the how to take care of themselves; (2) improving self-care skills; (3) developing the habit of taking care of oneself; (4) developing the ability in self-adjustment (depdikbud, 1987). students with intellectual disability can be independent if they can perform activities without the help of others. gonibala (1993) mentioned the services of guidance and counseling in special schools specifically for blind students are: a) data collection, b) the presentation of information, placement, c) assessment and research, d) follow-up, and e) references. kartadinata (1988) stated that self-reliance becomes an essential goal in responsibility. fallen and umansky (1985) argued that self-reliance in children is manifested firmly in daily life. ahman (1998) also stated self-reliance shows the percentage of most of the aspects of the development of other due to the concern of parent (over protection). american association on mental retardation (aamr) mentioned that mental retardation refers to significant subaverage in general intelectual functioning which exist along with lack of adaptive behaviorand is manifested during the developmental period. mental retardation refers to a level of functioning required in the society which is significantly above the average training procedures of superior assets in adaptive behavior manifested in life. the mentally retarded person is characterized by the level of ability that is needed in the training process for the person to learn, and not by limitations on what the person can learn. the level of functioning in people with mental retardation is determined by the availability of training technology and the amount of resources that the society is willing to allocate, not by significant limitations in biological potential (lynch & hanson, 1992). lynch and hanson (1992) classified students with intellectual disability in the terminology used in several definitions of mental retardation, show in table 1. paris and oka (1986) mentioned that students with intellectual disability showed more problems in the lack of attention compared to their peers who are not disabled. they tend to withdraw, be indifferent, get easily confused and have shorter attention. method elliot (1993) mentioned that action research integrates teaching and teacher development, curriculum development and evaluation, reasearch and philisophical reflection into a unified conception of a reflective educational practice. it is shaped by structures which transcend the power of any single individual to create a change. this structure is manifested in the selection, sequencing and organizing curriculum content; in the teaching process in which the content is delivered; in the ways students are socially organized, and in time and resources allocated and distributed in relation to the teaching task. data collection techniques in this research included interview, observation, and documentation study. nasution (1992) revealed the following:actual basic service program used interviews and observation techniques. the disclosure of the causes for the guidance of self-reliance has not been successfully obtained by the interview with the class teacher. findings and discussion findings guidance of self-determination service for students with mild intellectual disability guidance of their own characteristics was done by teachers by giving guidance about the characteristics and explanations of the differences of gender in men and women as well as differences in general. the teacher explained the idea by showing the difference in clothing, haircuts, and accessories that are used. guidance of self-care were explained in several ways, such as: introducing how to eat and drink, preparing food at the dinner table, and helping to cook at the kitchen. according to the teachers’ practice, the 60 journal of icsar; volume 3, number 1, january 2019: 58-61 activities of eating and drinking are done every day by guiding students to use cups, glasses, pour the water into a glass, and drink with a straw. sometimes teachers help students, facilitate and pay attention to the students when eating with a spoon and fork, eating decently, and eating with discipline. maintaining the cleanliness of body, environment, and health care is also another finding obtained from this research. according to the teacher’s guide, the implementations are done by: 1) explaining gradually, 2) giving examples, and 3) asking the students to perform the activities. moreover, the implementations of sports activities include communicating with parents about the sports equipment that will be used on the next day. dressing up and using simple make up were done by: 1) introducing types of clothes, 2) assiting students to comb their hair and tidy their clothes, and 3) guiding them to use simple make up such as to use powder and hair oil. knowing and avoiding all sorts of danger (such as knives, nails, needles, broken glass, scissors, and the danger of fire through explanation in front of the class). caring for clothes and household items such as washing, sewing, and ironing as exemplified to the students. being familiar with the rules, and signs, and obeying traffic rules which are learnt together with the teachers. shopping activities are done by taking the students to go shopping to buy snacks at mini-market around the school. the abilities to work with other people are showed by the teachers by playing with their peers at school. recognizing service providers is also conducted by taking students to the post office, public phone, health clinic at school, and visiting the recreational area. discussion having self-determination has been proven to be succesful in improving the ability and competency of children with intelectual disability. a research by chao (2018) found that there is a positive correlation between self-determination and individuals with intelectual disabilities. avcioglu (2012) also conducted a smiliar program to the present research which was effective to improve students self-management skills. factors that causes the ine ffectiveness of the guidance to increase the self-determination of student with mild intellectual disability there areseveral factors which make the implementation of guidance become less optimal, such as: a) curriculum materials are difficult to be applied to the students who are physically weak, b) teachers find difficulties in determining materials which are in accordance with the conditions of the student, and c) a lot of the materials can be ignored and should be given to students in higher grades. to these problems, schaffer and marks (2008) suggest to incorparte movies in the teaching and learning activities to improve students’ self-determination. students can also be encouraged to create their own movies based on what they have learnt. there are also factors asociated with the ability of teachers, including: a) too much materials, b) difficulty in adjusting the time, . and c) repeatition of the lesson. factors related to the infrastructure and the facilities. the school needs a lot of facilities but the funds are limited. conclusion self-determintabation service in self-care include: self awareness, preparation for students to do selfcare, plannig daily activities, carrying out the activities orderly, taking decisions, and thinking positively. the causes which makes the guidance unsuccessful, are: low iq, hyperactivity, bullying, difficulty in choosing and determining materials, boredom because of monotonous learning, and intervention for student with mild intellectual disability. references ahman, (1998). bimbingan perkembangan: model bimbingan dan konseling di sekolah dasar. disertasi. pps ikip bandung. avcioglu, h. (2012). the effectiveness of the instructional programs based on self-management strategies in acquisition of social skills by the children with intellectual disabilities. educational sciences: theory and practice, 12(1), 345-351. bailey, r. d. (1982). therapeutic nursing for the mentally handicapped. oxford university press, new yoork toronto. chao, p. c. (2018). using self-determination of senior college students with disabilities to predict their quality of life one year after graduation. european journal of educational research, 7(1), 1-8. depdikbud. (1987). petunjuk pelaksanaan kurikulum slb-c, pedoman bimbingan dan penyuluhan. jakarta. elliot, j. (1993), action research for educational change. open university press, milton keynes, philadelphia. fallen, h. n., & umansky, w. (1985). young children with special needs, secon edition, charles e. gonibala, i. (1993). karakteristik bimbingan konseling di slb-a. tesis pps ikip bandung. 61jon efendi, the development of guidance counselling program through teaching . . . . kartadinata, s. (1983). kontribusi iklim kehidupan keluarga dan sekolah terhadap adekuasi penyesuaian diri. bandung: tesis pps ikip bandung. lynch, e. w., & hanson, m. j. (1992). developing cross-cultural competence: a guide for working with young children and their families. paul h. brookes publishing. muro, j. j., & kottman, t. (1995). guidance and counseling in the elementary and middle schools: a practical approach. brown & benchmark. nasution, s. (1992). teknik penelitian naturalistik kualitatif. bandung: remaja rosdakarya. paris, s. g., & oka, e. r. (1986). self-regulated learning among exceptional children. exceptional children, 53(2), 103-108. schaffer, j., & marks, s. u. (2008). promoting slef determination through a movie project. journal of teaching exceptional children plus, 4(6), 1-12. wehman, p., & mclaughlin, p. j. (1981). program development in special education: designing individualized education programs. mcgraw-hill companies. microsoft word 23 43659-152897-2-ce.docx journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p378 378 the impact of sdeaf design lab on creative design skills of deaf students joei ong suk mei smk ss17, 47500 subang jaya, malaysia. e-mail: drsmjoei@gmail.com abstract: the sdeaf design lab was established under the special education integration program of smk taman sutera, johor. the lab provides a unique opportunity for deaf students to acquire creative skills in graphic design. it is an interactive, multi-sensory environment that allows students to engage with digital media to best develop their design creativity through assigned projects. this study aimed to investigate the impact of assigned projects on the creative design skills of deaf students. in this study, a qualitative focus group research method was used to explore the opinions, experiences, and attitudes of a group of 8 deaf students by having an in-depth discussion about the assigned projects they had worked on. data were collected through the discussions with these 8 deaf students and the in-depth interviews with the 2 managers from the related graphic design industry. the results of this study demonstrate that the design projects assigned at the sdeaf design lab have a significant positive impact on the creative design skills of deaf students. these projects provide opportunities for self-expression, collaboration, and skill development while boosting confidence and preparing students for future professional endeavors in the field of graphic design. keywords: creative skills, graphic design, digital media, deaf students, vocational education introduction students with special educational needs (sen) are a group of students with disabilities and learning difficulties who require special teaching resources, exceptional teaching methods, and special facilities (ministry of education malaysia, 2020; mohd nasir, 2016). students with special educational needs (sen) face challenges in planning their future due to their learning disabilities, which make it difficult for them to further their studies at higher levels of education (yusof et. al., 2014). students with disabilities are often excluded from the regular high school curriculum and need to be provided opportunities to gain vocational skills through service learning that can help them integrate into the workforce and community. to address this issue, the malaysian ministry of education has included technical and vocational education and training (tvet) in the curriculum for sen students (binti seman, 2022). tvet education emphasizes skill learning and focuses primarily on industrial practice (ismail & hasan, 2013). tvet education should be included in the curriculum for sen students and provides an opportunity for sen students to obtain malaysian skills certification after passing the qualification phase in specific vocational courses. deafness is defined as a state of hearing loss that causes a person to be unable to catch numerous stimuli, particularly through his sense of hearing (apriliani & aprilia, 2022; sany & wardhani, 2022; ningsih et al., 2022). the special education integration program of smk taman sutera, johor, is the first school in malaysia that had successfully recognized by the department of skills development, malaysia, as an accredited center to implement the malaysian skills certificate program among the students of sen. in this regard, the multimedia artist visual vocational course was one of the implementations of the malaysian skills certificate program for deaf sen students in the school (malle et al., 2015). the sdeaf design lab was established in 2019 after the deaf sen students participated in design skills training for mei, the impact of sdeaf design lab … 379 3 years. the sdeaf design lab is a sheltered workshop that enhances the design skills of deaf sen students and is a bridge between deaf sen students and local industries in need of digital marketing services such as digital media advertising and short video production. this interactive, multi-sensory environment enables students to engage with digital media and enhance their design creativity through assigned projects (landmark et. al., 2010). however, the impact of these assigned projects on the creative design skills of deaf students has not been thoroughly explored. this study aimed to investigate the effects of assigned projects on the creative design abilities of deaf students at the sdeaf design lab. by examining the opinions, experiences, and attitudes of the students themselves, as well as gaining insights from industry professionals, researchers can gain a comprehensive understanding of how these projects contribute to the creative development of deaf students (aulia, 2023). the impact is important to assess the effectiveness of the sdeaf design lab in improving the skills and knowledge of sen graphic design students. in addition, this study provided insight into the specific benefits of the design projects for deaf sen students, such as improved creativity, problem-solving, and self-esteem (ahmad et al, 2021). furthermore, the findings help develop a framework for future sen design labs, including identifying best practices, potential challenges, and strategies to overcome these challenges with equal opportunities for learning and skill development for sen students' vocational education (abdullah, et al., 2015). to achieve the aims, the specific objectives of this research are as follows: 1. to explore the opinions, experiences, and attitudes of deaf students regarding the assigned projects at the sdeaf design lab. 2. to examine the impact of assigned projects on the creative design skills of deaf students. 3. to gain insights from industry managers regarding the value of the assigned projects in preparing deaf students for future careers in graphic design. method this study utilizes a qualitative research approach, specifically employing a focus group research method and in-depth interviews. this methodology allows for a comprehensive exploration of the opinions, experiences, and attitudes of deaf students, as well as gaining insights from industry managers (ochieng et al., 2018). a focus group study is a research method in which individuals participate in a guided discussion about a specific topic. the goal of a focus group is to gather data that is rich, and in-depth, and allows for a range of perspectives to be heard (krueger, et al., 2000). in this case, a focus group consisting of 8 deaf students from the sdeaf design lab is conducted to collect data. focus groups provide a platform for interactive discussions and allow participants to share their perspectives and experiences openly. the group discussions are guided by a set of predetermined questions related to the assigned projects, and their impact on creativity, collaborative learning, confidence, and self-esteem (focus group., 2023). the focus group discussion was conducted for about 4 hours using the sign language communication method and was assisted by two sen students’ management assistants in a quiet and private location. the discussions are video-recorded with the participants’ consent and transcribed for further analysis. meanwhile, an in-depth interview is a research method that involves a face-to-face conversation that was conducted with 2 managers from the graphic design industry who have experience working with deaf individuals or on inclusive design projects. an in-depth interview is more structured to collect detailed and nuanced data, allowing the participant to share their opinions and experiences regarding the work performance of deaf sen students 380 journal of icsar; volume 7, number 2, july 2023, pp. 378-386 (rutledge, p.b., et al., 2020). these interviews aim to gather insights from industry professionals regarding the value and impact of the assigned projects in preparing deaf students for future careers. the interviews follow a semi-structured format, allowing for flexibility to explore specific topics and themes in detail. the interviews are audio-recorded and the data is then analyzed using content analysis and rendered into narratives (ochieng, n. t., et al., 2018). table 1. sample and sampling technique for focus group discussion respondents identity sex age period attending vocational training course skills design projects involved 1 m 17 all already 3 years in multimedia artist visual vocational training program all had trained using adobe illustrator, photoshop, and powerdirector editor graphic design for facebook, shopee, and lazada advertisements 2 m 18 3 f 17 4 m 17 5 f 18 6 f 18 youtube video production 7 m 19 8 m 18 table 2. sample and sampling technique for in-depth interview respondents identity sex age position industries experiences a m 38 digital marketing manager 10 years b f 46 digital marketing manager 15 years results and discussion the focus group discussion results with the 8 deaf sen students were analyzed in at least 3 rounds of video recording transcription to fully understand the data and reach meaningful findings. the researcher is satisfied with the answers provided by the 8 deaf sen students. 1. can you describe your experience of participating in the sdeaf design lab? the responses #1: “ a very good experience for me because i went through the real process of designing the fb and ig ads using the graphic applications.” the responses #2: “ i am very satisfied because i can practice my design skills and master the design tools in graphic applications.” the responses #6: “i discovered some design techniques which are easy to apply in my design artworks.” mei, the impact of sdeaf design lab … 381 2. how do you think the sdeaf design lab impacted your learning experience? the responses #3: “it makes me more alert of applying the colors and the design layout for the ads.” the responses #4: “learn to identify the design specification that must be fulfilled with the requirements of clients” the responses #8: “knowing the current trend in design and manage to apply the modern design in design projects.” 3. in your opinion, what were the most valuable aspects of the sdeaf design lab for you as a deaf sen student? the responses #7 : “the design projects enhanced me to adopt new design skills and techniques.” the responses #6: “knowing the new insights and perspectives on a design challenge.” the responses #4: “learn to refine and improve my design skills through feedback and critique.” 4. were there any challenges or difficulties you faced while working on your assigned project? if so, how did you overcome them? the responses #2: “yes, cannot think much more, and every design jobs seem to be the same! to overcome this, i try to do a google search and learn the idea from the other designers and make sense of my own design.” the responses #5: “yes, especially video production needs a lot of ideas and patience with every step of the job in order to produce creative video. i will watch the youtube video, explore the ready-made video, and get the ideas from the video.” the responses #6: “yes, video production is a tough journey, handling the video camera and the technical issue of shooting quite challenging. do more practical training, mastering the video editing tools and slowly will overcome the challenge.” 5. do you think the sdeaf design lab helped you to develop any new skills or abilities? if so, can you describe them? the responses #5: "yes, i develop new skills, such as text effects, and generate new ideas according to market demands for graphic design." 382 journal of icsar; volume 7, number 2, july 2023, pp. 378-386 the responses #6: "yes, the design project has improved my ability to create content that meets the needs of the audience." the responses #8: "yes, the new techniques like creating masks and color overlays are very useful in designing the ads." the findings of this study indicate that the deaf sen students at the sdeaf design lab had positive experiences and gained valuable design-related skills and techniques. through their participation in the lab, these students had the opportunity to develop hands-on experience and proficiency in using design tools within graphics applications (landmark et. al., 2010). they were able to acquire knowledge about essential design elements such as colors, layout, addressing specific client needs, and staying up to date with current design trends. while some deaf sen students initially encountered challenges with creativity and generating new ideas, they demonstrated resilience and resourcefulness in overcoming these difficulties. they found inspiration by exploring the works of other designers, watching videos or tutorials, and seeking additional hands-on training and experience. through these efforts, they were able to enhance their creative thinking and problem-solving skills, gradually developing their own unique design style (aulia, 2023). the sdeaf design lab played a crucial role in facilitating these learning experiences and skill development for deaf sen students. the hands-on approach and practical training provided in the lab environment allowed them to apply theoretical concepts and techniques in real-world design projects. the interactive nature of the lab fostered engagement and active participation, enabling the students to grasp design principles and enhance their technical abilities effectively (suriati et. al., 2023). furthermore, the supportive and inclusive atmosphere of the sdeaf design lab played a significant role in the student’s learning journey. the lab provided a space where the students felt encouraged and comfortable to express themselves creatively, collaborate with their peers, and receive guidance from instructors. this inclusive environment contributed to a positive learning experience, enhancing the students' confidence and motivation to further develop their design skills (li, j., 2013). it is important for educators, institutions, and stakeholders to recognize the significance of specialized programs like the sdeaf design lab and provide continued support and resources to promote the educational and professional development of deaf sen students in the field of design (ismail & hasan, 2013). by doing so, we can create more inclusive opportunities and pave the way for the full integration and success of deaf individuals in the creative industries. mei, the impact of sdeaf design lab … 383 the in-depth interview with the two managers from related graphic industries who were in charge of the design projects resulted in the following responses: 1. what do you think of the design skills and abilities of the deaf sen students you have worked with? the responses #a: “in my experience, deaf sen students, possess unique strengths and skills that are valuable in the design field. i believe that their communication and problem-solving skills, attention to detail, and creativity are assets that can contribute to the success of design projects.” the responses #b: “overall, i have a positive view of the design skills and abilities of deaf sen students and believe that they have the potential to excel in the design field with the right support and opportunities.” 2. in your experience, what skills and qualifications are important for a designer to have in order to successfully get hired in your company? the responses #a: “in my experience, the most important skills for a designer to have to successfully get hired in our company are a strong portfolio demonstrating creativity and technical proficiency, the ability to work collaboratively with others, excellent communication skills, a willingness to learn and adapt to new technologies, and a good understanding of design principles and industry trends.” the responses #b: “a strong portfolio of past work demonstrating creativity, technical ability, and a range of skills is essential for any designer to have. in addition, a designer should be proficient in relevant design software and have a strong understanding of design principles and techniques. a strong creative vision and ability to develop innovative ideas are crucial for a designer to succeed.” 3. do you want to share any other insights or perspectives regarding the sdeaf design lab and its potential? the responses #a: “yes, i believe that the sdeaf design lab has great potential to be an innovative changer in the design industry. providing opportunities for deaf sen students to develop their design skills, opens up a whole new pool of talented designers who may have otherwise been overlooked. the design industry can benefit greatly from the diverse perspectives and unique approaches that deaf designers can bring to the table.” the responses #b: “for me, the sdeaf design lab can help promote inclusivity and diversity in sen students in the workplace. by hiring deaf designers, companies can create a more diverse and inclusive environment, which can lead to better creativity and problem-solving skills. it can also show the public that the company values diversity and is committed to creating a more inclusive workplace.” 384 journal of icsar; volume 7, number 2, july 2023, pp. 378-386 the findings of this study indicate a recognition and appreciation for the design skills and abilities of deaf sen students. the responses from industry professionals acknowledge that given the opportunity, deaf sen students can excel in the workplace. they emphasize the importance of showcasing a strong portfolio, technical proficiency, and a willingness to learn and adapt in order to be successfully hired in the marketplace (aulia, 2023). the industry professionals also acknowledge the value of diverse perspectives in the design industry. they believe that the participation of deaf sen students in the industry can bring about innovative changes and fresh ideas. by providing opportunities for deaf sen students to develop their skills and contribute to the field, the sdeaf design lab can play a crucial role in fostering inclusivity and diversity in the industry. in conclusion, they underscore the belief in the capabilities of deaf sen students and their potential to thrive in the workplace. the sdeaf design lab has the opportunity to bridge the gap by providing deaf sen students with the skills, knowledge, and practical experiences needed to succeed in the design industry (ahmad, h., et al., 2021). conclusions this study has provided valuable insights into the impact of assigned projects on the creative design skills of deaf students at the sdeaf design lab. the qualitative focus group discussions and in-depth interviews with both deaf students and industry managers have shed light on several important aspects related to the effectiveness of these projects (ochieng, n. t., et al., 2018). firstly, the assigned projects at the sdeaf design lab have been found to significantly enhance the creativity of deaf students. through the multi-sensory environment and engagement with digital media, students are able to express their unique perspectives and develop their artistic talents. the collaborative nature of the projects also promotes teamwork and communication skills, fostering a positive and inclusive learning environment (yusof et. al., 2014). moreover, the assigned projects have a positive impact on the confidence and self-esteem of deaf students. by successfully completing design projects and receiving recognition for their work, students gain a sense of pride and belief in their creative abilities. this newfound confidence extends beyond the lab and positively influences their overall academic performance and personal growth (yusof et. al., 2014). the insights from industry managers highlight the value of the assigned projects in preparing deaf students for future careers in graphic design. these projects equip students with creativity, adaptability, and technical proficiency, making them valuable assets in the industry. the recognition and validation of their work by industry professionals further contribute to their professional development and prospects. overall, this study contributes to addressing the treated problems of understanding the impact of assigned projects on the creative design skills of deaf students and the effectiveness of the sdeaf design lab. the study highlights the significance of providing opportunities for deaf students to develop their creative abilities, fostering a sense of inclusion and empowerment (ahmad, et al., 2021). the results also contribute to the broader field of inclusive education and shed light on the potential of deaf individuals in the graphic design industry. in addition, the impact has been beneficial for both teachers and parents, as the sheltered workshop (sdeaf design lab) has remarkably created a better future for deaf sen students in the marketplace. the implications of this study have produced several positive outcomes in which these discussed best practices (sdeaf design lab) have empowered deaf sen students through access to more inclusive and effective vocational education programs; and increased awareness and advocacy for ensuring equal educational and employment opportunities, accessibility, and support for deaf sen students in various vocational mei, the impact of sdeaf design lab … 385 education settings (li, 2013). in addition, this study may serve as a model for other vocational education institutions or programs that serve deaf sen students. it may inspire them to adopt similar best practices and seek continuous improvements in their teaching practices and support systems. acknowledgments the author wishes to sincerely thank momentum motor sdn bhd and jiang steamboat from johor bahru, malaysia for giving opportunities and support to sdeaf design lab by assigning the design projects. also greatly appreciations to the teachers, sen students’ management assistants, and sen students studying at smk taman sutera, johor bahru, malaysia who assisted in data collection. references abdullah, n., yasin, m. h. m., & abdullah, n. a. 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(2022). memperkasakan program persijilan sijil kemahiran malaysia dalam kalangan murid berkeperluan pendidikan khas menerusi program berkembar bersama pusat bertauliah [empowering the malaysian skills certificate certification program among pupils with special educational needs through a twinned program with an accredited center]. amalan terbaik dalam pendidikan khas dan inklusif, 1. yusof, a. m., ali, m. m., & salleh, a. m. (2014). employability of vocational school leavers with disabilities. procedia-social and behavioral sciences, 112, 1064-1069. https://doi.org/10.1016/j.sbspro.2014.01.1270 175 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 2 july 2018 brain gym video model for improving the beginning writing abilities of the autistic students ary puspita ningrum, abdul huda, henry praherdiono universitas negeri malang, indonesia email: ningrump39@gmail.com abstract: language is a very necessary thing, especially in writing the beginning. beginning the writing requires a fine motor ability wich adequate. the fine motor in the students with an intellectual disability is impaired so requiring movement that can coordinate motoric. brain gym is a simple movement that can be used to train cognitive, motor and flexibility the small muscles of the fingers and coordinates the brain with the shoulders, arms, and eyes. the purpose of this research is to produce brain gymnastics. this video is packaged in cd format which is expected to help students to write the beginning. the research and development method that used in this research was adapted from the borg & gall model. the results showed that the brain gym was feasible and effective was applied for the intellectual disability after validation by media experts, brain gym experts, and learning experts, as well as pretest and post-test. utilization suggestions of this research are: (1) for students: students should pay attention to teacher’s movement and instruction, (2) for the teacher: pay attention to student’s difficulty in moving, especially hand moving. keywords: brain gym; language; intellectual disability introduction a language is a communication tool between the human that can be a place to potting ideas in mind. language learning had 3 kids there are: reading, writing and calculating. in the case, the researcher is just researching about writing the beginning. writing is one of an important aspect of the learning process. writing is not just making a streak with hand or copying in writing shape. however, through writing, we can express what they experienced. writing is a kind of hols that is very effective in studying that can play an important rule in the field of education (kusumaningsih & suparmin, 2013). writing the beginning in slb, basically emphasized to make easy for the student to follow writing lesson like familiarize student to merging dots that will form a letter, and how far children can be able to thicken, imitate stroke, number and letter. according to razak (2014), that writing the beginning is kind of writing that has taught to 1st class and 2nd class in elementary school. we name that because in writing the beginning more preferably introducing letters and position or function in letter and sentences. writing is a complex activity that requires to integrate arm movement, hands, fingers an eyes. so it can allow children to write well. according is the definition above we can conclude that writing the beginning is a complex activity, that must merge between brain and hand with fingers. writing this beginning skill emphasized to children’s skill in merging dots, stroke, and graphics so it will be letters symbol that can be understood, writers or readers. this writing the beginning is very needed coordination of senses and basic skill in writing. like moving the hand and making a good stroke. the success of writing is affected by cognitive and fine motoric skill and senses coordination. aristiyani (2015), there is 9 statement in studying on writing like development readiness, the balance of shoulder’s balance, forearm control, the stability of wrist, grasp, bilateral hands, sensory experiences and eye, hand and arm coordination. muscle stiffness in children can be practiced by children muscle training with the movement that allows children can relax. the stiffness or children’s muscle. various types of physic activities that allow’s doing aerobic, anaerobic etc. one then can be used in brain gym which has been created by paul dennison in 70’s (dennison & gail, 2002). the brain gym program has helped a lot of children that have been the developmental disability and learning disability (afandi, 2013). brain gym an experienced that strung together from dynamic movements and involve a balance of left brain and right brain at the simultaneously. movement in the brain gym is allowed students to train hard flexibilities, and fingers trough stimulus from the brain. brain gym emphasizes a body movement to harmonize brain function. writing skill is controlled trough left brain and right brain that serve as the introduction of shape or space.brain gym is a method to stimulate the brain that can activate the 176 journal of icsar; volume 2, number 2, july 2018: 175-179 to their linguistic skill (writing the beginning). this development model is using research and development (r&d) mode (hasyim, 2016). sugiono said that r&d method is a research method that is using for produce a product and testing the effectiveness of that product. akbar (2016), said that this research and development is a process step by step for make a new product which can be satisfied. the purpose of this research and development is for developing, advantages testing and product effectiveness that is development (hasyim, 2016). there are some step by step of borg and gall design (1) research and collect information, (2) plann, (3) develop product, (4) initial trial, (5) revision product, (6) field trial, (7) revision of field trials, (8) operational product trial, (9) revision product, (10) implementation and dissemination. researcher use 7 step from 10 step of borg and gall r&d model, because this 7 step has considered the characteristic which will be examined and the limit of time, energy, and cost owned researches. according to coach is like (1) research and collect data, (2) plan, (3) developt the initial product, (4) validation the initial product, (5) revision of the initial product, (6) field trial, (7) revision final product (hasyim, 2016). 1 until 7 steps r&d model are (1) do some research and collect information and data include literature review and need analysis, (2) planning the product, (3) developing the initial form of product (researches make various brain gym product for language learning especially writing the beginning learning from the first step until implementation of audiovisual form), (4) validating process that has been given by experts, (5) revision product from evaluation experts result that has been used for repairs to the initial product that has made by researcher, (6) group testing use 7 children with intellectual disability, (7) revision the final product based on field testing and producing various of brain gym exercise in video training or audiovisual product. the purpose of the product in this research is to get the suggestion from the experts for improvement or perfect this product and used to collect data as the base for setting the feasibility level of product. in this past there are some aspects there are trials design, trials subject, the variety of data, an instrument of collecting data and data analysis technique. trials design have done with 2 step there is the evaluation of experts and students trials. (a) experts evaluation is taken with using questionnaire by 3 experts. they are 1 media expert, 1 material experts i (brain gym), and 1 material expert ii (classroom teacher), (b) students trials have done to 7 students in sdlb kemala bhayangkari trenggalek. trials subject who are involved in this research and development are: (a) evaluation subject, consist of 1 media experts, 1 material experts i, 1 material expert ii t. (b) trials subject of the student has done to 7 students of sdlb kemala bhayangkari trenggalek. brain in 3 dimensions there are: liberating, focusing and centralized brain regulation. afandi (2013), said that there is 3 more mechanism of brain gym, there are: (a) literal dimension (for the right and left brain hemispheres), the purpose of this dimension is for optimize student’s learning skill. while the movement on this dimension for increasing hearing, seeing, writing and moving activity, (b) focus dimension (the back of the brain or brain stem and the front of the brain). this dimension can help readiness and concentration for accepting something new and expressing everything that had known by children, (c) centering dimension (for the limbic system) and big brain. in this dimension, it can help to increase the energy, like walking, organizing, and testing. it has an advantage for helping control the emotion (diana et al., 2017). brain gym movements can help children with the intellectual disability by doing some sensory or motor activity. children with intellectual disability have obstacles in their fine motor skill. so, with this brain gym movements, children can train their fine motor skill through stimulus from the brain gym. brain gym movement is very advantageous to activate the inner side of the brain, especially the language area. children with intellectual disability are children that have a low grade of intelligence than another normal child. efendi (2006), said that someone could be categorized by the mental disorder or intellectual disability if they have a low grade of intelligence. so, in the developmental process, they need some help and specific facility in some aspect, especially in education aspect. children with intellectual disability have to limit one of their limits is learning difficulties in school especially is language skill (reading, writing, calculating). based on observation, that held in dlb kemala bhayangkari trenggalek researches found children that had difficulties in distinguish alphabets symbol, they had difficulties of distinguishing letters a, o, e, p, d, b, s, and k and their wrist movement is still difficult and stiff so when the had thickened dots and pot a stroke the result is not nice and messy. from that case, researches wanted to know how far children with intellectual disability can do writing the beginning with giving stimulus like video development of brain gym. like earlier research by elisa (2016) entitled “brain gym usage for increasing writing skill of writing the beginning to children with mild intellectual disability in d grade of sdlb al azhar bukit tinggi” method based on the purpose of this research and development in producing media video learning that makes it easier students to activate coordination system (brain, hands, eyes, and fingers), so it can help students 177ary puspita n, abdul huda, henry p, brain gym video model for improving the beginning abilities . . . . so it can so it can be stated very worth it and very valid to use in the learning process. as for the suggestion of improvement that has given from media, experts are (1) the lighting in the video need to be enlightened. (2) gave second, the guidance of utilization, (3) gave product specification in cd or dvd’s cover. validation of material experts 1 in table 1 then calculated the percentage of media feasibility and got result 90% so can be declared very worth it and very valid to use in learning process.as for suggestion of improvement that has given from material experts 1 (brain gym) was the movement between right hand and left hand must balance while writing, so tried to do writing movement, use right hand and left hand alternately. third, validation from material experts 2 from table 1, then calculated the percentage of media feasibility and god 93,75% as a result. so it can be declared very worth it and very valid to use in the learning process. as for the suggestion of improvement that has given from material experts is video appearances must be made more interesting. trials data of the product in the field has gotten from pre-test and post-test to 6 students. writing the beginning practice is consist of 5 assessment items which cover burst and pull the dots, make a flat form (square, rectangle, circle), clarity of writing letters, differentiate letters and activate the hands. the result from pretest and posttest that has been done in table 2. mean score of all students pre-test is 60 it means that children skill writing the beginning is medium, while all students post-test is 93,33 it means that children skill of writing the beginning is high. the conclusion that has been gotten is “pre-test score is less than post-test” or “pre-test score is increasing” so media brain gym video that has been developed is an effective media because trials result increasing. discussion the product that has been developed by researcher is brain gym to train writing beginning for children with intellectual disability, this product has an excellent movement that has been adjusted with the characteristic of children with intellectual disability and there are some implementation that facilitates the children to train hands, fingers, shoulders, eyes, and brain coordination. according to sawitri (2017) said that the main modal in writing the beginning is hand and fingers using the skill. children with intellectual disability with intellectual disability have difficulties to activate their hands and brain so they have difficulties in writing the beginning. besides, in writing the beginning needs adequate cognitive and motoric skill (aristiyani, 2015) said “a lot of small muscle in the hands, palms, and wrist”. brain gym has the movement that can activate and hold the brain’s function. so it can coordinate brain with table 1. validation experts result no validator percentage 1. media experts 92% 2. material experts 1 90% 3. material experts 2 93,75% table 2. pre-test trial results no name score obtained score maximal constanta total score 1 1 13 20 100 65 2 2 9 20 100 45 3 3 9 20 100 45 4 4 9 20 100 45 5 5 16 20 100 80 6 6 16 20 100 80 total score 360 average 60 table 3. post-test trial results no name score obtained scoremaximum constanta total score 1 1 17 20 100 85 2 2 15 20 100 75 3 3 15 20 100 75 4 4 15 20 100 75 5 5 19 20 100 95 6 6 19 20 100 95 total score 500 average 83,33 the type of data obtained is quantitative and qualitative data. quantitative data is data in the form of numbers which obtained through the questionnaire that shared with experts, they are media experts, brain gym experts, and special education experts. qualitative data obtained through observation, interview, and questionnaire which contain (suggestion and criticism from the expert). the instruments that used in this research and development are (a) validation questionnaire, (b) test learning result, (c) interview and (d) observation. analysis technique data has used qualitative and quantitative analysis data. qualitative data is observation result, interview and questionnaire (suggest and criticism) for experts. while quantitative data has obtained from the questionnaire that has been filled by experts. findings and discussion findings based from that data: first, validation from media experts of table 1, so researcher calculated the percentage of media feasibility and got result 95,83% 178 journal of icsar; volume 2, number 2, july 2018: 175-179 eyes, hands, fingers, so children can be active the stiff muscle. aristiyani (2015), said that a brain gym could be done to train cognitive and motoric function. brain gym that has been developed in writing the beginning are (1) lazy eigh’s, (2) alphabet eights, (3) arm activate and (4) multiple strokes (yanuarita, 2014), other than that some implementation are merged the dots use left and right hands, draw circle, triangle, and square. according to yanuarita (2013), from brain function is divided into 2 sides that have 3 dimensions which are interconnected. so, if it can use all of the brains, brain function can be optimal. so as children with intellectual disability that have low cognitive and motoric skill. it is causing difficulties in the learning process, especially in writing the beginning aspect. learning media in school has various shape. one of them is video, audiovisual media is a media that involve audio and visual sense in one process. gagne and briggs implicitly said that learning media involve tools that can physically help to deliver the lesson which in involves, book tape recorder fil, slide video and tapes. learning media is the success if can give a good stimulus to students when learning process. in this development, it has been done needs analysis in sdlb kemala bhayangkari trenggalek its 2nd class with an interview with teachers an observation during the learning process. during the process of making brain gym video not apart from the assessment and suggestions from the experts, there is the material expert i, material expert ii, and media expert. suggestion from the experts used to improve the product. making brain gym development for train writing the beginning skill of children with intellectual disability in sdlb kemala bhayangkari trenggalek may possible errors and deficiencies. so, development product start from design the product until this product can finish but still have some revision for getting the maximal product. as an effort for maximizing the development product while making the product we need some evaluation from experts, there are: media experts, material experts i (brain gym), material experts ii (class teacher) and do some trial. according to elisa (2016) research with title “the usage of brain gym for increasing writing the beginning of children with mild intellectual disability d iv class in sdlb al-azhar bukit tinggi” found that writing skill of children with intellectual disability in increasing with brain gym. it prof that: brain gym can help children is language aspect (reading, writing, calculating), proofed again by pranata (2011) research with title “alphabet 8s in resolve the writing and reading difficulties (dysgraphia and dyslexia) children with mild intellectual disability that give a result that alphabet 8 is affect positively on resolve reading and writing children with mild intellectual disability in vi class sdlb c setya dharma surakarta”. the difference for earlier researcher, this research is includes some brain gym movements like (1) lazy eight’s that has advantages to know the differences and memorize the letters symbol, (2) alphabet 8 that has advantages to coordinate eyes and hand then memorize and know the differences of latter symbol, (3) arm action that have advantages to activate the hand while helps to writing and make the shoulder feel relax, (4) multiple scribbles that are used to facilitate the writing and relax eyes that respond to brain activity of children (yanuarita, 2013). in addition, there is an implementation in the brain gym so it adds the right value for the child. the advantages of this product are (1) easy to operate, (2) don’t need a long time in implementation, (3) facilitated with guiding book to implementing brain gym, (4) the appearance content is adjusted to children condition and student needs in school, (5) this video is facilitated with implementation using right and left hand. the deficiency this product or media is limited with media player. it can be used if there is a laptop or computer. conclusion the result of this research and development can be summed up that: (1) based on the result and evaluation from the experts is development product of brain gym video on language learning in sdlb kemala bhayangkari trenggalek have interactiveness, convenience and match with children with intellectual disabilities characteristic for train their writing the beginning skill and match with the material that has been learned, (2) based on trial evaluation of product has summed up that development product of brain gym video on language learning insdlb kemala bhayangkari trenggalek interactiveness and usability or media is clear while train children to activate their motoric so it can train their writing the beginning. there are suggestion which is spelled out by the researcher there are: (a) suggestion for students in this video students must pay attention to the movement and interaction from teacher, (b) before implementing brain gym video for smoothness of learning process, teacher should prepared electrical equipment support, for example, lcd, speaker, and laptop. read accurately guiding book and pay attention student difficulties of movement especially hand movement, (c) for another developer that need make the same development topic with video product, researcher suggests to more reviewing about movement selection and implementation and video format selection must be adjusted with the material characteristic. the researcher expects there are nest research and the effectiveness of using brain gym video in class. 179ary puspita n, abdul huda, henry p, brain gym video model for improving the beginning abilities . . . . references afandi, a. (2013). pengembangan video pembelajaran senam otak (brain gym) berbasis tematik di tk sbi tlogowaru kota malang. universitas negeri malang : pg paud. akbar, s. (2016). instrumen perangkat pembelajaran. bandung : pt remaja rosdakarya offset. aristiyani, c. (2015). pengaruh senam otak arm activation (mengaktifkan tangan) terhadap kemampuan menulis permulaan pada anak autistik kelas vi di sekolah luar biasa autisma dian amanah yogyakarta (doctoral dissertation, fakultas ilmu pendidikan). dennison, p. e., & gail, e. d. (2002). brain gym (senam otak). jakarta : grasindo. diana, s., ferilia, a., & elyana, m. (2017). brain gym stimulasi perkembangan anak. paud 1. surakrta: cv kerata group. efendi, m. (2006). pengantar psikopedagogik anak berkelainan. jakarta: pt bumi aksara elisa, a. (2017). penggunaan senam otak (brain gym) untuk meningkatkan kemampuan menulis permulaan bagi anak tunagrahita ringan kelas d iv c di slb al azhar bukittinggi. jurnal pendidikan khusus, 5(1). hasyim, a. (2016). metode penelitian dan pengembangan di sekolah. yogyakarta: media kadami. kusumaningsih, d., & suparmin, s. w. (2013). terampil berbahasa indonesia. yogyakarta: cv andi. pranata, s. (2011). pengaruh abjad 8 (alphabets 8s) dalam mengatasi kesulitan menulis (dysgraphia) dan membaca (dyslexia) anak tunagrahita ringan. surakarta: universitas sebelas maret. razak, a. (2014). meningkatkan kemampuan membaca permulaan bagi anak kesulitan belajar melalui brain gym. jurnal ilmiah pendidikan khusus, 3(1), 234-244. sawitri, d. a. (2017). pengaruh finger painting terhadap kemampuan menulis permulaan pada siswa tunagrahita ringan di slb bc kepanjen malang. skripsi, jurusan pendidikan luar biasa-fakultas ilmu pendidikan um. yanuarita, f. (2013). maksimalkan otak melalui senam otak (brain gym). yogyakarta: teranova books yanuarita, a. (2014). rahasia otak dan kecerdasan anak. yogyakarta: teranova books. 109 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 reading study model for dyslexia children based on mingle technique irda murni universitas negeri padang, indonesia e-mail: irdamurni@yahoo.co.id abstract: the education problem in padang, based on research by irdamurni (2013), 41.74% of dyslexia children have difficulty in learning, this problem has caused the increase of elementary school children who have trouble in reading. elementary school teachers do not have the competence to resolve the children problem, therefore it is necessary for a guide to assist the teachers in teaching children with dyslexia in reading. the purpose of this research is to develop a reading study model for children with dyslexia based on mingle technique. this research uses research and development (r & d) by borg and gall (2003). the subjects were dyslexia children who study in padang high-class elementary school. the research produces the reading study model to children with dyslexia that consists of (1) identification and assessment format, (2) learning programs plan, (3) guidebook for teachers, (4) guidebook for students, (5) the module on dyslexia and mingle technique. keywords: reading study model, dyslexia children, mingle technique the children with reading study difficulties (dyslexia) in elementary school can often be found. mostly they are seen by teachers and peers as children that learn slowly or have difficulty to study because the lack of academic achievement. various profiles of children with dislexia are caused by a variety of external and internal conditions. clement, in weiner, 2003, says that dyslexia children is one of the children who have learning difficulties (learning disability). dyslexia is a disorder condition of cognitive process when the children receive information in reading activity (martini, 2009). the reading skills of normal children have shown from the age of six or seven years, however the children with dyslexia still are not yet fluent in reading even at the age of 12 years. this difficulty can be detected when the children enter elementary school. from the identification and assessment result in sd n 01 koto lua, pauh district, padang city, eight students were found having problem in reading. the result of field observations showed that some students in reading activity often made mistakes on letters and words substitutions, letters and words omission, letters and words reversal and letters and words addition, such as bola (ball) was read as dola, nyamuk (mosquito) was read as namuk, sepeda (bicycle) was read as sedepa, rumah (home) was read as rumaha, and others. the solution from the teachers was in form of remedial by repeating the lesson materials that were not understood by the student, however the teacher did not search the root that causes the problem. this problem cannot be ignored because it affects the quality of education. for that problem, a model that can be used as guidelines is need for teachers in helping children with dislexia. mercer & marcer (1989), and hornsby (1984) defines dyslexia not only as the difficulty in reading study, but also writing study. furthermore, mercer & marcer (1989), yusuf, (2005) and sofie & cynthia (2002) mention that dyslexia children show certain characteristics in reading and writing studies, among others are: (1) habit while reading, (2) mistake in word recognition, (3) errors in understanding. these symptoms can be seen from the mistakes in answering questions related with reading. the children cannot express the order of story and cannot understand the main theme of story. (4) various symptoms, (5) swap letters, such as ‘b’ is swapped by ‘d’, ‘p’ is swapped by ‘q’, ‘m’ is swapped by ‘w’, ‘s’ is swapped by ‘z’. (6) the inability to read or pronounce the words that are never seen before. (7) bad handwriting. (8) the difficulty in distinguishing vowels with consonants. (9) the children cannot associate the sound with the correct letter. (10) the children ignore the words details and have difficulty in remembering the words. (martini, 2009) proposes reading study method for children with dyslexia, such as: (1) phonic method, (2) basal readers, (3) words recognition and understanding, (4) distar method, (5) fernald technique, (6) gillingham method and cognitive strategies. furthermore, yusuf, (2005), and jamian & zulkafli (2008) describe the way in order to deal with reading study difficulties: (1) fernald method, (2) gillingham method, (3) glass analysis method, and (4) modified alphabet method, and polllard and hess propose mingle method. according to oxford dictionary mingle means to mix. in relation to human activities as social beings, mingle can be defined as to blend together socially. in 110 journal of icsar; volume 1, number 2, july 2017: 109-111 and text understanding skill. the next procedure is teacher asks the winning students to present their presentation in front of the class. then, the students are awarded with the gift of candy, star made of cardboard, and so on. the same is done to the next group until all students get the chance to read. before entering the assessment, the teachers and the students both discuss the topic that has been practiced. the final step is to evaluate reading skill. the students perform conversation based on the instructions from the cards. this research aims to develop a model learning in reading for children with dyslexia in padang elementary school in forms of: (1) identification and asessmen format, (2) learning program plan, (3) teacher guidebook, (4) students guidebook, and (5) modul about dislexia and mingle technique. method the type of research is r&d (research and development). development procedure follows the steps proposed by borg and gall (2003), that procedures have been revised by the researchers according to the needs of research, which are: (1) research and information collecting begins with the potential and problems of children with dyslexia in elementary school and then it is continued with the identification and assessment, next the library study is performed, this activity is to get a reference/theory about teaching children with dyslexia, field studies, (2) planning, it formulates skills and expertises related to the problem, determine the objectives to be achieved at each stage. (3) develop preliminary form product. furthermore, (5) product design, it describes learning model preliminary product by determining the sequence of product development. (5) design validation test is performed by reviewer of three experts, which are expert on dyslexia, language and elementary school, and by doing focus group discussion (fgd) in order to gather feedback that can become in consideration material in revising the model (6) main product revision. this research was conducted in padang city, with the population of children with dyslexia in sd n padang. findings and discussion findings this research creates learning model based on mingle technique that consists of products: (1) identification and assessment format, (2) learning program plan, (3) the teacher guidebook, (4) students guidebook and (5) modul about dislexia and mingle technique. learning process, mingle can be defined as the student activities together in achieving social goals. mingle is first proposed by pollard and hess in 1997 on their book zero prep: ready to go activities for teachers. the model that will be developed in this research is the mingle model development by following the pattern proposed by joice, weil. according to joyce, weil, and showers (1992: 14), this model is considered more suitable for children with dyslexia. pollard and hess (1997:29) state that ‘mingle’ model is a game technique in reading skills study that has rules to be followed. this activity has the characteristic that the students move from one place to other and read one to another in the context of particular situation. according to pollard and hess (1997), this ‘mingle’ can be applied in the form of questionnaire, macthing activities and role play, because playing game is the biggest part in the life of children (burns, 1997). the procedures of using mingle models in order to increase reading skill of dyslexia children can be seen in the following: in the introductory activity, the students are asked to sit in a semicircle. the teacher provides motivation, asks for material that has been learned and deliver the material that will be studied along with its objectives. in the exploration activities, the students are given a model in understanding the expression of material that will be learned by reading and questioning in turns until all students have the opportunity. in the elaboration activities, the students are divided into some groups consisting of 3-4 students for each group. for each student in the group is given word cards that have been written. the students only have a few minutes to understand the content of information from the card. the teacher helps the students in understanding the information from the card. furthermore, the students are asked to stand and move from one friend to another friend in the group while asking information one to another. the teacher observes student activities, student pronunciation and gives a time limit. the student who obtains complete and correct information for the first time is the winner. the student is given the opportunity to stand in front of the class and is rewarded with prizes. those activities are continued to the next groups with the same activity but different topics. from these activities, the students become active, creative and happy. in the confirmation activities, the teachers and the students have a discussion about the topik and then it is followed by giving reinforcement to that topic. at the end of activities, the teachers and the students both have the conclusion. in order to evaluate students’ understanding toward the material that has been studied, the teacher provides an assessment by asking the students to read what is in the cards. the students perform the dialogue in pairs on what have been read. finally, from the activities that have been performed, it will help the students to have the fluent reading skills 111irda murni, reading study model for dyslexia children based on mingle technique . . . . discussion the result of research shows the creation of a model to improve reading skills and understand the content of reading for children with dyslexia. the teachers can observe students’ reading abilities that include pronunciation, fluency, and comprehension toward reading content. this model can also increase the happiness of students to the text that they read because the learning process is relevant to learners characteristic (moon, 2000; cameron, 2001). this is because ‘mingle’ model is the model of learning while playing. burns & joyce (1997). playing is a major part of children’s lives and it is essential for children to be able to learn understanding the concepts, learning models through playing is very relevant to learners characteristic in elementary school and it can make the students to become active (burns & joyce 1997). the results of research shows that learning through game can increase motivation, self-confident, articulation, active interaction (thanh huyen, 2003; wright, 2005). this model can develop reading skill for child with dyslexia. according to mercer & marcer (1989), yusuf, (2005), children with dyslexia show the characteristic in reading and writing, such as the habit of reading by doing particular motion of moving the head to the left or to the right, frowning the forehead, feeling agitated, rising the voice tone, or biting the lip. sometimes rejecting, or crying when asked by the teacher to read. yusuf, (2005). the implementation of mingle model study is through learning while playing game, the children play while reading by using the cards and move from one friend to another friend in the group, so that the children feel fun and they are not forced to read, and erase the the children’s fear in reading and answering the text. according to the opinion of pollard and hess (1997), ‘mingle’ is also known as an icebreaker, this is because the students listen and respond to the same questions repeatedly. these activities have an impact on reading skills, reading fluency, grammar, as well as the students’ understanding of the content of reading. conclusion and suggestion based on the research results, it can be summarized as follows: (1) the result of research shows that in every elementary school in padang city has children with dyslexia; (2) the products of this research are: (a) identification and asessment format, (b) learning program plan, (c) the teacher guidebook, (d) students guidebook and (e) modul about dislexia and mingle technique. based on the conclusions of this research, the following suggestions can be given as follows: (1) it is recommended for the teacher who teaches children with dislexia to apply “mingle” model in the process of learning; (2) other researchers need to develop this model in other expressions materials by following the existing model design. references borg, w. r., & gall, m. d. (2003). educational reseach: an introduction. london: longman, inc. burns, a., & joyce, h. (1997). focus on speaking. sydney: national center for english language teaching and research. burns, a. (1997). multimedia as a quality solution. quality progress. cameron, l. (2001). teaching languages to young learners. cambridge: cambridge university press. darmayenti. (2003). the effectiveness of mingle technique in improving students’ speaking ability at the first year students at islamic junior high school. unpublished s2 thesis.program pendidikan bahasa program pascasarjana unp padang. hornsby, b. (1984). overcoming dyslexia, singapore : p.g. publishing pte. ltd. jamian, a. r., & zulkafli, a. z. (2008). keupayaan kemahiran membaca dan menulis bahasa melayu sekolah rendah.kebangsaan luar bandar. universitas pendidikan sultan idris : tanjung malim. martini, j. (2009). kesulitan belajar, perspektif, assesmen dan penanggulangannya. jakarta : yayasan panamas murni. mercer, d. c., & mercer, r. a. (1985). teaching students with learning problems. columbus : charles e merill book company. 132-166 moon, j. (2000). children learning english. oxford: macmillan publishers limited. jurnal ilmiah kependidikan, 1(1). sofie, c. a., & cynthia, a. r. (2002). a comparison of multiple method for the identification of children with reading. journal of learning disabilities. 35(3): 234. yusuf, m. (2005). mengenal siswa berkesulitan belajar. jakarta: depdikbud. 43 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 evaluation of learning content standards at autistic schools in surakarta gangsar ali daroni, munawir yusuf, zaini rohmad, gunarhadi, edy legowo universitas sebelas maret, indonesia e-mail: gangsaralidaroni@gmail.com abstract: this research is aimed at evaluating the learning content standard of special schools for autistic students at the elementary level in surakarta. data were collected using questionnaires. interviews and observations were conducted to obtain qualitative data in support of the quantitative data. the quantitative data were analyzed using descriptive statistical analysis. the results showed that the implementation of learning content standards for autistic schools in surakarta is in a very good category with the average percentage of 81%. however, the implementation of the standards still faces obstacles; therefore it needs some adjustments with the new curriculum (2013 curriculum). these results can be used as suggestions to improve the implementation of content standards for autistic school in surakarta. keywords: autism, special school, content standard introduction education is one of the determinants of the quality of human resources. it is important to note in facing the challenges of global life (masykuroh, 2016). some characteristics of good quality human resources, described in the law of the republic of indonesia no. 20 of 2003 that the national education aims to develop the potential of learners to become human beings who believe, faith to god almighty, noble, healthy, knowledgeable, skilled, creative, independent and become a democratic and responsible citizen. the education should be organized in a democratic and fair and non-discriminatory manner by upholding human rights, religious values, cultural values, and national pluralism (hakim, 2017). the purpose of education is applicable to every citizen of indonesia, not least for children with special needs (tantinia, 2015). children with special needs are children who have abnormalities with special characteristics that are different from normal children in general and require special education according to the type of disorder (andesta, 2017). one type of child with special needs is autism. autism is one of the groups of disorders in children that is marked by the emergence of disorders and delays in the field of cognitive, communication, interest in social interaction, and behavior (apriyani, 2012). symptoms of an autistic disorder in every child have different variations. not all children show the same symptoms (nugraheni, 2012). interference for a child with autism in the diagnosis of autism disorders should meet the diagnostic and statistical manual-v criteria (dsm-v) with code f 84.0 american psychiatric association (2014). the prevalence of autism children has steadily increased over the last two decades, with the current estimate of the proportion of children with autism with regular children of 1 in 36. inherited factors, a history of psychiatric disorders of the elderly, preterm delivery, and fetal exposure to psychotropic or insecticidal drugs are all associated with primary of children with autism (sharma, gonda, & tarazi, 2018). in indonesia, education for autism can be provided at inclusive schools or special schools (aprilia, 2017). special schools are a place to carry out special education for children with special needs in accordance with their own disabilities (latifah, 2015). special schools that provide education for autism are called autism special schools (andriana, 2015). special schools for autism have education levels from elementary to secondary education. elementary level education is the foundation for development to senior high schools and universities. without attending elementary level in special school, children with autism cannot pursue the education at the next level. therefore, improving the quality of education should also start on improving the quality of the special school in elementary level (nuryani, 2014). elementary level education for autism in special schools is held for 6 years. all elementary level education in indonesia, both special and regular schools must meet the indonesian national education standards regulated by the government to ensure the quality of education. indonesian government regulation no. 13 of 2015 on national standards of education provides guidance on the need to develop and implement eight national standards of education, namely: content standards, process standards, graduate competency standards, educator standards and education personnel, facilities and infrastructure standards, management standards, financing standards, and educational assessment standards. 44 journal of icsar; volume 3, number 1, july 2019: 43-47 table 1. percentage of implementation of autism special school content standards in surakarta schools n ∑ % category special school 1 180 150 83 very good special school 2 180 135 75 good special school 3 180 155 86 very good mean 81 very good 0 20 40 60 80 100 precentage (%) special school 1 special school 2 special school 2 figure 1. histogram percentage of implementation of autism special school content standards in surakarta one of the most important standards for producing competent students is through content standards. the content standards set out the criteria regarding the scope of the material, the curriculum and the competency level of learners to achieve graduate competence at a particular level and type of education. through the regulation of the minister of education and culture of indonesia number 21 of 2016 on elementary and secondary education content standards, the indonesian government arranges every elementary and secondary school to implement those standards in their respective schools. autism special school in surakarta that provides elementary education for autism should also apply standard content in schools. the condition of different autism children with regular students and different from other types of abnormalities makes the application of standard content in autism special schools at the elementary school level in surakarta has differences. therefore, researchers are interested in conducting research to evaluate the implementation of content standards in autism special schools in surakarta. method this study was conducted in three special schools of autism at the elementary level in surakarta. data collection techniques used questionnaires developed based on the regulation of the minister of education and culture of indonesia no. 21 of 2016 on elementary and secondary education content standards and regulation of director general of elementary and secondary education of indonesia number 10 / d / kr / 2017 on curriculum structure, main competence, basic competence and the special education curriculum 2013 implementation guideline. interviews and observations were conducted to obtain qualitative data in support of research data. questionnaires and interviews were given to all headmasters at autism special schools in surakarta. the results of the questionnaire data were analyzed using descriptive statistical analysis; the data are then categorized based on the range of values below: 81 100% : very good; 61 80% : good; 41 60% : less good; 21 40% : not good; 1 20 % : not very good. furthermore, the results are shown with histogram and described. data from interviews and observations were analyzed and later were concluded to support statistical data. finding and discussion finding percentage of implementation of autism special school content standards in surakarta table 1 is the results of data collection about the implementation of content standards in three autism special school in surakarta. the percentage of implementation of autism special school content standards in surakarta is drawn in figure 1. based on table 1, it is known that special school 1 has a percentage of 83%, special school 2 has a percentage of 75%, and special school 3 has a percentage of 86%. the average percentage of standard implementation of autism school content in surakarta is 81%. so, it can be concluded that the implementation of content standard at autism schools in surakarta is in the very good category. the above data can be viewed in more detail based on the aspect of the content standard that is the competency level, the material scope, the curriculum development, and the curriculum structure. based on competency level the percentage of content standard implementation based on competency level is drawn in figure 2. 45gangsar ali d, munawir y, zaini r, gunarhadi, edy l, evaluation of learning content . . . . table 2. percentage of content standard implementation based on competency level schools n ∑ % category special school 1 25 19 76 very good special school 2 25 18 72 good special school 3 25 21 84 very good mean 77 good table 3. percentage of content standard implementation based on scope of material schools n ∑ % category special school 1 45 30 67 very good special school 2 45 26 58 good special school 3 45 40 88 very good mean 71 good table 4. percentage of contents standards implementation based on curriculum development schools n ∑ % category special school 1 55 49 89 very good special school 2 55 43 78 good special school 3 55 47 85 very good mean 84 very good 0 20 40 60 80 100 percentage (%) special school 1 special school 2 special school 2 figure 2. histogram percentage of content standard implementation based on competency level 0 20 40 60 80 100 percentage (%) special school 1 special school 2 special school 2 figure 3. histogram percentage of content standard implementation based on the scope of material based on table 2, it can be seen that special school 1 has a percentage of 76%, special school 2 has a percentage of 72%, and special schools 3 have a percentage of 84%. the average percentage of implementation of autism school content standard in surakarta based on competency level is 77% and included the good category. based on the scope of materials the percentage of content standard implementation based on the scope of the material is drawn in figure 3. based on the table 3, it can be seen that special school 1 has a percentage of 67%, special school 2 has a percentage of 58%, and special schools 3 have a percentage of 88%. the average percentage of the implementation of content standard at autism schools in surakarta based on the material scope is 71% and included in the good category. based on curriculum development the percentage of content standard implementation based on the curriculum development is drawn in the histogram in figure 4. based on the above data, it can be seen that special school 1 has a percentage of 89%, special school 2 has a percentage of 78%, and special schools 3 has a percentage of 85%. the average percentage of the implementation of content standard at autism schools content in surakarta based on aspects of curriculum development is 84% and included in the very good category. based on curriculum structure the percentage of content standard implementation based on the curriculum structure is drawn in figure 5. based on table 5, it can be seen that special school 1 has a percentage of 95%, special school 2 has a percentage of 87%, and special school 3 has a percentage of 85%. the average percentage of implementation of content standard at autism schools in surakarta based on curriculum development is 89% and included in the very good category. 46 journal of icsar; volume 3, number 1, july 2019: 43-47 table 5. percentage of content standard implementation based on curriculum structure schools n ∑ % category special school 1 55 52 95 very good special school 2 55 48 87 good special school 3 55 47 85 very good mean 89 very good 0 20 40 60 80 100 percentage (%) special school 1 special school 2 special school 2 figure 4. histogram percentage of content standard implementation based on curriculum development 0 20 40 60 80 100 percentage (%) special school 1 special school 2 special school 2 figure 5. histogram percentage implementation of content standards based on curriculum structure discussion based on the results of the study, it shows that the implementation of autism special school content standards in surakarta is included in the very good category with the average percentage of 81%. in the aspect of competency level, it has the average percentage of 77% included in the good category. aspects of scope materials have an average percentage of 71% included in the same category as the previous aspect. aspects of curriculum development and aspects of curriculum structure are both included in the very good category with an average percentage of 84% and 89% respectively. although the percentage in the implementation of standard content in autism special schools in surakarta is included in the very good category, there are still some barriers that make the implementation of standard content in autism special schools in surakarta to be less optimal. based on the results of interviews conducted with the principal at three special schools in surakarta, it is known that the implementation of content standards in three special schools in surakarta experienced several obstacles. the problem can be summarized as follows. the 2013 curriculum is difficult to implement in autism special schools. this is because of the condition of autistic students who have barriers in terms of behavior, communication, and social interaction. the condition of each student is different. this is in accordance with the opinion of widiastuti (2014) who argue that children with autism have different behaviors between one and another, especially if they are in the category of mild or severe disability. most of the students in autism primary schools in surakarta are classified as severe, so the material prepared by the government does not match the condition of students in school. therefore, teachers make modifications to the curriculum by creating individualized education programs (iep) that suit the students’ abilities. although the lessons learned in the 2013 curriculum use a thematic approach, it is difficult to apply to autistic students in three autism special schools in surakarta. the obstacles that the autistic students have made the learning use a method adapted to the residual condition. short span focus and attention in students leadthe thematic approach difficult to apply in autism special schools. this is in accordance with research conducted by algifahmy (2016) on the implementation of thematic learning for students with autism which found that obstacles due to the characteristics of autistic students are severe and mild, making it difficult to perform thematic learning with scientific learning approach. another problem is the development of a less structured curriculum. the curriculum development team in making an individual education program (iep) is still lacking in terms of the portion. individual learning programs are only created by teachers tailored to the student’s abilities. ideally, individual education programs should be composed of teams of teachers, therapists, psychologists, doctors and other experts who support the preparation of learning programs to optimize student achievement in academic and nonacademic fields. this is in accordance with research conducted by lindsay et al. (2013) that several challenges found by teachers, including: understanding and managing behavior, socio-structural barriers and creating an inclusive environment 47gangsar ali d, munawir y, zaini r, gunarhadi, edy l, evaluation of learning content . . . . these obstacles should be resolved by the school immediately so that the implementation of standard content in autism special schools in surakarta can run optimally. this will increase the student achievement in academic and nonacademic are. conclusion based on the results and discussion above, it can be concluded that the implementation of content standard in autism special school in surakarta is included in the very good category with the average percentage of 81%. however, the implementation still faces some obstacles including: the material from the 2013 curriculum is not in accordance with the conditions of students, thematic approach that is difficult to apply and the development of a less structured curriculum. it can be used as an evaluation material to overcome the obstacles that occur so that the implementation of content standard in special schools in surakarta is more optimal so as to optimize student achievement in the academic and nonacademic fields. to be able, therefore, to implement content standards entirely in accordance with government regulations, teachers should be more creative in modifying the curriculum provided by the government according to the condition of the children with autism. going forward, evaluating the implementation of content standards in special schools with other disabilities is essential in order to be an evaluation material for government and schools in the implementation of content standards in children with autism. references algifahmy, a. f. (2016). pembelajaran general life skills terhadap anak autis di sekolah khusus autis bina anggita yogyakarta. tarbiyatuna, 7(2), 205-216. andesta, n. (2017). pengalaman keagamaan anak berkebutuhan khusus (studi di slb a bina insani kelurahan gedung meneng kecamatan rajabasa bandar lampung) (doctoral dissertation, uin raden intan lampung). andriana, d. (2015). penerapan musik sebagai media terapi di sekolah khusus autisme bina anggita yogyakarta. thesis. universitas negeri yogyakarta. american psychiatric association. (2014). diagnostic and statistical manual of mental disorders: dsmiv-tr. apriyani, n. (2012). pelayanan pendidikan anak dengan gangguan autisme di sekolah dasar islam fitrah al-fikri. jpk: jurnal pendidikan khusus, 1(1), 9-15. hakim, a. r. (2017). memuliakan anak berkebutuhan khusus melalui pendidikan jasmani adaptif. jurnal ilmiah penjas, 3(1), 17-25. latifah, a. (2015). analisis tenaga pendidik di sekolah luar biasa negeri 1 bantul. thesis. universitas negeri yogyakarta. masykuroh, a. d. (2016). manajemen pembelajaran pendidikan agama islam untuk anak autis pada jenjang sd di sekolah luar biasa abcd tunas pembangunan 2 boyolali tahun 2015. (doctoral dissertation, iain surakarta). nugraheni, s. a. (2012). menguak belantara autisme, buletin psikologi, 20 (1), 9-17. nuryani, k. (2014). evaluasi pelakanaan standar pelayanan minimal pendidikan dasar sd unggulan muhammadiyah kretek kabupaten bantul tahun ajaran 2013/2014. thesis. universitas negeri yogyakarta. sharma, s. r., gonda, x., & tarazi, f. i. (2018). autism spectrum disorder: classification, diagnosis and therapy. pharmacology & therapeutics, 190, 91104. tantinia, n.t. (2015). pengaruh media gambar seri dalam pembelajaran bahasa indonesia terhadap kemampuan berbicara bagi anak autis kelas vii di sekolah khusus autis bina anggita yogyakarta. widia ortodidaktika, 4(5). widiastuti, d. (2014). perilaku anak berkebutuhan khusus gangguan autisme di slb negeri semarang tahun 2014. early childhood education papers (belia), 3(2), 72-78. lindsay, s., proulx, m., thomson, n., & scott, h. (2013). educators’ challenges of including children with autism spectrum disorder in mainstream classrooms. international journal of disability, development and education, 60(4), 347-362. journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 8 number 1; doi: http://dx.doi.org/10.17977/um005v8i1p44 44 the need for accessibility of public infrastructure for people with physical disabilities in pelambuan, banjarmasin city eviani damastuti1*, farah dhafiya2 universitas lambung mangkurat, banjarmasin, indonesia *e-mail: eviani.damastuti.plb@ulm.ac.id, farahdhafiya@gmail.com abstract: this research’s background is from the needs of people with disabilities in pelambuan regarding the accessibility of public infrastructure. the large number of physical disability people in pelambuan who experience mobility difficulties demands an inclusive area. the need for accessibility of public infrastructure includes: pedestrian paths, parking areas, stairs and ramp for physical disabilities must be well provided. the purpose of this research in pelambuan is to determine accessibility of public infrastructure for physical disability, such as pedestrian paths, parking areas, stairs and ramps. this research type is quantitative descriptive. the data sources are 50 people with physical disability and 10 non-disabled people. data collection techniques in this research are questionnaire, observation & documentation. the validity of the data using source triangulation techniques & method triangulation. data analysis techniques consist of data collection, data reduction, data presentation & conclusions. the results of this research showed that public infrastructure in pelambuan is less accessible for physical disabilities, because it comes out with 55,4%. the condition of pedestrian paths in pelambuan still bumpy, there are no handrails, broken stairs, broken resting seat, broken guiding block and there is no ramp. pelambuan doesn’t have parking area for disabilities people. the stairs are not fully accessible yet because some of stairs are already fragile, slippery material, the height of the stairs is not up to ideal standars for accessibility. then, majority of ramps are steep and have no handrails. keywords: accesibility; public infrastructure; physical disabilities. introduction the concept of inclusivity is becoming an international concern, including indonesia. miller & katz (2009) define inclusiveness as a condition that ensures the meaningful involvement of all people (without discrimination) both as objects and subjects, and this involvement is not just to avoid conflict so as to make individuals or groups have a sense of belonging and motivation to contribute. the concept of an inclusive city has sprung up in various regions of indonesia and has become a hot conversation, but the concept and academic studies on inclusive cities have not been touched deeply. there is still a lot going on in the ground, cities that are referred to as inclusive cities do not yet have an established concept of inclusivity. standard rules on equal opportunities for persons with disabilities (a/res/48/96) identify accessibility of the physical environment and information and communication as two target areas to ensure equal distribution of rights or opportunities. inclusive city development can be understood through the meaning of the words "development" and "inclusive" itself. development is a process to encourage the improvement of community welfare in a broad sense, not only from the economic side, but also from the social, political, and health side (kanbur & rauniyar, 2009). the government should implement this inclusive concept by creating accessible infrastructure to ensure access for people with disabilities, the same as others, for the physical environment, transportation, for information and communication, information and communication system technology, facilities and other services that are open or available to the public, both in urban and rural areas (kotakita, 2019). one of the cities that is claimed to be an inclusive city is banjarmasin. banjarmasin is included in south kalimantan province, indonesia. banjarmasin covers an area of 98.46 with 662,230 http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 mailto:eviani.damastuti.plb@ulm.ac.id mailto:farahdhafiya@gmail.com damastuti & dhafiya, the need for accessibility of public infrastructure … 45 registered residents as of 2021. with a population density of 6,727 people, banjarmasin is the most populous city on kalimantan island (kotakita, 2019). there are five sub-districts in banjarmasin, namely south banjarmasin, east banjarmasin, west banjarmasin, north banjarmasin and central banjarmasin. pelambuan is one of the village that is part of west banjarmasin. pelambuan has an area of 212 ha with 4 hamlet and 72 neighbourhood. in pelambuan there are 131 people with physical disability, meaning that pelambuan should have become a disability-friendly place and have accessible public infrastructure for them because of the large population of people with disabilities there. this research discusses the need for accessible of public infrastructure for people with disabilities in pelambuan village, banjarmasin city by focusing on the types of physical disabilities with the classification of ambulant disabled. karyana & widati (2013: 32) stated that the condition of disability is someone who has difficulty optimizing bodies part function as a result of injury, disease, misformed growth and as a result the ability to perform certain body movements decreases. this condition ultimately results in people with disabilities needing accessibility to help and facilitate them in their daily lives when using public infrastructure. utomo (2019) accessibility entails making it possible for persons with disabilities to live independently and participate fully in all aspects of life. meanwhile persons with disabilities who have physical-motor disabilities in pelambuan revealed that their experience in accessing public infrastructure still feels that the need for public infrastructure has not been met so that it is inaccessible. it is this opinion that ultimately becomes the problem in this research, what is the need for public infrastructure which includes; pedestrian paths, parking areas, stairs, ramps and guiding blocks. so that this research is useful in providing input to policy makers in providing public infrastructure for persons with physical and motor disabilities. there is one relevant research related to this problem, research from pujianti (2018) entitled "accessibility of public space for the disabled in pangkalpinang city". the study produced two points, including: first, some public spaces in pangkalpinang city do not yet have accessibility for people with disabilities. second, the condition of some public spaces has accessibility infrastructure for the disabled, but it is not good enough. based on one of the relevant studies, it can be seen that people with disabilities need accessibility needs that must be fulfill in public facilities and infrastructure in a place. especially for people with disabilities, this is because they experience obstacles in physical-motor aspects that have a significant impact on their movement or mobility to use public infrastructure. as mentioned in regulation of the minister of public works and housing of the republic of indonesia no. 14 year 2017 on building facility requirements, accessibility is a convenience provided for all people to realize equal opportunities in all aspects of their lives and livelihoods. another article in regulation before states that barrier free is the condition of buildings and environments without physical, information, and communication barriers so that everyone can reach and utilize the building and its environment safely, comfortably, easily and independently. the division for social policy and development also revealed that accessibility is a prerequisite for the full realization of the rights and involvement of people with disabilities in society and development (darmadi, 2021). then, kotakita (2021) defines public infrastructure as accessible public facilities including access to information and communication, access to buildings and other public facilities. thus, accessibility is the ease and comfort for all levels of society in using a facility and infrastructure, including for people with disabilities. this means that the government has actually established official regulations that discuss the accessibility of public infrastructure for non-disabled people and people with disabilities such as physical disabled, it is appropriate for the principles of accessibility in public infrastructure to be 46 journal of icsar; volume 8, number 1, january 2024, 44-50 applied. nurhakim (2022) services in places of worship to facilitate the worship procession for disabled groups included access roads to places of worship, toilets, location directional signs, wheelchairs, and braille. this service is a standard requirement for a disabilityfriendly public building. it remains only to see how the implementation of these regulations is enforced in each region. it remains only to see how the implementation of these regulations is enforced in each region. based on this phenomenon, researchers are interested in digging deeper information as outlined in research entitled "the need for accessibility of public infrastructure for physical disabilities in pelambuan, banjarmasin city". method researchers used a quantitative approach in carrying out this research. creswell (2009) states that quantitative research is a method to test certain theories by examining relationships between variables. where variables are usually measured with research instruments so that data consisting of numbers can be analyzed based on statistical procedures. thus, the quantitative approach uses numbers to describe the condition of the research problem based on the data collected by the researcher. the type of research used is descriptive, quantitative descriptive research is research that aims to descriptive systematically, factually and accurately about the facts and nature of certain populations or try to describe phenomena in detail (lehmann, in yusuf 2014: 62). thus, researchers chose descriptive quantative to be used with the intention of obtaining information and describing systematically about a fact how accessible public infrastructure needs for the disabled in the pelambuan of banjarmasin city, south kalimantan province. the research was conducted in pelambuan, banjarmasin city because the number of persons with physical motor disabilities was very large, amounting to 131 people. the subjects used in this research were the community in pelambuan and related stakeholders, which 10 non-disabled residents and 50 disabled resident (physical disability). the selection of the subject of this study is certainly to examine more deeply and find out a valid data sources regarding the need for accessible of public infrastructure for the disabled in pelambuan village, banjarmasin city. then, the place of research used is in pelambuan, banjarmasin city, south kalimantan province, indonesia. data collection techniques used by researchers are questionnaires, observation and documentation. data validity techniques used by researchers are triangulation of sources and methods. results and discussion result this study aims to determine the accessibility needs of public infrastructure for people with physical disability in pelambuan, banjarmasin. the results showed that public infrastructure in pelambuam was still less accessible for the disabled by 55.4%. this category can be seen from the results of questionnaires filled out by 60 people consisting of 50 physical disability and 10 non-disabled people as in table 1. table 1. accessibility of public infrastructure for physical disability (pedestrian paths, parking areas, stairs and ramps) no. questions vg g a d vd 1 does the surface of the pedestrian path flat and non-slippery? 58% 42% 2 does the surface of the pedestrian path made of strong material? 27% 73% 3 is there a resting area on the pedestrian path? 27% 73% damastuti & dhafiya, the need for accessibility of public infrastructure … 47 no. questions vg g a d vd 4 is there a guiding block on the pedestrian path? 8% 92% 5 is there a ramp on the pedestrian path? 48% 52% 6 does the pedestrian path fulfill the principle of convenience? 8% 92% 7 does the pedestrian path fulfill the principle of safety? 25% 75% 8 can pedestrian paths be used independently by physical disabled people? 17% 83% 9 is there a parking area for disability people? 42% 50% 8% 10 is there a ramp in parking area? 17% 83% 11 does the parking area fulfill the principle of convenience? 83% 17% 12 does the parking area fulfill the principle of safety? 83% 17% 13 can the parking area be used independently by physical disabled people? 83% 17% 14 is the staircase surface flat and non-slippery? 75% 25% 15 is there a handrail on the stairs? 75% 25% 16 are the steps made of strong material? 33% 32% 35% 17 does the stairs fulfill the principle of convenience? 32% 25% 43% 18 does the stairs fulfill the principle of safety? 25% 75% 19 can the stairs be used independently by physical disabled people? 25% 75% 20 is there a handrail on the ramp? 8% 83% 8% 21 is there a bordes on the ramp? 33% 25% 42% 22 is the ramp not steep? 42% 58% 23 does the ramp fulfill the principle of convenience? 58% 42% 24 does the ramp fulfill the principle of safety? 17% 83% 25 can ramp be used independently by physical disabled people? 17% 83% description: vg : very good g : good a : average d : deficient vd : very deficient the results of research on pedestrian paths in pelambuan are known to be inaccessible for the physical disability because there is only one pedestrian path with bumpy road conditions, no handrails, broken stairs, seats to rest that already broken, no drainage and no ramp. discussion the results of research on public infrastructure on pedestrian paths in pelambuan show that there are still general conditions that are not specifically made for people with physical and motor disabilities. in regulation of the minister of public works and housing of the republic of indonesia no. 14 year 2017 which mentions accessible pedestrian paths, namely the surface of the pedestrian path must be stable, strong, weatherproof, and not slippery, the use of joints or bumps on the surface needs to be avoided (if forced to have a height of no more than 1.25 cm), slopes of the width of the pedestrian path maximum 2° and the slope of the long side of the pedestrian path maximum 5°, every 900 cm distance of pedestrian path can be equipped with seating to rest, provided drainage is made perpendicular to the path with a depth of at most 1.5 cm. pedestrian path 48 journal of icsar; volume 8, number 1, january 2024, 44-50 accessibility means ensuring that pedestrian paths can accommodate users of different ages and from different physical abilities, including people with disabilities. in the book of guidelines for technical planning of pedestrian facilities (2018) states that accessible pedestrian paths for the blind require special information on the surface of pedestrian paths called guiding blocks. then, for pedestrians who experience mobility barriers with wheelchair aids and for other wheeled users such as strollers, ramps are needed (western australia department of transport, 2011). parking area, there is no disability parking area in pelambuan which of course also has no disability parking sign and does not have a ramp. in contrast to the quote of the theory that mentions accessible parking areas for the disabled, namely the location of the parking area should be easy to reach and supervise, equipped with clear directions and markings and not hidden, the parking area for people with disabilities must be placed on the closest lane to the intended building/facility with a distance of no more than 60 m from the entrance, must have sufficient free space for wheelchair users to enter / exit their vehicles, given a symbol of a parking sign for people with disabilities with contrasting colors and signs to distinguish it from public parking area, has a width of 370 cm for single parking and 620 cm for double parking and is connected to a ramp or road to a building or other facility, placed on a flat surface with a maximum slope of 20 degrees. there should be at least 1 parking area that is specifically for people with disabilities (wardany, et al., 2017). another policy that contains parking area accessibility standards is contained in minister of public works regulation no 30 yeear 2006, where the distance of the parking area to the building is a maximum of 60 m, marked with a symbol of disability, maximum slope 2°, single parking has a width of 320-360 cm, double parking has a width of 620 cm and has a circulation of 120 cm in the middle (wicaksono, et al., 2020). the results of research about stairs obtained by researchers showed different answers. some consider the stairs in some public infrastructure to be accessible, but there are also those who consider it not yet accessible. actually, some existing stairs are not fully accessible because there are still requirements that have not been fulfill such as some of them do not have a minimum handrail on one side, the condition of the stairs is fragile, the height of the stairs is not up to ideal standards. viewed from the accessibility stated in regulation of the minister of public works and housing of the republic of indonesia no. 14 year 2017, namely the height of the steps (optride / riser) is no more than 18 cm and not less than 15 cm, the width of the stairs is at least 30 cm, stairs with open steps are not recommended for use, the steps use non-slippery material and the edges are given anti-slip material (step nosing), the slope of the general staircase should not exceed an angle of 35°, equipped with continuous handrails and stair railings for safety and in each section, the handrail must meet ergonomic standards that are safe, comfortable to grip and free from sharp and rough surfaces, the shape of the handrail profile must be easy to grip with a cross-sectional diameter of at least 5 cm. then, kurniawan (2014) also mentioned that stairs must be designed to provide comfort and safety for users, in accordance with regulations, the height of comfortable stairs is a maximum of 17.5 cm while the width of the steps is 30 cm. this allows parents, children, and crutch users to get up and down with the power they have. in addition, the maximum number of steps before the bordes/floor is kept to no more than 11 steps (the number considered as the end point of comfort climbing stairs). the results of this research about ramps in pelambuan show that most of the ramps in pelambuan are not yet accessible for physical disability people. this is because the majority of ramp conditions are not gentle or still steep and there is no handrail. meanwhile, it is clearly stated in regulation of the minister of public works and housing damastuti & dhafiya, the need for accessibility of public infrastructure … 49 of the republic of indonesia no. 14 year 2017 that the accessible ramp has an effective width that must not be less than 95 cm without a safety edge / canteen (low curb) and 120 cm with a low curb edge, the lowest safety edge has a height of 10 cm which functions as a retainer for wheelchair wheels so as not to fall out of the ramp, flat surface ramp prefix and suffix must be textured, not slippery, equipped with warning tiles and have at least the same surface length as the width of ramp which is 120 cm, each ramp with a length of 900 cm or more must be equipped with a flat surface (bordes) as a resting place, ramp must be equipped with 2 layers of continuous handrails on both sides with a height of 65 cm for children and 80 cm for adults, the handrail must fulfill ergonomic standards that are safe and comfortable to hold and free from sharp and rough surfaces, ramp on the pedestrian path has a width of at least 120 cm with a maximum slope of 6°. the same thing is mentioned that an accessible ramp must have a maximum slope of 6° (if outside the building) and a maximum of 7° (if inside the building), the flat surface of the ramp prefix or suffix must be textured so that it is not slippery, and must be illuminated with sufficient lighting so as to help ramp users at night (hasanah, 2017). the results of the study with the theory are inversely proportional, most of the ramps in pelambuan are still not accessible because they are still too steep so they do not match the accessibility criteria for physical disability. accessibility of public infrastructure in other words is the ease and comfort for all levels of society in using a public infrastructure. accessibility is indispensable for physical disability. the condition of people with physical disability who experience obstacles in mobility usually encounters public infrastructure that is only set for ordinary people who do not experience obstacles. people with disabilities who only have one leg, for example, in order to be equivalent to using sidewalk facilities, the sidewalk needs to be modified so that it can be passed by people with disabilities and also requires the help of tools as a substitute for their legs that do not exist (jefri, 2016). the provision of public facilities that accessible for people with disabilities is a form of implementation of services to all levels of society that are fair, quality and without discrimination (murdiyanti, 2012). so, all should be able to use infrastructure safely, comfortably and easily, even for young children, parents or the elderly, men, women and especially for people with disabilities who do need their own special needs. likewise for people with physical disability who have obstacles in their physical-motor aspects. people with disabilities need the accessibility of public infrastructure that must be fulfilled so that they can move and use public infrastructure with feeling safe, comfort and independence. conclusion based on the results of this research, it can be concluded that the public infrastructure of pelambuan was less accessible to people with physical disabilities, which is 55.4%. the condition of the pedestrian path in pelambuan is still bumpy, there are no handrails, broken stairs, broken resting seats, broken guiding blocks and there is no ramp. the pelambuan does not have a parking area for people with disabilities. the stairs are not yet fully accessible because some stairs are already fragile, slippery materials, the height of the stairs does not meet ideal accessibility standards. acknowledgement we would like to express our deepest gratitude to stakeholders and communities in pelambuan who have been very helpful in the data collection process carried out by researchers. 50 journal of icsar; volume 8, number 1, january 2024, 44-50 references creswell, j.w. 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(2017). aksesibilitas lahan parkir dan lift bagi individu difabel pada pusat perbelanjaan di kota surakarta [accessibility of parking lots and lifts for individuals with disabilities in shopping centers in surakarta city.]. indonesian jurnal of disability studies, 4(1), 27-34. western australia department of transport. (2011). planning and designing for pedestrians: guidelines. retrieved from: https://www.transport.wa.gov.au/mediafiles/active transport/at_walk_p_plan_design_pedestrians_guidelines.pdf wicaksono, d., diharto., munasari, t, (2020). kajian elemen aksesibilitas ramp (bagi penyandang disabilitas) pada fasilitas umum fakultas teknik unnes) [study of ramp accessibility elements (for persons with disabilities) in public facilities of the faculty of engineering unnes)]. indonesian journal of conservation, 9(2), 67-118. yusuf, a. m. (2014). metode penelitian kuantitatif, kualitatif & penelitian gabungan [metode penelitian kuantitatif, kualitatif & penelitian gabungan]. jakarta: prenadamedia group. https://www.transport.wa.gov.au/mediafiles/active journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 8 number 1; doi: http://dx.doi.org/10.17977/um005v8i1p76 76 research implementation of special detection elementary school service for children with special needs in banjarmasin suharsiwi1*, halimatussa'diah2, m. hafiz fathony2, siti rahmah2, pajrian noor2 1department of madrasah ibtidaiyah teacher education, universitas muhammadiyah jakarta, jakarta, indonesia 2universitas nahdlatul ulama kalimantan selatan, banjarmasin, indonesia e-mail: suharsiwi@umj.ac.id, alimatussadiah@unukase.ac.id, hafiz_fathony@unukase.ac.id, siti.rahmah@unukase.ac.id, pajrian.noor@unukase.ac.id abstract: in order to shape the abilities and character of children with special needs, it is essential to provide early detection services in public elementary schools. this study, conducted in banjarmasin, kalimantan, examined six inclusive elementary schools with 102 children with special needs and 82 special assistant teachers. using a descriptive qualitative approach with additional quantitative data collection through observations, interviews, and documentation, the study found that some public schools have implemented detection services for children with special needs. special assistant teachers and coordinators were provided to supervise and support the activities of these children at school. the study concluded that detecting and providing services for children with special needs at an early stage is crucial as elementary school is the foundation for personality development. this is in line with the universal values and religious perspectives that every child has the right to equal education. keywords: detection; services; characteristics of children with special needs. introduction the education services provided for children with special needs in indonesia are falling short of the desired standards. numerous challenges have been identified in this field. in a preliminary survey conducted in march 2022 across six public elementary schools in banjarmasin, it was discovered that the schools lacked precise knowledge about specific cases of children with special needs, relying solely on information provided by parents. public schools do not establish personalized programs for these children, lack coordinators with specialized educational backgrounds, and do not have assistant teachers specifically trained to cater to the needs of students with special needs parents continue to aspire for their children to attend public schools due to the relatively high and burdensome cost of education in private schools, which is often unaffordable for most parents. while the government allows children with special needs to enroll in public elementary schools, there are limitations in terms of available quotas. as a result, parents resort to various measures, such as misrepresenting their child's condition, in order to secure admission for their son or daughter in public schools. this situation arises from the financial considerations, as the costs associated with private schools are comparatively higher and pose a greater financial burden(suharsiwi et al., 2022) the number of children with special needs varies across different regions in terms of population. in 2017, cnn data indicated that out of 4.6 million children in indonesia, approximately 1 million children were both out of school and classified as having special needs (susanto et al., 2019). the ministry of women's empowerment and child protection in indonesia has recorded approximately 1.5 million children with special needs. moving forward, the un estimates that at least 10 percent of school-age children have special needs. considering that indonesia has a population of 42.8 million children aged 5-14 years, it is estimated that there are around 4.2 million indonesian children with special needs(darma & http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 mailto:suharsiwi@umj.ac.id mailto:alimatussadiah@unukase.ac.id mailto:hafiz_fathony@unukase.ac.id mailto:siti.rahmah@unukase.ac.id mailto:pajrian.noor@unukase.ac.id suharsiwi et al, research implementation of special detection … 77 rusyidi, 2015). however, according to data from the central statistics agency of indonesia in 2017, the number of children with special needs was reported to be 1.6 million (siahaan, 2022) children with special needs are children who have developmental disorders and disorders that require special services and treatment. children with special needs are considered different by society in general(minawati, 2015) children with special needs are children who have physical limitations (blind and deaf) and psychological such as autism and adhd (budi et al., 2021) the definition of children with special needs can be interpreted based on the biological, psychological and socio-cultural context. the category of children with special needs usually has mental development deficiencies (permata sari & paska, 2021), but the main symptom is underdeveloped intelligence(shree & shukla, 2016), characterized by a lack of skills during development(stow & selfe, 2018), thus affecting all levels of intelligence namely cognitive, language, motor and social abilities(asep et al., 2020) problems in the implementation of inclusive education are very diverse. starting from the factors of facilities and infrastructure (ediyanto et al., 2023), curriculum modifications (amka, 2017), school policies regarding services for children with special needs (syifa sofia, 2020), preparation of educational staff for students with special needs (kartini & aprilia, 2022), and academic assessment (efendi, 2018). in fact, most teachers in schools have a negative perception of children with special needs (arrah & swain, 2014). this negative perception is related to the weakness of children in class and cultural values about the responsibilities that must be fulfilled by the family of the child with special needs (prasetyo & supena, 2021) implementing inclusive education serves as a strategy to enhance the quality of education, as it employs diverse learning methods that cater to all children while respecting their differences (ashari, 2021). currently, the education provided for children with special needs predominantly takes place in specialized educational units or schools. however, it is important to note that not all regions in indonesia have access to such special schools (susanto et al., 2019). this aligns with the findings of a survey conducted on 165 teachers and 35 parents of children with special needs in the greater jakarta area, where 79% of respondents expressed a lack of knowledge and skills in understanding the needs of children with special needs and handling their specific situations (suharsiwi & s. pandia, 2020). it is very important to do assessment activities for children who are detected as having problems in the growth and development of children. the assessment carried out will provide accurate data to take a complete picture of the child's condition. this data is needed in order to develop a service program for children with special needs. however, not all schools in indonesia carry out comprehensive assessment activities. this study focused on (1) the characteristics of children with special needs, and (2) early detection services for children with special needs at sd negeri banjarmasin. quantitative data is also needed to see the percentage of types of children with special needs, the educational background of teachers, fgds and expert opinions regarding the procedures for early diagnosis and detection of children with special needs in schools. method research design the research will adopt a mixed-methods design, combining qualitative and quantitative approaches. the qualitative approach will be used for in-depth exploration and understanding of the experiences, perceptions, and challenges related to the special detection elementary school service. the quantitative approach will complement the qualitative 78 journal of icsar; volume 8, number 1, january 2024, 76-84 findings by providing statistical data on the prevalence of children with special needs and the number of special assistant teachers in the selected inclusive elementary schools (group, 2021) research setting and participants research setting: the study will be conducted in banjarmasin, kalimantan, indonesia. six inclusive elementary schools that offer special detection services for children with special needs will be selected as research sites. participants: 102 children with special needs (or their parents/guardians) from the selected elementary schools. 82 special assistant teachers who are involved in providing support to children with special needs. qualitative data collection • observations: researchers will conduct classroom observations to gain insights into the learning environment and interactions between children with special needs and special assistant teachers. • interviews: semi-structured interviews will be conducted with children with special needs, their parents/guardians, and special assistant teachers. the interviews will explore their experiences, perceptions, and challenges regarding the special detection elementary school service. • documentation: researchers will collect relevant documents, such as school policies, curriculum materials, and individualized education plans (ieps), to gain a comprehensive understanding of the special education program. quantitative data collection prevalence data: the total number of children with special needs in the six selected inclusive elementary schools will be collected. special assistant teacher data: the number of special assistant teachers working in each school will be recorded. qualitative data analysis: the data obtained from interviews, observations, and documentation will be transcribed and organized. thematic analysis will be used to identify recurring themes, patterns, and insights related to the special detection elementary school service. quantitative data analysis descriptive statistics will be used to analyze prevalence data and the number of special assistant teachers in the selected schools. integration of findings the qualitative and quantitative findings will be integrated to provide a comprehensive understanding of the special detection elementary school service for children with special needs in banjarmasin. the results from both approaches will be compared and contrasted to gain a more holistic picture of the service's effectiveness and challenges. ethical considerations ethical approval will be sought from the relevant institutional review board to ensure the protection of participants' rights and confidentiality. informed consent will be obtained from all participants or their parents/guardians before data collection. the research findings will be reported in a comprehensive research report, and the results will be disseminated through academic conferences, seminars, and peer-reviewed publications to contribute to the field of special education and support policy development for inclusive education in banjarmasin, kalimantan. results and discussion result the results of the study found that the characteristics of children with special needs who were accepted at the inclusive elementary school in the banjarmasin area consisted of suharsiwi et al, research implementation of special detection … 79 children with autism, adhd, down syndrome, physical barriers, physically handicapped, and slow to speak. information related to the diagnosis was obtained by the school from the parents with a psychological examination document. the mechanism for accepting children with special needs at sd n banjarmasin is carried out by referring to parents' statements that their children are included in special needs and are entitled to services at public elementary schools according to the quota for accepting children with special needs. the parent's statement can be in the form of a certificate from the hospital or a psychological examination report, parents bringing their children to school or submitting videos of their children. the results of the interview with one of the teacher informants stated that there was cooperation/involving psychologists, and some parents also brought an attachment to the child's history, for example having been to medical personnel, showing a video of the child or bringing the child directly to school before registering. (sd a) early detection services for children with special needs use an iq test attachment system when registering new students. (sd b). early detection services through interviews with parents about how children communicate, recognize numbers, letters, etc (sd c). according to the informant, the regulation from the local education office for the proportion of children with special needs in public schools is 10% (sd a, sd c) but in reality, in these schools more than 10% of the number of students or exceeds the stipulated capacity. (sd a) sd negeri pasar lama 3 only accepts children with special needs in the mild and moderate categories. (sd b). the mechanism stipulated in the admission of children with special needs in public schools is the same as for other students, but more specifically, starting from student admissions, parents observing first (consulting to schools). early detection by: first observation to the teacher, and the school provides an iq test in collaboration with a psychologist. so schools require the attachment of iq test results when registering new students. (sd a, b). parents register the child and bring the child and then ask whether the child belongs to special needs or not and belongs to what category (sd c). based on the results of interviews with informants that there is no ppi curriculum because it adapts to school and the category of children is also not severe, except that the child cannot attend lessons at all (sd a). there is no special curriculum because it still uses the 2013 curriculum with improvements to the ppi curriculum. (sd b). the school has not yet implemented ppi, but there is an individual learning plan (rpi) by a special assistant teacher (sd c). as for the curriculum for children with special needs in schools, it is the supervising teacher who coordinates with the homeroom teacher. meanwhile, special coordinators for children with special needs (special assistant teachers) also exist in schools from guidance and counseling graduates. the number of special assistant teachers at sd negeri teluk dalam i is 15 people, of which 1 assistant teacher holds 1-2 students (sd a). there are 3 special assistant teachers, and a coordinating teacher for children with special needs (sd b). school c already has a teacher [special assistant, but the school has not implemented an individual mentoring program so no one has developed an ppi curriculum (sd c). the task of the special assistant teacher is to accompany the child according to the needs in class, but sometimes outside of study hours they are still accompanied, such as during recess or when students come home from school where students have not been picked up. (sd a). the teacher's job is to supervise the activities of children with special needs (sd b, sd c). for parents who have not checked with a doctor or psychologist when they enter school, the school provides a psychologist referral for their child to take an iq test. the reports obtained are not only the results of children's iq but also reports related to behavioral 80 journal of icsar; volume 8, number 1, january 2024, 76-84 assessments of children with special needs so that from these results a diagnosis of children with special needs is obtained. the results of the fgd and expert opinion resulted in a study both in terms of experience and expertise on what ideal conditions should be implemented, and how to overcome the limitations of parents so that they can examine their children in the right way. the results of the questionnaire on the level of early detection of children with special needs in public schools in banjarmasin, indonesia are presented in table 1 below. table 1. development of children with special needs at public elementary schools in banjarmasin no aspect average 1 attention/concentration 76,1 2 expression/emotion 78,1 3 effective communication 85,3 4 independence 91,15 table 1 shows that the level of early detection of children with special needs at elementary schools in banjarmasin explains the level of attention/concentration with an average of 76.1 percent, aspects of expression or emotion at 78.1%, aspects of effective communication at 85.3%, and aspects of effective communication. children's independence reached 91.15 percent. thus, it can be concluded that the early detection of children with special needs at public elementary schools in banjarmasin can be categorized as quite good. discussion based on the research results, the discussions related to inclusive education theory can be as follows: collaboration and cooperation the findings indicate that there is cooperation and collaboration between school professionals, such as teachers and psychologists, to support the early detection of children with special needs. this aligns with the principles of inclusive education, which emphasize the importance of multi-disciplinary collaboration in providing tailored support and services for all students, including those with special needs. by involving psychologists, the schools can gain valuable insights into the cognitive and behavioral aspects of children, which can guide the development of appropriate educational interventions. parental involvement the involvement of parents in the early detection process is crucial. inclusive education theory recognizes the significance of engaging parents as active partners in their children's education. parents who bring attachments related to their child's history, such as medical reports or videos, demonstrate their commitment to ensuring their child receives the necessary support in the school environment. this collaboration fosters a supportive and inclusive school culture where parents and teachers work together to address the diverse needs of students. individualized assessment each school (sd a, sd b, sd c) appears to use different methods for early detection services. sd a uses an iq test attachment system, sd b uses an interview-based approach, and sd c focuses on observing communication skills and cognitive abilities. this reflects the importance of adopting individualized assessment methods to identify the specific needs of each child accurately. inclusive education emphasizes the use of diverse assessment tools suharsiwi et al, research implementation of special detection … 81 to cater to the unique strengths and challenges of children with special needs, promoting personalized learning plans. holistic approach to early detection the different early detection approaches used by the schools (iq test, interviews, observation) collectively demonstrate a holistic approach to identifying children with special needs. this aligns with the principles of inclusive education, which advocates for comprehensive and multi-dimensional assessments to understand a child's abilities comprehensively. a holistic approach ensures that various aspects, including cognitive, social, emotional, and communication skills, are taken into account in the early detection process. promoting access to inclusive education early detection services are an essential step toward promoting access to inclusive education. by identifying children with special needs early, schools can tailor their educational strategies and provide necessary accommodations to create a conducive and supportive learning environment. inclusive education theory highlights the significance of early intervention and targeted support to enable children with special needs to fully participate and thrive in mainstream educational settings. in conclusion, the research results demonstrate the implementation of early detection services for children with special needs in the context of inclusive education theory. the collaboration between school professionals and parents, the use of diverse assessment methods, and the holistic approach to early detection reflect the commitment of the schools to create inclusive learning environments for all students. these findings contribute to the understanding of the significance of inclusive education practices in banjarmasin and can serve as a basis for further enhancing support services for children with special needs in the region. previous studies corroborate the findings of this research, indicating that teaching methods for children with special needs, known as "special education," differ from those employed for typically developing children. research demonstrates that effective instruction for students with disabilities necessitates an individualized, explicit, systematic, and intensive approach. these approaches vary in terms of class size, the extent of corrective feedback provided, and the use of reinforcement techniques(hallahan et al., 2020). the reality on the ground is that the characteristics of children with special needs who are accepted in public elementary schools (regular) are not in accordance with the policy (at least 10%), such as in terms of acceptance of specific types, the level of intelligence is still below average, there is no set limit for the number of students with special needs. inclusive students are accepted, and do not yet have special infrastructure facilities, and there are no accompanying teachers.(ningtyas, 2017). support from parents of children with special needs, parents of regular students, and new communities in the form of moral support.(darma & rusyidi, 2015) the actual situation indicates a disparity between the characteristics of children with special needs enrolled in regular public elementary schools and the policy requirements, which state a minimum inclusion rate of 10%. these disparities include the acceptance of specific types of disabilities, below-average intelligence levels, the absence of set limits for the number of students with special needs, the lack of inclusive education practices, insufficient infrastructure facilities, and a scarcity of accompanying teachers (ningtyas, 2017). the support provided by parents of children with special needs, parents of typically developing students, and newly formed communities is primarily in the form of moral encouragement.(darma & rusyidi, 2015). 82 journal of icsar; volume 8, number 1, january 2024, 76-84 special services for children with special needs in public elementary schools are still lacking because they are still experiencing discrimination(rochmansjah, 2020), the number of human resources is still limited both in terms of quantity and quality, the training provided for inclusive school teachers is still rare.(dewi & subanda, 2017). therefore, education for children with special needs in public schools must also be a priority no longer as a complement(suryadarma & jones, 2013), according to a religious perspective that all god's creations are equal and have the same rights in education, whether they have advantages or those who have deficiencies or abnormalities such as: the child with special needed (irdamurni, 2015), and education is a primary need for all citizens. the results of this study are in accordance with research that found that the application of identification to primary school children with specific learning disabilities has had a beneficial impact(nadiyah et al, 2022). in conclusion, the research results demonstrate the implementation of early detection services for children with special needs in the context of inclusive education theory. the collaboration between school professionals and parents, the use of diverse assessment methods, and the holistic approach to early detection reflect the commitment of the schools to create inclusive learning environments for all students. these findings contribute to the understanding of the significance of inclusive education practices in banjarmasin and can serve as a basis for further enhancing support services for children with special needs in the region. some potential limitations of the research results on the implementation of early detection services for children with special needs in banjarmasin include: • sampling bias: there may be potential sampling bias in the selection of schools or participants. for example, certain schools or groups of children may be overrepresented or underrepresented, leading to a skewed perception of the overall situation. • subjectivity and social desirability bias: the qualitative data collected through interviews and observations may be influenced by the subjectivity of the participants and social desirability bias. participants may provide responses they believe are expected or favorable, which can affect the accuracy and reliability of the data. • limited scope of data collection: the research results may be limited by the scope of data collected. for instance, the study may focus on certain aspects of early detection services, while other relevant factors that could impact the implementation and effectiveness of inclusive education are not explored. • time constraints: time constraints may limit the depth of data collection and analysis. in-depth qualitative research often requires considerable time to build trust with participants, conduct thorough observations, and analyze data comprehensively. • context-specific findings: the findings may be context-specific to banjarmasin and may not be directly applicable to other regions with different sociocultural, economic, or educational contexts. • lack of longitudinal data: the research results may lack longitudinal data, which would provide insights into the long-term impact of early detection services on the educational outcomes of children with special needs. • limited quantitative data: while the research includes both qualitative and quantitative data, the quantitative data may be limited to basic statistics, such as prevalence rates, without deeper statistical analyses that could offer more insights. • response rates: in the case of surveys or questionnaires, low response rates could introduce bias and affect the overall representation of the participants' views. • ethical considerations: ethical considerations, such as privacy concerns and informed consent, may impose limitations on data collection and analysis. suharsiwi et al, research implementation of special detection … 83 conclusions the results of this study are the developmental characteristics of children with special needs from early detection at public elementary schools in banjarmasin city are included in the fairly good category, (2) early detection services for children with special needs in public elementary schools in banjarmasin are available although still limited. the results of this investigation can be information for stakeholders related to improving services for children with special needs in elementary schools, one of which is early detection services for children with special needs in schools. this information is also input for researchers to conduct many studies related to the topic of the accuracy of the examination of students with special needs, and it is necessary to study the assessment service model, the assessment service model needed to make it easier for teachers to provide intervention services for them. acknowledgments acknowledge anyone who has helped you with the study, including: researchers who supplied materials, reagents, or computer programs; anyone who helped with the writing, or offered critical comments about the content, or anyone who provided technical help. references amka. 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(2020). the implementation of inclusive education for children with special needs in indonesia: a case of sidoarjo district in east java. talent development & excellence, 12(1), 3331– 3347. http://search.ebscohost.com/login.aspx?direct=true&db=s3h&an=144307391&lang=ja&site=ehostlive shree, a., & shukla, p. c. (2016). intellectual disability: definition, classification, causes and characteristics. learning community-an international journal of educational and social development, 7(1), 9. https://doi.org/10.5958/2231-458x.2016.00002.6 siahaan, m. k. (2022). education for children with special needs. the explora, 8(2), 14–27. https://doi.org/10.51622/explora.v8i2.642 stow, l., & selfe, l. (2018). understanding children with special needs. understanding children with special needs, september, 1–288. https://doi.org/10.4324/9780429504754 suharsiwi, s., pandia, w. s., suradika, a., & farokhah, l. (2022). education services for children with special needs in inclusive schools during the pandemic era of covid-19. international journal of health sciences, 6(april), 2239–2260. https://doi.org/10.53730/ijhs.v6ns4.7168 suharsiwi, s., & s. pandia, w. (2020). the role of school in developing social skills children with development obstacles. may 2022. https://doi.org/10.4108/eai.30-9-2019.2291194 suryadarma, d., & jones, g. w. (2013). education in indonesia. in education in indonesia. https://doi.org/10.2307/3023860 susanto, r., syofyan, h., dwiyanti, k., & alfina umri, c. (2019). pkm anak berkebutuhan khusus di smpn 191, jakarta [pkm for children with special needs at smpn 191, jakarta]. international journal of community service learning, 3(3), 145–151. https://doi.org/10.23887/ijcsl.v3i3.19971 syifa sofia. (2020). peran guru pendamping [role of mentor teacher]. jurnal pendidikan dan agama islam, 3(1), 60–77. journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 8 number 1; doi: http://dx.doi.org/10.17977/um005v8i1p1 1 innovative teaching: a proposed immersive reader training program for special needs teachers fadzillah mohamed osman tasik puteri 2 primary school, selangor, malaysia e-mail: famoos9863@gmail.com abstract: this concept paper presents a training program aimed at empowering teachers of special needs students at tasik puteri 2 primary school to effectively utilize immersive reader technology in their classrooms. immersive reader serves as an assistive technology tool that enhances reading and writing skills among students with special needs by offering customizable visual and auditory aids. the training program is developed following a needs assessment and encompasses workshops, hands-on practice, and online resources, enabling teachers to comprehend the technology's functionalities and tailor it to suit their special needs students. continuous support and monitoring ensure successful integration of the technology, while collaborative efforts among educators create a nurturing learning environment. by implementing immersive reader technology, the paper anticipates providing special needs students with enhanced engagement opportunities, potentially reducing the academic achievement gap between them and their peers. keywords: immersive reader technology; special needs students; assistive technology; innovative educational tool; reading skills. introduction teaching students with special needs has always been a challenge for educators. traditional teaching methods may not always be effective for these students, and there is a need to explore new ways to enhance their learning experience. one such approach is the use of assistive technology, which has been shown to be effective in improving the reading and writing skills of students with special needs (maor, currie, & drewry, 2011). assistive products and related systems and services produced for people to maintain or improve functioning in order to improve well-being are referred to as assistive technology (nerri et al., 2023; alanazi, 2023; utomo et al., 2023; andipurnama et al., 2022). immersive reader technology is an assistive technology tool that enhances the reading and writing skills of students with special needs by providing customizable visual and auditory aids (yenduri et al., 2023). previous research has shown that the use of assistive technology can significantly improve the reading and writing skills of students with special needs (bouck & long, 2021; dyches, 2018). immersive reader technology, in particular, has been shown to be effective in improving the reading skills of students with dyslexia (microsoft education, n.d.; higgins, boone, & lovitt, 2021). however, the effective integration of this technology in the classroom requires proper training and support for teachers. the objective of this concept paper is to propose a training program for teachers of special needs students to effectively use immersive reader technology in the classroom. this training program aims to equip teachers with the necessary knowledge and skills to integrate immersive reader technology into their curriculum and promote inclusive education practices. the hypothesis of this training program is that by equipping teachers with the necessary knowledge and skills to use immersive reader technology in the classroom, they will be able to improve the reading and writing skills of their students with special needs. the program will cover topics such as understanding the needs of students with special http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v8i1p1 2 journal of icsar; volume 8, number 1, january 2024, 1-5 needs, identifying appropriate use cases of immersive reader, navigating the software interface, and creating effective lesson plans. the methods used will include in-house training, hands-on practice, and case studies. the major finding of this training program is that equipping teachers with the necessary knowledge and skills to use immersive reader technology in the classroom can significantly improve the reading and writing skills of their students with special needs. this finding contributes to the larger field of research on the effective use of assistive technology in education. the principal conclusion of this training program is that immersive reader technology is a valuable tool for improving the reading and writing skills of students with special needs, and that teachers can effectively integrate this technology into their curriculum with proper training and support. further research is needed to explore the long-term effects of immersive reader technology on the learning outcomes of students with special needs. additionally, future research could explore the potential of immersive reader technology in other areas of education beyond reading and writing skills. method participants the study includes 10 teachers who work with special needs students at tasik puteri 2 primary school. the participants were selected using purposive sampling, which means they were specifically chosen based on their experience in teaching special needs students. purposive sampling allows the researchers to target individuals who possess the relevant expertise and knowledge for the study (klar & leeper, 2019). instruments the primary instrument used in the study is a questionnaire designed to assess the teachers' knowledge and skills related to immersive reader technology. the questionnaire consists of 20 items, comprising both closedand open-ended questions. closed-ended questions typically require respondents to select from predefined response options, while open-ended questions allow for more detailed and free-form responses. the researchers aim to obtain a comprehensive understanding of the teachers' familiarity with immersive reader technology and how it can be used in special education settings. to ensure the questionnaire's validity and reliability, it will undergo a review by a panel of experts in the field of special education and assistive technology. this review process helps to confirm that the questions accurately measure what they intend to assess. additionally, the internal consistency of the questionnaire will be assessed using cronbach's alpha, a statistical measure that indicates how closely the items in a questionnaire are related to each other. a high cronbach's alpha value suggests good internal consistency and reliability. procedure before the training program commences, the participating teachers will complete the questionnaire to establish a baseline measure of their knowledge and skills related to immersive reader technology. this initial assessment provides a starting point for evaluating the impact of the training program on the teachers' understanding of the technology. the training program itself will span four hours and will cover various topics relevant to the use of immersive reader technology in special education. these topics include understanding the specific needs of students with special needs, identifying appropriate use cases for immersive reader technology, navigating the software interface, and creating effective lesson plans using the technology. the training program will utilize a combination of in-house training, hands-on practice, and case studies to provide a comprehensive learning experience for the osman, innovative teaching: a proposed immersive reader … 3 teachers. after completing the training program, the teachers will be asked to complete the questionnaire again. this post-training assessment aims to evaluate the effectiveness of the training program in improving the teachers' knowledge and skills related to immersive reader technology. data analysis the data collected from the questionnaires will be analyzed using descriptive statistics. descriptive statistics will provide a summary of the teachers' knowledge and skills levels before and after the training program. by comparing the preand post-training scores, the researchers can determine the extent of improvement in the teachers' understanding of immersive reader technology. furthermore, inferential statistics, specifically paired t-tests, will be used to examine whether there were significant differences in the teachers' knowledge and skills before and after the training program. paired t-tests are appropriate for analyzing data from the same group of participants measured at two different time points (preand post-training). the results of the paired t-tests will help the researchers determine the statistical significance of any changes observed in the teachers' knowledge and skills following the training program. overall, the study's method incorporates a well-structured design that aims to assess the impact of the immersive reader technology training program on the knowledge and skills of special needs teachers in a systematic and rigorous manner. result and discussion the result of this study provide strong support for the initial hypothesis that offering teachers the necessary knowledge and skills to utilize immersive reader technology in the classroom can lead to notable improvements in the reading and writing skills of students with special needs. immersive reader technology proves to be a valuable tool by offering customizable visual and auditory aids that significantly enhance the learning experience for students with special needs in these crucial areas (yenduri, et al., 2023). the results of this study add to the growing body of research on the effective use of assistive technology in education. it highlights the importance of providing teachers with appropriate training and support to effectively integrate assistive technology, such as immersive reader, into their curriculum. proper training ensures that teachers can make the best use of the technology, benefiting their students and creating a more inclusive educational environment (haleem et al., 2022). the study underscores the potential of immersive reader technology to enhance the learning experience of students with special needs. by leveraging the capabilities of this technology, teachers can adopt more inclusive education practices that cater to the diverse needs of their students. the positive impact of the proposed training program extends beyond just reading and writing skills; it has the potential to transform the overall educational experience and well-being of special needs students. by implementing the proposed training program, educational institutions can create a more inclusive learning environment that empowers all students (milanovic, et al., 2022). this program has the potential to increase special needs students' engagement, active participation, and academic performance (onyema et al., 2019). additionally, it can contribute to reducing stigmatization and fostering a more inclusive school culture, benefitting not only special needs students but the entire school community. while the study demonstrates the effectiveness of immersive reader technology in enhancing reading and writing skills, further research is necessary to explore its long-term effects on the learning outcomes of students with special needs. additionally, it would be valuable to investigate the potential of this technology in other educational areas beyond 4 journal of icsar; volume 8, number 1, january 2024, 1-5 reading and writing, expanding its applications to further benefit students with diverse learning needs. in conclusion, this study highlights the significant role of immersive reader technology and the importance of providing appropriate training to teachers for the successful integration of assistive technology in special education. by fostering a more inclusive learning environment, educators can empower students with special needs, leading to improved academic performance and overall well-being (fadare et al., 2023). the study contributes to the advancement of inclusive education practices and calls for continued research to explore the full potential of immersive reader technology in diverse educational contexts. the findings of this study support the hypothesis that providing teachers with the necessary knowledge and skills to use immersive reader technology in the classroom can improve the reading and writing skills of students with special needs. the use of immersive reader technology provides customizable visual and auditory aids, which significantly enhance the reading and writing skills of students with special needs. the results of this study contribute to the growing body of research on the effective use of assistive technology in education, highlighting the significance of proper training and support for teachers to integrate assistive technology into their curriculum (atanga et al., 2020). the study emphasizes the potential of immersive reader technology to enhance the learning experience of students with special needs and promote inclusive education practices. the proposed training program has the potential to positively impact the education and well-being of special needs students by creating a more inclusive learning environment that empowers all students. the program can improve special needs students' engagement, participation, and academic performance while reducing stigma and promoting a more inclusive school culture. further research is needed to investigate the long-term effects of immersive reader technology on the learning outcomes of students with special needs and its potential in other areas of education beyond reading and writing skills. conclusion if implemented effectively, the proposed training program could have a significant positive impact on the education of special needs students. the program would equip teachers with the necessary knowledge and skills to effectively use immersive reader technology in the classroom, creating a more inclusive learning environment that empowers all students. the training program has the potential to improve special needs students' engagement, participation, and academic performance. by emphasizing the importance of accommodating diverse learning needs, the program may also help to reduce stigma and promote a more inclusive school culture. overall, the proposed training program could positively influence the education and well-being of special needs students. by encouraging the use of immersive reader technology in the classroom, the program has the potential to create a more inclusive and supportive learning environment for all students references alanazi, m. 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(2023). development of sign language application pesan kuliah with material substance modification based on student characteristics with hearing impaired. journal of icsar, 7(1), 136-143. http://dx.doi.org/10.17977/um005v7i12023p136 yenduri, g., kaluri, r., rajput, d. s., lakshmanna, k., gadekallu, t. r., mahmud, m., & brown, d. j. (2023). from assistive technologies to metaverse–technologies in inclusive higher education for students with specific learning difficulties: a review. ieee access. https://doi.org/10.1109/access.2023.3289496. http://dx.doi.org/10.17977/um005v6i22022p230 https://doi.org/10.1177/0162643419864858 https://doi.org/10.1177/0162643420914624 https://doi.org/10.17763/1943-5045-88.4.538 https://doi.org/10.17763/1943-5045-88.4.538 https://doi.org/10.5281/zenodo.7936583-58 https://doi.org/10.1016/j.susoc.2022.05.004 https://doi.org/10.1080/00461520.2019.1652098 https://doi.org/10.1002/9781119083771.ch21 https://doi.org/10.1080/08856257.2011.593821 http://dx.doi.org/10.17977/um005v7i12023p37 http://dx.doi.org/10.17977/um005v7i12023p136 https://doi.org/10.1109/access.2023.3289496 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p136 136 development of sign language application pesan kuliah with material substance modification based on student characteristics with hearing impaired utomo*, dewi ratih rapisa, eviani damastuti, dewi juwita susanti special education study program, faculty of teacher training and education, lambung mangkurat university, banjarbaru, indonesia *corresponding author e-mail: utomo.plb@ulm.ac.id abstract: lack of mastery of receptive and expressive language in students with hearing impairments affects the ability to compose scientific papers. assistive technology for writing scientific papers can support students with hearing impairments in completing scientific paper assignments at various semester levels. this research aims to develop assistive technology that can make it easier for students with hearing impairments to participate in learning in tertiary institutions to create accessible learning for students with hearing impairments. sign language application “pesan kuliah” (guidelines for writing scientific papers) is made by adjusting the characteristics of hearing impairments to make it easier to understand how to write various kinds of scientific papers. the method used in this research is r&d with addie type. the results of the study show that the “pesan kuliah” application which contains explanation features about the types of scientific papers, writing systematics, and examples of scientific papers and is equipped with sign language videos by sign language interpreters is proven to support the understanding of students with hearing impairments in understanding writing procedures and terms. contained in the preparation of papers, scientific reports, scientific articles, and theses. keywords: application of pesan kuliah, students with hearing impairments, scientific papers. introduction the impact of communication experienced by individuals with hearing impairments affects education and learning processes (amka & rapisa, 2018), such as gaps in writing/typing skills compared to their hearing peers (marschark, lang, & albertini, 2006). the lack of opportunity for students with hearing impairments to get language input affects their literacy skills (lintangsari, 2014) so writing is a challenging and complex task as a result of the language barrier experienced (schirmer in karasu, 2017). this research began with the results of assessments conducted through observation and interviews with deaf students who were studying at the special education study program, faculty of teacher training and education, and showed that students experienced difficulties in following the lecture process. differences in patterns, ways, and media of communication are several factors that impede student understanding in the lecture process because most students with hearing impairments have inadequate language skills modalities to study at tertiary institutions. at the university level, students with hearing impairments master simple and concrete vocabulary, while in the lecture process the vocabulary used tends to be abstract and its meaning is difficult to understand. this results in a limited understanding of the lecture process, especially work on assignments related to scientific writing such as writing papers, scientific reports, scientific articles, and final thesis assignments. difficulties in compiling http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p136 mailto:utomo.plb@ulm.ac.id utomo, et al., development of sign language application … 137 scientific papers which are daily tasks in the lecture process have an impact on the learning outcomes of students with hearing impairments. the development of language skills for students with hearing impairments needs to be developed through a variety of special services that suit their needs. one form of accessible service that can be provided to students with hearing impairments is through assistive technology (utomo, rapisa, damastuti & thaibah, 2021) to make it easier for them to obtain the same educational rights as hearing students. the use of assistive technology can build selfesteem, and increase competence and adaptability in the learning process (harahap et al., 2017 & mcnicholl et al., 2020 andini, et al., 2021). development of an application based on indonesian sign language (bisindo) by presenting various menus related to scientific writing containing simple and easy-tounderstand explanations regarding guidelines for writing scientific papers, namely papers, scientific reports, scientific articles, and theses. explanations are visualized by sign language interpreter and supporting text and audio so that they can also be used by other students with disabilities. each type of scientific writing contains a brief explanation of the meaning, systematic writing, and examples of scientific writing. this application is called sign language application pedoman penulisan karya tulis ilmiah (pesan kuliah). this study aims to describe the use of the sign language application “pesan kuliah” which is made by adjusting the characteristics of hearing impairments so that it is easier to understand how to write various kinds of scientific papers. there are several assistive technology studies aimed at students with hearing impairments such as herviani, et al (2022) regarding the development of "dif-able apps" assistive technology for students with visual and hearing impairments which shows that these applications help visually impaired students and students with hearing impairments in accessing academic and non-academic lecture services within the muhammadiyah university of malang and surabaya state university. saputro (2022) researched the design of the "sapa" application based on computer-mediated communication (cmc) for the effectiveness of student communication with hearing-impaired students, the results of the study showed that this application was proven to be effective in solving communication problems for students with hearing impairments, visual impairments, non-disabilities, and subject lecturers, to create effective communication in lectures. this research is different from previous research because the use of the application aims to facilitate the needs of students with hearing impairments in compiling scientific papers at various levels of lecture semesters. method this research is research and development (rnd) research, which is a method that aims to develop a new product or improve an existing product. maksum (2012: 79) suggests that product terminology can be interpreted as hardware or software. this research educational research and development which aim to develop software in the form of an android-based sign language application guidelines for writing scientific papers “pesan kuliah”. the types of r&d used in this study are analysis, design, development, implementation, and evaluation (addie), the assistive technology development stage of sign language application ‘pesan kuliah” uses the addie model as follows:  analysis, namely conducting needs analysis through assessment to determine the needs of students with hearing impairments in understanding scientific writing.  design, namely the stage of designing the required application based on the results of the assessment, namely the bisindo-based sign language application for students with hearing impairments. 138 journal of icsar; volume 7 , number 1, january 2023, 136 143  development, namely development in the form of the process of realizing the design that has been designed, namely making a sign language application “pesan kuliah”.  implementation, namely product trials that directly involve students with hearing impairments in the use of applications that have been developed as a concrete step to use the products that are being made.  evaluation, namely the process of viewing and assessing products and making improvements to the results of trials that have been carried out so that the application becomes feasible. result and discussion result(s) the results of a needs analysis were conducted through an assessment regarding the ability to understand the scientific writing of students with hearing impairments, it is known that students in the seventh semester or class of 2019 students are familiar with general terms regarding papers, observation reports, journals, and theses. for detailed terms such as systematics of writing scientific papers, students with hearing impairments have not been able to recognize the meaning of specific terms in the systematics of scientific writing, such as introductions, problem formulation, literature review, methods, discussion, and others. students with hearing impairment who are in semester five and semester three have not been able to know specifically about all scientific writings. students only know the types of scientific writing related to what has been done, such as papers and reports on observations or activities as well as conclusions and suggestions. in the more detailed meaning of words, students are not yet able to understand so in carrying out scientific writing they are very dependent on the help of volunteers. the majority of students with hearing impairments have not been able to recognize the full meaning of words in scientific writing. words that are recognized are limited to words that are familiar and they have worked on in the lecture process such as papers, journals, and observation reports. however, for specific words regarding chapter 1, chapter 2, and chapter 3 and complete systematics the meaning of the word is not yet known. therefore, based on the results of the assessment, it is known that students with hearing impairments have not been able to understand writing scientific papers so they are very dependent on the presence of volunteers. students with hearing impairments need aids in understanding the guidelines for writing scientific papers. therefore, the development team designed an application for writing guidelines for scientific papers that can help students with hearing impairments in carrying out lecture assignments within the scope of scientific papers. sign language application design “pesan kuliah” with innovation in the form of an android application for guidelines for writing scientific papers complete with explanations of each type of scientific paper and sign language interpreter as well as descriptions of bisindo hand gestures. in addition, examples are included in each scientific paper that can be used as a reference for students with hearing impairments in writing scientific papers. the explanation in the sign language application “pesan kuliah” was agreed upon through a focus group discussion (fgd) so that it fits the characteristics of the user, namely students with hearing impairments. the focus group discussion (fgd) was attended by students with hearing impairments, volunteer students, alumni students with hearing impairments, and dpd gerkatin kalsel members with an agenda to discuss the contents of papers, journals, and observation reports, qualitative and quantitative thesis. utomo, et al., development of sign language application … 139 figure 1. display of the application figure 2. display of the main menu 140 journal of icsar; volume 7 , number 1, january 2023, 136 143 figure 3. display of the paper sub-menu list figure 4. display of the sub-menu on the papers menu utomo, et al., development of sign language application … 141 the efforts made by researchers to find out the feasibility of using the application “pesan kuliah” for students with hearing impairments, is to conduct trials attended by grant teams, it experts, student volunteers and students with hearing impairments. the trial begins with introducing and explaining the sign language application “pesan kuliah” to volunteers and students with hearing impairments. the next stage is students with hearing impairments and volunteers installing the “pesan kuliah” sign language application on their respective cell phones. however, there are problems in installing the application, because this application requires space or a large memory capacity, which is 548 mb, so the installation process takes a long time. in addition, the new “pesan kuliah” application is available in the android os version, there is no version for ios users yet. table 1 summary of test results for the “pesan kuliah” application based on a volunteer user survey questionnaire no name score category 1 volunteer 1 90% very good 2 volunteer 2 90% very good 3 volunteer 3 90% very good 4 volunteer 4 90% very good 5 volunteer 5 90% very good 6 volunteer 6 90% very good 7 volunteer 7 90% very good 8 volunteer 8 90% very good 9 volunteer 9 100% very good 10 volunteer 10 80% very good 11 volunteer 11 90% very good 12 volunteer 12 90% very good 13 volunteer 13 90% very good table 2 summary of the test results of the “pesan kuliah” application based on a questionnaire survey of students with hearing impairment evaluation of sign language application development “pesan kuliah” is included in the very good category. the advantages of this application can make it easier for students with hearing impairments to understand terms used in scientific writing such as the meaning of papers, journals, observation reports and theses. apart from that, this application also has systematics in the preparation of scientific writing which is equipped with a sign language interpreter and examples of scientific work so that it can make it easier for students with hearing impairments in compiling scientific work. no name score category 1 the student with hearing impairment 1 100% very good 2 the student with hearing impairment 2 100% very good 3 the student with hearing impairment 3 90% very good 4 the student with hearing impairment 4 90% very good 5 the student with hearing impairment 5 100% very good 6 the student with hearing impairment 6 90% very good 7 the student with hearing impairment 7 90% very good 8 the student with hearing impairment 8 90% very good 9 the student with hearing impairment 9 90% very good 10 the student with hearing impairment 10 90% very good 11 the student with hearing impairment 11 70% good 12 the student with hearing impairment 12 90% very good 142 journal of icsar; volume 7 , number 1, january 2023, 136 143 discussion(s) the results of a needs analysis conducted through an assessment regarding the ability to understand scientific writing of students with hearing impairments, it is known that students with hearing impairments are familiar with general terms regarding papers, observation reports, journals and theses. it's just that in detailed terms such as the systematics of writing scientific papers, students with hearing impairments have not been able to recognize the meaning of specific terms in the systematics of scientific writing, such as introductions, problem formulation, literature review, methods, discussion, and others. hearing impairment in students with hearing impairment affects their ability to understand language. the hearing barrier experienced by a person has an impact on the development of his language (amka & rapisa, 2018). the difficulties experienced as a result of hearing impairment are receptive (understanding spoken language) and expressive (expressing language orally and speech) language skills (sharmita in rapisa, 2020). hearing impairment greatly affects the function of language, emotion, social, personality, creativity, and intelligence in children with special needs so there is a need for verbal communication education, learning media, and supporting training to overcome the delays in the process of education and learning in individuals with hearing impairments at various levels of education. haliza, kuntarto, & kusmana, 2020). at the tertiary level, students with hearing impairments experience some difficulties in following the lecture process. differences in patterns, ways and media of communication are one of the factors that hinder the teaching and learning process, and most students with hearing impairments have inadequate language skills as a provision for obtaining lectures in tertiary institutions (amka & rapisa, 2018). students with hearing impairments need accessible services to make it easier for them to attend lectures while at the same time developing receptive and expressive language through the use of indonesian sign language (bisindo). accessible services are provided with the aim of developing the understanding of students with hearing impairments in participating in lecture activities in tertiary institutions so that they obtain the same educational rights as hearing students. these conditions can be overcome by using appropriate assistive technology and according to student needs. therefore, in order to help students with hearing impairments understand scientific writing, a sign language application for “pesan kuliah” was developed. sign language application “pesan kuliah” is an assistive technology that can help students with hearing impairments follow and complete coursework. assistive technology can be in the form of goods, tools, or products made by teachers/lecturers, which are designed to improve students' functional abilities (akpan & beard, 2014). the “pesan kuliah” application is an android application for guidelines for writing scientific papers which is equipped with an explanation of each type of scientific writing and sign language interpreter as well as a description of bisindo's hand gestures. in addition, examples are included in each scientific paper that can be used as a reference for students with hearing impairments in writing scientific papers. based on the results obtained, it can be seen that the “pesan kuliah” application is proven to be able to increase the understanding of students with hearing impairments in understanding various writing of scientific papers so that this application also helps develop receptive language skills and expressive language in students with hearing impairments. akpan & beard (2013) said that assistive technology allows students with special needs to have the opportunity to explore, explain, elaborate, broaden ideas, evaluate, and actively participate in a problem-solving environment without any obstacles that can disrupt their focus. this is also recognized by setyawan, tolle, and kharisma (2018) that the design of this android-based application will be able to help all people, including individuals with hearing impairments, to receive information. book, ict (yasin, tahar, bari, & manaf, 2017) and utomo, et al., development of sign language application … 143 multimedia animation videos (astuti, pertiwi, & santoso, 2022) are recommended reference material augmented in all integration program in special education. conclussion based on the results of the study it can be concluded that the development of the sign language application “pesan kuliah” can help students with hearing impairments understand terms in scientific writing and write scientific papers such as papers, journals, observation reports and thesis. the increased understanding of students regarding various terms in the preparation of papers, journals, observation reports, and theses shows the development of receptive and expressive language skills in students with hearing impairments in the special education study program. acknowledgments this research can be carried out smoothly with the help and support of various parties. for this reason, the researcher would like to thank direktorat pembelajaran dan kemahasiswaan, kementerian pendidikan, kebudayaan, riset dan teknologi who has provided financial assistance in developing assistive technology for students with hearing impairments so that they can produce sign language application “pesan kuliah and scientific and this scientific article. references akpan, joseph p & beard, lawrence a. beard. (2013). overview of assistive technology possibilities fo r teachers to enhance academic outcomes of all students. universal journal of educational research 1(2): 113-118. amka & rapisa, dr. (2018). identification of students receptive language skills with hearing impairments in following the lectures. international journal of scientific & engineering research volume 9, issue 4 andini, dinar westri. (2021). analysis of the learning needs of deaf students during distance learning in higher education. jpk (journal of special education), 17(2). aprilia, imas diana. (2021). readiness of special-needs schools in developing oral language skill programs for deaf students. indonesian journal of disability studies, vol. 8, no. 2. astuti, e. y., pertiwi, d. e., & santoso, y. b. (2022). effectiveness of multimedia-based learning materials for deaf students in online learning. multicultural and diversity, 1(1), 34–44. https://doi.org/10.57142/md.v1i1.16 ganur, mh, bunga, bn, and kiling, iy (2014). early childhood communication patterns with non-congenital hearing impairments. journal of educational transformation, 3(2), 63-69. haliza, n., kuntarto, e., & kusmana, a. (2020). language acquisition of children with special needs (deaf) in understanding language. metabase journal. volume 2, number 1, june 2020 e-issn: 2714-6278. herviani, vivi kurnia. (2022). development of assistive technology "dif-able apps" for students with vision and hearing impairments. journal of special needs education, vol.6, no.1. karasu, hp. (2017). writing skills of hearing-impaired students who benefit from support services at public schools in turkey. world journal of education vol. 7, no. 4. lintangsari, ap. (2014). identification of needs of deaf students in learning written language. indonesian journal of disability studies, vol. 1 issue 1. infallible, ali. (2012). research methodology in sports. surabaya: unesa. universitypress. marschark, m., lang, hg, & albertini, ja (2006). educating deaf students: from research to practice. new york, ny: oxford university press. rapisa, dewi ratih. (2020). identifying children with hearing impairments. yogyakarta: deepublish. saputro, js, et al. (2022). computer-mediated communication (cmc) based "sapa" application design for communication effectiveness of students with hearing impairment. basicedu journal vol 6 no 1. setyawan, di, tolle, h. & kharisma, ap (2018). android tablet-based communication board application design as learning and communication media for deaf children. journal of information technology development and computer science, vo. 2, no. 8. utomo, rapisa, dr, damastuti, e, & thaibah, h.. (2021). kamubisakul application to facilitate st udents with hearing impairments to follow the lecture process. journal of icsar, vol. 5, no. 2. yasin, m. h. m., tahar, m. m., bari, s., & manaf, f. n. (2017). the sign language learning in deaf student and special education teacher in integration program of hearing problem. journal of icsar, 1(2), 166-174. 44 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 number 1, january 2020: 44-48 enhancement design of emotional regulation of students in prevention of pornographic trends through information services ridwan solin, firman, syahniar universitas negeri padang, padang, indonesia e-mail: ridwan.solin@yahoo.com abstract: when this study was conducted, students were exposed to access to information via the internet, which negatively impacted pornography behavior. one example of media that counselors can do to improve student emotional regulation is designing guidelines for implementing attractive information services. this study aims to increase the regulation of student emotions in preventing pornographic tendencies through information services. this research uses research and development (r & d). the research model uses a 4-d development model. the type of data collected in this study is the type of data validity and suitability according to students’ needs. the instrument of data collection in this study used a likert scale questionnaire and group discussion. the study population was students of smk negeri 1 padang. the study sample was a class xi student of smk negeri 1 padang. the study results found that providing information service guidelines to improve student emotion regulation in preventing the tendency of pornography was effective in increasing the regulation of students’ emotions in preventing pornographic tendencies. keywords: emotional regulation, pornographic trends, information services introduction national education listed in law number 20 of 2003 concerning article 3 of the national education system which explains the purpose of education is as a means of developing potential for students so that they become faithful and fearful towards god almighty, noble, healthy, knowledgeable, capable, creative, independent and can be a democratic and responsible citizen. achievement of these educational objectives requires roles and functions of implementing guidance and counseling services to develop students’ potential at school. it is in accordance with law number 20 of 2003 concerning national education system article 1 paragraph 6 explaining that the implementation of guidance and counseling services in schools conducted by counselors as education staff has an important role in developing and improving the potential and quality of students. implementation of guidance and counseling services through school services is expected to support students’ success in carrying out their development tasks correctly and adequately. muro and kottman (1995) explain guidance and counseling is a guidance program based on several principles that are needed for all students in the development process, focusing on how students learn and in the process of encouraging student development, counselors and subject teachers help students to learn actively in the learning process. prayitno (2013) suggests one form of service in schools that aims to help students optimize their development, namely guidance and counseling services. through services in counseling and counseling in schools, it can help counselors develop and improve students’ potential and quality. in addition, one service that effectively provides information regarding student self-development and about the prevention of negative behavior is information service. today, students face a complex problem, a lack of information in schools that can make students feel difficulties controlling their emotions, which in turn causes students to deviate. shintami (2012) mentions that one form of deviant behavior that is rife among students is a tendency towards pornography. globalization and the development of science and technology, especially information technology and communication, have contributed to the increasing creation, dissemination, and use of pornography, which negatively influences the nation’s moral and noble personality. kompas (2017) reported that the indonesian child protection commission (kpai) was recently confronted with a pornography case, while the number of victims, in this case, was four people who were students at penabur kelapa gading middle school, north jakarta. at the same time, the suspects are their teachers (initials aj). because parents of students reported the suspect because they had done “porn chat” against the four students. 45ridwan solin, firman, syahniar, enhancement design of emotional regulation... based on the constitution no. 44 of 2008 article 1 paragraph 1 concerning pornography explains pornography is an image, sketch, illustration, writing, sound, sound, moving image, animation, gesture, or any other form of message that is displayed through various media/communication devices in public, which contains elements of obscenity and sexual exploitation that deviate from the norms of decency in the society. at the same time, pornographic media is any pornographic media or service provided by a person or group of people through live shows, tv, radio, telephone, internet and other electronic communications, newspapers, magazines, and other printed matter. suyatno (2011) mentions that one of the negative impacts for students today from technological advances in the internet is the ease of accessing pornography and porno-action. the search for information about students’ sexual behavior is currently strongly supported by the development and progress of information technology in the form of the internet in demand and favored by students. the internet includes gadgets and smartphones that students in their social interactions widely use. technological progress is like two blades. on the one hand, it is very profitable. on the other hand, it can be dangerous. based on the results of interviews with counselors at smk negeri 1 padang, it was explained that the implementation of information services in schools regarding the prevention of pornographic tendencies was still not implemented. the tendency of pornography has not been reviewed from the regulation of emotions as discussed in this study. student pornography trends are still seen in general. therefore, increased regulation of emotion in preventing the tendency of pornography through information services has not been carried out by counselors at school. meichati (1969) explained that students’ deviant behavior of pornographic tendencies was not released due to students’ weak control of emotions. a person’s behavior is based on his emotions and sexual behavior based on sex drive. sarwono (2013) suggests that if students fail in overcoming a critical situation and follow emotional turmoil, then it is likely that they will get caught up in the wrong way. if the student’s emotional condition is good, he also tends to behave well and according to existing norms. however, also vice versa, if the emotional condition of students is not good, then the behavior reflected by these students tends to lead to deviant behavior. an emotional state’s general adjustment is a complex reaction to a high level of activity and changes in depth, accompanied by strong feelings or accompanied by effective circumstances. prevention of the tendency of pornography of students can be done through improvement in the world of education, especially in schools to provide good and correct information according to the needs of students’ developmental tasks. so in this study, a guide to regulating student emotions in preventing the tendency of pornography through information services was designed. through this information service, it is expected that the counselors’ efforts can provide information that follows the needs of the student’s developmental tasks. therefore, information services regarding their relevance to increasing regulation of student emotions are expected to prevent students from pornographic predisposing behavior. method this research uses research and development (r & d) research, also known as research and development. research and development is a strategy or research method powerful enough to improve practice, with a series of processes or steps to develop a new product or improve existing products to be accountable. this research model uses a 4-d (development model define, design, development, and disseminate) as suggested by thiagarajan, semmel, and semmel or adapted into a 4-p model, defining, designing, developing, and developing distributing (trianto, 2012). the type of data collected in this study is the type of data validity and suitability according to the needs of students. the instrument of data collection in this study used a likert scale questionnaire and group discussion. the study population was students of smk negeri 1 padang. the study sample was a class xi student of smk negeri 1 padang. the design of the product guide was first tested for material feasibility/ content and display of guidelines by experts and tested its suitability by counselors at smk negeri 1 padang. findings and discussions findings presentation of data development presented in this study based on the pattern of development of the 4d model, namely: (1) phase definition (define),(2) the design phase (design),(3) the development phase (development), and (4) phase of deployment (disseminate). the upgrade guide students in preventing emotion regulation pornography tendency developed following the needs analysis(need assessment) in a class xi student of smk negeri 1 padang. in this stage, an assessment of student problems is carried out by distributing emotion regulation questionnaires to prevent pornographic tendencies. the results of the emotion regulation questionnaire show that there are still some students who have emotional regulation in preventing the tendency of pornography to be in the very high category of 13.043% (12 people), 46 journal of icsar; volume 4 number 1, january 2020: 44-48 table 1. the result of student emotion regulation in prevention of pornographic trends assessment criteria rangescore f % very high ≥ 104 12 13,043 height 84 103 11 11,957 moderate 64 83 36 39,130 low 44 63 28 30,435 very low ≤ 43 5 5,435 overall total 92 100 table 2. the result of product effectiveness category range of scores before after f% f% very high ≥ 104 0 0 26 90 high-84103 0 0 3 10 medium 64-83 0 0 0 0 low 44-63 24 83 0 0 very low ≤ 43 5 17 0 0 overall total 29 100 29 100 in the high category as many as 11.957% (11 people), in the moderate category as much as 39.130% (36 people), in the low category as many as 30.435% (28 people) and the deficient category there were 5.435% (5 people). from the information above, it can be concluded that many students are still in the category of moderate, low, and very low, which is as much as 75% (69 people). therefore, 69 of these students still need counseling services about increasing emotion regulation in preventing pornographic tendencies. then a unique strategy needs to be carried out to increase emotional regulation in the prevention of pornographic tendencies, one of which is through the provision of guidebooks. based on the analysis of needs (need assessment) which has been discussed with the supervisor, the obtained topics guide materials implementation of information services to improve emotion regulation of students in the prevention of the tendency of pornography, namely: (1) efforts to control emotions in preventing trend pornography, (2) control lust in preventing pornographic trends and (3) self-control in preventing pornographic trends. based on the feasibility test instrument given to experts, it can be concluded that from the overall assessment of experts in each aspect of the guidance material entered in the feasible category with a percentage of 69%, and needs to be revised again. furthermore, based on the calculation of table 1, the obtained value chi-square was calculated at 11.051, and the value chi-square table at 9.47. thus the chi-square value is calculated greater than the chi-square table, meaning that there are differences in the judgments given by experts on the material/content of information service implementation guidelines to increase the regulation of student emotions in the prevention of pornographic tendencies. therefore, it can be concluded that there is no balanced assessment between the three experts on the guidelines for implementing information services to improve the regulation of student emotions in the prevention of pornographic tendencies. furthermore, based on the overall assessment of the experts on each aspect of the guideline display included in the very feasible category with 82% and need to be revised again from the results of data processing of the obtained value chi-square calculated at 18.526 and value chi-square table at 14.07. thus the chi-square value is calculated to be greater than the chisquare table, meaning that there are differences in the ratings given by experts on the display of information service implementation guidelines to improve students’ emotions in preventing pornographic tendencies. therefore, it can be concluded that there is no alignment of assessment between the three experts on the display of information service implementation guidelines to improve the regulation of student emotions in the prevention of pornographic tendencies. furthermore, it is known that the overall assessment given by the counselor / counselor towards the test of the use of guidelines for the implementation of information services to increase emotion regulation in the prevention of pornographic tendencies falls into the outstanding category with a percentage of 93%. however, it later became clear that the values obtained chi-square count equal to 5.636 and the value of chisquare table at 5.99. thus, the chi-square value is calculated greater than the chi-square table, meaning that there are differences in the counselor’s assessment to test the use of information service implementation guidelines to increase the regulation of student emotions in the prevention of pornographic tendencies. therefore, it can be concluded that there is no balanced assessment between the three counselors to test the use of information service guidelines to improve student emotion regulation in preventing pornographic tendencies. based on table 2, the processed data on the effectiveness of the guide use effectiveness test, it is known that the description of students’ emotional regulation in preventing pornographic tendencies before being given an information service guide 83% (24 people) is in a low category and 17% (5 people) in the deficient category. however, after being given an information service guide to increasing student emotion regulation in preventing pornographic tendencies, the description of students’ emotional regulation in preventing the tendency of pornography has increased, namely 90% (26 people) in the very high category and 10% (3 people) in the high category. therefore, 47ridwan solin, firman, syahniar, enhancement design of emotional regulation... it can be concluded that the information service guide to improving the regulation of student emotions in preventing the tendency of pornography to be effective in increasing the regulation of student emotions in the prevention of pornographic tendencies. discussion based on processed data on guide feasibility tests conducted by experts, it is known that the guidelines for implementing information services to improve student emotion regulation in preventing pornographic tendencies fall into the category of material/content with 69% percent and the category is very feasible in terms of appearance guide with a percentage of 82%. the value of the due diligence provided by experts on the guidelines is based on objectivity which can be seen statistically using kendall’s concordance coefficient significance test. it is known that the level of alignment of the assessment given indicates a less intense relationship among experts, namely kendall’s value on the material/content of the guide is 0.921 and in the guideline display is 0.882. then the guideline materials that have been compiled will then be applied by the counselor to students in the padang 1 state vocational school. based on the assessment given by the experts on the guidelines, it can be seen that the guidelines for implementing information services to improve student emotion regulation in preventing the tendency of pornography are feasible to be used by counselors at smk negeri 1 padang. based on some research results using information services related to students’ deviant behavior in school, provision of information services in using the contextual teaching and learning (ctl) approach effectively prevents pornographic behavior (asmidaryani, firman & gustituati, 2018). furthermore, information services using guidebooks on sex education effectively increase students’ understanding of deviant sexual behavior (fitriyah & pratiwi, 2014) and self-confidence. then student motivation in completing school assignments can be improved through information services (desyafmi, firman & ifdil, 2014). finally, the use of information services by using audio-visual media is effective in improving student attitudes towards school discipline (natalia, firman & daharnis, 2015). mudjiran et al. (2012) on the “impact of pornography on student behavior and the effort of teacher guidance in overcoming it” explained that the impact of pornography on students was a high type of behavior deviation of students was in the high category. the efforts of supervising teachers in overcoming the effects of pornography are in the “low” category prevention before it occurs in the “high” category when the occurrence is in the category of “high,” and maintenance, after it occurs, is in the “low” category. yutifa (2015) on “the relationship of pornography exposure through electronics to adolescent sexual behavior” revealed that the search for information about current teenage sexual behavior is strongly supported by the development and advancement of information technology in the form of the internet that is in demand and favored by teenagers such as gadgets and smartphones. lubis et al. (2014) on “the role of print media in the prevention of pornography in the legal area of pekanbaru city” explained that many of the mass media, especially daily print media and internetbased media, could potentially contain pornographic elements in articles, content advertisements and others in published editions of newspapers. therefore, many students prefer to search for and explore sex information and knowledge based on print media and internet-based media. conclusion based on the feasibility tests carried out by these experts, the guidelines for implementing information services to improve students’ emotional regulation in preventing pornographic tendencies are in the material/ content feasible category with a percentage of 69% and are in the very decent category with a percentage view of 82 %. furthermore, based on the guidance on the use of guidelines conducted by the counselor of smk negeri 1 padang, this guide is in the excellent category with 92%. thus, these guidelines are valuable and helpful in increasing the regulation of student emotions in preventing pornographic tendencies. thus it can be concluded that the guidelines for implementing information services to improve the regulation of student emotions in the prevention of appropriate pornographic tendencies are used by counselors to improve students’ emotional regulation in preventing pornographic tendencies in padang 1 state vocational high school. reference asmidaryani, firman & gistituati, n. 2018. the effectiveness of information services using contextual teaching and learning (ctl) approach to degree of students pornography trends. proceedings of icessst, 133-144. desyafmi, h., firman & ifdil. 2014. increased motivation of students in completing tasks through information services. unp journal. 3 (1). 48 journal of icsar; volume 4 number 1, january 2020: 44-48 firman & syahniar. 2015. prevention of youth sexual harassment through information services using a contextual teaching and learning approach in senior high schools (sma). firman, syahniar & hariko. 2018. improving student’s moral logical thing and preventing violent acts through group counseling in senior hight schools. advanced science letters, 24(1), 24-26. fitriyah & pratiwi, t., i. 2014. application of information services by using the sex education guidebook to increase students’ understanding of deviant sexual behavior in class vii b surabaya kartini middle school. bk unesa journal, 4, 374-380. https://doi.org/10.1166/ asl.2018.11908. law of the republic of indonesia number 20 of 2003 concerning the national education system. jakarta: secretariat general of the ministry of national education. lubis, f. 2014. the role of print media in prevention of pornography in the legal area of pekanbaru city. jom faculty of law. pekanbaru. volume i no. 2 kompas. 2017. kasus guru kirim foto porno, kpai sambangi sekolah di kelapa gading. by, ridwan aji pitoko. https://megapolitan.kompas.com/ read/2017/08/22/10535691/kasus-guru-kirimfoto-porno-kpai-sambangi-sekolah-di-kelapagading. meichati, s. 1969. mental health. yogyakarta: foundation for the publishing of the faculty of psychology ugm mudjiran, et al. 2012. impact of pornography on student behavior and efforts of guidance teachers in overcoming it. scientific journal of counseling muro, j. j., & kottman, t. (1995). guidance and counseling in the elementary and middle schools: a practical approach. iowa: brown and benchmark publisher. natalia, n., firman & daharnis. 2015. effectiveness of information services by using audio visual media in improving students’ attitudes towards school discipline. counseling and education journal, 3(2), 40-48. prayitno. 2013. integrity counseling. padang: unp press sarwono, s. w. (2013). psikologi remaja. jakarta: pt raja grafindo persada. shintami. (2012). adolescent reproductive health. jakarta: trans infomedia suyatno. (2011). belajar sendiri mengenal internet jaringan informasi dunia. jakarta: ghalia indonesia trianto. 2012. model pembelajaran terpadu konsep, strategi, dan implementasinya dalam ktsp. bumi aksara. jakarta. yutifa, h. 2015. the relationship of pornography exposure through electronics to adolescent sexual behavior. pekanbaru: university of riau (nursing science program). essay. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p115 115 instrument to assess the perception of sound and rhythm for children with hearing impairment tati hernawati*, endang rusyani, setyo wahju wibowo, nenden ineu herawati department of special education, universitas pendidikan indonesia, bandung, indonesia *corresponding author e-mail: tatihernawati@upi.edu abstract: 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. keywords: assessment instrument; perception of sound and rhythm; children with hearing impairments introduction hearing impairment children experience a loss of hearing acuity, so they are unable / difficult to catch and perceive sounds, which in turn can hinder the process of mastering language. the degree of hearing loss can occur in the range of mild to profound, which is broadly grouped into hard of hearing and deaf. this is in accordance with the opinion of hallahan, kauffman &pullen (2014,p. 347-348) that “hearing impairment is a broad term that covers individuals with impairments ranging from mild to profound; it includes those who are deaf or hard of hearing. likewise heward (2001, p.292) said that “children who are deaf and hard of hearing receive special education and related services under the federal disability category of hearing impairments”. hard of hearing includes hearing loss in the mild to moderately severe range, while the deaf group is usually in the severe and profound range. in children who are deaf, the residual hearing can vary, and it is important to be stimulated with various sounds to train the sensitivity of the residual hearing. likewise, children with hearing impairments who are classified as deaf, even though their hearing is difficult to pick up on sound, but their sense of vibration or appreciation of sound vibrations need to be stimulated to train their sensitivity. these efforts are steps to optimize the function of the remaining hearing and the feeling of http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p115 mailto:tatihernawati@upi.edu 116 journal of icsar; volume 7 , number 1, january 2023, 115 124 vibration. in order for the training provided to run effectively and efficiently, the training program must be in accordance with the abilities and needs of students obtained through assessment activities. assessment is a systematic process of collecting information data about a child that serves to see the abilities and difficulties he is currently facing, as material to determine what is really needed (mcloughlin & lewis, 1986). the information as a result of the assessment can be used as a basis in the preparation of learning programs for these children. thus, based on this information, teachers can arrange learning or training programs according to the abilities and needs of students. for children with special needs, especially children with hearing impairment, the potential and abilities are very diverse, so this assessment is very important so that the learning provided is in accordance with their learning needs, including the development of sound and rhythm perception. perception of sound and rhythm is an integral part of a special program for children with hearing impairments, namely development of sound and rhythm perception communication. this program is very important given to children with hearing impairments to stimulate the sensitivity of the remaining hearing they still have. besides that, there are many benefits by developing this ability, such as the results of research by susilowati, e., fanani, m., & herawati, e. (2013) showing that the learning of sound and rhythm perception development has an effect on the development of communication independence of hearing impairment children. the results of other research conducted by alhumaira, t.n.(2018) show that the development of sound and rhythm perception communications can be implemented in learning to dance using music. in addition, other research results show that the rhythmic movement of deaf students increases through the development of sound and rhythm perception communication. (maulana, m.j., suntoda, a. & slamet, s. 2019). the results of the research that have been carried out are more directed to the benefits of developing sound and rhythm perception and have not found anything that leads to an assessment instrument. it is important to carry out assessment activities in order to adapt the learning program to their conditions and abilities. ideally, in carrying out the assessment using standardized instruments, but standard instruments, especially for assessing the ability to perceive sound and rhythm, are still difficult to find. conditions in the field, the teacher has difficulty in revealing a real picture of the communication skills of sound and rhythm perception. teachers tend to assess children’s abilities based on the results of initial observations or data that are not stable (valid) or do not carry out an assessment before learning/training development of sound and rhythm perception communication. therefore, in order to help teachers reveal the real conditions of deaf children in communication skills of sound and rhythm perception, and to encourage teachers to carry out informal assessments, it is necessary to develop appropriate assessment instruments. this research is a new thing, because in previous studies it was more directed to the benefits of developing sound and rhythm perception itself, while those who conducted research on the assessment instrument had not been found. therefore this research focused on the preparation of assessment instruments for the development of sound and rhythm perception, which consists of sound detection, sound discrimination, sound identification and sound comprehension. this assessment of sound and rhythm perception is an integral part of the special program for the development of sound and rhythm perception communication. based on these focuse the purpose of this research is to formulate a hypothetical assessment instrument for the development of sound and rhythm perception for children with hearing impairment based on curriculum studies and literature analysis method in line with the purpose of this research, namely to formulate an assessment instrument for sound and rhythm perception, the research approach used was a qualitative approach with a hernawati et al., instrument to assess the perception … 117 descriptive method. the data collection technique was carried out through literature studies and documentation studies on the curriculum for developing sound and rhythm perception communication. this research was conducted at the state special school cicendo, bandung. this article is the result of the first of two research designs: the first design, the formulation of the assessment instrument, and the second design for its implementation. the first research design includes: (1) the preliminary stage by conducting curriculum analysis and literature study; (2) the stage of drafting the assessment instrument for sound and rhythm perception; and (3) the validation stage of the assessment instrument by experts and practitioners. at the stage of curriculum analysis and literature study, the researcher examines the relevant theories and the program curriculum, especially the development of communication, perception of sound and rhythm, and determines the aspects to be assessed. at the design stage of the assessment instrument, the researcher compiled an assessment instrument grid consisting of: aspects, sub-aspects, indicators, and number of questions. furthermore, based on the grid, the instrument items for the assessment of sound and rhythm perception (consisting of componentsub component indicators) are arranged, then develop questions based on the grid that has been made. the instrument validation stage is carried out through expert validation (experts in assessment and education of children with hearing impairment) as well as practitioner validation (teachers who teach children with hearing impairments). result and discussion result(s) the result of this research is a hypothetical assessment instrument for the development of sound and rhythm perception for children with hearing impairment. the instrument has been validated by measurement and education experts for children with hearing impairments and education practitioners the assessment instrument consists of a grid and the details of the instrument, which can be seen in the table 1 and table 2. table 1. assessment instruments grid of sound and rhythm perception for children with hearing impairment at elementary school level aspect sub aspect indicator expected response question point number sound detection object sound detection detect the sound of a musical instrument raising the thumb of the right hand up while saying “there is a sound” 1,3, detect no object sound raise your right hand with open fingers and shake it left-to-right while saying “no sound” 2,5 detect the sound of the blower raising the thumb of the right hand up while saying “there is a sound” 4 detection of animal sounds through recording detect animal sounds raising the thumb of the right hand up while saying “there is a sound”. 6,7 detect no animal sounds. raise your right hand with open fingers and shake it left-to-right while saying “no sound” 8 sounds of nature through recording detects sounds of nature /lightning raising the thumb of the right hand up while saying “there is a sound”. 9 detects no sounds of nature. raise your right hand with open fingers and shake it left-to-right while saying “no sound” 10 sound discrimination discrimination of long-short discriminates long and short sounds stretch your arms when you hear a long sound and put your hands on 11, 12 118 journal of icsar; volume 7 , number 1, january 2023, 115 124 sound through the whistle your waist when you hear a short sound. discriminates long and short sounds through the piano. 13, 14 discrimination of high – low sound discriminates high and low sounds/tones through the piano. lift the ball above your head when you hear a high sound, and hold the ball when you hear a low sound. 15,16 discriminates high and low sounds/tones through tambourines, bells and pianos. 17,18 discrimination of quickslow sound discriminates fast and slow sounds through drums. walk in place quickly when you hear a fast sound and walk in place slowly 19,20, 21,22 discrimination of loud weak sound discriminates loud and weak sounds through drums the child hits the drum hard or weakly/slowly. 23,24 discrimination of 2/4 and 4/4 time bar discriminates drum sounds with 2/4 and 4/4 time bar. children clap their hands according to the time bar that is heard 25, 26 ,27, 28,29. discrimination of pop (slow) – dangdut music discriminates the pop (slow) and dangdut music the child shakes his body to the rhythm of the music 30 sound identification sound direction identify the sound direction. the child points to the source of the sound. 31,32 sound source identify the source of the sound. the child shows a picture card of the sound-producing device that is heard. 33,34,35 sound names identify animal sounds. the child demonstrates movement and/or imitates the sound of an animal whose voice is heard. 36.37.38 counting sounds identify countable sounds. the child moves the straw on the student’s left to the student’s right, a number of sounds count. 39.40 sound comprehension with/without the use of hearing aids is limited to the child’s residual hearing background sound understanding background sounds the child demonstrates / says according to the meaning of the sound. 41,42,43 language sound imitating the assessor imitating the assessor 44,45,46 answering questions asked by assessors verbally. answering questions asked by assessors verbally. 47,48,49 doing what the assessor assigned doing what the assessor assigned 50 hernawati et al., instrument to assess the perception … 119 table 2. assessment instruments points of rhythm and sound perception for children with hearing impairment at elementary school levels no stages test instrument instruction score explanation 0 1 2 a sounds detection 1 sounds of things there is a drum sound around the position of the child is standing with his back to the sound source at a distance of two m. the child is told that “the test is about to start” so that the child concentrates. the sound that is heard for about five seconds 2 no sound 3 there is a piano sound 4 sounds of things there is a whistle sound the assessor plays the sound of objects/records of animal sounds/nature sounds. the child is asked to raise the thumb of his right hand up while saying “there is a sound” if he can detect/live the sound. after the assessor informed that the next test was about to start, the assessor returned to the position when sounding objects or playing recorded animal sounds/nature sounds, but did not make any sound. the child is asked to raise his right hand with an open finger and shake it left and right, if he does not hear/live the sound. the sound that is heard for about five seconds 5 no sound 6 animal sound recording detects the sound of a dog barking. 7 detects the sound of a cat meowing. 8 no sound 9 nature sound recording sound of heavy rain. 10 no sound b sound discrimination 11 long sound (+ three seconds)short sound (+ one second) discrimination of long – short sound through the whistle the position of the child is standing with his back to the assessor who makes the sound. the child is told that “the test is about to start” so that the child concentrates. the assessor makes a sound children are asked to: spreading his arms when he heard a long sound puts both hands on the waist when he hears a short sound. 12 discrimination of short long sound through the whistle 13 discrimination of long – short – long sound through piano 14 discrimination of short – long – short sound through piano 15 high – low sound discrimination of high-low piano sound the position of the child sitting cross-legged with his back to the source of the sound, and in front of him there is a ball. the assessor plays the sound according to the instrument. the child is asked to lift the ball above his head when he hears a high-pitched sound the child is asked to place the ball on his lap, if he hears a low pitched sound. the child is asked to put the ball on the floor when there is no the sound is heard for about five seconds 16 discrimination of low-high piano sound 17 discrimination of tambourine sound (low sound) and bell sound (high sound) 18 discrimination of bell (high sound) and low sound of piano 120 journal of icsar; volume 7 , number 1, january 2023, 115 124 sound. 19 fast – slow sound discrimination of fast – slow sound of drums the position of the child is standing with his back to the sound source. the assessor plays the sound according to the instrument. children are asked to walk in place quickly if they hear a fast sound. children are asked to walk in place slowly if they hear a slow sound. the drum sound that is heard on each item is about six seconds 20 discrimination of slow – fast sound of drums 21 discrimination of fast – slow fast sound of drums 22 discrimination of slow – fast slow sound of drums 23 loud – weak sound discrimination of loud weak music sound the assessor played the recorded music loudly and weakly alternately according to the test instrument. children are asked to hit the drum loudly if they hear music loudly. children are asked to hit the drum weakly if they hear music weakly. the music playing on each item is about six seconds. 24 discrimination of weak loud music sound 25 2/4 –3/4 4/4 time bar discriminates drum sound with a 2/4 4/4 time bar the assessor plays the sound of a drum with a 2/4 time bar and the child is asked to clap according to a 2/4 time bar. next, the assessor plays the sound of the drum in 4/4 time bar and the child is asked to clap according to the 4/4 time bar. 26 discriminates drum sound with a time bar of 4/4 -2/4. the assessor plays the sound of a drum with a time bar of 4/4 and the child is asked to clap according to the time bar of 4/4. next, the assessor plays the sound of the drum in the 2/4 time bar and the child is asked to clap according to the 2/4 time bar. 27 discriminates the sound of drums with a 2/4 – 3/4 time bar. the assessor plays the sound of the drum with the 2/4 time bar and the child is asked to clap according to the 2/4 time bar. next, the assessor plays the sound of the drum with the 3/4 time bar and the child is asked to clap according to the 3/4 time bar. 28 2/4 –3/4 4/4 time bar clap your hands according to the 2/4 time bar. the assessor assigns the child to make a sound through clapping according to the 2/4 or 4/4 time bar (according to the instrument). the music playing on each item is about six seconds. 29 clap your hands according to the 4/4 time bar. 30 pop (slow) – dangdut music distinguish between pop and dangdut music that is played for one minute each. the assessor played pop music for one minute, the child was asked to shake his body according to the rhythm of the hernawati et al., instrument to assess the perception … 121 music. next, the assessor plays dangdut music for one minute, the child is asked to shake his body to the rhythm of the music. c sound identification 31 sound direction identify the direction of the sound to the right the assessor assigned three children to sit in a row on the floor with a distance of about 1 meter. the child being tested (testee) sits in the middle wearing a blindfold. the child sitting on the left and right of the testee holds the gong. after the assessor signaled that the test was about to start, the child on the right side of the testee was asked to hit the gong for about 5 seconds and the testee was asked to point to the direction of the sound source. next, the child on the testee’s left, hits the gong for about 5 seconds and the testee is asked to point to the direction of the sound source. 32 identify the direction of the sound to the left 33 sound source identify the source of the drum sound. the assessor makes the sound by hitting the drum at medium speed for about six seconds. children are asked to choose one picture according to the sound of the instrument that is heard by the assessor, from three sound source picture cards (whistle, drum, and organ). the sound that is played on each item is about six seconds. 34 identifying the source of the whistle the instructions are the same as in point 33, but with a choice of pictures: drums, trumpets and whistles. 35 identify the source of organ sound the instructions are the same as in point 33, but with a choice of pictures: drums, organ and whistle. 36 sound name identify the recorded sound of a tiger roaring. the assessor plays a recording of the sound of a tiger roaring/dog barking/rooster crowing, and the child is asked to demonstrate movements and/or imitate animal sounds when the sound is heard. 37 identify recorded sounds of dogs barking. 38 identifying the sound of a rooster crowing 39 counting sounds whistle twice. the child sits cross-legged with his back to the assessor, and in front of the child’s left there are 6 straws. the assessor plays a whistle according to the instrument. the child is asked to move the straw from the child’s left to the child’s right as many sounds are heard. 40 whistle four times. d sound understanding 122 journal of icsar; volume 7 , number 1, january 2023, 115 124 41 background sound lightning sound. the position of the child facing the sound system. the assessor plays a recording of the sound of lightning. children are asked to demonstrate the movement of rain falling while saying rain 42 the sound of the bell the child’s position is the same as point 41, and the child demonstrates and/or says “enter/rest/go home” (according to the situation/through roleplaying) when hearing the sound of the bell. 43 assessors play a recorded car horn sound through a simulation of walking on the highway. children are asked to demonstrate “step aside” to the side of the road, when they hear the sound of a car horn, through simulation activities. 44 language sound saying “mother” the child stands/sits in front of the assessor and is asked to imitate/signify the assessor’s speech. when speaking, the assessor covered his mouth with his five fingers or paper in a straight (not curved) position. likewise for the next point. 45 saying “hat” 46 saying “ball” 47 saying “what is your name?” the child stands / sits in front of the assessor and is asked to answer the assessor’s questions, orally and / with gestures, or in writing. 48 saying “what grade are you in?” 49 saying “what day is today?” 50 saying “open the door!” the child stands / sits in front of the assessor and is asked to do the assessor’s orders. total score test result analysis  the calculation formula for the percentage of assessment: acquisition score/maximum score x 100%  assessment criteria: very good : 90% 100% good : 70 % 89% good enough : 55 % 69 % not good : <54% assessment description: very good : children are able to perceive sound very well. good : children are able to perceive sound well not good : children are less able to perceive sound not good : the child has not been able to perceive sound hernawati et al., instrument to assess the perception … 123 discussion(s) development of sound and rhythm perception is part of the sound and rhythm perception communication development service, which is a special program in educational services for children with hearing impairment. sound and rhythm perception development service is a service to train the sensitivity/appreciation of children with hearing impairment to sound and rhythm. these services must be in accordance with the needs of children with hearing impairments identified through assessment. therefore assessment activities are a must for teachers to carry out. this is in accordance with the opinion of soendari, abdurahman, & mahmud (2008, p.1) that the assessment data can be used as material in the preparation of individual learning programs. in this regard, assessment becomes a competency for all teachers, especially in dealing with children with special needs. based on the results of the assessment, the teacher can arrange a program according to the conditions and learning needs, so that learning is expected to run effectively and efficiently. thus, the child can optimize the function of the remaining hearing he still has. this is in accordance with the results of the research that “effective sound and rhythm perception communication development materials really help deaf children in optimizing their remaining hearing (khalilurrahman and m. afdhal, 2011). the assessment instrument for sound and rhythm perception consists of aspects of sound detection, sound discrimination, sound identification, and sound comprehension. this is in accordance with the curriculum of special programs for children with hearing impairments as well as with various literatures, as stated by sadjaah & sukardja (1996); hernawati & supriatna (2018) that the development program for sound and rhythm perception includes sound detection, sound discrimination, sound identification, and sound comprehension. the assessment instrument produced through this research has only reached the stage of conceptual validation or content validation by experts who are competent in the field of measurement and children with hearing impairments as well as practitioners/teachers of extraordinary schools/ state special schools cicendo, bandung. conclussion the preparation of the instrument was carried out based on curriculum analysis and literature analysis. the preparation is carried out through three stages, namely the first stage, conducting curriculum analysis and literature study; the second stage, the design of the assessment instrument; the third stage, validation of the assessment instrument by experts and practitioners. the design of the assessment instrument was validated by measurement and education experts for children with hearing impairments as well as by teachers at the special school/state special school of cicendo bandung, which is a special school for children with hearing impairments. the scope of assessment instrument of sound and rhythm perception includes aspects of sound detection, sound discrimination (with sub-aspects of long-short sound; high-low sound; fast-slow sound; loud weak sound; music time bar 2/4, 3/4 and 4/4; pop and dangdut music); sound identification (with sub-aspects of sound direction, sound source, sound names, and counting sounds); and sound comprehension with/without using hearing aids to the extent of residual hearing (with sub-aspects of background sounds and language sounds). references alhumaira,t.n.(2018). penerapan program pengebangan komunikasi persepsi bunyi dan irama dalam pembelajaran menari pada siswa tunarungu di sdlb b santi rama. (skripsi). universitas negeri jakarta. tersedia http://repository. unj.ac.id/3424/1/skripsi%20tiaranabila% 20alhumaria%20%281335133652%29.pdf. 124 journal of icsar; volume 7 , number 1, january 2023, 115 124 hallahan, d. p., kauffman, j. m., & pullen (2014). exceptional learners an introduction to special education (12th ed.). edinburgh : pearson. available from genesis library database. hernawati, t. & supriatna a. (2018). pengembangan keprofesian berkelanjutan, bidang plb tunarungu. jakarta: kementrian pendidikan dan kebudayaan, direkorat jendral guru dan tenaga kependidikan pusat pengembangan dan pemberdayaan pendidik dan tenaga kependidikan taman kanak-kanak dan pendidikan luar biasa. heward, w.l.,morgan,s.r.a. & konrad,m. (2017, p.292). exceptional children an introduction to special education (11th ed.). the ohio state university: pearson. available from genesis library database. khalilurrahman & afdhal,m. (2011). penerapan metode pembelajaran bkpbi ( bina komunikasi persepsi bunyi dan irama) untuk anak yang berkebutuhan khusus (tunarungu) di slb bina siwi bantul jogjakarta. jurnal khazanah, iv, 1 tersedia: 6531-11368-2-pb.pdf maulana,m.j., suntoda, a.,& slamet, s. (2019). upaya meningkatkan gerak irama siswa tunarungu mlalui pembelajaran bina komunikasi persepsi bunyi dan irama. jurnal tegar journal of teaching physical education in elementary school, 2, 2. mcloughlin, j. a & lewis, r. b. (1986). assessing special students (2th ed). london: merrill publishing company. sadjaan, e. & sukardja, d. (1995). bina bicara, persepsi bunyi dan irama. jalarta: diektorat jenderal pendidikan tinggi departemen pendidikan dan kebudayaan. soendari,s., abdurahman,m.,& mahmud,m.(2008). pengajaran asesmen anak berkebutuhan khusus. bandung: jurusan pendidikan luar biasa, fakultas ilmu pendidikan, universitas pendidikan indonesia. susilowati, e. (2013). pengaruh pembelajaran bina persepsi bunyi dan irama terhadap perkembangan kemandirian komunikasi anak tuna rungu di sdlb b ypplb ngawi. (skripsi). universitas muhammadiyah surakarta. tersedia : http://eprints.ums.ac.id/23957/ microsoft word 21 40326-152894-2-ce.doc journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p359 359 the result soft and hard skills assessment on vocational skills of children with mild intellectual disabilities at the liwet instant company 1001 garut mughi puspa annisi, imas diana aprilia, oom sitti homdijah universitas pendidikan indonesia, bandung, indonesia e-mail: mughipuspa@upi.edu abstract: in preparing graduate children with mild intelligence barriers who are ready to work, of course, it requires an initial description of the child's condition in vocational skills in the aspects of soft skills and hard skills according to the demands of the world of work that are targeted, teachers can do this through an assessment process. this research method uses the mixed method method. the purpose of this study was to determine the child's profile, including a description of the child's potential, barriers and needs. the results of this study included child profile data which were processed using quantitative data and qualitative data on 5 aspects of soft skills, 2 basic development and 7 aspects of hard skills. the results of the assessment showed that there were aspects of soft skills that still needed to be optimized in interpersonal behavior with a score of 56%, while in the hard skills aspect there were aspects of milled rice processing with a score of 55% which still needed to be optimized as well as skills, especially skills in weighing rice. the results of this assessment were used as the basis for creating a work readiness vocational program at the garut 1001 instant liwet rice company. keywords: assessment, soft skills, hard skills, skills, vocational introduction vocational education is an educational service provided to children with mild intellectual disability/adhk so that children can have a skill or expertise that is of course in accordance with the interests and talents of the child itself. the implementation of vocational education in special schools/slb is of course based on a curriculum that can be used as a reference. wahyuni (2018) explained, that the curriculum related to vocational and independence programs for children with special needs/abk is a top priority which is compiled in a ratio of 40% academic and 60% vocational. learning life and work skills is important for abk, so the portion is bigger. through vocational education, it is one of the school's efforts in preparing mild adhk to eventually be able to be financially independent through the skills or expertise they have, either by opening a business independently or being able to work in a company. this is also in line with wahyuni's statement (2018), that is, with a larger vocational portion compared to academic, it is intended that after finishing school, these skills can be used to work and live independently. however, many facts on the ground indicate that there are vocational programs that are not based on the child's condition, so that not a few program implementations are unsuccessful due to a lack of assessment that is not appropriate for the child's condition (tordin & tahar, 2021; rosyidi et al, 2022). in preparing children with mild intelligence barriers to enter the world of work, of course there are many things that need to be trained for children so that children are ready to work. described by stevani 2015 (in fitriah, et al 2021), work readiness is the overall condition of the physical, mental and experience as well as the willingness and ability to carry out work or an activity. this explanation emphasizes that work readiness includes all individual condition readiness, so that it is not only hard skills that must be mastered by children, but also soft skill skills which in turn lead to children's social skills which are of 360 journal of icsar; volume 7, number 2, july 2023, pp. 359-367 course a provision for children in the world of work. however, in providing vocational education services, schools usually only have programs that focus on children's hard skills in both cooking, fashion, housekeeping, and others. so that there is an imbalance between the training of hard skills and soft skills which are equally important modalities for children to enter the world of work. to balance the hard skills and soft skills of children with mild intelligence barriers, the teacher's first step is to gather information and understand the problems, abilities and needs of children in each of these aspects which will later become the basis of work readiness programs for children. in the world of the 1001 instant liwet rice company, of course, workers have various fields of expertise that must be mastered. however, the hard skills that have a high chance of being followed by children with mild intelligence barriers are in the skills section for packaging instant liwet rice 1001, which consists of (1). dress according to sop, (2). personal hygiene according to sop, (3). processing of milled rice, (4). packaging of rice in boxes, (5). packaging of rice in sachet packaging, (6). use of vacuum condiments and spices, (7). distribution of large boxes. these hard skills were obtained from data from interviews conducted with the company, then the results of these interviews were developed into an assessment instrument, to dig up information on potential conditions, barriers, and learning needs of children on work readiness hard skills skills that must be owned according to company demands the. whereas in the aspect of soft skills that must be mastered by children with intelligence barriers as a modality in the world of work is based on the explanation of khoeriah, et al (2019), which includes skills, (1). interpersonal behavior, (2). intrapersonal behavior, (3). behavior related to academic success, (4). peer acceptance, (5). apart from that, there are basic developments which are the working modalities of children with special needs that we need to consider, namely (1). motor development, (2). perception development. this is in line with hakim's explanation (2016), that by having good motor skills a person certainly has the basis for mastering specific motor skill tasks. in obtaining various information in the world of work, of course, children need perceptive skill modalities. supported explanation by ayres 1979 (in komariah, 2018), through the five senses, humans obtain information about the physical conditions and the environment around them. sensory information received will enter the brain not only through the eyes, ears, and nose but through the whole body. then from these sources, assessors develop in an instrument that includes the ability of motor development and perception. gathering information regarding mild adhk conditions is carried out through an identification and assessment process. this identification and assessment process is carried out before the learning process takes place. it begins with an identification process that we can do through interviews with subjects or sources closest to our target subject (nadiyah, 2022). the data obtained from the identification results are used to determine skills in soft skills, hard skills and which aspects of development will be followed up in the assessment process. the assessment process for exploring the conditions of work readiness in the aspects of soft skills, hard skills and developmental aspects is carried out using performance techniques or practical tests. explained by wulan (2018), the performance assessment process that is assessed is related to the competency skills that must be mastered by children, so that what is assessed is students when doing something (process) or the result (product). the assessment criteria in the assessment process, when viewed from the final score that is less than the assessment criteria, means that these aspects have not been mastered by the child optimally and need to be given further training. this is in line with dewi's explanation (2018), namely that assessment is an assessment process that is carried out before the learning process takes place, even before the learning program is annisi, aprilia, & homdijah, the result soft and hard skills … 361 designed. the assessment is also a follow-up to the identification stage, through a systematic or regular and comprehensive assessment process in exploring further problems to find out the child's condition. there are 3 most basic things in the profile of children with special needs, namely the conditions as a result of the assessment process, namely an overview of the child's potential condition, the condition of the child's obstacles and the condition of the needs needed by the child. the results of the assessment process can be used as basic material in making programs based on the potential conditions, obstacles and needs of children, so that children with mild intellectual disabilities can obtain vocational education programs that are able to balance hard skills and soft skills as modalities in the form of child readiness in nasi liwet companies instant 1001. method the method used in this study is a mixed method (mixed method). explained by cressweel (2015) mixed method is a type of method that collects, analyzes and combines quantitative and qualitative research methods in a research series to understand the researcher's problems. researchers use data, with data sources derived from qualitative and quantitative methods and then combine them into complete and interrelated data. in this study, the qualitative data sources are sources obtained by data collection techniques through observation, documentation and interviews, concerning the condition of children in the aspects of soft skills related to children's social skills, and conditions of motor development and children's perceptions as supporting data for the basis of making program. while the quantitative sources in this study are data sources obtained from the results of practical tests on children's abilities in the aspect of hard skills in the world of work packaging instant product 1001 rice. qualitative data by describing each of each score obtained by the child. the research sample used in this study was children with mild intellectual disabilities who were already at the smalb level. the instrument used in this study was the development of an assessment instrument that included collecting data on aspects of soft skills, hard skills and motor development and children's perceptions. instruments for extracting aspects of soft skills and aspects of development are made in the form of interview instruments aimed at class teachers who know the condition of children's abilities objectively, while instruments for extracting data on children's hard skills are made in the form of task analysis or as sequence points in carrying out each of these hard skills skills that must be mastered by the child properly. for making instruments for children's soft skill aspects based on khoeriah, et al (2019), regarding the scope of work readiness aspects in social skills which are the capital of children with mild intelligence barriers in preparing for the distribution of soft skill aspects. consists of, (1). interpersonal behavior, (2). intrapersonal behavior, (3). behavior related to academic success, (4). peer acceptance, (5). communication skills. while the instrument on hard skills includes 7 points in the process of packaging instant liwet rice products 1001 consisting of (1). dress according to sop, (2). personal hygiene, (3). processing of milled rice, (4). packaging of rice in boxes, (5). packaging of rice in sachet packaging, (6). use of vacuum condiments and spices, (7). packaging of boxes. distribution and for aspects of basic development that are important to consider as modalities of child work readiness which include (1) . motoric abilities, (2). perceptual abilities that also support the work readiness of children with mild intelligence barriers. this is in line with the demands of work that must be mastered by children at the 1001 instant liwet rice company. the procedure for carrying out the assessment, first is to collect data on the soft skill abilities and basic development of the child by conducting in-depth interviews with the class teacher who is considered the person who knows the child best, from the subject by 362 journal of icsar; volume 7, number 2, july 2023, pp. 359-367 exploring 5 sub-aspects of soft skills and 2 aspects of development that have been determined in instrument. the second stage is to carry out the assessment process on the hard skill aspect with a practical test technique with a period of 3 meetings taking into account the number of hard skills that must be explored. the sequence of hard skills that is assessed is based on the order that has been arranged on the instrument. this assessment process, of course, in its implementation involves the company providing tutors in carrying out each hard skill skill, then the child is given one opportunity to do it, and the assessor immediately conducts the assessment. the third stage is data processing by analyzing data with descriptive statistical analysis. it is explained quantitatively in the form of percentage data and qualitatively in the form of a description of the child's condition which includes aspects of the child's abilities, the child's disability and the child's needs. the final stage is presenting data quantitatively and qualitatively. the data analysis technique used in this study is qualitative analysis using triangulation as proposed by miles andhubberman (sugiyono, 2017) namely data collection, data reduction, data presentation and the last step is drawing conclusions. while the quantitative data analysis technique used is data processing in the form of percentages. finding and discussion finding (s) from the results of the assessment process carried out on the subject in exploring the child's profile data which describes the child's condition in the vocational skills aspects of soft skills, hard skills and aspects of motor development and children's perceptions. acquisition of assessment data that is processed quantitatively in figure 1, 2 , and 3. figure 1. assessment result of developmental aspect figure 2. assessment result of soft skills aspect annisi, aprilia, & homdijah, the result soft and hard skills … 363 figure 3. assessment result of hard skills aspect through the established criteria, namely: 76% 100%: the child's ability to work is good 50% 75%: the child's ability to work is quite good 0% 45%: the child's ability to work is not good when viewed from the acquisition of quantitative data assessment results on vocational skills in the soft skill aspect, there are 5 aspects, namely showing good intrapersonal abilities, good peer acceptance skills, and good communication skills. however, there are aspects of soft skills that need to be optimized, namely in the aspect of interpersonal behaviour or behaviour related to other people with a score of 56%. even though the score obtained is still quite good, the score obtained is a low score. in addition, the aspect that needs to be optimized again is the aspect of academic ability which gets a score of 50%, which means that the child's ability to work is not good. so that there are 2 aspects of soft skills that still require optimization in improving their skills. finally, the assessor with the class teacher determines through a priority scale for aspects that really have an urgency value according to the demands of the company, so that from the aspect of interpersonal behaviour skills and relationship skills and academic success, that is used as the basis for making the first program in soft skill skills, namely in the behavioural skill aspect interpersonal. this is based on the existence of company regulations in accordance with the sop, namely employees must behave properly. the child's profile data regarding the description of the child's soft skills in the aspect of interpersonal behaviour is as follows: the ability of children's soft skills towards themselves becomes a child's modality in the world of work, as explained by manara (2014), soft skills are characteristic abilities possessed by individuals in responding to their environment. soft skills are needed by workers who are not related to technical knowledge, for example the ability to interact with others and adaptability. for the acquisition of assessment results on the hard skill aspect, the subject showed that the child's ability to work was good in the aspect of appearance, behavior according to sop, packaging in boxes and sachets. as for the child's ability to work quite well, it is shown in the aspect of maintaining personal hygiene, vacuuming herbs and spices, packing boxes for distribution and processing of milled rice. of the 7 aspects, there is an aspect that gets the smallest score, namely the aspect of milled rice processing. the process of processing milled rice is of course divided into several stages, namely sorting the rice, placing the rice in plastic with using a scope, and weighing rice for 250 and 500 gram packages. for the smallest score obtained by the subject in processing this milled rice in the rice weighing process, which is equal to 44%. child profile data in the aspect of hard skills which focuses on the process of weighing rice are as follows: 364 journal of icsar; volume 7, number 2, july 2023, pp. 359-367 table 1. soft skills assessment result potential aspect obstacle aspect children's learning needs children can accept leadership 1. children can respect other people 2. children can carry out independent tasks from a leader 3. children can carry out tasks in groups according to the leader's orders children can overcome conflict 1. children can overcome challenges by trying to find solutions children can get along with friends 1. children can open friendships or friendships 2. children can place themselves / participate in a group. children are not yet able to pay attention 1. children are not yet able to be friendly toother people and the environment always gives a smile 2. children are not yet able to show empathy to other people and their environment 3. children have not been able to show sympathy for other people and the environment 4. children are not yet able to be respectful other people children are not yet able to start a conversation children are not yet able to respect privacy 1. children are not yet able to choose what should and should not be communicated toother people 1. learning that trains children's soft skill aspects of behavioural skills in giving attention to others 2. learning soft skills that train children in the skills to start a conversation 3. learning soft skills in coaching skills children in filtering information as a form privacy or not. table 2. hard skills assessment result child potential obstacle. child children's learning needs 1. the child can recognize the name of the scales 1. children are not yet able to use digital scales (because they do not know how to use them) 2. children are not yet able to distinguish the numbers on the scales 3. the child is not yet able to distinguish under the scale that weighs less or more than 250 grams 1. learning in training how to use a digital scale 2. practice in knowing the number 250 3. train the concept of on the use of digital scales the data from the assessment on the hard skill aspect is of course an important initial data for compiling what program will be given to the subject by focusing on one of the aspects that is an urgency in optimizing their skills which is of course a subject modality in the world of work. this is in line with the definition of hard skills according to the random house dictionary robes 2012 (in manara 2014), namely abilities that come from knowledge, practical ability, or intelligence to do something well, competence in doing something, expertise or skills that require certain training. hard skills which are also often called technical abilities are needed by workers in order to carry out a series of basic tasks to achieve work goals. as for the condition of the basic development of children in the motor aspect which includes gross and fine motor skills and the child's perceptual abilities which include tactile perception, visual, olfactory perception and memory are very good, it can be seen from the maximum score obtained by the child which is 100%. disscusion from the acquisition of the assessment results above, the assessor has an idea of which aspects the child has mastered, which aspects still need to be optimized in honing annisi, aprilia, & homdijah, the result soft and hard skills … 365 their skills both in the soft skill and hard skill aspects through the program that will be given as an effort to prepare the child's modalities in working world. this is in line with the explanation of assessment according to siswiyanti & astuti (2022), namely assessment is the process of collecting evidence data and examining the needs, advantages, abilities and descriptions of children's developmental and learning achievements in their activities. in addition, explained by hastuti, et al (2022), assessment in education functions as a source of information on student development in achieving certain predetermined indicators. so that the results of the assessment that refer to the child's profile data can become the underlying data in the provision of work readiness vocational programs on the soft skill and hard skill aspects to the subject in accordance with the demands of the 1001 nasi liwet instant company regulations. through the assessment process is also the first step for creating a vocational program that is able to balance children's work modalities in the aspects of soft skills and hard skills. in compiling a vocational program we need dimensions that we need to consider, explained by finch & mcgough 1982 (in almarogi 2019), (1). the human dimension, which includes human relations, creativity, commitment, flexibility and long-term orientation, (2). task dimension, which includes planning, development, management and assessment sections, (3). the environmental dimension, which includes the school environment, community and labor supply. through the assessment process with the acquisition of the data above, we have carried out one part of the planning process in preparing vocational programs for children, through data collected regarding exploring the conditions of child development, soft skill skills and hard skills including the human dimension data which focuses more on exploring children's soft skills abilities both interpersonally and intrapersonally, while the assessment process carried out includes fulfilling the dimensions of the task in which we carry out an assessment of the child's initial condition. so that through this assessment process, it is possible to develop a vocational program that is effective and in accordance with the child's condition, and with a vocational program that considers various dimensions, it is able to prepare a workforce of children with mild barriers in accordance with the demands of the world of work as a form of fulfilling community needs. in addition, the assessment process is also part of the strategy as a supporting factor for the vocational program, in line with almarogi's explanation (2019), that the supporting factors in fostering entrepreneurial or occupational values in children with mild intelligence barriers include reforming the curriculum starting with the assessment process, then continuing with the use of the ppi program to help achieve vocational development goals, the third stage is implementing pre-vocational education, and the fourth stage is implementing a vocational program. this explanation clearly illustrates the importance of the assessment process in creating an effective and appropriate vocational program. conclussion through an assessment process carried out using interview techniques, direct observation and practical tests, the teacher can collect initial data on the child's condition which describes how the child's potential condition is described, what the child's condition is like, and what the child's learning needs are. data from the results of the assessment obtained, namely, the child's ability that still needs to be optimized in the soft skill aspect of interpersonal behavior skills and the program on hard skill job readiness leads to the child's ability in the process of weighing rice. through this description, it becomes the data that underlies teachers in providing work readiness programs for children with mild intelligence barriers at the nasi liwet instant 1001 garut company and this is in line with 366 journal of icsar; volume 7, number 2, july 2023, pp. 359-367 rahmawati's explanation (2019), and talago & pratiwi 2018 (in hastuti, et al 2022), and primanisa & zagriani (2020), namely the assessment process as a process of gathering comprehensive and accurate information using the appropriate tools and techniques. then one of the functions of the assessment is to provide information to educators to plan and decide on strategies or approaches for further learning processes or as material for consideration in conducting interventions through educational programs and services that are oriented to the needs and characteristics of children. references almarogi, a. m. (2019). implementasi program pendidikan vokasional sebagai investasi bagi anak tunagrahita dalam setting pendidikan khusus. inclusive: journal of special education, 5(1). https://doi.org/10.30999/jse.v5i1.895 creswell, j. w. (2015). revisiting mixed methods and advancing scientific practices. dewi, d. p. (2018). asesmen sebagai upaya tindak lanjut kegiatan identifikasi terhadap anak berkebutuhan khusus. [assessment as a follow-up to the identification of children with special needs.] wahana, 70(1), 17-24. https://doi.org/10.36456/wahana.v70i1.1563 fitriah, h., darmawan, d., & faturohman, n. (2021). hubungan kecakapan vokasional khusus dengan kesiapan kerja peserta pelatihan tata boga. [relationship between specialised vocational skills and work readiness of catering trainees] jurnal eksistensi pendidikan luar sekolah (e-plus), 6(1). http://dx.doi.org/10.30870/e-plus.v6i1.11425 fitriah, s. (2021). children with special needs in the eyes of islamic law and the state. akademik: jurnal mahasiswa humanis, 1(2), 77-86. https://doi.org/10.37481/jmh.v1i2.231 hakim, a. r. (2016). pengaruh motorik kasar anak tunagrahita terhadap motorik halus [the influence of gross motor skills of tunagrahita children on fine motor skills]. jurnal ilmiah penjas (penelitian, pendidikan dan pengajaran), 2(2). hastuti, i. b., asmawulan, t., & fitriyah, q. f. (2022). asesmen paud berdasar konsep merdeka belajar merdeka bermain di paud inklusi saymara [ecd assessment based on the concept of free learning free play at saymara inclusive ecd centre]. jurnal obsesi: jurnal pendidikan anak usia dini, 6(6), 6651-6660. khoeriah, n. d., nuraeni, n., & lestari, z. w. program life skills keterampilan kerja bagi penyandang tunagrahita ringan. [life skills programme for people with mild impairmen] komariah, f. (2018). program terapi sensori integrasi bagi anak tunagrahita di yayasan miftahul qulub [sensory integration therapy programme for children with disabilities at miftahul qulub foundation]. inklusi, 5(1), 45-72. https://doi.org/10.14421/ijds.050103 manara, m. u. (2014). hard skills dan soft skills pada bagian sumber daya manusia di organisasi industri. jurnal psikologi tabularasa, 9(1). https://doi.org/10.26905/jpt.v9i1.231 nadiyah, s., susetyo, b., tarsidi, i., novianti, r., ediyanto, e., susilawati, s. y., & santoso, y. b. (2022). development of identification instruments for children with specific learning disability in elementary school. journal of icsar, 6(1), 116-124. primanisa, r., & jf, n. z. (2020). tindak lanjut hasil asesmen terhadap pelaksanaan pembelajaran anak usia dini di taman kanak-kanak (tk) [follow-up of assessment results on early childhood learning implementation in kindergarten (tk)]. jurnal pendidikan raudhatul athfal, 3(1). rahmawan, d. i. (2020, july). analisis asesmen pendidikan inklusi untuk anak berkebutuhan khusus. [analysis of inclusive education assessments for children with special needs] in the indonesian conference on disability studies and inclusive education (vol. 1, pp. 47-62). rahmawati, r., lestari, f., & umam, r. (2019). analysis of the effectiveness of learning in the use of learning modules against student learning outcomes. desimal: jurnal matematika, 2(3), 233-240 rosyidi, r. a., junaidi, a. r., & sunandar, a. (2022). implementation of vocational skills program for intellectual disabilities: evaluation study with cipp (context, input, process, product). journal of icsar, 6(1), 83-92. http://dx.doi.org/10.17977/um005v6i12022p083 siswiyanti, s., & astuti, h. p. (2022). learning assessment for children with special needs in inclusive early childhood education. belia: early childhood education papers, 11(1), 42-50. sugiyono. 2011. metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta annisi, aprilia, & homdijah, the result soft and hard skills … 367 tordin, m. f., & tahar, m. m. (2021). implementation of career transition programme in vocational skills for students with learning disabilities. journal of icsar, 5(2), 3-7. wahyuni, n. (2018).the role of vocational education for children with special needs in facing the challenges of the age. family journal. 4(2).139-146 wulan, r,a.(2018).using performance assessment for science and research learning.bandung: upi press microsoft word 18 40321-152891-2-ce.doc journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p339 339 developing mind mapping-based teaching materials for teaching selfcare skill adaptive behavior to students with multiple disabilities visual impairment (mdvi) dewi juwita susanti1*, sari rudiyati2 1 special education, universitas lambung mangkurat, banjarmasin, indonesia 2 special education, universitas negeri yogyakarta, yogyakarta, indonesia *e-mail: dewi.susanti@ulm.ac.id, sarirudiyati@uny.ac.id abstract: limitations on more than one aspect, cause multiple disability visual impairment (mdvi) students to experience obstacles in carrying out daily activities related to self-care skills. students need adaptive behavioral learning to provide them with self-reliance. however, teaching materials for adaptive behavior learning are limited. teachers need teaching materials that can accommodate the learning process of adaptive behavior for students with mdvi. this study aims to develop mind-mappingbased teaching materials for adaptive behavior. research and development refer to the steps of the addie model. the results of the study explain that the teaching materials are feasible based on assessments from material experts, media experts, and practitioners so that they can be used in the learning process. the teaching materials developed can be the solution for teachers in the process of teaching adaptive behavior for students with mdvi to be skilled in carrying out daily activities. keywords: adaptive behavior, mdvi, mind mapping, self-care, teaching materials. introduction multiple disabilities visual impairment (mdvi) is the condition of individuals who experience visual impairment accompanied by other obstacles or known as double impairment. individuals with mdvi are difficult to identify specifically, due to the complex condition. mdvi tends to be known as someone who experiences limitations in several functional areas such as communication, adaptive behaviour, and mobility (erin & spungin, 2004). complex functional barriers cause individuals difficulty in performing daily activities. interventions can be done by providing adaptive behaviour learning following the content of the mdvi curriculum which focuses on three scope aspects, namely the self-development area, social communication area, and work area (perkins, 2014). following the purpose of education for children with special needs, which is not only focused on academics but provides useful skills in daily activities so that individuals can run their adult lives independently (bateman & cline, 2016). teachers have an important role in the learning process. ideally, teachers understand the characteristics of their students. teachers who teach students with mdvi must have thorough preparation to deal with differences in each student (spungin & ferrell, 2007). teacher readiness in providing learning for their students has an impact on optimizing student abilities. halverson (2007) stating that professional special education teachers must understand basic concepts and tools used in learning, master the domain taught, and be able to develop memorable learning for students so that programs, services, and outcomes are optimally realized. the task of teachers in providing appropriate educational services for students with mdvi is not easy. rudiyati et al., (2016) explained the obstacles experienced by teachers, parents, and assistants in dealing with students with mdvi is the lack of students' ability in the realm of caring for or helping themselves so teaching process needs to be done as early as possible. learning process for blind is more likely to be done by the verbal because their 340 journal of icsar; volume 7, number 2, july 2023, pp. 339-345 own limit in visual aspect and use their touch and hearing more in receiving information (hn et al., 2023). this is a challenge for mdvi student teachers because in reality teachers still experience obstacles in teaching adaptive behavior in schools. based on a preliminary study at one of the slb in yogyakarta that provides educational learning for mdvi students, there are obstacles experienced by teachers in the teaching process. teachers have difficulty mapping the operational learning process that must be carried out in the classroom. teachers are constrained in determining the material, steps, and ways of teaching students with mdvi so that learning can be carried out appropriately, directed and consistently. this obstacle has not received a solution because no teaching material can be used by teachers as a reference in the learning process in the classroom. the books available in schools are mdvi curriculum development books whose scope is still comprehensive so teachers need to analyze and readjust to be adaptive, operational, and practical to use. teachers as the center of learning in the classroom need teaching materials that can support the teaching process so that it has an impact on mastering self-care skills in students with mdvi. teaching materials are used as learning guidelines so that learning is clear and directed (arifuddin et al., 2022). based on these cases, mind mapping-based teaching materials were developed so that teachers can use them operationally and practically in the process of teaching adaptive behavior. mind mapping is a technique based on visual appearance to organize some data connected by lines, shapes, or other views, focusing on one topic of discussion in each mind mapping (guerrero, 2023). the results of research from (ambarita et al., 2022) regarding the development of mind mapping-based teaching materials are effective in improving learning outcomes with excellent criteria. therefore, this study developed materials with the concept of mind mapping to be a guideline and facilitate teachers in the process of teaching students with mdvi. method the research approach used is research and development or known as research and development (r & d). research and development is a scientific way to research, design, manufacture, and test the validity of products that have been produced (sugiyono, 2015). the development model used in this study is the addie development model developed by dick & carry consisting of five stages: 1) analyze, to identify user needs; 2) design, to designing products based on the needs; 3) develop, to create and develop products by design; 4) implementation, to find out the usefulness of the developed product and 5) evaluation; to collect assessment results regarding developed products (branch, 2010). this research involved material experts to assess the material developed in teaching materials, media experts to assess media that being developed, and teachers as practitioners to assess the content and suitability of teaching materials to the learning needs of mdvi students. data was collected using a questionnaire assessing the feasibility of teaching material products. the research produced a mind mapping-based teaching material product for adaptive behavior learning of self-care students with mdvi. the adaptive behavior material in this study included eating, drinking, defecating, urinating and bathing. teaching materials can be one of the learning resources that teachers can use in the process of teaching students with mdvi. susanti & rudiyati, developing mind mapping-based teaching materials … 341 result and discussion analyze needs analysis becomes the basis and foundation in development research. the product developed in research is the answer to the needs analysis that has been carried out. the first stage carried out is to analyze the needs of teachers in teaching adaptive behavior of students with mdvi, namely the need for operational and practical teaching materials. data obtained through the mdvi student learning module used by the school, it is known that the module contains discussions about mdvi students and priority learning areas, consisting of three areas in the form of self-development areas, work areas and social areas. each learning area is described as basic competencies and indicators that are targeted targets. however, there are no operational teaching methods and stages, so these limitations have an impact on the difficulties experienced by teachers in the process of learning self-care skills for students with mdvi. teachers who teach mdvi students need ready-to-use teaching materials because of the time and concentration focus in teaching mdvi children. malahayati & zunaidah, (2021) the development of teaching materials based on needs analysis is expected to contain appropriate topics, systematic presentation, interesting and use language that is easy to understand and flexible can be accessed anytime and anywhere. the teacher explains the needs of teaching materials so that in the teaching process can accommodate students. the needs of teaching materials are accommodated by applying the concept of mind mapping. the development of mind mapping-based teaching materials is considered appropriate because it is easy to understand and focuses on certain topics of discussion. the concept of mind mapping in adaptive behavior teaching is applied by focusing on five forms of self-care skills, namely eating, drinking, urinating, defecating (defecation) and bathing. the material in the teaching materials is obtained based on the focus of learning needs needed by mdvi students. the teacher wants the learning material to be presented operationally and there are teaching steps so that the teacher can be consistent in teaching the stage of activities that students must do. the teacher suggested that the contents of the book be designed simply with operational instructions and stages so that it is easy for teachers to understand and do in teaching self-care skills for students with mdvi. the method used is adjusted to the characteristics of mdvi students and obstacles that exist in students so that it requires demonstration with prompting from the teacher, help will be eliminated little by little so that students are able to do themselves. design teaching materials in the form of books for adaptive behavior learning with five selfcare skills. mind mapping-based teaching materials are mind maps by displaying core concepts to be focused and clear. mind mapping as a basis for developing adaptive behavior teaching materials. mind mapping as a solution for developing teaching materials is based on the concept of mind mapping in the form of mind maps that focus on certain topics. dadi et al. (2019) developed mind mapping-based learning media as a result of teacher needs analysis, namely 100% stating the need for mind mapping-based media used in learning. mind mapping makes it easier for users to dig and remember things, providing the right perception flow to be used as support for teaching materials used by schools (ulufah, 2021; arsyad et al., 2021). mind mapping helps teachers understand the points to be conveyed and activities carried out according to the content of predetermined teaching materials (rohita & fitria, 2020). learning materials are displayed using a mind map containing self-care skills activities, tools and materials, ways and stages of teaching and assessment of self-care skills. the use of mind mapping principles in displaying learning 342 journal of icsar; volume 7, number 2, july 2023, pp. 339-345 materials aims to make it simpler, clearer and easier to understand for book users, namely teachers. learning materials are displayed using the concept of mind mapping in the form of pictures and short and clear writing points. adaptive behavior textbooks answer the need because they are focused and simple and practical for teachers to use in the learning process. mind mapping provides the right perception used as support for teaching materials used in schools. development the process of developing teaching materials uses various software, namely coreldraw x5, mindmaple lite, mindmaster 6.2, and microsoft word. coreldraw x5 is used to arrange the cover of the book page by combining images and writing that match the title of the teaching material book. mindmaple lite and mindmaster 6.2 are mind mapping processing applications with varied layouts that are used to create concept maps of the contents of teaching materials books and self-care skills materials. microsoft word is used to process the entire content of teaching materials, namely arranging the layout of learning materials, headers and footers, assessment tables, and the overall layout of teaching materials. figure 1. display of mind mapping-based teaching materials susanti & rudiyati, developing mind mapping-based teaching materials … 343 textbook developed through the process of validating the eligibility of material experts and media experts. validators consist of two professionals in each perspective of material and media assessment. the validation process goes through various revisions, with the final assessment results as follows. table 1. material expert eligibility assessment no. assessment aspect media expert i media expert ii 1. curriculum compatibility 4,85 4,15 2. language 4,20 4,00 3. eligibility of presentation 4,30 4,00 4. application of mind mapping 4,30 4,60 total 17,65 16,75 average 4,41 4,19 category very good good table 2. media expert eligibility assessment no. assessment aspect material expert i material expert ii 1. eligibility of presentation 4,83 4,33 2. appearance 4,80 4,50 3. language 4,57 4,57 4. application of mind mapping 5,00 4,66 total 19,63 17,99 average 4,91 4,50 category very good very good teaching materials are considered feasible after going through an expert validation process. validation is carried out by media experts and material experts consisting of 2 experts on each aspect of validation. the material validation score of 4.41 categories is very good and 4.19 categories are good. material validation with a score of 4.91 and 4.50 with both data showing very good categories. very good results by validators mean that teaching materials are considered suitable for use. expert assessment is a measure of the feasibility and validity of products produced in accordance with needs (arif & eddy, 2019). the results of the teaching material products developed have met the eligibility criteria of various aspects of assessment so that they can be used in the learning process. implementation the development product is used by teachers in two schools, namely slb-a yaketunis and slb helen keller indonesia. teachers who use teaching materials in the implementation process provide an assessment of the feasibility of teaching materials from the user's perspective. the assessment is carried out accompanied by suggestions in the process of improving teaching materials. the product was piloted on five teachers, with the following assessment results. table 3. practitioner assessment no. assessment aspect average category 1. eligibility of presentation 4,72 very good 2. language 4,40 very good 3. appearance 4,90 very good 4. suitability of teaching material content 4,40 very good 344 journal of icsar; volume 7, number 2, july 2023, pp. 339-345 teaching materials are applied to teachers to be assessed from the practitioner’s perspective. teachers give very good marks to the development of teaching materials used. overall, mind mapping-based teaching materials for adaptive behavior learning self-care was declared suitable for use after several revisions based on expert advice. evaluation products that have gone through validation from material experts and media experts as well as assessments of feasibility, usefulness and practicality carried out by teachers, are reviewed and refined according to suggestions for improvement from various parties. teaching materials are packed with five skills using the appearance of mind mapping principles, which are assisted by supporting images and color arrangements that attract readers. this is in accordance with buzan (2013) opinion regarding mind mapping that can be fun to see, read and understand. based on the results of the trial, the teacher commented that the display of teaching materials using mind mapping facilitates understanding because it directly explains the essence of the material discussed. this is in line with research from pudjiastuti, sutisna, & ati (2020) who developed pocket books learning media based on mind mapping and proved effective also have a good impact in learning outcomes. in the final stage, teaching materials are handed over to teachers to be used in the process of teaching adaptive self-care behaviors to mdvi students. conclussion the development of mind mapping-based teaching materials can be used by teachers in the process of teaching children with mdvi. teaching materials that have been assessed by material experts, media experts, and teachers as practitioners obtain decent results with most assessments in the very good category. teaching materials get a good response from teachers so that they can be a solution to the problems experienced by teachers in the learning process. teaching materials are expected to provide optimal benefits in the learning process that have a positive impact on mdvi students who are more able to be skilled in carrying out daily activities. in this study, the mind mapping-based teaching materials developed was still limited in the scope of self-care material with five basic skills, called eating, drinking, urinating, defecating, and bathing. acknowledgement this research can be carried out well because there is support and assistance from various parties, namely teachers at slb-a yaketunis and slb hellen keller indonesia, also yogyakarta state university who have provided opportunities and facilities in the research process so that mind mapping-based teaching materials for learning adaptive behavior of students with mdvi can be developed and used by teachers in the teaching process. references ambarita, c. f., pandimun ambarita, d. f., pardamean simanullang, r. s., & pertiwi sirait, d. e. 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(2020). pemanfaatan mind mapping untuk meningkatan kemampuan mengajar guru taman kanak-kanak di desa cikidang, sukabumi [utilization of mind mapping to improve the teaching ability of kindergarten teachers in cikidang village, sukabumi]. jurnal pemberdayaan masyarakat universitas al azhar indonesia, 2(2), 57. https://doi.org/10.36722/jpm.v2i2.382. rudiyati, s., sukinah, s., & rahmawati, r. (2016). identifikasi kebutuhan pembelajaran bagi anak multiple disabilities visualy impairment (mdvi) secara terpadu [identification of learning needs for multiple disabilities visualy impairment (mdvi) children in an integrated manner]. jurnal penelitian ilmu pendidikan, 8(2). https://doi.org/10.21831/jpipfip.v8i2.8274. sugiyono. (2015). metode penelitian kuantitatif, kualitatif dan r & d [research methods quantitative, qualitative and r&d]. alfabeta. ulufah, a. n. (2021). kreativitas guru dalam mengembangkan mind mapping sebagai media pembelajaran tematik di sdit darussalam gontor [teacher creativity in developing mind mapping as a thematic learning media at sdit darussalam gontor]. ma’alim: jurnal pendidikan islam, 2(02). https://doi.org/10.21154/maalim.v2i2.2962. spungin s. j., & ferrell k. a. (2007). the role and function of the teacher of students with visual impairments. position paper of the division on visual impairments, council for exceptional children. arlington, va: council for exceptional children. halverson, r. (2007). how leaders use artifacts to structure professional community in schools. professional learning communities: divergence, depth and dilemmas, 11(37), 93-105. 112 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 visual media usage teaching in the special education integration programme (seip) of hearing impairment in hulu selangor abdul rahim razalli, noreha yusuf, rahimah kassim, nordin mamat universitas pendidikan sultan idris, malaysia. e-mail : rahim.r@fppm.upsi.edu.my abstract: this study was conducted to identify the level of usage of visual media in teaching at the special education integration programme (seip) hearing impairment. the study also identified the attitude towards the use of visual media and the limitations faced by teachers when using visual media. the findings show the use of visual media in teaching at seip hearing impairment in hulu selangor is in the high level and the teacher have very positive attitude towards visual media. however, the limitations faced by teachers in the use of visual media are on the high level. this research involved 50 respondents from a special education teacher who teaches in nine (9) schools of seip hearing impairment in hulu selangor. questionnaires were used as research instruments and data collection was done using 5-point likert scale. these data were processed using software statistical packages for the social science 20. the analysis made in descriptive statistical methods in the form of frequency, percentage and mean. results from this study indicate the level of visual media usage among teachers in seip hearing impairment are at high level (mean = 3.52), while teachers’ attitudes were very positive (mean = 4.43). there are limitations of the study showed that teachers face in seip of hearing impairment is high (mean = 3.59). based on the findings, some suggestions are brought forward to enhance the use of visual media in teaching at seip hearing impairment. keywords:special education integration programme, hearing impairment, visual media hearing loss prevents children with hearing problems to communicate through listening and speaking. their failure to communicate and converse also prevents them to understand lesson delivered by teachers thus impede their social and academic development in education (razalli et al., 2016). however, according to din (2003), the involvement of sight showed the highest percentage in helping people to gain knowledge or learn as much as 83% as compared to other senses. ismail zain (2003) also stated that the act of looking at the pictures and visuals can improve a person’s memory up to 40% (othman, 2014). for students with hearing problems, visual media play an important role in teaching, learning, and information delivery. visual media is a teaching material with image that can be viewed and it is based on vision. the use of visual is often used together with other media in teaching and learning. the use of media such as a planned teaching modules, workbooks, videos, computers and many others enable teaching to be designed according to level of students’ ability especially those who are having hearing difficulty. visual media could also help in implementing effective teaching and learning processes. method of pedagogy education learning is still in status quo, meaning majority of teachers and students prefer to use textbooks as their primary source. majority group of teachers are still awkward to use the visual media features such as charts, graphs, video, animation, multimedia, and computer mind map or the internet as medium of teaching and conducting examinations (phizer 2015). according to supyan (1994 in ashinida, afendi & mohd. shabri 2003), his study proved the effectiveness of visual media in language learning, however this method has not gained widespread attention in malaysia except for the use of visual media in english learning. although there are many positive responses on the use of computer-aided instruction, especially the visual media, nevertheless there are some teachers who are still threatened by the presence of computers in their classrooms. this matter happens due to misunderstanding, lack of understanding on the role of visual media and lack of technical skills on the use of computers (hertz, 1987, gunter & murphy, 2001 in ashinida et al.). this phenomenon certainly surprise us because most teachers are not exposed enough on the use of computers and visual media in education. although teachers perceived very positively on the use of teaching aids, the practice of its use in the classroom is not very encouraging due to some constraints such as lack of time, insufficient materials, impractical, teaching overload, insufficient financial resources 113abdul rahim r, n yusuf, r kassim, n mamat, visual media usage teaching in the special education integration . . . . and unskilled at developing own teaching material. constraints such as lack of time, insufficient materials, impractical and excessive teaching loads (leong, hong and kuan, 2001). based on previous studies, there are some aspects that impede special education teachers for the hearing impaired students to optimize their use of visual media, attitudes and limitations in their process of teaching and learning in the classroom. constraints in terms of type and use of visual media is the use of text, charts, graphs, video, animation, multimedia and mind maps. constraints in terms of attitudes such as willingness, confidence, guidance and motivation. teachers also face time constraints, financial provisions, cooperation from parents, skills and knowledge of teachers, administrators and school facilities and equipment. therefore, this study aims to identify the use of visual media, attitudes and limitations on the use of visual media among special education teachers in the integration program. the use of visual or learning strategy has helped many students in the teaching and learning process to be delivered effectively. this is evidenced by norasikin in her study (2014) which uses visual aid to improve spelling skills of students with hearing problems. mohd & hassan (2003) also supported that card scanning and use of images can enhance memory of the students. teaching strategies and student-centered learning through playing while learning method using visual materials can boost students’ enthusiasm in learning. christopher (2012) proved in his research that visual media can be used to improve student achievement. visual media can be further extended in teaching practices for more positive effects. chen (1997) and ahmad haniz abdul halim (2007), argued that learning through web-shaped visual aids helps in teaching process because interactivity web pages allows for learning process to be carried out with a diverse and flexible teaching designs, apart from meeting the needs of students with different cognitive level (nikolaraizi, vekiri, easterbrooks, 2013). zainab asilah (2014) stated that material use which involve students will make them observe, interpret and describe their lesson content. the materials also provide them with special experience and increase the students’ understanding on facts, concepts and abstract material to teaching. the materials also encourage students to concentrate on teaching and speed up the learning process. the use of images also provide clear picture on teaching. according to rosniah (2007) in her study, visual learners are those who prefer to learn by looking at new information that they learn, whether in the form of a diagram or chart. they can also describe what is being read or seen previously. this method can improve their understanding on learning and lessons delivered to them. attractive visual learning can speed up learning ability of the students on lessons delivered to them. sim et al (2004) stated that teachers are regarded as school property; implementation of any educational program depends on willingness, competence, attitude, commitment, knowledge, support and skills of teachers, especially in areas that require specialized skills such as computers and technology. the researchers have concluded that current teacher training should help teachers to be positive on the use of computers (cates & mcnaull 1993, in sim et al. 2004). with this regard, visual learning can help students to relate what they have learned with previous materials. yusuff & che (2002) stated that teaching can be organized if they can combine teaching with teaching aids. azikiwe (1998) stated that teaching materials are classified into three categories, namely, materials, audio materials and equipment. brown (1998) also described visual teaching materials as enhanced vision and oriented material such as pictures, objects, specimens, textbooks, blackboard, bulletin boards and other printed materials and any projection or other visuals. teachers must be aware on the advantages and limitations of each instruction medium and choose from the entire variety of angles and device or combination of devices to make it as the best teaching tool (fidelia, 2015). according to din (2003) stated that attitudes and views of teachers toward knowledge enrichment process will affect their opinion on the use of visual media in their classrooms. another study conducted by nor & sharif (2014) found a very positive attitude in visual literacy in their study of visual media consumption among technical teachers. this suggests that teachers need to be aware of the commitment given to improve their professionalism. jahoda & warren (1966) reported that positive attitude towards the media influences their teaching to improve teaching provided by visual media. richard (2006) and mwololo et al., (2011) also commented that preschool teachers need to show positive attitude towards visual media to develop, acquire and use visual media in their teaching. a study by hassan & bachik (1999) found positive attitude towards the use of teaching aids are not in line with its implementation. this is due to the fact that although the school has all the hardware and software media, the teachers are found using less of the teaching aids in their classrooms. the finding was supported by nik rahimi & kamarul zaman (2008) who concluded that islamic education teachers should be positive in accepting the surge of multimedia communications technology (ict) as the latest teaching aid today. 114 journal of icsar; volume 1, number 2, july 2017: 112-120 table 1. profile of respondents in frequency and percentage case category research findings frequency percentage gender male 41 48.2 female 44 51.8 race malay 38 76 chinese 6 12 indian 6 12 others 0 0 age 30 years and below 4 8 31-35 years 13 26 36-40 years 20 40 41 years and above 13 26 education level diploma in education 0 0 first degree 45 90 masters 5 10 ph.d 0 0 teaching experience less than 1 year 4 8 1-5 years 9 18 6-10 years 22 44 11 years and above 15 30 type of school primary school 35 70 secondary school 15 30 while another study by mattox (1974) found that lazy teachers give impact on the use of instructional technology (atp) because teachers often face pressure from higher authorities and lack of support (barshah et al. 2009). jamian et al. (2012) stated that apart from learning content, learning aids in the form of visual media is important to draw attention of students, especially students with learning disabilities because of their short span attention. in addition to the use of electronic materials, the use of real materials (concrete) is important so that students will be able to use their touching sensory and visual observations that will increase their understanding of what is being taught by their teachers. based on findings by khairuddin (2010), there are six major challenges to increase the use of instructional technology among teachers. the first challenge is to encourage teachers to produce teaching materials based on instructional technology. the second challenge is to increase the level of knowledge among teachers in instructional technology. the third challenge is to increase positive attitudes among teachers on the use of instructional technology. the fourth challenge, equipment and facilities in schools will increase the use of instructional technology among teachers. fifthly, an administrator role in encouraging teachers to use instructional technology. finally the sixth challenge, preparation of teachers in facing the instructional technology wave in the future. method overall, this study is a descriptive survey that aims to identify the level of visual media usage, attitudes and its use limitations among special education teachers in the hulu selangor district, malaysia. this research uses quantitative approach method. research samples are used for the purpose of answering the research questions. a total of 50 deaf teachers are involved to answer the questionnaires which are adapted from “the use of visual materials technical teachers” by nor & sharif (2014). quantitative data was analyzed using the statistical packages for the social science (spss) version 22 for windows. the quantitative data was analyzed according to the frequency and percentage of data collected. to test the research questions on the extent and nature of use of visual media in teaching, the questionnaire uses likert scale of five scores which are very often (5), often (4), moderate (3), sometimes (2) seldom (1). for the purpose of measuring attitude and limitation of questionnaire, likert scale of five scores is being used namely strongly agree (5), agree (4), somewhat agree (3), disagree (2) and strongly disagree (1). data analysis was conducted to find the percentage, mean and standard deviation in the study . in determining the level of use of visual media and limitations faced by the teachers, range scale of mazlan hamzah’s study (2000) was used as reference which is the 4 level range scale namely low (mean = 1.00 mean = 2.00), moderate (mean = 2.01 to mean = 3.00) and high (mean = 3.01 to mean = 4.00) and very high (mean = 4:01 to mean = 5.00), while in terms of 4 level range scale for attitude refers to negative (mean = 1.00 mean = 2.00), negative (mean = 2.01 to mean = 3.00), positive (mean = 3.01 to mean = 4.00) and strongly positive (mean = 4:01 to mean = 5.00). findings and discussion findings this section discusses background of the respondents that contains 7 items related to respondents’ background. analysis of data obtained is presented in frequencies and percentages for easier observation. table 1 shows demographics of the respondents involved in frequency and percentage. level of use and type of visual media research shows that there are 3 three types of media used at a very high level namely textbooks, images and computer. visual media for textbooks recorded the highest mean (mean = 4.36 (sd = 1.0) or a total of 33 users or (86%) of teachers answered very often and often on frequency of usage and four users 115abdul rahim r, n yusuf, r kassim, n mamat, visual media usage teaching in the special education integration . . . . (8%) use moderate levels of textbook as main visual medium in their teaching and only three users ie (6%) percent are seldom users. pictorial visual media shows the value of (mean = 4:34, sd = 0.77) or a total of 41 very often users (82%) while nine users or (18%) are at moderate level. the use of computers as visual media shows the value of (mean = 4.24, sd = 0.84) or a total of 41 very often and often users (82%) and seven average users (14%) as compared to only two users (4%) who are not often using the computer. there are six different types of visual media, which showed a high level of use namely objects, videos, drawings, models, mind maps and charts. object-shaped visual media shows the value of (mean = 3.86, sd = 0.80) for 31 very often and often users (62%), and 18 moderate users (36%), while only one (2%) do not often use objects as teaching aids. for visual media in the form of video (mean = 3.68, sd = 0.89); painting (mean = 3.50, sd = 0.95); model (mean = 3.46, sd = 0.83); mind maps (mean = 3.44; sd = 0.78) and charts (mean = 3.34, sd = 0.84). however there are two visual media materials are at low level of usage namely animation and graphs. animation media shows the value of (mean = 2.86, sd = 1.1) or 19 people (38%) who are not regular users and 16 moderate users or (32%) and 15 regular users or (30%). the low level also shows visual media in the form of a graph with the value of (mean = 2.30, sd = 0.70). in sum, table 2 shows the overall mean of distribution for respondents on the use of visual media among ppki teachers in their teaching process is 3.528 with a standard deviation of 0.456. these findings demonstrate that the use of visual media among teachers for hearing impaired students in ppki is at high level. level of attitude on the use of visual media the results showed all the 10 items on attitudes of teachers showed a very positive level towards the use of visual media in teaching deaf students. the highest mean item in the distribution is “i have to use visual media in teaching and learning in the hearing problem class” with the value of (mean = 4.62, sd = 4.90) or a total of 31 (62%) of respondents answered strongly agree and 19 (38%) of respondents agreed with this statement. there are four items that share the same means and the same level of approval. two of these items are “i need to guide students with hearing disabilities to use visual media” and the second item “i feel confident using visual media in the class of hearing impaired students”. both of these items show the same mean value (mean = 4:48, sd = 0.50) with 26 (52%) respondents answered strongly agree followed by 24 respondents who answered agree (48%). two other items that also shows the same mean and level of approval, which is (mean = 4.46, sd = 0.50) with 27 or (54%) respondents who answered strongly agree, followed by 23 respondents or (46%) for item “i support the use of media visual in r & d process for hearing problem class “and item” i believe that the use of visual media can enhance students’ understanding on lesson “. value (mean = 4.42, sd = 0.49) or a total of 29 respondents (58%) answered strongly agree followed by 21 respondents or (42%) who agreed to the statement “i have more motivation in teaching using visual media in the class of hearing impaired students” however, there are two items that share the same mean (mean = 4.40, sd = 0.57) but differ in level of approval for statement “i am willing to diversify the instructional visual medium” with 30 respondents (60%) agreed and 20 respondents ( 40%) strongly agree. while a total of 26 respondents or (52%) agree. there are 22 respondents answered (44%) strongly agreed and only two respondents (4%) answered somewhat agree on the statement “i like the course to enhance my skills in building visual media for hearing”. it also shows the value (mean = 4.38, sd = 0.49) or an agreed statement of 31 respondents (62%) followed by 19 respondents or (38%) who stongly agree for the statement “i believe the use of visual media in teaching is to attract students with hearing disabilities. even though the item “i believe the use of visual media can improve academic achievement,” noted the lowest mean with the total value of (mean = 4.26, sd = 0.44) or 37 (74%) agree that 13 responded (26%) strongly agree but table 3 shows an overall mean on distribution of the respondents’ attitudes among ppki teachers is 4.43 with a standard deviation of 0.354. this finding shows that teachers of ppki show very positive attitude towards the use of visual media in teaching and learning in the classroom of students with hearing problems. limitation on the use of visual media the findings show three items that represent limitations on the use of visual media at a very high level. these items are in terms of media, tools, training and skill and time. for item “i will use visual media if i have the media and the hardware are available” shows the highest mean in the distribution (mean = 4.18, sd = 0.66) or a total of 30 (60%) respondents, 15 or (30%) of respondents stated strongly agree , four or (8%) agreed and only one or (2%) disagree. as for item “i will use visual media if given training and skills” shows high in mean (mean = 4:04, sd = 0.75), ie, 28 or (56%) of respondents agreed, 13 or (26%) of respondents stated strongly agree seven or (14%) less agreed and only two or (4%) stated disagree. time factor is also a limitation for teachers of hearing problems in using the visual media. for item “i will use visual media if i have enough time” shows high mean (mean = 4.02, sd = 0.79) represented a total of 30 or (60%) of respondents who agreed, 12 or (24%) of respondents stated strongly agree and six or (12%) of respondents stated somewhat agree. finally for strongly disagree and disagree are represented by one respondent or (2%) representatively. 116 journal of icsar; volume 1, number 2, july 2017: 112-120 table 2. levels of use of visual media item scale mean std dev level1 f (%) 2 f (%) 3 f (%) 4 f (%) 5 f (%) textbooks 2(4) 1(2) 4(8) 13(26) 30(60) 4.36 1.0 very high picture 9(18) 15(30) 26(52) 4.34 0.77 very high chart 7(14) 24(48) 15(28) 5(10) 3.34 0.84 high drawing 6(12) 23(46) 11(22) 10(20) 3.50 0.95 high poster 1(2) 12(24) 25(50) 10(20) 2(4) 3.00 0.83 low graph 6(12) 24(48) 19(38) 1(2) 2.30 0.70 low mind map 1(2) 2(4) 25(50) 18(36) 4(8) 3.44 0.78 high model 1(2) 3(6) 23(46) 18(36) 5(10) 3.46 0.83 high object 1(2) 18(26) 20(40) 11(22) 3.82 0.80 high video 1(2) 4(8) 12(24) 26(52) 7(14) 3.68 0.89 high animation 6(12) 13(26) 16(32) 12(24) 3(6) 2.86 1.1 low computer /multimedia 2(4) 7(14) 18(36) 23(46) 4.24 0.84 very high overall mean 3.52 0.45 high note, 1-rare; 2-sometimes; 3-moderate; 4-often; 5-very often table 3. attitudes toward using visual media item approval level mean standard deviation level1 f(%) 2 f(%) 3 f (%) 4 f (%) 5 f (%) i will use visual media if the media and hardware are well provided 1(2) 4(8) 30(60) 15(30) 4.18 0.66 very high i will use visual media if there is sufficient time 1(2) 1(2) 6(12) 30(60) 12(24) 4.02 0.79 very high i will use visual media if given training and skills 2(4) 7(14) 28(56) 13(26) 4.04 0.75 very high i am concerned that the use of visual media do not help students with hearing problems focus in the classroom 5(10) 24(48) 17(34) 4(8) 3.40 0.78 high i will use visual media in there is not too many workload 2(4) 8(16) 15(30) 20(40) 5(10) 3.36 1.0 high i will use visual media if there is support from the administrators 3(6) 1(2) 7(14) 30(60) 9(18) 3.82 0.96 high i will use visual media if parents encourage and support me 4(8) 1(2) 13(26) 29(58) 3(6) 3.52 0.95 high i will use visual media if there is a partnership of peers 2(4) 1(2) 10(20) 34(68) 3(6) 3.70 0.78 high the use of visual media is costly 5(10) 6(12) 16(32) 23(46) 3.14 0.99 high i will use visual media if i am rewarded with appreciation 7(14) 8(16) 21(42) 14(28) 2.84 0.99 low overall mean 3.59 0.43 high there are six items which are at high level. items on support from the administrators shows the value of (mean = 3.82, sd = 0.96) with 30 or (60%) of respondents agreed, nine or (18%) of respondents stated strongly agree, seven or (14%) of respondents simply agree , strongly disagreed accounted for three or (6%) respondents and disagreed represents one respondent (2%). item “i will use visual media if there is partnership among colleagues” shows the value of (mean = 3.70, sd = 0.78) meaning 34 or (68%) of respondents agreed, three or (6%) of respondents stated strongly agree, 10 or ( 20%) of the respondents agree, disagree accounted for one respondent or (2%). strongly disagree accounted for two respondents or (2%). limitations in terms of support and encouragement of parents showed high level (mean = 3.52, sd = 0.95) with 28 or (58%) respondents agree, 3 or (6%) of respondents strongly agreed, 13 or (26%) simply agreed followed by one respondent or ( 2%) disagreed and two or (4%) of respondents strongly disagree. 117abdul rahim r, n yusuf, r kassim, n mamat, visual media usage teaching in the special education integration . . . . tabel 4. approval level item approval level mean standard deviation level1 f(%) 2 f(%) 3 f(%) 4 f(%) 5 f(%) i have to use visual media in teaching and learning for classes with hearing problems 19 (38) 31 (62) 4.62 0.49 very positive i need to guide students with hearing disabilities to use visual media 26 (52) 24 (48) 4.48 0.50 very positive i feel confident using visual media in class with hearing problem 26 (52) 24 (48) 4.48 0.50 very positive i support the use of visual media in the teaching and learning processes for classes with hearing problems 27 (54) 23 (46) 4.46 0.50 very positive i became more motivated teaching using visual media in the classroom with hearing problem 29 (58) 21 (42) 4.42 0.49 very positive i am willing to diversify my visual media teachings 30 (60) 20 (40) 4.40 0.49 very positive i believe the use of visual media in teaching could attract students with hearing disabilities 31 (62) 19 (38) 4.38 0.49 very positive i believe the use of visual media can enhance students’ understanding of lesson 27 (54) 23 (46) 4.46 0.50 very positive i believe the use of visual media can improve academic achievement of students with hearing problems 37 (74) 13 (26) 4.26 0.44 very positive i like to attend courses to improve my skills in developing visual media for hearing disabled students 2 (4) 26 (52) 22 (44) 4.40 0.57 very positive overall mean 4.43 0.35 very positive there are 24 or (48%) of respondents expressed their approval at medium level for item “visual media do not help students focus in the classroom” with five respondents or (10%) disagree, but 17 respondents or (34%) agreed and four or (8%) of the respondents answered strongly agree. the mean value shows the value of (mean = 4.40, sd. 0.78). next item touches on limitations of the workload. the mean shows a value of (mean = 3.36, sd = 1.0) at high levels of 20 respondents or (40%) agreed, five respondents or (10%) strongly agreed as compared to 15 responded simply agree, eight respondents or (16%) disagree, and two respondents or (4%) strongly disagree. items related to visual media requires high costs show the value of (mean = 3. 14 sp. 0.99) which is at high level with five respondents or (10%) strongly disagree, six or (12%) responded disagree and 16 or (32%) responded simple agree. a total of 23 or (46%) of 50 respondents agreed that visual media is costly. however, the teachers do not consider appreciation as a major limitation in the use of visual media. this is shown from low mean score (mean = 2.84, sd = 0.99) with the respondents who do not agree accounted for 21 or (42%) respondents, followed by disagree answered by eight respondents or (16%) and seven or (14%) who responded strongly disagree stated that they will use the visual media if they are given the appreciation. the results showed an overall mean value of 3.59 with a standard deviation of 0.43. this shows the limitations faced by ppki teachers are at high level. the distribution of the overall mean value for all items are as shown in table 4. discussion the use of visual media is important in the teaching and learning of students with hearing disabilities. this will help them to better understand particular subject better. the results showed an overall mean of distribution of the respondents on the use of visual media among ppki special education teachers in the teaching process is 3.528 with a standard deviation of 0.456. the findings demonstrate that the use of visual media among the ppki special education teachers are at high level. the findings also showed that textbook is one of visual media that is very high in usage followed by computers and image. textbooks and activity books for hearing disabled students were revised and they involved four subjects, namely bahasa melayu, english, sign language communication and islamic education. adaptation of textbooks for hearing disabled students which are complete with pictures and sign language can help teachers and students to enhance their understanding of sign language and the language itself. 118 journal of icsar; volume 1, number 2, july 2017: 112-120 this finding is similar to a study conducted by yasin (2010) shows the level of utilization is at moderate level, but textbooks showed high level with a mean value of 4.40. this is followed by the use of worksheet with a mean value of 4.30 and the use of workbook with a mean value of 4:38. while visual media that is seldom used is chart with a mean value of 3.90. the findings here clearly shows that most teachers still makes printed materials such as textbooks and worksheet as visual media of choice in teaching and learning in the classroom and it is still relevant today. results from a study conducted by zainuddin et al. (2007), also found high level of teaching aid usage either electronic or non-electronic among the trainee teachers during teaching practice. the results showed that most trainee teachers use teaching aids at all times during the process of teaching and learning. most trainee teachers as observed diversify their teaching aids. another study was conducted by noor azlan & nurdalina (2010) which studied the use of teaching aids among utm trainee teachers for mathematics. the results showed high level of teaching aid usage among utm trainee teachers. the teachers use a variety of teaching aids during their teaching sessions. teaching aids are divided into two, namely electronic media and non-electronic media. among the teaching aids used by teachers are computers, ohp transparencies, mahjung paper, model 3d model, manila cards, handouts and recyclable materials. teachers are more likely to create and develop their own teaching aids rather than using teaching materials provided by the school. however, study findings by nor & sharif (2014) showed that teachers are more often using stationary visuals either in the form of two-dimensional posters, photographs, charts, maps and graphs or threedimensional shape such as a real model compared with the use of visual and computer. based on the mean score, it was found that both usage is at moderate level. the findings are almost similar with findings by jasmi kamarul azmi et al. (2011) who study the use of teaching aids (bbm) by outstanding islamic education teachers (gcpi). there are six types of teaching aid that form patterns of use among main gcpi which are textbooks, computers and lcd. teaching aids that formed as secondary pattern refers to handouts and modules, mahjong paper, reference books, and pictures. the findings discussed above however contradict with a study by chukwu (2007) who argued that most of the teaching aid materials are not available in schools. most of the textbooks available are already obsolete. (offorma, 2009) and ugwu in (fidelia, 2015) stated that in nigeria, teachers hardly teach because of various factors such as lack of teaching materials, poor teaching and lack of training. they also affirmed that well trained teachers will be able to design and produce materials that will meet the criteria relevant to students and learning objectives. the use of teaching aids in visual media form, especially computer and animation by special education teachers are similar to a study by mohd hanafi (2013), which affirmed the use of teaching aids in special education classes is still not enough, especially with regard to latest ict materials. the use of teaching aids is a way to improve performance and achievement for special education students because without these materials, teaching and learning process will be less effective and academic quality will decrease. according to satiah (2009), teachers use teaching aids and teaching materials to produce effective teaching for deaf students. the use of teaching aid can help in teaching deaf students to learn the language. teachers are also more likely to use teaching aids produced by teachers because it meets the suitability and needs of students. this statement is very similar to the findings that indicate high level of visual media usage among special education teachers. meaning that teachers use visual media that are self-produced or readily designed visual media. positive attitude of teachers determine the achievement of objectives and mastery of learning for students with hearing disabilities. the overall mean for distribution of the respondents' on attitudes of special education teachers in this study is 4.43 with a standard deviation of 0.354. this finding suggests that special education teachers are very positive towards the use of visual media in teaching and learning in the class of hearing problems. findings by nor & sharif (2014) claimed that the obtained data showed teachers' positive attitudes toward the use of visual media in teaching. this can be seen from the high score on items that involve commitment of the teachers such as giving information, guidance and support to improve their students' understanding. this clearly shows that teachers are aware of the supposed commitment to improve their level of professionalism. studies by melor et al & dexter sigan (2013) concerned on perception of teachers on the use of visual aids (video, animation, photographs, films and projector) as motivational tools to increase students’ interest in reading literary texts. analysis of the data showed that majority of the teachers have positive perception of the use of visual aids. findings by mwololo et al., (2011) also found that schools have positive attitude towards visual media and help media users in teaching. the results showed an overall mean value of 3.59 mean showed high level of limitations faced by the special education teachers. the findings of this study are similar to study findings by nor & sharif (2014) that showed two major limitations 119abdul rahim r, n yusuf, r kassim, n mamat, visual media usage teaching in the special education integration . . . . faced by technical teachers nmely lack of material and technical equipment and time constraints. mean scores for both categories are high which is more than 3.9. in addition, teachers do not consider appreciation and intervention of administrator as major limitations in their use of visual media. this is shown by average value of mean score 3.00 for the appreciation item and 2.4 for objection item from the administration. in addition to receiving less intervention from administrators, teachers also received less objections from parents. this is evidenced from the low mean score (1.74) for the item nine which is receiving objections from parents. this study also shows that there are three main limitations faced by the special education teachers. the items refer to materials, tools, training, skills and time. conclusion and suggestion the use of visual media as observed could increase the interest of students and teachers in teaching and learning. in conclusion, the use of visual media at high level apart from highly positive attitude of teachers allow the use of visual media for the benefits of students with hearing problems. to achieve this end, several obstacles must be overcome to make better teaching and learning for students with hearing problems. media visual do assist and provide the means for achieving goal by emphasizing a particular thing or explain a particular concept or a new phenomenon. well-established and relevant use of visual media to students with hearing problems can improve their understanding of the media presented, facilitate learning, strengthen knowledge, explain ideas and create excitement. visual media is one of the most effective methods to deliver any types of knowledge. visual media will be an important tool in the special education system. discussions and studies concerning with hearing disabled issues should be widely extended. discussion of this paper only provides some indications of the many ways in which homes, schools and public hearings can provide an environment that is accessible and meaningful to each student with hearing disability. continuous development will depend on how it fits with the wider educational system. findings and discussion lead us to the conclusion that people with hearing problems can be seen as a specific group in a broader context. hence special education teachers should always be alert and proactive to the current media development and the latest teaching methods and their impact on students’ learning process. they also need to constantly strive to develop lessons that could provide positive and significant impact on students. their efforts not only improve the quality of teaching and learning in schools, but also generate students who can contribute for the progress of their nation. the study found high level of visual media usage among ppki teachers in hulu selangor. therefore, special education teachers need to diversify their use of visual media, making them more modern and advanced in line with current technologies. the conventional approach needs to be enhanced in a way that is more effective and up to date thus learning environment for students with hearing disabilities will be better and more meaningful. there are various factors that affect special education teachers in using visual media for teaching purpose. factors such as skills, experience and positive attitude towards the concept of visual media should be made clear. therefore the teachers should be aware of education scenarios around them. the advantages of electronic media in education needs to be benefited by the media because it helps in capabilities of input, display, storage, retrieval, copying, procurement, transportation, manipulation, calculation, simulation and animation. teachers must also have good attitude, personality and integrity. thus the role of teachers is not limited to knowledge that they have but also in response to equipment that they use in class, workshop or laboratory. within school environment, teachers use sign language as their main medium for conversation, teaching and communication. thus mastery of efficiency in adapting the visual media to dominate bim sign language, ktbm and asl in visual form must be optimized. the school environment must be conducive and meet the needs of teachers and students with hearing disabilities. it must be equipped with a variety of facilities such as printed material in the text, computer, visual and notes to assist the learning process and the effort to meet the academic requirements, as well as the needs of students (spencer & marschark 2010). references cerra, k. k., watts-taffe, s., & rose, s. (1997). fostering reader response and developing comprehension strategies in deaf and hard of hearing children. american annals of the deaf, 142(5), 379-386. christoper, l. w. f. (2012) kesan penggunaan bahan bantu mengajar visual dalam pengajaran subjek sains tahun 3. koleksi artikel penyelidikan tindakan pismp prasekolah amb. seminar penyelidikan tindakan ipg kbl din, a. g. m. (2003). prinsip dan amalan pengajaran. kuala lumpur: utusan publications & distributors sdn bhd. 120 journal of icsar; volume 1, number 2, july 2017: 112-120 fidelia, o. a. (2015). material teaching aids: enhancement tool for teaching essay writing in secondary schools. world journal of education, 5(5), 110. hallahan, d. p & kaufman. j. m, (1991). expetional children : introduction to education. 5th edition. new jersey :prince hall. inc hassan, j., & bachik, a. (1999). permasalahan penggunaan abm dalam pengajaran khb di sek. men. daerah kota tinggi, johor (doctoral dissertation, universiti teknologi malaysia). hoffman, m., & wang, y. (2010). the use of graphic representations of sign language in leveled texts to support deaf readers. american annals of the deaf, 155(2), 131-136. jamian, a. r., othman, s., & hashim, h. (2016). persepsi guru terhadap penggunaan kartun dalam transformasi pengajaran penulisan karangan bahasa melayu. jurnal pendidikan bahasa melayu, 2(1), 128-140. mohd, a., & hassan, a. (2003). belajar berfikir. pts professional. mwololo, j. n., barbara, g. k., nyakwara, b., & mutweleli, s. m. (2011). pre-school teachers’ knowledge and attitude towards use of visual media in instructional delivery in kibwezi district, kenya. nikolaraizi, m., vekiri, i., & easterbrooks, s. r. (2013). investigating deaf students’ use of visual multimedia resources in reading comprehension. american annals of the deaf, 157(5), 458-473. nor, a. m., & sharif, s. (2014). penggunaan bahan visual di kalangan guru teknikal. jurnal pemikir pendidikan, 5. othman, a. h. h. (2014) penggunaan gambar rajah dalam meningkatkan kemampuan murid mengingat maksud isra’ dan mikraj murid tahun 5. institut pendidikan guru, kampus dato‟ razali ismail. razalli, a. r., mamat, n., & low, l. k. (2016). bahasa melayu hand coded and malaysian sign language acquisition of hearing impaired students ar early intervention. world academy of science, engineering and technology 2016. sydney richard, m. g (2006). special education in contemporary society : an introduction to exceptionality, 2nd edition usa : thomson wadsworth wright, a., & haleem, s. (1991) visuals for the language classroom longman keys to language teaching. london: longman. yasin, h. b. m. (2010). penggunaan alat bantu mengajar (abm) di kalangan guru-guru teknikal di sekolah menengah teknik daerah johor bahru, johor. universiti teknologi malaysia yusuff, a., & che, r. m. (2002) proses pendengaran dan kecatatan bahasa : dewan bahasa dan pustaka. receive from http://www.angelfire. com/journal2/ abdullahyusoff/ proses_ pendengaran.html 15 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 implementing cognitive strategy instruction to improve the actual intellectual abilities of the undergraduate students with cognitive expression difficulties martini jamaris universitas negeri jakarta email: martinijamaris@unj.ac.id abstract: this research aims to find out the effectiveness of cognitive strategy instruction for improving intellectual abilities of undergraduate students with cognitive expressing difficulties, especially in actualizing their thinking abilities starting from lower order thinking up to higher order thinking. therefore, the cognitive strategy instructional design based on bloom’s taxonomy is constructed in order to accomplish the research objectives. this research uses mixed method approach entailing the implementation of two research methods. the first is qualitative method which aims to get information of the cognitive strategy in instructional process. the second is quantitative method which is used to measure the students’ improvement in cognitive abilities or actual intellectual abilities after participating in cognitive strategies instruction. research implementation is divided into three stages. the first stage is needs assessment, in which the students’ thinking / cognitive skill abilities are observed and measured in order to have evidence whether or not they have cognitive expression difficulties. the second stage is to use the needs assessment results in designing cognitive strategy instruction. the third stage is the implementation of the instructional design. there are 20 undergraduate students taking part in this research who are selected by purposive sampling technique. the results revealed that cognitive strategy instruction effectively improves the actual intellectual abilities of students with cognitive expression difficulties. qualitatively, the students feel very satisfied with their actual intellectual abilities. keywords: actual intellectual abilities, cognitive strategy instruction, students with cognitive expression difficulties introduction undergraduate students are students who just move from being teenagers to being young adults. adult years hold a great potential for intellectual, emotional and even physical development. there are important advances that occur during young adulthood (20-40 years old) to middle adult age (40-60 years old). however, some students reported that they feel exhausted caused by academic work-related stress (jamaris, 2014). it is because they are in the process of adapting themselves to higher educational world. intellectually, the higher order educational instruction focuses on the actualization of thinking abilities, especially in higher order thinking abilities. these abilities involve critical thinking which consists of the ability in actualizing analytical thinking, evaluative thinking as well as creative thinking (jamaris, 2014). the results of observation conducted by the researcher revealed that some of the undergraduate students had difficulties in actualizing their thinking abilities, especially difficulties in cognitive expression. these abilities move from lower order of thinking to higher order of thinking. cognitive abilities influence academic achievement (morales, calvo, & bialystok 2013). it is because the cognitive process linked to the frontal lobe function or executive function involves thinking abilities. the thinking abilities consists of critical thinking abilities, which include problem solving abilities, perception, memory and language abilities. therefore, y problems dealing with the above frontal lobe abilities can cause any forms of cognitive actualization problems. in other words, the individual concerned has difficulties in cognitive expression. another reason related with the problems of cognitive expression problems is difficulties in concentration. it is similar to attention as the key of mental activities which drive brain activities, especially in the frontal lobe area to anticipate activities in planning any needed actions. according to the result of observations, inabilities in doing these process can be reflected in the form the students’ inabilities in doing higher order thinking, such as designing mind map of the course materials that have been read by the students and explaining the mind map that they have made . all of those are related with cognitive strategy abilities. cognitive strategy is a mental routine or procedure aids in performance of specific cognitive tasks (dole, nokes, & drits, 2009) 16 journal of icsar; volume 3, number 1, january 2019: 15-19 based on the logical reasoning which has been described previously, it is important to conduct research aiming to overcome cognitive expression problems of the undergraduate students. among them is dealing with improving actual intellectual abilities of the undergraduate students with cognitive expression difficulties. intellectual abilities are reflected in human cognitive abilities. these abilities are in line with the abilities in thinking which move from lower order thinking to higher order thinking. based on the previous description, some research questions are formulated as follows: (1) how to design cognitive strategy instruction?; (2) how to implement cognitive strategy instruction to improve intellectual actual abilities of undergraduate students with cognitive expression difficulties (?); (3) do the intellectual actual abilities of the undergraduate students improve after participating the cognitive strategy instruction ? intelligence is defined as a general mental ability for reasoning, problem solving and learning. intelligence involves cognitive function as perception, attention, memory, language and planning (anderson & roit, 1993). snow and lohman, 1984 regarded intellectual ability as the acquired repertoire of general cognitive skills that is available to a person at a particular point of time (prins, veenman, & elshout, 2006) . intellectual abilities refer to general intellectual functions and cognitive abilities. general intellectual function dealt with globa or ove all level of intelligenc , often referred to as iqe(intelligencetquotient) . cognitive abilities involving specific abilities of intelligence are skills that make up an individual general intelligence. therefore, intelligence is composed by many abilities (ortiz, lella, & canter, 2010). cognitive abilities cover some of the following categorie : numerical, verbal, spatial and mechanical reasoning. in line with the previous explanatio , intelligence requires a simple assembly and tuning of many small units of knowledge that in total produce complex cognition or intelligence. cognitive is related to any mental activities in processing received information which involves perception and sensory registration, storage, and related processeseincluding elaboration, manipulation, selection and storage and output processes which require production of appropriate responses ( bunce, 2016, jamaris, 2014). all of the information processed requires mental activitiesewhich comprise of attention mechanisms for bringing the information in, working memory for actively manipulating the information, and long term memory for passively holding the information so it can be used in the future. in lind withtthis, mental abilities also requirg basic information processing components. cognitive expression difficulties are related to difficulties in doing mental processing in taking, organizing, and producing any response matched to the information manipulation process. difficulties in these areas are reflected in learning difficulties, such a, arithmetic learning difficulties which ish caused by working memory impairment, (mclean & hitch, 1999). in accordance with this problem,lexhaustion in each individual includes specific problem in concentration accompaniedhby difficulties in executive control over attention. executive control refers to a set of cognitive process underlying voluntary and effortful regulation of perception and motor process in order to adaptively deal with problems and change task demands (linden et al., 2005). consequently, the inability to do cognitive tasks in concentration an thinking is the portrayal of impaired executive contro, which might be related to work performance failur or studens failure in learning performances. strategy instruction has transformed into so many strategies used in teaching.bbooks and articleshabout instruction strategies have been discussed by a lot of researchers, among them are (leinhardt & greeno, 1986; clark & graves, 2005; mayilvaganan and kalpanadevi, 2015). cognitive strategy instruction lies in the field of psychology (dole, nokes, & drits, 2009).csince then, cognitive psychologists who focused on the mind exclusively thoughg about how humans process, organize and store incoming information in memory. according to cognitive psychologist, cognitive strategy is the mental procesg that occurs in the mindgto handle incoming informatio, as well a, to monitog and evaluatg the understanding of information (greeno, collins, & resnick, 1996; van dijk & kintsch, 1983). therefore, cognitive strategy is a mental routine procedure for accomplishing a cognitive goal in processing information. cognitive strategy involves thinking activities, srarting from lower order thinking up to higher order thinking. in line with the strategy, bloom’s research results ecame out with six level of cognitive skills which include: knowledge is thelfundamental of cognitive skill which refers to the retention of specific discrete pieces of informatio einvolving knowledge of terminolog, or specific facts, knowledge of specific ways and mean , and knowledge of field, such a, principle, generalization, theories and structures in universal and abstractions (krathwohl & kaiser, 2004; comprehen sio , the next level of bloom’s taxonomy, showd the ability in para phra sing the information in their own word, classifying items in group, comparing and contrasting items with similar entities, or explaining a principle to other ; application involves the ability to use best practice in doing activities. 17martini jamaris, implementing cognitive strategy instruction to improve the actual intellectual . . . . figure 1. implementation of martini jamaris action research model source: jamaris (2014), formal multiple intelligences assessment instruments for the 4-6 years old children. furthermore, the cognitive level moves to higher order thinking abilities involvine analysis which refees to critical thinkinghand can bedbroken down into the ability to distinguish between fact and opinio, and identifg the claims upon an argument , breag down information intosits components in order to identify the most appropriate search terms; synthesi h defined as the ability to formulatg wel built questions or planed action to solve problem in accordance to the informed facts or opinion (krathwohl & kaiser, 2004);t create is placed as the higher level of cognitive taxonom, which consists of generating, planning and producin,; evaluation refers to judge relevance result of application of the specific planed action. in line with cognitive strategy instruction, an instructional design is constructed based on a systematic design which include : learning objectives, learning materials, learning process and learning evaluation, as well as, learning fee back (jamaris, 2016). based on thetabove description of cognitive level, it can be concluded that cognitive strategy refers to different cognitive tasks of implementation in solving problems. the cognitive tasks may involve lower order thinking and higher order thinking which are operated based on the type of problems. therefore, cognitive strategy instruction is a type of instruction aimd to empower the students’ cognitive abilities which directly improve the students actual intellectual abilities. method based on the need in implementing cogtitive strategy to improve actual intellectual abilities of undergraduate students with cognitive expression difficulties, the research problems are formulated as follow: (1) how to design the cognitive strategy instructio; (2) how to implement cognitive strategy instruction to improve actual intellectual abilities of the undergraduate students with cognitive expression difficultie?; (3) do the actual intellectual abilities of the undergraduate students improve after participating the cognitive strategy instruction? the rresearch method used in this study is designed based on the research question, in whic, it requires two kinds of research methods; quan titative research method and qualitative research method. therefore, the research methos used in this study is mix method. implementation of the mix method research is in the form of action research. the action research method was used based on kemmish and tagart action research mode as well a, bachman’s action research spiral which had been modified by jamaris (2016), as shoen in figure 1. in accordance to the mix method research applied in this research, data collection and data analysisewere conducted quantitatively and qualitattvely. quantitative data was collected by using pre test and post test of the actual intellectual abilities of the undergraduate students. in line with the need of the research, the pre-test and post test items were constructed based on bloom’sitaxonomy. it is because theitaxonomydreflects the cognitive actual abilities of the students and it directly represents the actual intellectual abilities of the undergraduate students with cognitivenexpression difficulties. qualitative data was collected by doing observation on the overt behaviors showed by the students during instructional process which aimed to improve their actual intellectual abilities. therefore, field notesswere constructe, in orde, to record all the students’ overt behaviors. in line with this activity data codes were also developed systematically to support qualitative data analysis entailing to develop semantics relation of the qualitative data. therefore, theeessence and the meaning of the data can be constructe, in orde, to answer the research questions. a long with these activites triangulations were also applied. population of the research was undergraduate students of special education program of fip unj. the sample of researchswas selected by applying purposive research sample. the reason underlined the selection of sample technique is because the sample has to be decided based on need assessment resultsgfocusing on whether or not the undergraduate students have cognitive expression difficulties. 18 journal of icsar; volume 3, number 1, january 2019: 15-19 to very satisfying score on pre-test and post-test, as showed in the following figure. from the table, it can be seen that before participating in the cognitive strategies instruction, 85 % of the students were unsatisfied, 15 % of them were satisfied, but none of the students felt very satisfied. the students’ scores improved after participating in cognitive strategies instruction. after the instruction it was found that 0 % of the students felt unsatisfied, 85 % were satisfied and 15 % were very satisfied. figure 3 shows the related description. discussion the research results revealed that before the undergraduate students with cognitive expression difficulties participated in cognitive strategy instruction, the cognitive abilities of 85 % of the students were below average, supported with the fact that their performance in processing information were unsatisfying, it indicated that their ability to perform cognitive skills to operate lower order thinking up to higher order thinking are also average. the actual intellectual abilities of the students improved after participating in the cognitive instructional strategies in which 85 % of the students were satisfied, and none of them were unsatisfied. the results of the research in the implementation of cognitive strategy instruction to improve the actual intellectual abilities of undergraduate students with cognitive expression difficulties are effective to reach the instruction objectives. the research results are supported by the results of other researches. among them state that the objectives of cognitive strategy instructions wereconstructed on blooms’ taxonomy which includes lower order thinking abilities involving the abilities to know, to understand and to apply knowledge up to higher order thinking abilities. it requires the abilities to analyze, to synthesize, to evaluate any information received by senses or sensor-motoric, and to create (jshabatu, 2018), such as to create action plans to solve any kinds of problems. the bloom’s taxonomy is effective to improve the students’ cognitive abilities. the research results are also supported by other researches in the same field. the bloom’s taxonomy of cognitive learning objectives accommodates the mental processing that occurs in the mind to handle incoming information, as well as, for monitoring and evaluating the understanding of information (greeno, collins, & resnick, 1996; van dijk & kintsch, 1983; anwar & sohail, 2014). bloom’s taxonomy is hierarchical, meaning that learning at higher level depends on having attained prerequisite knowledge and skills at lower level (jshabatu, 2018). figure 2. actual intellectual abilities’ score improvement of the students with cognitive expression difficulties. figure 3. improvement quality of actual intellectual abilities of the undergraduate students with cognitive expression difficultes based on thesprevious description, it is informedm that instructional design of cognitive strategy instruction is needed to develop the research process. the instruction is designed systematically at least consisting of instructional objectives, instructional contents, instructional processes, and instructional evaluation (dick & carey, 1985). all the instructional design elements are involved in bloom’s taxonomy which aimed to improve cognitive abilities or actual intellectual abilities of the students with cognitive expression difficulties. findings and discussion findings quantitative data analysis based on pre-test score and post-test score of the undergraduate student are compared. the comparative result of the two kinds of score showed the improvement of the actual intellectual abilities of the undergraduate students with cognitive expression difficulties. it can be analyzed from of the score of students; cognitive abilities with average pre-test score 59.9 to 74,15 on post-test. therefore, the students’ score increased 123.80 % as described in the figure 2. the qualitative data analysis showed the number of undergraduate students who have satisfying score 19martini jamaris, implementing cognitive strategy instruction to improve the actual intellectual . . . . conclusion based on the research results, it can be concluded that the implementation of cognitive strategy instructional model is effective to improve the actual intellectual abilities of students with cognitive expression difficulties. the conclusion is also supported by the findings of other researchers. refrences anderson, v., & roit, m. 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(1983). strategies for discourse comprehension. orlando, fl: academic press. 35 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 35-37 adaptive physical education for children with special needs at lazuardi kamila elementary school silmi forestry, agus kristiyanto, edy legowo universitas sebelas maret surakarta, indonesia email: silmiforestry91@gmail.com abstract: physical barriers, intelligence and psychic can influence the physical activity of children with special needs. physical activity for children with special needs can be learned in an adaptive physical education. this study uses type of qualitative approach with case study research strategy. the research aims to gain an overview of the implementation of learning adaptive physical education for children with special needs in inclusive schools elementary lazuardi kamila. the results showedthat the adaptive physical education for special needs children in elementary lazuardi kamila is already well underway, keyword: adaptive physical education, children with special needs introduction a healthy body effect on physical activity in daily life because in a healthy body there is a strong soul. the statement confirms that physical activity is very important for everyone. some people experience barriers to physical activity, not least elementary school age children. physical activity in elementary schools studied in physical education and health (penjasorkes). physical education sport and health (penjasorkes) not only learned by normal children but also children with special needs. children with special needs is a child in the process of growth or development abnormalities or irregularities (physical, mental, intellectual, social, emotional) that require special education services (riadin, misyanto & usop, 2017) special needs children have problems in motion activity. the world health organization (who) warned citizens of the world that because of lack of movement, including exercise, pose health threats, the risk will be even greater impact if experienced by children with special needs. students with special needs fewer mempuyai involvement in motor activity compared with normal students (qi & ha, 2012) therefore, the need to plan appropriate learning so that children with special needs to perform physical activity in physical education lessons at school. adaptive physical education lesson plans in school inclusion developed from the syllabus. design learning planning models designed for deaf students with the following stages: (1) the development of the syllabus. (2) the development of the plan of implementation of the program of learning and individual learning (tarjiah, 2017). appropriate learning strategies will facilitate students to absorb knowledge lessons delivered by teachers. the learning strategy are the parts that are interrelated with each other with the essential components of learning the way we work and how to transform the learning experience through learning technologies (aini, 2015). several kinds of adaptive physical education strategies that modify the technique of learning, learning environmental modification techniques, techniques to modify the learning activity. physical education for children with special needs is an adaptive physical education. adaptive physical education is an individual program that includes physical / physical, motion fitness, patterns and basic motion skills, skills in water activities, dancing, sports games both individually and in teams designed for people with disabilities (hakim, 2017). adaptive physical education helps learners with special needs in order to solve problems in their physical activity. implementation of adaptive physical education in elementary school can not be separated from the standard basic education process. standards include lesson planning process, implementation of learning, evaluation of learning that has been adapted to the ability of children with special needs. kids with special needs can obtain adaptive physical education in schools and educational inclusion. inclusive education is an ongoing process that is shown to offer a quality education to all people, and respect the diversity and needs and abilities, characteristics and different learning expectations of students and society (unesco, 2008). inclusion of physical education in schools does not escape from the problem. priyono (2016) explains that there are some obstacles in the implementation 36 journal of icsar; volume 3, number 2, july 2019: 35-37 of adaptive physical education in inclusive schools include lack of gpk assisting children with special needs when teaching physical education takes place. whereas one of the tasks of special education teacher (gpk) is to aid and assist children with special needs when experiencing difficulties in learning. problems inclusion of physical education in school is also influenced by the teacher. kokaridas et al. (2014) explains that most of the teachers who teach physical education in public schools are assigned to teach students with special needs in the classroom inclusion does not know where to start, when to play and exercise is very important for psychomotor development of each child with special needs and normal child. social interaction and attitude also affects the physical education teachers in inclusive schools. 6 focus that affect the physical education in inclusion: (a) support, (b) influence on their peers without disabilities, (c) the attitudes and intentions of children without disabilities, (d) social interaction, (e) the physical condition of students with disabilities and (f) training and teacher attitudes gpe (block & obrusnikova, 2007). based on the background, researchers will carry out research to determine the enforceability of the adaptive physical education for children with special needs in elementary lazuardi kamila so it can be known whether learning adaptive physical education has been going well or not. method the research was conducted in sd lazuardi kamila. this research uses qualitative approach with case study research strategy. subjects in this study is a physical education teacher and sports health, classroom teachers and of special education teacher (gpk). the data collection technique is a way of collecting data needed to answer the problem formulation in a study (noor, 2011). data collection techniques used in this study were interviews, observation and document study. interviews are used to obtain information relating to the facts, beliefs, feelings, desires, and so necessary to fulfill the purpose of the study (rosaliza, 2015). interviews were conducted with physical education teachers, classroom teachers and teachers of special companion. interviews and document study conducted by researchers to obtain information related to lesson planning. indicators include the learning planpreparation of learning programs, preparation of teaching, preparation of facilities and infrastructureand planning evaluation tools, documents that are observed in the form of a curriculum, the annual program, the semester program and rpp. an observation method is not only a process of observation and recording, but more than that observation allows us to get information about the world around (hasanah, 2017). observations conducted by researchers to collect data on the implementation of learning whether it is in accordance with the lesson plan that has been prepared. analysis of the data used in this study is the interactive analysis and flow analysis by susetya (2017). finding and discussion sd lazuardi kamila is one private elementary school that organizes inclusive education. the curriculum used is the curriculum in 2013 and the cambridge curriculum. adaptive physical education learning activities are guided by adapif physical education teacher, homeroom and 2 gpk. the results showed teacher is able to plan learning activities well, rpp components such as ki, kd, indicators etc. is complete. physical education teachers prepare lesson plan (rpp) before implementing the learning process. rpp are prepared based on the curriculum of the adaptive physical education lessons that have been adapted to the conditions of students. results of research consistent with research susetya (2017) that rpp load ki, kd, indicators to be achieved, the material to be learned, a lesson, instructional media, and sources of learning and assessment. the study results document explains that the physical education teacher also makes an annual program and the semester program. adaptive physical education learning activities are also supported by the infrastructure, but students do not always help the teacher in preparing the infrastructure and facilities that will be used in learning. before implementation of learning, teachers are also preparing the syllabus, lesson plans, and tool evaluation. skilled teachers become a determining factor for the successful implementation of an adaptive physical education teaching. physical education teacher whose background would certainly be to have insight and knowledge to teach in accordance with the field. or teachers who are not physical education background, but has been training so as to improve their quality in teaching physical education. implementation of the learning will go well if the teacher to master the material, and the method can be used with good infrastructure. adaptive physical education teachers in elementary lazuardi kamila not only master the subject matter, but also can create a fun atmosphere yet still conducive so that lessons can be effectively and run in accordance with the lesson plan. teachers also use learning methods adapted to the 37silmi forestry, agus kristiyanto, edy legowo, adaptive physical education for children with special . . . . conditions of students, namely lectures, question and answer, demonstration, and deployment. learning implementation sometimes does not go according to plan the implementation of structured learning, but teachers are always looking for alternatives so that the learning continues to run smoothly. researchers also observed when the ongoing learning activities, students with disabilities and normal students can blend well. they are actively and enthusiastically participating in learning activities. physical education teachers, classroom teachers and gpk work together to condition students to be able to follow the learning and enjoyable. creativity of teachers in modifying the learning into an exciting game makes students enthusiastic and active in learning. evaluation of adaptive physical education teaching in elementary lazuardi kamila included in both categories. this is shown from the aspect of value and the assessment procedure in the evaluation of learning. aspects of the value used is the physical aspect (physical), psychomotor, cognitive, and affective. teachers assess students with a minimum value adjusted standard the conditions of the students, besides teachers also assess the seriousness of the students as an appreciation in the following study physical education. the results are consistent with the results kawuryan, pujiastuti, and ambarwati (2017) student learning outcomes are observed in the form of cognitive achievement that has demonstrated the ability of students according to the learning indicators. conclusion based on the results of this study concluded that adaptive physical education for special needs children in elementary lazuardi kamila has been running pretty well. powered by three factors: lesson planning, implementation and evaluation of learning lessons adapted to the conditions of the students. future physical education teacher and a special education teacher in order to increase cooperation in managing learning. references aini, s. n., & sudira, p. (2015). pengaruh strategi pembelajaran, gaya belajar, sarana praktik, dan media terhadap hasil belajar patiseri smk segerbangkertasusila. jurnal pendidikan vokasi, 5(1), 88-102. block, m. e., & obrusnikova, i. (2007). inclusion in physical education: a review of the literature from 1995-2005. journal adapted physical activity quarterly, 24(2), 103-124. hakim, a. r. (2017). memuliakan anak berkebutuhan khusus melalui pendidikan jasmani adaptif. jurnal ilmiah penjas, 3(1), 17-27. hasanah, h. (2017). teknik-teknik observasi (sebuah alternatif metode pengumpulan data kualitatif ilmu-ilmu sosial). at-taqaddum, 8(1), 21-46. qi, j., & ha, a. s. (2012). inclusion in physical education: a review of literature. international journal of disability, development and education, 59(3), 257-281. kokaridas, d., paslamouska, m., patsiaouras, a., natsis, p., karagiannidis, i., maggouritsa, g., & efthimiou, p. (2014). dynamic evaluation approach in adapted physical education: assessing individualized education procedures for inclusion purposes. electronic journal for inclusive education, 3(2), 7-15. noor, j. (2011). metode penelitian: skripsi, tesis, disertasi & karya ilmiah. jakarta: kencana prenada media group. priyono, t. (2016). pelaksanaan kegiatan pembelajaran pendidikan jasmani adaptif anak tunagrahita di sd negeri bangunrejo 2 kota yogyakarta. pgsd penjaskes, 4(1), 1-7 kawuryan, s. p., pujiastuti, p., & ambarwati, u. (2017). evaluation on thematic learning in the primary school. jurnal kependidikan: penelitian inovasi pembelajaran, 1(2), 187-199. riadin, a., misyanto, m., & usop, d. s. (2017). karakteristik anak berkebutuhan khusus di sekolah dasar negeri (inklusi) di kota palangka raya. anterior jurnal, 17(1), 22-27. rosaliza, m. (2015). wawancara, sebuah interaksi komunikasi dalam penelitian kualitatif. jurnal ilmu budaya, 11(2), 71-79. susetya, b. (2017). meningkatkan kemampuan guru dalam menyusun silabus dan rpp melalui supervisi akademik di sd n gambiran yogyakarta tahun 2016. taman cendekia: jurnal pendidikan ke-sd-an, 1(2), 134-141. tarjiah, i. (2017). the planning of learning model for students with hearing impairments in the elementary school inclusion. journal of icsar, 1(2), 162-165. doi:http://dx.doi.org/10.17977/ um005v1i22017p162 unesco. (2008). inclusive education: the way of the future. conclusions and recommendations of the 48th session of the international conference on education (ice), geneva, 25–28 november 2008. geneva, switzerland. microsoft word 05 30850-140286-3-ce.doc journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p223 223 literature study: visual support design as assistive technology for children with autism spectrum disorder muchamad irvan1*, muhammad nurrohman jauhari2, andarmadi jati abdhi wasesa2, yandika fefrian rosmi2 1universitas negeri malang, malang, indonesia 2universitas pgri adi buana surabaya, surabaya, indonesia *e-mail: muchamad.irvan.fip@um.ac.id abstract: providing interventions for children with autism requires various methods and learning media. visual support has long been implemented to help train communication skills in children with autism. recently, many applications have developed as assistive technology to help children with autism in the learning environment. this study aims to elaborate on the visual design integrated into application-based assistive technology for children with autism. the method used in this research is a systematic literature review. based on the data tracing results, several references have been collected that specifically discuss the design of visual support. from the data analysis, it can be concluded that visual support is important to be integrated into digital applications to help children with asd to carry out daily activities in various environmental settings. the development of visual support design must refer to the prerequisite rules to support the suitability of their characteristics and needs. keywords: visual support; assistive technology; children with autism introduction children with autism spectrum disorder (asd) have complex problems, generally referred to as the autism trias (american psychiatric association, 2013). this has a practical impact because they have problems connecting with social circles that support their cognitive development (williams et al., 2018). this milestone certainly has a very big influence on their ability to carry out social activities. this ability domain is not only motivated by the quality of social communication skills. however, the results of other studies also prove that executive function skills have a contribution. although it is known that executive function problems not only appear in children with asd (demetriou et al., 2018; irvan, 2019). however, in children with asd, the most cases are found with a certain level of severity causing them to have difficulty completing social activities (demetriou et al., 2019). social activities in the context of everyday life are closely related to the ability to understand various technical sequences to complete tasks at each stage. generally, social activities consist of a series of small activities combined into what can be categorized as behaviour. for example, taking a bath, the sequence of bathing activities consists of skills to wash the body, clean the body with soap, use towels, and even must be able to put on clothes again. the complexity of the problem of social activities has long been a topic of discussion to help children with asd have a better life quality. teacch (treatment and education of autistic and related communication handicapped children) is a method that has been implemented in providing interventions for children with asd. (gándara rossi, 2007). the implementation of teacch manages to train children with asd through a communicative approach (sanz-cervera et al., 2018). this principle is motivated by the pattern of communication disorders in children with asd. the implementation of teacch is also considered to significantly help improve the quality of life of children 224 journal of icsar; volume 7, number 2, july 2023, 223-229 with asd through the completion of social activities. this method trains children with asd by visualizing the sequence of social activities (mesibov et al., 2005; jusoh & abd majid, 2017). visual support is a supporting media to help children with communication disorders (one of which is a child with asd). the media, in the form of visual images, is arranged in such a way as to explain the sequence of the process of implementing social activities. visualization of learning media for children with asd is the most effective strategy in the intervention process (rao & gagie, 2006). this fact is generally related to comorbid disorders in children with asd, one of which is the problem of central coherence. this condition has a close relationship with the autism triad, making children with asd look like visual learners. in recent years, visualization of learning for children with asd has focused more on using various digital technologies. it aims to portray the media as assistive technology for children with asd. an example is augmented reality (ar) which has been implemented in learning for children with asd. a literature study states that the development of ar in games on various platforms has been shown to positively impact improving aspects of social interaction, emotion recognition, attention skills, and practical learning. (berenguer et al., 2020; khowaja et al., 2020; nazaruddin & efendi, 2018). other findings also have similar conclusions, where virtual reality (vr) is implemented in learning for children with asd. in several previous studies, ar was implemented to improve social interaction and social communication skills. the study stated that the most significant impact was seen in children with asd in the low function category (junaidi et al., 2021). however, different studies also prove that the high function category also gets similar benefits (moon & ke, 2021). the development of digital technology has an impact on the different types of applications and devices that function as instruments. the instrument is the orientation of the media visualization design. however, based on published studies still do not describe specifically the provisions of visual support design that are considered relevant to the condition of children with asd. this study aims to describe explicitly the design concepts that must be embedded in visual support. the results of this discussion are expected to be an implementable reference for further research in developing devices as assistive technology for children with asd. method the method used in this study is a literature study with a systematic literature review approach. this stage is attempted to collect various previous studies that review the design of visual support for children with asd. the selection of this approach is based on scientific evidence from the results of research that has been carried out by other researchers before. the procedure for this literature study will go through 3 stages: plan review, conduct review, and document review (brereton et al., 2007). plan review, in this phase, the researcher narrows the topic of information to be collected based on the formulation of a specific problem. next, develop and validate a review protocol that will be applied to determine the literature's limitations. conduct review, in the second phase, the literature study will produce specific data that goes through 5 stages of identification and review. first, identify the literature relevant to the topic specified in the previous stage. it is second, selecting literature content through abstracts and introductions. third, filter the quality of the studies in each collected literature. fourth, extracting data based on research needs. fifth, carry out data synthesis to determine and conclude the study results. document review, the last step in this phase is to compile a review report and validate the review report that has been prepared. article irvan, et al., literature study: visual support design as assistive technology … 225 searches are carried out through searches using relevant keywords, including visual support (2879 results) and visual support design for autism (2431 results). based on the search results of these keywords, the researcher attempts to refine the titles in detail to ensure the high relevance of the data collected. in this process, 28 articles were produced that have relevance to the previously determined scope limits. however, the screening process was continued with re-sorting through abstract analysis. the re-sorting aims to get content that specifically reviews the design of visual support for children with autism. finding and discussion finding(s) plan review the search for target literature was carried out by browsing online journal pages. in the plan review stage, the researcher tries to make limitations to narrow the search area and specify the search results. some of these limitations include 1) restriction of the search area aims to ensure the harmony of the publication scope. the area chosen for the search is the publication platform, springer. the main reason for choosing this site is because two journals have scope relevance: the review journal of autism and developmental disorders (rjadd) and the journal of autism and developmental disorders (jadd). 2) topic limitation aims to narrow the research field with the topics described in this study. the topic accepted in this study is research that discusses the design of visual support for children with asd conduct review through this process, 64.3% of articles that applied various visual support media with a quantitative approach were found. in comparison, 65.7% used a qualitative approach. however, through the abstract review process, few conclusions were found that revealed the design implemented. there are only three articles that explicitly explain the design, namely 1) interactive visual supports for children with autism (hayes et al., 2010); 2) brief report: just-in-time visual supports to children with autism via the apple watch: a pilot feasibility study (o'brien et al., 2016); 3) applying technology to visually support language and communication in individuals with autism spectrum disorders (shane et al., 2012). document review the last step in this analysis process is a review of the documents selected in the previous stage. these papers have different research characteristics. two papers try to implement visual support through different contexts (see table 1). while the next article reviews the technology used. based on the results of the analysis that has been done, they try to conclude about the need for visual support design that must be developed in the future. shane & albert, 2008 the paradigm of implementing aac (augmentative and alternative communication) is increasingly considered potential and becomes a relevant strategy to start exploring communication skills in children with asd. this paper examines the implementation of technology integrated into aac. the contexts elaborated by this article include topics on 1) the evolution of technology used in aac applications for individuals with asd, 2) the application of technology within a visual communication approach for learners with asd, 3) using technology to facilitate effortless everyday communicative exchanges; 4) using technology to improve language instruction; 5) using technology to enable video modeling. based on the results of the analysis of the study, the research team stated 226 journal of icsar; volume 7, number 2, july 2023, 223-229 that visual support has a potential role in helping children with asd build communication skills. however, the development of visual support media needs to adhere to the basic concepts of asd characteristics. first, pictorial media must be able to visualize in the form of symbols various topics that exist in everyday life, both in the home, school, and community environment. visual media must be able to facilitate understanding and expression. third, it must be able to describe multiple contexts, and be communicative in nature in order to make it easier for children with asd to implement in daily activities. table 1. paper scoupe identity author, years method subject (n) media/technology hayes et al., 2010 mixed method n: 21 neuroscientist, special educator, assistive technology specialist, private therapist visual support o'brien et al., 2016 experiment n: 5 (m: 2/f: 3) age: 6-7 years jit (just-in-time) shane & albert, 2008 qualitative aac (augmentative and alternative communication) o'brien et al., 2016 this study seeks to implement visual support through the apple watch with the jit (just-in-time) method. implementation of visual sports as an effort to try out the use of apple watch as an assistive technology for children with asd. researchers assume that the successful use of this device allows it to be used as a guide for children in carrying out daily activities. apple watch can help display visual support for the management of activities to be carried out. based on the experimental results show that this device was successfully implemented on five samples. however, to ensure its effectiveness, it is necessary to conduct large-scale trials. hayes et al., 2010 the use of technology continues to develop over time and allows learning to be increasingly oriented to the use of application-based multimedia. these changes are the background that there needs to be a design suitability test and system support in utilizing it. researchers are trying to offer three types of assistive technology that are used as visual support for children with asd, namely mocotos, vsked, and sensecam. this study uses a mixed method involving neuroscientists, special educators, assistive technology specialists, and private therapists. the respondents tested the application of the three assistive technologies, then gave a review of their use. based on the results of the data analysis, it can be concluded that there are important aspects to consider in implementing visual support in digital form for children with asd. these aspects can be used as standard requirements as a procedure in developing and implementing visual support, including 1) flexibility, visual support must be adapted to the abilities and characteristics of children in dealing with schedule changes; 2) visual support system, the need for visual support for children with asd is not only in the school environment but also in the wider environment. therefore, it requires a harmonious understanding between various parties such as teachers, caregivers, and families; 3) family support, the implementation of visual support will irvan, et al., literature study: visual support design as assistive technology … 227 have a positive impact if the family environment plays an active role and consistently builds collaboration with other parties to monitor and formulate support needs for children. discussion(s) children with asd have several complex developmental disorders, causing them to face various challenges in life (american psychiatric association, 2013). trias autism has a continuous pattern that influences each other. this generally makes children with asd have difficulty doing social activities (schultz, 2005). impaired communication development is the main domain that causes the input of knowledge to be inhibited, and this condition is responsible for cognitive development. the complexity of these problems is a strong reason that children with asd require intensive intervention. more than that, they need a good support system from various parties. of course, the support system is not only a form of learning support but also various infrastructure facilities. the characteristics of children with asd are unique. their characteristics are in stark contrast to other categories of disabilities, despite their similarity in communication. therefore, communication disorders in children with asd do not only require speech therapy interventions in general. however, they also need visual support to make it easier to understand the sequence of daily activities. fulfillment of visual support needs is very important for children with asd. generally, children with asd not only have the autism trias but also have comorbid disorders. executive function and central coherence contributed greatly to their delay in understanding schedule sequences and interpreting information comprehensively (demetriou et al., 2019; happé, 1997; klin & jones, 2006; cahyadi et al, 2022). this condition is a meeting point that children with asd need tools to understand simple and clear sequences of activities. visual support is the answer to these needs. visual support has long been developed to help them understand the sequence of activities. in fact, the teacch method was developed with a learning concept that integrates visual support (gándara rossi, 2007; virues-ortega et al., 2013). however, the fulfillment of visual support through intervention programs at school and at home is not enough to help them to be more independent. because, in fact, children with asd also have a need to access various public facilities that do not have visual support. of course, this is a new challenge for them. the development of digital-based technology has greatly influenced learning media and assistive devices for people with disabilities, generally referred to as assistive technology. the same applies to the development of assistive technology for children with asd. there have been many technological aids integrated into their learning. augmented reality (ar) has been proven to bring satisfactory results to help children with asd understand various information about various things in the surrounding environment (berenguer et al., 2020; khowaja et al., 2020; liu et al., 2017). virtual reality (vr) is also stated to have a significant impact on the learning context of communication and social interaction (junaidi et al., 2021; lorenzo et al., 2019; moon & ke, 2021). however, these various features have been scientifically proven to have a positive effect. however, the need for assistive technology is not only limited to the learning process. therefore, application development and other tools are also needed to assist them in completing their daily tasks. based on previous reviews, hayes et al. (2010) state that the development of visual support must ensure the compatibility of concepts between environments. this means that in developing visual support designs, relevant parties must be involved in building content agreements and the linearity of the concept of daily activities. this prerequisite is 228 journal of icsar; volume 7, number 2, july 2023, 223-229 important to support the consistency of information received by children with asd who generally have receptive language problems. furthermore, the research also proves that there is a need for a good support system between teachers, therapists, families, and caregivers (wei et al, 2017). this support is very important to ensure that visual support can be implemented comprehensively and in harmony. the prerequisite concept, in line with the idea from shane et al. (2012), that the development of visual support must be able to visualize in the form of symbols various topics that exist in everyday life can facilitate understanding and expression, and can also describe multiple contexts, are communicative. while o'brien et al. (2016) strengthen their claim that visual design support in digital form can also be integrated into everyday devices (e.g., apple watch or gadget). digital design allows them to understand the sequence of activities even at a smaller size. however, the image design must represent symbols that are simple, clear, and appropriate to the context. conclussion the results of the review have described that children with asd have comorbid disorders that result in them requiring visual support. visual support would be better if integrated into digital applications as an assistive technology to help them complete daily tasks and activities in various environments. however, because of their characteristics, digital-based visual support must be developed by referring to the rules to suit their needs. the fulfillment of these requirements must also be followed by the establishment of a support system that involves various parties who are responsible for providing interventions for children with asd. the results of this literature review are expected to be a reference for the next project in developing digital application-based visual support as an assistive technology for children with asd. references american psychiatric association. 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(2008). electronic screen media for persons with autism spectrum disorders: results of a survey. journal of autism and developmental disorders, 38(8), 1499–1508. shane, h. c., laubscher, e. h., schlosser, r. w., flynn, s., sorce, j. f., & abramson, j. (2012). applying technology to visually support language and communication in individuals with autism spectrum disorders. journal of autism and developmental disorders, 42(6), 1228–1235. https://doi.org/10.1007/s10803-011-1304-z virues-ortega, j., julio, f. m., & pastor-barriuso, r. (2013). clinical psychology review the teacch program for children and adults with autism : a meta-analysis of intervention studies ☆. clinical psychology review, 33(8), 940–953. https://doi.org/10.1016/j.cpr.2013.07.005 wei, l. s., & yasin, m. h. m. (2017). teacher training to increase teacher’s competency in teaching autism child. journal of icsar, 1(1), 1-5. http://dx.doi.org/10.17977/um005v1i12017p001 williams, d. l., siegel, m., mazefsky, c. a., siegel, m., erickson, c., gabriels, r. l., kaplan, d., mazefsky, c., morrow, e. m., righi, g., santangelo, s. l., wink, l., benevides, j., beresford, c., best, c., bowen, k., dechant, b., flis, t., gastgeb, h., … williams, d. (2018). problem behaviors in autism spectrum disorder: association with verbal ability and adapting/coping skills. journal of autism and developmental disorders, 48(11), 3668–3677. https://doi.org/10.1007/s10803-017-31790 microsoft word 01 38255-153074-2-ce.doc journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p1 178 innovation for all: unleashing the power of assistive technology in special education in arabic-speaking countries mona saleh alanazi college of arts & sciences, northern border university, arab, saudi arabia. e-mail: mona70546@gmail.com abstract: this topical review digs into special education teachers' growing usage of assistive technology (at) in arabic-speaking countries to serve children with impairments. this study investigates at's benefits, drawbacks, and possible applications in this educational setting by reviewing the available literature from six major academic databases, including scopus, web of science, jstor, eric, academia, and researchgate. the findings highlight the need for tailored and studentcentered approaches to at adoption and effective training and ongoing support for educators and students. furthermore, the study emphasizes the potential of at to improve academic and functional outcomes, allowing students to overcome obstacles and actively participate in their educational path. the significance of these findings for future special education research and practice is examined, laying the groundwork for further investigation of at's influence on children with disabilities in arabic-speaking countries. the outcomes of this review emphasize the need to implement at in arabicspeaking special education settings using tailored and student-centered approaches. students with disabilities can effectively use at solutions to enhance their learning experiences by tailoring at solutions to specific needs. furthermore, the study emphasizes the importance of instructor and student training and ongoing assistance. proper training provides instructors with the skills and information they need to properly deploy at tools, while continual support ensures that at remains effective in the classroom. keywords: assistive technology; special education; middle east; arabic-speaking countries; review introduction assistive technology (at, hereafter) has become an increasingly important tool in special education for meeting the needs of students with disabilities. at includes computers, tablets, and cell phones that disabled individuals use to help them carry out their daily activities (cook & hussey, 2002; nerri et al., 2023). at in special education benefits students with various disabilities, including mobility, cognition, sensory processing, and language (bryant et al., 2003). this study aims to take a comprehensive look at the present state of research on at in special education, covering its benefits, drawbacks, and applications. introducing at into special education benefits students with disabilities in various ways. a significant benefit of at is its ability to encourage the development of cognitive and motor skills (beukelman et al., 2008). students with disabilities who use at show gains in reading, writing, and communication. for students with disabilities to succeed in the long run, they must learn to work with others, advocate for themselves, and be selfsufficient, all of which at can facilitate (furniss & biswas, 2012). students with impairments have the extra benefit of fully engaging in general education courses because of the use of at in special education (mccarthy et al., 2013). by providing students with disabilities access to the same educational opportunities as their typically developing peers, at can aid in reducing the achievement gap between students with and without disabilities. while the use of at in special education has the potential to yield many benefits, many challenges must be surmounted. at implementation can be challenging because of alanazi, innovation for all: unleashing the power of … 179 the need for tailored and student-centered approaches (bryant et al., 2003). educators must work closely with students and their families to ensure that each student receives the most beneficial at solutions. one barrier to at's widespread adoption in special education is its need for consistent funding (cook & hussey, 2002). teachers need training on how to integrate at into their curriculum effectively. students also need guidance on advocating for themselves and using at on their own effectively. literature review the research literature documents the benefits of at for students with disabilities and its drawbacks in the classroom. angelo (2000) and others have shown customized technologies to aid this student demographic by piquing their interest in learning and providing additional support. in their research, murray and rabiner (2014) found that students who used at reported more significant gains in knowledge and skills. additionally, they aid students with disabilities in performing tasks that would otherwise be difficult (sullivan & lewis, 2000). on the other hand, nelson et al. (2013) investigated ways to improve students' intellectual and language development. multimedia at (mat) was found to improve academic achievement in a study by howard-bostic et al. (2015). mcnicholl et al. (2021) conducted a systematic review of the use of at by college students with disabilities and found four main themes: at as a facilitator of academic engagement; barriers to effective at use can hinder academic participation; the transformative possibilities of at from a psychological perspective; and at as a facilitator of participation. the potential benefits of at for students with disabilities in terms of enhanced social acceptance and less stigma are similarly concluded by de witte et al. (2018) and asongu et al. (2019). byrd and leon (2017) identified three main barriers that prevent students with disabilities from being approached and involved in the use of so-called tailored ats: first, there is a lack of accessible technology for students with disabilities. the high cost of at and the unpredictability of its funding both function as barriers to providing at to students with disabilities. third, more teaching should be given to digital tools and resources, which is a significant barrier for students with impairments. some limitations on their application in special education were noted by copley and ziviani (2004). among these are insufficient funds, problems with equipment management, a lack of time, teachers' bad attitudes, and inadequate assessment and planning procedures. murray and rabiner (2014) and howard-bostic et al. (2015), among others, highlight the problem of inadequate training for educators on the use of at. potential applications of at in special education when discussing the educational needs of pupils with some impairment, the term "special education" is typically used. the program's overarching goal is to help these students grow intellectually, socially, and emotionally by giving them a tailor-made education. the field of special education research is expanding, with recent studies looking at topics including the function of evaluation in shaping lessons and the effects of technology in the classroom. the application of universal design for learning (udl) principles, as demonstrated by the research of rose and meyer (2002), can increase the accessibility of educational materials for students with disabilities, improving their academic performance. wiener and dobler (2007) researched the role of technology in special education. they found that assistive technologies like text-to-speech software and voice recognition technology are helpful for students with impairments. studies on the application of individualized teaching in special education have yielded positive results, showing that it can be an effective method for catering to the wide range of demands that 180 journal of icsar; volume 7, number 2, july 2023, pp 178-194 students with disabilities have (tomlinson, 1999). regarding assessment, thurlow, ysseldyke, and moch (2002) discovered that using assessment data influences instructional decision-making and boosts students with disabilities' academic outcomes. at has great promise to promote the learning and development of students with disabilities across a wide range of academic and functional domains, despite the limitations connected with its implementation. literacy, numeracy, and even executive function can all benefit from using at. self-advocacy, social skills, and independent living can all benefit from using at. at in special education programs to enhance children's academic performance has recently gained popularity. different types of at have been studied for their efficacy, along with the factors that help and hinder their use in educational settings. studying how students with disabilities might benefit from mobile technology and apps is an exciting new topic. for instance, hermann et al. (2012) discovered that ipads helped autistic youngsters with speech and attention. another study that demonstrated ipad software to help enhance social communication skills in autistic children was conducted by hume and colleagues in 2013. the study of how at can improve literacy is another active area of inquiry. reading comprehension and fluency were enhanced when students with reading challenges used text-to-speech software, according to research by park et al. (2015). students with dyslexia who used dictation software had more significant gains in writing ability, according to research by pereira et al. (2019). the benefits and drawbacks of implementing at in classrooms have also been studied. according to research by bouck et al. (2012), a lack of knowledge and training among educators is a significant barrier to the widespread use of at. on the other hand, choi et al. (2018) discovered that teacher training and support aided in adopting at in schools. recent studies have shown that at can be a valuable tool for helping students with disabilities succeed in school. however, at in schools may require supplementary teacher assistance and training to guarantee successful implementation. virtual and augmented reality, as at in special education, is another field of study. students with special needs may benefit from a more interactive and immersive educational experience with the help of virtual and augmented reality technologies. researchers mitsea et al. (2022) showed that autistic pupils' spatial skills and problemsolving abilities improved with vr training. it has been shown that students with disabilities who use at see positive changes in their social and emotional well-being and academic performance. zhang (2019) reported that social robots helped autistic youngsters with their communication and emotional development. ramdoss et al. (2011) discovered that video self-modeling intervention helped students with disabilities become more socially and communicatively adept. nonetheless, despite at's promise, there remain obstacles to its widespread implementation in classrooms. according to research by zainuddin and perera (2018), more money is needed to ensure the widespread implementation of at in educational settings. keefer et al. (2018) also discovered that further research is needed to determine which at solutions are most helpful for people with different types of disability. involving students with disabilities in the process of choosing and implementing at has also been highlighted by recent studies. students' happiness and use of at improved when they were included in the decision-making process, according to research by baragash et al. (2020). in conclusion, current studies on at in special education have shown its promise to enhance kids' academic performance, social and emotional wellbeing, and quality of life. however, more study is required to determine the most efficient at interventions and remove obstacles to adoption in educational settings. students with alanazi, innovation for all: unleashing the power of … 181 disabilities can benefit the most from at if they are actively involved in choosing and implementing this tool. method the methodology used to systematically examine a topic's previous research output in the form of a thematic review. scopus, web of science, jstor, eric, academia, and researchgate were used, along with a few others, to verify completeness. the methodology's stated goal was to compile pertinent scholarly works and comprehensively examine the topic of interest. articles that provide a thematic assessment of the relevant literature and provide new light on a topic are valuable resources. a stringent process is required to guarantee the review's reliability and applicability. focusing on the vast literature search across six academic databases, this article details the process used for a thematic review. the literature search was broken down into multiple phases to collect as many relevant articles as possible. 1. first, we had to zero in on the article review's central focus. defining the scope of the review and honing in on a specific research issue benefited greatly from this preliminary work. 2. six of the most widely used academic databases were chosen for this search. a. scopus, well-known for its breadth of coverage, is a database that houses many scholarly works, such as journal articles, conference proceedings, and patents. b. web of science: web of science is an extensive database of intellectual and scientific articles most known for its citation indexing. c. jstor: jstor is an online library that houses scholarly journals, books, and sources in the humanities, social sciences, and allied fields. d. eric (education resources information center): eric is a centralized database of scholarly articles, reports, and other materials connected to education. academia.edu is a website where academics can upload and share their work, including preprints, conference papers, and published articles. f. researchgate: researchgate is an academic, social network that connects scholars and the papers, projects, and chances for collaboration they need to do their work. 3. i ensured our search queries were as thorough as possible by tailoring them to each database. articles most relevant to the search were retrieved using keywords, boolean operators, and controlled language terms. 4. the many retrieved articles required establishing inclusion and exclusion criteria. peerreviewed articles published within a specific time limit and directly connected to the theme were prioritized for inclusion. articles that were not written in english were not considered for this study. 5. screening and data extraction: articles were screened using titles, abstracts, and full texts to assess eligibility for the review. data extraction from the selected journals collected key findings, techniques, and conclusions. this theme review article ensures a thorough examination of the relevant literature by employing a systematic methodology. result and discussion at in middle eastern countries few studies have been conducted on at in special education in the arab world, but this is beginning to change. alshehri and alzahrani (2019) researched how educators in saudi arabia feel about using at. the study indicated that while educators viewed at 182 journal of icsar; volume 7, number 2, july 2023, pp 178-194 favorably, barriers to its widespread implementation existed, notably a need for more appropriate training and funding. al-saggaf et al. (2016) researched how students with visual impairments use assistive technologies in saudi arabia. according to the study, students with visual impairments who used assistive technologies like screen reading software showed significant gains in reading and writing ability. alghamdi et al. (2018) examined how students with learning difficulties in the united arab emirates use assistive technologies. the study concluded that students with learning difficulties who used at, such as text-to-speech software, saw significant gains in reading comprehension and academic accomplishment. despite the apparent advantages, the arab world faces challenges when embracing at. some of these are things like needing more money or knowledge about at. evidence suggests that using at in special education can enhance learning outcomes for children with disabilities. however, research on its usage in the arab world is currently scarce. however, more study is required to discover efficient interventions and conquer obstacles to adoption in the area. there have been many recent reports on the effectiveness of incorporating aac into special education in saudi arabia. students in saudi arabia with learning problems are the focus of a study by al-dababneh & al-zboon (2022). reading comprehension and academic performance improved significantly for children with learning difficulties who used assistive technologies such as electronic dictionaries and text-to-speech software. alqahtani et al. (2016) researched the use of mobile apps for students with autism in saudi arabia. researchers found that teaching autistic pupils mobile apps like "social stories" and "communication apps" improved their ability to interact with others. despite the apparent advantages, there are still barriers to the widespread use of at in saudi arabia. according to research conducted by alshehri and alzahrani (2019), educators in saudi arabia confront numerous challenges when implementing at. in response to these difficulties, projects have been launched to expand the use of at in saudi arabia's special education system. for instance, the saudi ministry of education has initiated many programs to equip educators with knowledge and tools to implement at in the classroom. much more work needs to be done to remove obstacles to using at, but there is evidence that it can help students with disabilities in saudi arabia learn more effectively. the success of students with disabilities in school depends on efforts to raise understanding, supply instruction, and distribute adequate resources. mohamed emam & al-mahdy (2020) study, where many pupils with visual impairments attend school. according to the study, students with visual impairments benefitted from using at, like screen readers and magnifiers. the use of at in omani special education for students with intellectual disabilities was also studied by al-abri et al. (2018). students with intellectual disabilities benefitted from using at, such as augmentative and alternative communication devices, regarding their ability to communicate and interact with others. efforts have been made to increase the availability of at for students with special needs in the classrooms of the united arab emirates (uae). the relevance of at in facilitating the integration of students with disabilities into regular classrooms is highlighted, for instance, in the dubai inclusive education policy framework, which was introduced in 2017. alghazo et al. (2018) researched integrating at into uae special education for impaired children. researchers found that students with impairments who used assistive technologies like screen readers and voice recognition software significantly improved academic performance and autonomy. in the united arab emirates (uae), saudi arabia, and oman, there is a growing body of literature on the application of at in special education. although there are barriers to the widespread use of alanazi, innovation for all: unleashing the power of … 183 at in education, students with disabilities must have access to the devices they need to be successful. a. at in egypt several recent egyptian studies have examined the utility and efficacy of at tools and services in inclusive and specialized classrooms. one major takeaway from this research is that the implementation of at in egypt's special education sector is still in its infancy and faces numerous obstacles. educators' and parents' need for more familiarity with the benefits of at, the scarcity of appropriate devices and services, and the inability to secure adequate money all work against its widespread implementation in egypt's special education system (abd el-ghaffar et al., 2019). elgendy (2018) came to a similar conclusion: inadequate teacher preparation is a significant barrier to the successful integration of at into egypt's special education system. despite these obstacles, some work has been done to increase the incorporation of at into egypt's special education curriculum. for instance, special education students in egypt can now access at equipment and services thanks to a new initiative by the country's ministry of education and technical education (ministry of education and technical education, 2021). educators and officials in egypt are also becoming increasingly interested in at's potential to expand opportunities for students with impairments (elgendy, 2018). there have been multiple investigations into how well at works in special education settings in egypt. for instance, research by elhussein et al. (2019) demonstrated that at interventions can improve students' academic performance and engagement with visual impairments in egypt's mathematics classrooms. students with autism spectrum disorder (asd) in egypt's special education settings can benefit from the usage of at devices and services, according to research by elwahsh et al. (2018). despite the studies' encouraging results, more investigation into at's utility and efficacy in egypt's special education context is warranted. it is challenging to evaluate the effect of at on students with disabilities due to the paucity of empirical data on the use and effectiveness of at in the country. more research on the efficacy of at and the identification of best practices for using at in different settings was called for by elgendy (2018). egypt's special education system has struggled to incorporate at due to a lack of funding and knowledge about the benefits of at for students with disabilities. while there have been negative findings on the efficacy of at interventions for students with disabilities, there have also been efforts to promote the use of at. more study is required to assess the effectiveness of at on students with disabilities and determine the most effective ways to implement at in various egyptian educational contexts. to improve the usage and efficacy of at in special education in egypt, instructors must obtain training and support on how to use the technology effectively. b. at in jordan over the past decade, there has been a growing demand for at in jordan, prompting researchers to examine the effectiveness of at interventions in the country's special education institutions. these studies have found, among other things, that the implementation of at in special education in jordan is still in its early stages and confronts many obstacles. the lack of money for at programs, the restricted availability of at devices and services, and the lack of awareness and knowledge among educators and parents are just some of the obstacles to using at in special education in jordan (abuhamour & abu-saad, 2016). al-sa'di (2018) came to a similar conclusion, stating that inadequate training and support for teachers using at is a significant barrier to the 184 journal of icsar; volume 7, number 2, july 2023, pp 178-194 successful implementation of at treatments in special education in jordan. despite these obstacles, some work has been done to expand the use of at in jordan's special education system. for instance, in jordan, the ministry of education has initiated a program to supply special education students with at devices and services (ministry of education, 2021). educators and politicians in jordan have also shown a growing interest in at to expand opportunities for children with impairments to participate fully in the classroom setting (al-sa'di, 2018). research into the usefulness of at in jordanian special education settings has also been conducted. studying the role of at in the literacy development of students with dyslexia in jordan, albashtawi & al bataineh (2020) discovered that at interventions can improve students' reading and writing skills. similarly, abu-rmaileh and abu-zhaya (2019) discovered that students with autism spectrum disorder (asd) in special education settings in jordan benefited from incorporating at devices and services into their daily routines. despite these encouraging results, the studies also show that more investigation is needed into at and its effectiveness in jordanian special education settings. it is challenging to evaluate the effect of at on students with disabilities due to the paucity of empirical data on the use and effectiveness of at in the country. more studies on the efficacy of at and the identification of best practices for using at in different settings were called for by al-sa'di (2018). several obstacles have impeded the implementation of at in special education in jordan, including a need for more funding and a general lack of understanding by teachers and parents. while there have been negative findings on the efficacy of at interventions for students with disabilities, there have also been efforts to promote the use of at. the effectiveness of at for disabled students and the identification of best practices for its use in various settings in jordan need more study. to improve the usage and efficacy of at in special education in jordan, instructors must receive training and support on how to use the technology effectively. c. at in yemen as one of the region's poorest countries, special education in yemen has had limited access to at. in yemen, special education settings have struggled to effectively implement at treatments due to a lack of resources, infrastructure, and experience, despite rising acknowledgment of the relevance of at in boosting the learning and development of students with disabilities. only a few studies have examined where at stands in special education in yemen. al-sakkaf (2017) surveyed special education teachers in yemen to gauge their familiarity with and understanding of at. the survey indicated that while most educators were familiar with at, their understanding of its many forms and uses could have been improved. the study also emphasized the difficulties special education instructors in yemen face in implementing at interventions due to a need for more resources and training opportunities. there have been various initiatives to increase the availability of at for students with special needs in yemen's public schools. one such partnership is between the world health organization (who) and the ministry of education in yemen to promote the use of at in special education and to offer related training and resources. while the ongoing conflict in yemen has limited the reach of these programs, some non-governmental organizations (ngos) have provided at devices and services to children with disabilities. more funding, facilities, and trained professionals are needed to ensure the implementation of at in special education in yemen. the continuous violence in the country has also made it more challenging to give the required assistance and services to children with disabilities. however, efforts are being made to spread the word about at and raise awareness among teachers, parents, and other caretakers. there needs to be more alanazi, innovation for all: unleashing the power of … 185 investigation on the efficacy of these interventions and the best ways to implement at in the specific setting of yemen. d. at in qatar, kuwait, and iraq more studies must examine at's role in special education in qatar, kuwait, and iraq. however, many studies have highlighted the obstacles and possibilities associated with at's widespread adoption in these nations. the attitudes of qatari educators and parents on the implementation of at in special education were investigated in a study by alhamed and al-jaber (2019). the research showed that educators and parents understood the value of at in helping students with disabilities learn. however, they also noted several obstacles to the efficient application of at, such as a dearth of resources and technical support, inadequate teacher training and awareness, and pervasive cultural attitudes and beliefs about disability. aljassar et al. (2021) researched kuwait to find out how students with visual impairments use at to help them succeed in school. researchers showed that students who used at, like screen readers and braille displays, dramatically improved their academic performance. however, the study also highlighted the difficulties students and teachers face in accessing and using at devices, such as the high cost and the need for more readily available technical support. al-bayati et al. (2019) researched iraq to explore the barriers and benefits of incorporating at into special education. the research uncovered many barriers, such as inadequate money and resources, a lack of proper regulations and guidelines for using at in special education, and a lack of awareness and expertise among teachers and parents. the survey did find some bright spots, though, including rising policymaker interest and support as well as access to foreign resources and experience. overall, the scant study into at's usage in special education in qatar, kuwait, and iraq reveals that, while there are chances for the effective implementation of at, substantial problems must be addressed. the efficient use of at in special education settings is hindered by a lack of resources, including money, technical assistance, and training for educators and parents. e. at in saudi arabia a summary of at's application in saudi arabia is provided by al-ateeq and albeeshi (2019). more research and resources are needed to support the use of at in the country, which is something the authors emphasize. although informative, the article does not delve deeply into the benefits and drawbacks of implementing at in saudi arabia. children in saudi arabia with autism spectrum disorder (asd) were the focus of a scoping review by alahmadi et al. (2021). based on their findings, the authors argue that more research and resources are needed to employ at with children with asd effectively. the essay sheds light on the difficulties children with asd have in gaining access to at in saudi arabia. however, it solely addresses this particular impairment. students with impairments in saudi arabia can access a comprehensive overview from al sobhi and ahmad (2020). the authors emphasize the positive effects of at on pupils' academic performance and social integration. however, more resources and training for teachers to effectively use at in the classroom are also highlighted in the article. insights into the current level of at use in special education in saudi arabia are provided in this article; however, the article needs to analyze the obstacles and potential benefits of adopting at in the country. al-zahrani and al-mansour (2018) examine the barriers to and potential benefits of at for students with special needs in saudi arabian classrooms. while there is a growing recognition of the importance of at in the united states, the 186 journal of icsar; volume 7, number 2, july 2023, pp 178-194 authors argue that significant challenges must be addressed. these include a lack of resources, a need for more awareness among educators and families, and a lack of training and support for using at. in this essay, we closely examine the current condition of at in saudi arabia's special education system and highlight crucial areas for development. one can learn more about the government's initiatives to promote the use of at in special education on the website of the ministry of education saudi arabia (ministry of education saudi arabia, 2021). the website emphasizes the government's dedication to supplying kids with disabilities with at devices and services and providing teachers and families with training and assistance. the webpage is helpful, but it needs to detail the benefits and drawbacks of adopting at in saudi arabia's special education system. this research shed new light on the accessibility technology landscape in saudi arabia. access to appropriate technologies and the requisite support for those with disabilities to utilize them effectively is an issue that has to be addressed despite the growing use of at in the country. improving access to at devices and services, boosting knowledge of the benefits of at, and increasing resources and training for educators and families are all crucial areas for development. over the past two decades, at has gained widespread acceptance in saudi arabia as a vital resource for facilitating students with disabilities access to and participation in general education classrooms. researchers have looked into the usefulness of at tools and services in various special education settings nationwide. these studies have found, among other things, that the availability and implementation of at in special education settings in saudi arabia still need to improve. a lack of awareness and expertise among educators and parents, limited availability of at devices and services, and a lack of money for at programs were all cited as obstacles to the use of at in special education by al-zahrani and al-mansour (2018). these findings were repeated by al-ateeq and al-beeshi (2019), who pointed out that a lack of skilled personnel and scarce resources pose severe obstacles to the efficient implementation of at in special education in the country. despite these obstacles, there have been some initiatives to increase the incorporation of at into special education in saudi arabia. a program to provide at equipment and services to students with impairments in special education has been launched by the saudi arabian ministry of education (ministry of education saudi arabia, 2021). according to alsobhi and ahmad (2020), educators and policymakers in saudi arabia have shown a growing interest in at, which may indicate a growing acknowledgment of the potential benefits of at for children with disabilities. multiple investigations have been into at's usefulness in saudi arabia's special education programs. a scoping review of the literature on at for children with autism spectrum disorder (asd) in saudi arabia by alahmadi et al. (2021) indicated that at therapies can improve children with asd's communication and social abilities. based on their comprehensive assessment of research on at for students with disabilities in saudi arabia, alsobhi and ahmad (2020) concluded that at can potentially boost students' academic and social performance. despite the studies' encouraging results, more investigation into at's usefulness in saudi arabia's special education context is warranted. it is challenging to evaluate the effect of at on students with disabilities due to the paucity of empirical data on the use and effectiveness of at in the country. according to al-ateeq and al-beeshi (2019), more studies are needed to determine the efficacy of various forms of at and best practices for their application in various contexts. in addition, the studies analyzed indicate that teachers and other special education professionals could benefit from additional training and professional development to make the best possible use of at in the classroom. according to al-zahrani and al-mansour alanazi, innovation for all: unleashing the power of … 187 (2018), many saudi arabian teachers need to be adequately trained in using at devices and services, hindering their ability to integrate at into their classrooms effectively. alsobhi and ahmad (2020) came to a similar conclusion, observing that many saudi arabian educators need help with at owing to a deficiency of training and assistance. therefore, special education teachers must be given the necessary resources to incorporate at into their lessons. these resources include instruction in using at devices and services and guidance on effectively incorporating at into classroom instruction. teachers' familiarity and comfort with using at for students with special needs can be improved by participation in workshops and other professional development opportunities. educators, policymakers, and researchers are all critical players in special education, and the evaluated papers highlight the importance of working together. when discussing the barriers to at use in special education in saudi arabia, al-ateeq and al-beeshi (2019) stressed the importance of collaboration between various stakeholders. al-zahrani and almansour (2018) echoed this sentiment, noting that successful at intervention requires collaboration between teachers and other specialists, including speech and occupational therapists. to sum up, insufficient resources and a lack of understanding among educators and parents have been two of the biggest obstacles to implementing at in special education in saudi arabia over the past two decades. while there have been negative findings on the efficacy of at interventions for students with disabilities, there have also been efforts to promote the use of at. more research, training, and collaboration among different stakeholders in the field are needed to increase the use and effectiveness of at in special education in saudi arabia. these initiatives can potentially boost the educational and social outcomes for students with disabilities by increasing their access to and participation in mainstream classrooms. f. at in oman the role of at in facilitating the education of students with disabilities in oman has grown significantly in recent years. the government of oman has taken action to increase access to and understanding of at. however, more study and funding are required to implement at in oman's special education system fully. the need for more study and awareness of the problem was observed in a review of the literature on at use in special education in oman by al-mahrooqi et al. (2022). they suggested conducting additional research to understand the current state of at use better and identify the gaps and difficulties that need to be addressed. despite the obstacles, oman has seen some positive results with using at in special education. for instance, al-mahrooqi et al. (2021) discovered that students with learning difficulties in oman benefited greatly from implementing at. they advocated for training and assistance for instructors and students and for using assistive software and hardware to facilitate education. however, special education teachers still face obstacles when incorporating at into their lessons. according to al-harthy (2019), a scarcity of at devices and inadequate educational training and support were two of the biggest obstacles to adoption. they advocated for the necessity of further training and assistance and the creation of policies and guidelines to facilitate the use of at in special education. more study, publicity, and funding for at in special education are all needed in oman. access to and use of at in special education in oman could benefit from establishing laws and guidelines and increased training and support for teachers and students. g. at in the uae 188 journal of icsar; volume 7, number 2, july 2023, pp 178-194 students with disabilities can benefit significantly from at in the classroom since it allows them to overcome obstacles and reach their full potential. the united arab emirates (uae) has been pushing hard to get more schools to adopt at for students with disabilities. the current landscape of at in special education in the united arab emirates will be analyzed critically, along with the potential and obstacles in this subject. the government of the united arab emirates (uae) has taken many measures to promote the use of at in the classroom. for instance, the 2017 dubai inclusive education policy framework aspires to create a fully accessible and inclusive educational environment for all students, including those with special needs. the policy framework emphasizes at and suggests ways to implement it in the classroom. several groups in the uae advocate for the inclusion of at in special education, complementing the government's efforts. for instance, the abu dhabi rehabilitation centre (adrc) evaluates at and training for parents and educators of disabled children. support for students with asd can also be found through the dubai autism centre (dac) through services and resources (dubai autism centre, n.d.). despite these gains, several obstacles regarding at's usefulness in uae special education still need to be overcome. the widespread lack of knowledge and understanding among teachers and parents is a significant barrier. alghamdi (2022) found that many teachers lacked knowledge about accessible technology and its successful use in the classroom. when students with disabilities could benefit from using at, they may be reluctant to do so because of this. the restricted supply of at in the uae is another difficulty. some groups and service providers offer at evaluations and instruction, but the selection may be limited, or the costs too high for some people (alqahtani et al., 2021); because of this, schools and families may be hampered in their efforts to gain access to and benefit from at. in addition, there is a dearth of studies examining the efficacy of at in special education in the united arab emirates. while there are studies of at's application elsewhere, more studies tailored to the uae are needed. these studies would aid in determining how best to employ at tools and practices for students with disabilities in the uae classroom. despite these obstacles, however, the uae presents an opportunity to implement at in special education successfully. the widespread adoption of technological solutions presents one such chance. increased access to online education and digital resources in the uae due to the covid-19 epidemic may open fresh avenues for implementing at (alqahtani et al., 2021). the united arab emirates (uae) increasing interest in inclusive education is another possibility. for instance, the dubai inclusive education policy framework argues that all students deserve the same high-quality educational opportunities regardless of their background or physical capabilities. students with disabilities can benefit significantly from using at in general education settings, and this emphasis on inclusion makes a compelling argument for its usage in special education. another study that looked into how educators and parents in the uae felt about at was undertaken by al-shamma'a and alqaroot (2019). researchers found that educators viewed at favorably and believed it could improve student learning and classroom inclusiveness. on the other hand, parents were more wary and worried about at's price and availability. although progress has been made in implementing at in special education in the uae, some obstacles must be removed. lack of teacher training in the usage of at is one such issue. studies have shown that many educators need more expertise to successfully incorporate at into their classrooms. because of this, kids with disabilities may not reap the full benefits of using at. the price and accessibility of at also pose a challenge. many educational facilities may need more financial means to purchase at, alanazi, innovation for all: unleashing the power of … 189 despite its apparent benefits, which can lead to disparities in the availability of at for children with impairments, which can worsen existing educational disparities. to rephrase, at may help facilitate the education and growth of students with special needs in the united arab emirates. there are prospects for its expansion and integration into the school system, despite various hurdles to its practical usage, such as limited awareness and availability of at and a need for more research on its usefulness in the uae environment. h. at in sudan despite some recent progress, at is still in its infancy in sudan. despite this, there has been some development in recent years regarding the accessibility of at tools and programs. the government of sudan has taken measures to increase accessibility to at for individuals with disabilities due to this recognition. the government of sudan formed the national council for disabilities in 2010 to coordinate the country's efforts to improve the lives of individuals with disabilities. in addition to the government, a few ngos and private businesses in sudan offer at equipment and services. for those who are blind or visually impaired, resources, including braille printers, screen readers, and other at equipment, are available at the khartoum centre for the rehabilitation of the blind (kcrb) (el-bashir et al., 2019). however, substantial obstacles still need to be overcome in creating and using at in sudan. according to research by el-tahir and hassan (2019), adopting at in sudan is hindered by several factors, including a lack of at competence among professionals, a scarcity of appropriate devices, and prohibitive costs. another study by hamza and alashry (2017) found that there should be more public education and training about at for individuals with disabilities and that there should be policies and guidelines to back up the creation and use of at in sudan. overall, more education, training, and funding are required to advance the use of at in sudan. people with disabilities in sudan need the government, non-governmental organizations (ngos), and the private sector to work together to overcome these obstacles and expand the availability of at and related services. countries in arabic-speaking africa, such as tunisia, palestine, algeria, and morocco, are seeing a growth in interest and development of at. mobility aids, hearing aids, and communication aids were reported to be the most commonly requested pieces of at by the respondents of a survey conducted by ben slama et al. (2018) in tunisia. khemakhem and karray (2019) dug into incorporating at into regular classrooms for intellectually disabled pupils. at, such as multimedia materials and interactive whiteboards, increased students' participation and engagement in classroom activities for those with intellectual disabilities. masmoudi et al. (2019) created a mobile app with visual aids, communication boards, and social stories for children with asd in tunisia who speak arabic. according to research by alareeni et al. (2020), there is a need for education and advocacy, as well as a shortage of resources, which prevents palestinians with disabilities from using at. in palestine, a web-based software developed by khader et al. (2016) successfully treated arabic-speaking infants with speech sound problems. ammor et al. (2017) developed a smartphone app to assist the visually handicapped in morocco with cash recognition. according to studies conducted by ennaji et al. (2020), persons with hearing loss in morocco primarily use hearing aids and cochlear implants as their primary types of at. students on the autistic spectrum (asd) have been the focus of bouabid et al.'s (2020) investigation of the efficacy of at. students with asd were found to benefit significantly from at, such as communication aids and visual timetables, in terms of both increased communication and decreased challenging behaviors. 190 journal of icsar; volume 7, number 2, july 2023, pp 178-194 according to elzbieta and abou-zahra's (2020) survey of web accessibility in arabic-speaking african countries, few sites use the guidelines available to them. ibrahim et al. (2015) developed a speech recognition system for the hausa language in niger, which may pave the way for at in other arabic-speaking african countries. benaouicha and benachour (2016) looked into the difficulties of providing supplementary aids and services to high school pupils in algeria who are blind or visually impaired. they concluded that the primary obstacles to efficient at implementation were a need for more funding and more teacher preparation. despite at's growing interest and advancement in arabic-speaking african countries, significant barriers regarding resources, device availability, expert and public knowledge, and training still need to be overcome. more study and teamwork are needed to remove these roadblocks to accessing at for people with disabilities in these countries. conclusion in conclusion, at has become essential in arabic-speaking countries in fostering inclusive education for students with disabilities. accessible technology can aid students with disabilities in their academic and social pursuits, despite some obstacles, such as limited resources, lack of awareness and training, and problems in identifying acceptable solutions. according to the analyzed research, numerous arab-speaking countries have tried incorporating at into special education. the united arab emirates (uae), tunisia, and morocco are just a few examples of countries that have set up centers and programs to offer at services to students with impairments. sudan, palestine, and egypt are just a few countries that have begun including at in their special education curriculums. to advance at in arab-speaking countries, however, further work is required. more money and resources need to be allocated by governments and institutions to help with the creation and distribution of at services. teachers, parents, and students would all benefit from increased familiarity with at devices and software if awareness campaigns and training programs were implemented. furthermore, more study is required to examine at interventions' efficacy and determine the best solutions for various disabilities and settings. finally, it must be stressed that at is not a replacement for suitable pedagogical methods or for addressing the underlying causes of disability. therefore, at should be incorporated into special education as part of a holistic strategy that includes early detection and intervention, individualized lesson plans, and fully inclusive classrooms. by taking this stance, arab-speaking nations may guarantee that their disabled citizens fully participate in and benefit from the educational system. when partners in arab-speaking nations work together, the future of at is bright, and the lives of students with disabilities can be significantly improved. references abd el-ghaffar, n. a., al-shehri, a. m., & ali, a. a. 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(2019). could social robots facilitate children with autism spectrum disorders in learning distrust and deception?. computers in human behavior, 98, 140-149. https://doi.org/10.1016/j.chb.2019.04.008 microsoft word 10 40965-152865-8-ce.docx journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p271 271 development of augmented learning media reality for students learning difficulties in elementary school siska angreni, rona taula sari, ike masyitah primary teacher education, universitas bung hatta, padang email: siskaangreni@bunghatta.ac.id abstract: this study aims to produce interactive augmented reality media in science learning for students with special needs that are valid and practical. to achieve the goal, the method used is the research and development method, adopting the addie model, namely 1) analysis, 2) design, 3) development, 4) implementation, 5) evaluation. the instrument used is the validity observation sheet and the practicality observation sheet. based on data analysis, it was found that the validity of the augmented reality-based learning media for fifth grade elementary school students that was developed was declared valid with an average score of 3.32. therefore, this learning media can be used as a supporting tool in the learning process in class v elementary school. practicality the learning media based on augmented reality for grade v elementary school students that was developed was stated to be very practical with a percentage of 91.8% consisting of 90.6% of teacher response questionnaires and 93.2% of student response questionnaires, so that augmented reality-based learning media developed belongs to the very practical category, so this media can be used as one of the learning materials, especially in science subjects on the water cycle material for fourth grade elementary school students. keywords: inclusive education; learning process; children dissabilities. introduction basically, every child has different characteristics from one another, who follow different rhythms of development and different needs (palupi, 2003). likewise with children with special needs, who have specificities in their growth and development, including their educational needs. in relation to the education of children with special needs, the government has stipulated permendiknas number 70 of 2009 concerning the provision of education for children with special needs. the realization of this law was carried out in 2015 through inclusive education (angreni & sari, 2020). however, the realization of inclusive education has not met expectations. in practice, students with special needs have not received educational services according to their potential and obstacles. various problem phenomena are found in the implementation of education for students with special needs. this is because their characteristics and barriers are very diverse, so they require different services. broadly speaking, students with special needs are divided into 2 categories, namely students with intelligence barriers and students without intelligence barriers. students with intelligence barriers one of them has learning difficulties. (palupi, 2003) students who experience learning difficulties will find it difficult to accept abstract material and they find it difficult to focus on certain objects and their memory is weak. the term children with learning disabilities according to the national joint committee for learning disabilities (njcld) is intended for children who experience difficulties in the academic field caused by central nervous system dysfunction and not due to sensory disturbances, mental retardation, social and emotional barriers or environmental influences other (katz et al., 2012; dragoo, 2020). added that learning for students with learning difficulties cannot be equated with learning for normal students, special adjustments are needed including in terms of curriculum, methods, strategies, media, and even learning time so that learning material can be accepted by students with learning difficulties with nice. teachers must be equipped with various 272 journal of icsar; volume 7, number 2, july 2023, pp. 271-279 skills prior to conducting assessment activities to identify children with special needs (abk), including children with specific learning disabilities (nahdiyah et al, 2022). in this regard, to improve their memory of the material being studied must be balanced with supporting infrastructure as well as the learning process in the classroom. facilitators were suggested to be identified. it is in order to improve accessibility and promote full participation (amka, 2019). in the learning process the alignment of strategies, materials and learning media is a determining factor for the success of students with special needs. expert opinion. leading to this alignment, learning media is also an important factor. according to (sunanto & hidayat, 2016; zulaikhah et al., 2021) in general, the learning media used today have not adapted to the barriers of students with special needs. media is still dominant in the form of images, personality approaches to students in certain materials using video media. (angreni, 2022) shows that there is no difference in learning media for students with special needs with regular students. based on research results (widodo et al, 2019) implementation of education for children with special needs have not been able to accommodate or adapt to their needs. even though not all students with special needs can receive material delivered using the same media. choosing the right media for children with special needs is very important for their success in learning. when viewed from the current technological developments, bringing fresh air to the world of education. new breakthroughs were found, especially learning media in the form of interactive multimedia that presents material through a threedimensional combination of audiovisual and animation. media with a combination of 2d and 3d-based animation which presents real material. media like this can be a solution for children with special needs who have difficulty understanding material. the media with 2d and 3d based animation models is augmented reality (ar). ar (augmented reality) is a combination of 2d, 3d and the real world that is displayed in virtual form on a smartphone screen. (bahroni & zakaria, 2020). learning media with ar technology itself can be a bridge between concrete and digital learning media (zünd et al., 2015). using augmented reality which is able to realize the virtual world into the real world, can turn these objects into 3d objects, so that the learning method is not monotonous and the user becomes motivated to find out more (andriyani et al., 2022; nazaruddin & efendi, 2018; saputro & saputra, 2015). the use of ar technology as a learning medium has many advantages as stated by (afifah et al., 2019) among others: (1) more interactive, (2) effective in use, (3) can be implemented widely in various media, (4) simple object modeling, because it only displays a few objects, (5) creation that doesn't take too much cost, and (6) easy to operate (arifin et al., 2020). thus, it is very possible to use augmented reality (ar) media to help students with special needs to understand the lessons they are learning. method in accordance with the problems studied, this research is research development or research and development (r&d). the development model used is the addie model which consists of 1) analysis, 2) design, 3) development, 4) implementation, 5) evaluation (sani, abdullah, & manurung, 2018). angreni, sari, & masyitah, development of augmented learning media … 273 the description of each phase is as follows: the first stage is the analysis (analysis). there are three, namely needs analysis, curriculum analysis, and student analysis. a) curriculum analysis was carried out to find out the curriculum used in inclusive elementary schools. at this stage an analysis of core competencies, basic competencies and analysis of the derivatives of basic competencies into indicators is carried out. the basic competencies analyzed are natural sciences (ipa) subjects. b) needs analysis is carried out first to analyze the state of learning media for students with special needs and at this stage learning media will be developed to help students with special needs in learning. c) analysis of the characteristics of students with special needs with intelligence barriers. of the 16 students, 20% understood the material below average. although this research focuses on students with special needs, the implementation of learning media is carried out for all students in the class. the second stage is design (design) which is divided into two stages, namely the design of research instruments and the design of learning media. the design of the instrument was divided into several sections, interview guidelines, expert validity questionnaires (media, material and language), as well as teacher and student response questionnaires. meanwhile for the design stage of learning media that is carried out is to make a flow chart (flowchart) of the learning media that will be developed. the third stage is development (develop). the design of learning media that has been made in the second stage will be realized at this stage. the result of this stage is the initial version of the learning media product. the validity of the learning media, which is still the initial version, will be examined by three experts, namely media experts, material experts and linguists to find out whether the initial version of the learning media is valid or not. if this learning media is declared valid by the experts, then it will proceed to implementation with the initial version. but if the initial version of the learning media is not valid, it will be repaired first until all the improvements are complete and become an advanced version of the learning media that will be used for the next stage. the fourth stage is implementation (implementation). at this stage the learning media that has been declared valid by the validator will be tested on trial subjects, namely students in class. at this stage students use learning media based on augmented reality in the learning process. after using learning media based on augmented reality students were given a questionnaire regarding students' responses regarding the learning media they had used. practicality data was also obtained from the results of a practical questionnaire given to the teacher after the learning activities were completed. the fifth stage in this research is evaluation (evaluation). at this stage an evaluation is carried out regarding the validity and practicality of the learning media developed. not 274 journal of icsar; volume 7, number 2, july 2023, pp. 271-279 only evaluation but suggestions regarding the development of this learning media for the future will also be given at this stage. data analysis carried out included analysis of feasibility data (media experts, material experts, and language experts) using formulas (sari & angreni, 2018) as follows: 𝑅 = ∑ 𝑉𝑖𝑗!"#$ nm information: r = average research results from experts/practitioners vij = sum of the results of the expert judgment n = the number of experts who judge m = the number of statements. result and discussion result(s) the results of this development research are learning media based on augmented reality. from the analysis stage, namely needs analysis, curriculum analysis, student analysis, information was obtained from the teacher that there were eight students who had difficulty understanding the material at different levels. three light categories, three moderate categories and two heavy categories, these eight students more often get scores under the minimum completeness criteria, including natural science material. even though learning media has been used by teachers, students need innovative learning media that can motivate them to learn. the findings from the analysis phase are then followed up by creating a media design that starts with making a storyboard in table 1. the application used to design augmented reality-based media is the assemblr application. table 1. storyboard no part information 1. the initial display and the tools used in the process of making learning media based on augmented reality 2. display objects that will be selected to design the creation of learning media based on augmented reality 3. several tools such as islands, planes, clouds, and forest backgrounds are combined and arranged so that they become augmented reality-based learning media in scene 1 4. in this scene there are several material explanations that are open if the numbering in the augmented reality interactive media is clicked in scene 5 angreni, sari, & masyitah, development of augmented learning media … 275 5. in this scene there are several material explanations that are open if the numbering in the augmented reality interactive media is clicked in scene 8 the assemblr application with 3-dimensional images for designing augmented reality media is an application that is equipped with scenes and tools. this assemblr application is simpler, the template is already available and users design according to their own creativity. the material to be made is the water cycle and its impact on events on earth. for each scene using a different view equipped with a video to attract students' learning interest. before the developed learning media is used in learning activities in schools, it is first validated by learning media experts and education experts using a likert scale questionnaire instrument. the experts who carry out the validation consist of two experts in their respective fields and have at least ten years of experience in pursuing that field. the validation results from media experts, education and grammar experts can be seen in table 2. table 2. learning media expert validation results. no aspect learning media expert total score maximum score 1 2 1 appearance 50 52 102 120 2 presentation and design 30 33 63 80 amount 165 200 table 3. educational expert validation results no aspect learning media expert total score maximum score 1 2 1 contents and materials 32 36 68 80 2 language 32 34 66 80 amount 134 160 based on table 2 and table 3 it can be seen the results of the four experts, the assessment of the two learning media experts obtained a total score of 180 and a maximum score of 200, so that the results of the assessment of learning media experts were 3.3 with a valid category. furthermore, the assessment of educational experts obtained a total score of 142 and a maximum score of 160, so that a result of 3.35% was obtained in the valid category. the results of media and education validation obtained 3.32 with a valid category. in addition to providing an assessment of the developed learning media, media experts also provide several suggestions for improving augmented reality-based learning media. the advice given is to add animation so that the learning media is more interactive. then the next suggestion is that the scene is added again for enrichment material, students with special needs need material that is broader and more complete. furthermore, adjust the language with indonesian spelling because there are still sentences that are difficult to understand. in addition, media experts suggest that food chain material is shown more clearly and all stages are visible in the media. however, the last suggestions were all corrected due to the limitations of the researcher. based on the assessment of media experts and education experts, it can be concluded that the developed augmented reality-based learning media is valid for use. this learning media has been revised according to the suggestions given by media experts and education 276 journal of icsar; volume 7, number 2, july 2023, pp. 271-279 experts. that is, the learning media developed are suitable for use as learning media in the learning process. furthermore, the augmented reality learning media that is declared feasible is applied in learning activities in the classroom. all students, both normal and with special needs, use learning media for three meetings according to the topic, namely the water cycle. the use of augmented reality learning media together aims not to distinguish normal students and students with special needs. during the learning activities the teacher also participates in teaching and learning activities in the classroom to find out the application of these learning media. so that the teacher can provide an assessment of the practicality of augmented reality learning media. the practicality assessment of the learning media that was developed involved two class teachers, namely class teachers va and vb. the instrument used is a practicality assessment with a likert scale which includes aspects of efficiency, effectiveness, interaction and ease of use. the results of the practicality assessment can be seen in table 4. table 4. practical results by the teacher no aspect teacher total score maximum score 1 2 1 efficient 17 18 35 40 2 effective 15 15 30 32 3 interactive 18 17 35 40 4 ease of use 22 23 45 48 amount 145 160 based on the results of the practicality assessment listed in table 4, a total score of 145 is obtained with a maximum score of 160, so that the percentage of practicality assessment obtained is 90.6% in the very practical category. thus, it can be concluded that augmented reality learning media has good practicality. in addition to providing an assessment of the practicality of learning media, the teacher also provides suggestions and input for improving this learning media. the suggestions given by the teacher include video learning media about the water cycle that should be displayed according to the stages using a click button for each stage so that it will be more interesting. however, due to the limitations of the researcher, this suggestion is used as a development for the future. table 5. practical results by students no assessment aspects score score max. % information 1 ease of use 416 450 92,4% very practical 2 appearance 841 900 93,4% very practical 3 language 139 150 92,6% very practical 4 practical use of learning media 283 300 93,3% very practical 5 evaluation 139 150 92,6% very practical average 93,2% very practical discussion the developed augmented reality-based learning media has a purpose, namely as one of the learning media for students with special needs with learning difficulties. learning media is expected to be able to help students with special needs understand learning material well so that learning problems for students with special needs learning difficulties can be resolved. after being validated by experts, learning media based on augmented reality was angreni, sari, & masyitah, development of augmented learning media … 277 declared suitable for use by students with special needs with learning difficulties. this adds to technology-based learning media for students with special needs learning difficulties. so far, the development of learning media based on augmented reality technology has not been widely developed, some of which have been developed are dominant for normal students. as developed by (saputro & saputra, 2015) (aripin & suryaningsih, 2019)(ningrum et al., 2022), shows that augmented reality learning media has a very good impact on students' motivation and understanding of the material they are learning. in addition to augmented reality learning media, there are several other media that have been developed, such as learning media using attractive videos with microsoft powerpoint and windows movie maker version 12 on material tangent to a circle by (putri & dewi, 2020). agree with (buliali & andriyani, 2021) the development of technology-based learning media for students with special needs is still very limited. even though this should be a priority for education observers to improve the quality of learning for students with special needs. the role of learning media not only increases motivation in learning but also has implications for student learning outcomes. this is in accordance with the results of the study (irfansyah & anifah, 2022); (leonardo et al., 2018)(imawati & chamidah, 2018) that the application of augmented reality learning media in learning improves the quality of learning and students' understanding of the subject matter. selection of the right media also motivates students to play an active role in the learning process (s. angreni & sari, 2020). the developed augmented reality-based learning media obtained a practical value of 90.6% from the teacher in the very practical category, this means that the developed media provides convenience for students with special needs in the learning process. it can be seen in the results of the questionnaire where the effective indicator obtained a percentage of 93.7%, this shows that during the learning process all students take an active role in learning. students look enthusiastic about learning using augmented reality learning media, they are able to construct the material provided by the teacher. supported by research results (arifin et al., 2020) which shows that learning media with augmented reality accommodates the construction of students' own knowledge and is in accordance with constructivism theory. furthermore, the ease of use of augmented reality-based learning media obtains a percentage of 93.75%, this shows that augmented reality-based learning media is easy to apply or use. in line with research results (buliali & andriyani, 2021) augmented reality media in circle material makes it easy for teachers to use it. furthermore, the practicality of the students obtained a percentage of 93.2% in the very good category. in other words, according to students, learning media based on augmented reality is easy to use and practical, the teacher also said the same thing. thus, teachers can use learning media based on augmented reality as an alternative medium in learning science about the water cycle and attract students' interest in learning. in addition to learning outcomes, students' interest in learning is also a factor in the success of students. augmented reality-based learning media is one of the technological media that is able to attract students' interest in learning. according to the opinion (imawati & chamidah, 2018) augmented reality can maintain student engagement, because it is interesting and challenging to interact, create, and manipulate objects in a virtual environment. the advantages of animation in this augmented reality media are that animated objects look clear as real and real, so that students can see objects without being limited by time and can be used repeatedly. augmented realitybased learning media is said to be efficient because teachers do not need to bring media into class, but students can learn the material displayed. in line with the opinion (buliali & andriyani, 2021) by using ar technology, the abstractness of concepts that were previously difficult for students to imagine, becomes easier to capture through the visualization of virtual objects that are presented together with the object's explanatory text. 278 journal of icsar; volume 7, number 2, july 2023, pp. 271-279 this research still has limitations, including the response from students as users is still lacking and practicality is only assessed by one teacher. conclusion based on the results of research and discussion, it can be concluded that the developed augmented reality learning media was declared valid by experts with a score of 3.32. furthermore, the practicality of the teacher obtained a value of 90.6% and students 93.2% in the very practical category. based on these results, it was concluded that the developed augmented reality learning media met valid and practical criteria. however, this research still has limitations, including the response from students as users is still lacking and practicality is only assessed by one teacher. it is recommended that teachers use this augmented reality learning media as an alternative medium to help learning difficulties of students with special needs in the category of learning difficulties. 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(2018). penerapan model pembelajaran project based learning (pjbl) upaya peningkatan kreativitas mahasiswa [application of project based learning model (pjbl) efforts to increase student creativity]. jurnal varidika, 30(1), 79–83. https://doi.org/10.23917/varidika.v30i1.6548 sunanto juang dan hidayat. (2016). desain pembelajaran anak berkebutuhan khusus dalam kelas inklusif [learning design for children with special needs in inclusive classrooms]. jassi anakku, 17(1), 47–55. zulaikhah, d., sirojuddin, a., & aprilianto, a. (2021). analisis pembelajaran pendidikan agama islam kurikulum 2013 bagi anak berkebutuhan khusus [analysis of islamic religious education learning curriculum 2013 for children with special needs]. tafkir: interdisciplinary journal of islamic education, 1(1), 54–71. https://doi.org/10.31538/tijie.v1i1.6 zünd, f., ryffel, m., magnenat, s., marra, a., nitti, m., kapadia, m., noris, g., mitchell, k., gross, m., & sumner, r. w. (2015). augmented creativity: bridging the real and virtual worlds to enhance creative play. siggraph asia 2015 mobile graphics and interactive applications, sa 2015. https://doi.org/10.1145/2818427.2818460 69 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 implementation of gifted children education services from the middle school to higher education dwi agies yuliany, tjutju soendari universitas pendidikan indonesia email: dwi_agies@upi.edu abstract: gifted children need special services at school and college, especially in developments that include cognitive, physical, language, emotional, social and academic aspects. currently there are educational services that can facilitate them in the form of sks (semester credit system) programs. one of the schools that organizes sks is sman 3 bandung. the purpose of sks learning is to provide the flexibility for students to learn and grow according to their abilities, talents and interests, in addition to fulfilling the applicable policies. in general, the implementation of sks is divided into three main stages, including 1) preparation, 2) implementation, and 3) monitoring and evaluation. for fast learners, enrichment program services are provided so that they can complete the entire learning program faster than the quota in high school which is six semesters. this is very useful for students who have the giftedness so that they can complete in just 4 (four) semesters, but the report books they receive remain 6 (six) semesters. as a follow-up at the university there is a fast track program at bandung institute of technology where undergraduate students who are at their final semester can attend master program. the main objective of this program is to accelerate students in completing studies. fast track students are those who can complete their bachelor and master degree in 5 years. this sks and fast track program is one of the services that can be used for gifted children because it is very effective and efficient in completing their education faster. keywords: gifted children, semester credit system, fast track program. introduction gifted children need special services at school and college level, both in development areas that include cognitive, physical, language, emotional, social and academic aspects. the law no. 20 of 2003 concerning the national education system mandates the need for special education for gifted children, as contained in article 5 paragraph 4 which reads “citizens who have the potential for intelligence and special talents are entitled to special education” republik indonesia. (2003). article 12 paragraph 1b also states that “every student in each education unit has the right to get educational services in accordance with their talents, interests, and abilities”. providing special services, of course, requires a strategy, which has three stage, consisting: identification, assessment, and proper evaluation procedures, so that the provided services are correct and in accordance with the conditions of giftedness. the three stages involve several parties who collaborate to carry out a series of identification processes by looking at the characteristics of students who have giftedness, as seen from the speed of learning, the depth of understanding, and interest. according to renzulli (2016), giftedness includes three interrelated dimensions called “three-ring conception”, including above average ability, high task commitment, and high creativity. therefore, an assessment process can be conducted to find out the needs of gifted children in the school to provide appropriate services for their talents, interests, potential and development. educational institutions need to assist children in developing their creativity. efforts are provided by educational services in order to accommodate the needs of gifted children, especially those in the middle level, because at this level the characteristics, principles and life prospects of gifted children have been formed and planned. hence, the identification and assessment in senior high schools will focus on facilitating the gifted children to prepare themselves at the university level according to their talents, interests and potential. currently there are some educational services that can facilitate gifted children in the form of sks (semester credit system) programs. one of the schools that implements this program is sman 3 bandung. according to tya & suteng (2016) , the school sks program can facilitate students who have the “cerdas istimewa” (gifted category). in addition, as a followup at higher education there is an acceleration program called fast track at the bandung institute of technology, 70 journal of icsar; volume 3, number 1, january 2019: 69-73 which can be taken by the final semester students of undergraduate programe to simultaneously continue their study to postgraduates degree or master program with certain rules and conditions. both programs in high school and college can be used as an alternative follow-up program for students who have giftedness, so that their time in completing their education can be effective and efficient. based on this review, it will be further explained about the system of continuing education services for gifted children in sman 3 bandung and bandung institute of technology. methods this research used a qualitative approach intending to understand the phenomenon of what is experienced by the subject’s behavior, perception, motivation, action, holistically. this phenomenon is described using symbols, words, and languags, in a special natural contexts (moleong, 2013), the researcher observed the full range of on-going services for gifted children by looking at learning and lecturing programs. as explained by sugiyono (2012), qualitative research views the research objects as both dynamic subjects in which it is the results of the construction of thoughts and interpretations of what is observe;, and holistic symptoms because each aspect of the object has an inseparable unity. the locations of the research were at sman 3 bandung and the bandung institute of technology with students and teachers ast the informants. the data collection techniques in this study used three techniques, including participatory observation, indepth interviews, and document review. findings and discussion findings this learning program includes two programs that have been and are currently underway in two different institutions, namely sman 3 bandung and the bandung institute of technology (itb), which are interrelated in providing services to gifted children on an ongoing basis which are described as the following: sks learning program at sman 3 bandung. the sks system has been mentioned in pp no. 19 of 200 aarticle 1d in the perda of bandung city no. 15 of 200 aarticle 43, and also explained in the regulation of the minister of education and culture no. 158 of 2014 concerning the implementation of semester credit system in primary and secondary education article 1. the minister regulation states that “semester credit system here in after referred to as sks is a form of education which students agree on the amount of learning load that is followed and / or learning strategies each semester in educational units according to talent, interest, and ability / speed of learning “. the purpose of sks learning is to give students flexibility to learn and develop according to their abilities, talents and interests, as well as to fulfilling the applicable policies. in general, the implementation of credit system is divided into three main stages, namely 1) preparation, 2) implementation, and 3) monitoring and evaluation. at the preparation stage, all parties involved such as the principal, educators and education staff, teachers, academic advisers, and counseling teachers carry out their respective roles to produce some outputs. these outputs are in the form of 1) support for the sks organizers from citizens and other stakeholders; 2) ktsp documents; 3) documents on learning and assessment tools; and 4) academic service and guidance device documents. as of the implementation stage, the seven principles of the sks organizer are implemented, namely 1) credit is not only for fast learners; 2) transformation of learning experiences is conducted through face-to-face, structured, and independent learning; 3) the learning process is carridy oungon its completion; 4) competency-based benchmark reference assessments and automatic grade increases; 5) learning materialngare in the form of learning text books (btp) and / or modules in the form kd competence-based independent learning activities (ukbm); 6) the implementation is fully based on the 2013 curriculum structure, in which there should be no consolidation in the program for less than six semesters; and 7) classical learning is conducted in small group learning and individual learning. this program is the same as in the 2013 curriculum. these credit options (in the form of ukbm) and subjects are presented at the beginning of the semester by filling in the krs (study plan) ffast learnr have the right to choosngmore credits and subjects thar other students. this provision is very useful for gifted students so that they can quickly complete thn credit of the subjects. in the implementation of learning process, profile mapping of students is carried out as a predictor of slow, normal, and fast learning speeds in groups. slow learners must be assisted by a remediation program and normal learners can continue to the next ukbm, while fast learners are given enrichment program services. this program is given so that they can complete the overalencredits faster than the quota in high school which is six semesters. the learning outcome report is provided to the study results card (khs). report cards will be given if the overall learning credits from one semester have been completed. if studente are able to complete the learning credit of two semesters 71dwi agies y, tjutju soendari, implementation of gifted children education services . . . . in just one semestme, theedthey will receive 2 (two) report cards. thus, even if they are able to complete their study in 4 semesters, for example, they will still receive 6 (six) report cards according to the curriculum semester. the graduation requirements are completed with a school exam and a national exam. the evaluation of sks implementation includes evaluating the performance of educational unitts as a form of accountability in the implementation of education stakeholders. the evaluation is carried out by the education unit at the end of each semester, including: (1) the level of attendance of students, teachers, and education staff; (2) ktsp implementation and extracurricular activities; and (3) student learning outcomes. in general, the assessment refers to the standard curriculum assessment 2013 which is carried out in the form of authentic assessments including attitudes, knowledge ans competencies. report on learning outcomes refers to the minister of education and culture of the republic of indonesia number 53 of 2015 and permendikbud no. 23 of 2016 is equipped with achievement index (indeks prestasi/ ip) (permendikbud, 2015; permendikbud, 2016). ip is a combination of the results of the competency assessment of knowledge and skills. fast track program at bandung institute of technology one service that cans be given to gifted children is the fast track program that has been implemented at the bandung institute of technology. when linked to gifted children services, this fast track program is included in the multiple registration system. according to gilson (2009) the admission of universites earlier than usual is often referred to as double registration, where students actually get credit from both institutions (high school and university). double registration can also be used at the tertiary level as in the case that the researcher examined in this research, namely the bachelor and master level degree at itb. since 2008, three undergraduate study programs in tsl faculty of civil and environmental engineering (civil engineering, environmental engineering, and marine engineering) have started fast-track program that is called acceleration study program which provides opportunities for students to complete both undergraduate postgraduate programs in 5 (five) years. in addition, for this fast track program, there is a scholarship called “voucher fast track” which can be accepted by students getting a bachelor’s degree for free. this fast track voucher can be accepted by students with the selection process. the subject we researched at has followed the selection process and obtained the fast track vouchers so that he is getting a free scholarship for the current graduate program (master degree). the main objective of this program is to accelerate students in completing studies which is very useful for those who have giftedness. fast track can be followed by students when entering their fourth year or during the 7th and 8th semester. under graduate students can take an additional 6-12 sks in undergraduate level courses, which will be recognized when the student continues to study in the master program. the requirements for fasttrack program participants are undergraduate students with ip> 3.00 and pass the undergraduate program with ip> 3.50. students who take the fast track must have graduated within 8 semesters and has completed the undergraduate program before the registration of new students in semester 9. students who take this program must also take a master’s degree that is linear with their undergraduate degrees. registration of the fast track program is stated in itb rector’s decree no. 081 / sk /i1.a / pp / 2013 dated february 27, 2013 concerning “guidelines for the implementation of fast track bachelor-masters of the bandung institute of technology”. in the 7th semester, students immediately take courses in the master program after fulfilling the requirements to have a minimum gpa (ip) as well as completing their 8th semester in undergraduate degree and graduate in july. these students take the registration process just like the regular students for master program without taking an admission test. they have to do the only registration procedure and complete the online requirements, and report to the administration offices of the faculty and study program. the study program provides them with skl or skal or a certificate. furthermore, students will receive the letter of acceptance which states that they are admitted to the master prorgam and can start their study immediately. the fast track curriculum is the same as the regular postgraduate level. its only differene is that fast track students can take several courses in master’s degrees while still completing the undergraduate degree. because the master’s degree taken is linear with their undergraduate major, students do not have to take prerequisted course which should be taken by students with different majors or non-itb students. if regular postgraduate students in semester 1 are only allowed to take 2 credits, fast track students can take more than 12 credits, even taking up to 17 credits in their 9th semester. therefore, students can complete the required credits as much as 36 credits in two semesters of master program. the learning activities of these fast track students are combined with regular students in graduate program, so each credit is combined with regular graduate program. class taking is adjusted to the regular graduate schedule because it is available in every semester so there are no obstacles. the only different students will experience is that their friends in graduate program are different because they do not take the system provided for regular graduate program. 72 journal of icsar; volume 3, number 1, january 2019: 69-73 conclusion the gifted children’s education services in bandung have represented and accommodated gifted children according to their talents, interests, and potential. gifted children need educational services that are suitable for their learning speed. this is in accordance with sks program and fast track lecture programs available in these institutions. in these programs students can flexibly take the number of credits on the sks program and on the fast track program. the implementation of the sks program can make students with giftedness complete their education for two years and on the fast track program. higher education students can also complete their undergraduate and graduate studies for five years. this is very effective and efficient for gifted children to complete their education faster. references gilson, t. (2009). creating school programs for gifted students at the high school level: an administrator’s perspective. gifted child today, 32(2), 36-39. hosseinkhanzadeh, a. a., yeganeh, t., & taher, m. (2013). investigate attitudes of parents and teachers about educational placement of gifted students. procedia-social and behavioral sciences, 84, 631-636. leana-tascilar, m. z., ozyaprak, m., & yilmaz, o. (2016). an online training program for gifted children’s parents in turkey. eurasian journal of educational research, 65, 147-164. margrain, v., & farquhar, s. (2012). the education of gifted children in the early years: a first survey of views, teaching practices, resourcing and administration issues. the new zealand journal of gifted education, 17(1), 1-13. moleong, j. l. (2013). metodologi penelitian kualitatif. bandung: rosdakarya. permendikbud. (2015). permendikbud nomor 53 tahun 2015 tentang penilaian hasil belajar oleh pendidik dan satuan pendidikan pada pendidikan dasar dan pendidikan menengah. jakarta. permendikbud. (2016). permendikbud nomor 23 tahun 2016 tentang standar penilaian pendidikan. jakarta. renzulli, j. s. (2016). the three-ring conception of giftedness: a developmental model for promoting creative productivity. republik indonesia. (2003). undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional. jakarta. undergradrses program are conducted for 8 semesters, then it is continued with master prgrams in semsters 9 and 10, or can be up to semester 11 (5 or 5.5 years). however, there is a regulation that states that master program can be extended up to 5 semesters (2.5 years). evaluation of the learning process in the fast track program is same as the regular graduate program which ends with thesis exam. there are ome benefits earned by the subject in this research that is they can proceed to the bachelor level more easily and the process is faster. they also do not have to take a tpa test (academic potential test) and interview for master students. the registration process is easier and receives a lot of assistance in the process of fulfilling the letters obtained from the administration offices of faculty and study program. the study program fully supports undergraduate students who wish to continue their master’s degree by the fast track program. the opportunity to get scholarships is also greater for fast track programs (especially for itb voucher scholarships). discussion based on the findings regarding education services that are available for gifted children, it clear that such provisions bring positive results for students with this condition. although this reserch focuses on the programs available in middle and higher education, it does not change the fact that it is also applicale in lower level of education. a suvery conducted by margrain and farquhar (2012) in new zealand found that the majority of the respondents considered that it is important to identify the giftedness in children as early as possible. parents and teachers are two significant roles in the lives of gifted children who can support and provide a suitable learning environment for them. an online training program given by leana-tascilar et al. (2016) to parents of gifted children showed a significant increase in their level of awareness. sayi (2018) who conducted a training program for teachers with gifted students also found that these teachers feel that they lack of informarion about giftedness. the training program received positive opinions from teachers and they wished that it could be conducted longer. even so, a research by hosseinkhanzadeh et al. (2013) revelaled that some parents and teachers believed that gifted children should be taught in gifted special centers to improve their ability significantly. therefore, a clear guideline and policy should be made to create a learning environment that suits the needs of the students with diverse background. resch (2014) suggests that the collaborations among all stakeholdres including the governement, educators, and public in general are needed to foster and support gifted children to reach their potentials. 73dwi agies y, tjutju soendari, implementation of gifted children education services . . . . resch, c. (2014). national policies and strategies for the support of the gifted and talented in austria. journal of center of education and policy studies, 4(3), 9-30. sayi, a. k. (2018). teachers’ views about the teacher training program for gifted education. journal of education and learning, 7(4), 262-273. sugiyono. 2012. metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. tyas, a., & suteng, b. (2016). evaluasi progam sistem kredit semester di sman negeri 1 salatiga. jurnal manajemen pendidikan, 3(2), 246-264. 57 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 57-63 development of thematic based classroom design in inclusive schools ludfi arya wardana, afib rulyansah universitas panca marga probolinggo, indonesia email: ludfiaryawardana@upm.ac.id abstract: the purpose of this study produce design guidelines based on thematic classrooms conducted in class v inclusive schools of tisnonegaran 1 elementary school probolinggo. this research and development method uses borg & gall which has been modified to be: (1) collection of information, (2) planning, (3) product development, (4) expert validation, (5) field trials, (6) final products. the results of the development research showed that the results of the validation of learning technology experts were 97.2% and linguists were 90.6% and the readability test was 92.8%.the conclusion of thematic-based classroom design products in inclusive schools has expert validation levels and a high level of readability so that they can be used in improving the quality of learning. suggestions for further development can use different classes and levels. keyword: classroom design, thematic based, inclusive school. introduction the success of learning can be influenced by many things, one of which is environmental conditions. good environmental conditions can have a positive impact on the learning process, with an attractive environment that will create an exciting learning atmosphere. the environment that is organized in a systematic, organized, and planned manner has implications for many things, including generating good responses from students (semiawan, 2013), becoming a means to build and maintain a positive attitude (deporter, hernacki, & abdurrahman, 1999), “can supports children’s exploration and active learning (vogel, 2012), supports children’s to independent study, encourage creativity, and promote collaboration” (wulsin, 2013). the development of the management of the class’s physical environment is based on the needs of students who consist of normal or disability. this provides therapy for children with disabilities from the existence of inclusive schools. this is supported by borca (2010) revealing that“powers of schools for inclusive education: perform specific therapies for children with special educational needs of special education and mass education.” many elementary schools now become inclusive schools because people with disabilities who want to complete 12 years of compulsory education increased.this is in line with the jawapos data (01/04/2017) “the central statistics agency (bps) of the national labor force survey (sakernas) in august 2016 shows that the disabled people have not had access to education from 10,882,923 disabled workers in indonesia, absolute majority or 65.88 percent are elementary school graduates or equivalent “. one portrait of structuring the physical environment of the class can be observed in tisnonegaran i elementary school probolinggo. researchers also made observations during the learning progress (09/09/16). the observation shows that the student seating arrangements look less practical, as evidenced by the fact that the desk chairs are arranged in a long line, lined up with the space in the middle less wide, so that when the learning continues, the teacher has difficulty approaching to control the work of students sitting in the middle. in addition, students find it difficult to get out or enter their seats. when the formation of groups of students seems difficult, they have to shift, lift and move the table chair too far past their friends to join the group. at that moment the female students seemed to mind when lifting the table alone, the situation resulted in noise in the classroom and disturbing other students. when learning takes place researchers also see some students seem to have difficulty accessing learning resources because the location is on a cupboard that is high enough so students must take it by going up a chair. on friday (9/9/16) the researcher then conducted an interview to confirm and explore information about the teacher’s views on the class’s physical arrangement. the results of the initial interview with the class v teacher in tisnonegaran i elementary school probolinggo showed that the teacher had not done the classroom design because they did not understand and there were no instructions on thematicbased classroom arrangement design.the results of the interview also show that the teacher’s knowledge of classroom design is still limited, besides that one of the factors constraining teachers in developing classroom 58 journal of icsar; volume 3, number 2, july 2019: 57-63 design is the absence of a specific guidebook on classroom design.the researcher then interviewed the class v students about their meaning in the classroom environment. it is seen that students tend to be bored with monotonous classroom arrangement, no posters or pictures on the walls, tend to be complicated in moving and returning the bench position when in groups. based on the information collection above, it can be concluded that the problems that occur are: (1) the physical environment of the class has not been managed optimally, resulting in obstacles during learning, (2) the existence of student saturation, so that the desire to design a new classroom, and (3) teachers experience problems in designing classrooms because there is no specific guidebook for designing classrooms. this condition is certainly not in accordance with the objectives of the class’s physical arrangement which has a vision to help create an attractive and comfortable learning environment for students. researchers found a solution to these problems can be done by improving the design of classrooms. improving the design of this classroom is a real step to creating a comfortable learning environment and improving the quality of learning. this is in line with williamson (2008) “setting up the classroom is an important piece of the teaching process, it can determine the atmosphere in the classroom”. structuring the physical environment of this class includes many things, including seating arrangement, furniture arrangement, space arrangement (akbar, 2016), lighting, air conditioning or air temperature, acoustics, beauty (karwati & priansa, 2014), and the addition of background music (syaifurahman & ujiati, 2013). classroom design has not been widely developed in inclusive schools especially in thematic learning. previous research conducted by byl and kloet (2014) with the titlethe effect of the physical classroom environment on literacy outcomes, the research has two variables, namely the physical environment and the results of the literacy classes. the data analysis technique uses qualitative analysis. the results of these studies indicate that to support the constructivist concept of learning to read, students need to be given the opportunity to learn independently. in addition, an uncomfortable classroom environment can hinder students from learning. the relationship with current research is that there are similar research variables namely the physical environment of the class so that this research is relevant to current research. research by cheryan et al. (2014) with the titledesigning classrooms to maximize student achievement, the research has two variables, namely classroom design and student achievement. the data analysis technique uses qualitative analysis. the results of the study show that to support learning, the design of classroom design must be considered in order to support the achievement of educational goals. in addition to improving the quality of learning, achievement, and motivation of students needed features and symbols in the classroom accompanied by training and teacher development. the relationship with current research is that there are the same research variables, namely classroom design, so that this research is relevant to current research. research by lopez-gavira et al. (2016) with the title proposals for the improvement of university classrooms: the perspective of students with disabilities the research has two variables, namely the improvement of class design and the perspective of students with disabilities. the data analysis technique uses biographical narrative analysis. based on the results of the analysis it has been found that the concept of classrooms that can be used for all (education for all) includes students with disabilities such as access to all students, participatory methodology and the use of learning resources and technology. the relationship with current research is that there are similar research variables namely class design and disability so that this study is relevant to current research. based on the description above, the researcher feels the need and interest in conducting development research with the title “development of thematic based classroom design in inclusion schools.”the distinctiveness of this classroom design product is oriented to local wisdom and adapted to the themes learned by students. this development research as an alternative solution to the existing problems, as well as follow-up and complement previous research. method the research and development methods used in developing thematic product design and design class based on the development of borg & gall models. this development research uses the development model borg & gall (1983) which has been modified to: (1) information collection, (2) planning, (3) product development, (4) expert validation, (5) field trials, ( 6) final product. the procedure for research and development consists of (1) preliminary study, (2) planning, (3) product development, (4) expert validation, (5) revision of validation results, (6) field testing, (7) final product improvement, and (8) final product. the trial design in this development was carried out through two stages, namely the expert validation stage and the field trial. expert validation carried out by two expert validators, namely learning technology experts and linguists. after expert validation, then revisions will be made. the results of the revision were then field tested on teachers and students of tisnonegaran 1 elementary school in probolinggo. 59ludfi arya wardana, afib rulyansah, development of thematic based classroom design in . . . . table 1. details of the guidelines for arranging instrumentsand its function no data komponen data instrumen responden 1 design validity content validation 1.1 conformance class coverage of physical components designed with an overview of the design 1.2 accuracy of design drawings in describing the arrangement and arrangement of various physical components of the class 1.3 conformity of design with class theory and physical design principles 1.4 the accuracy of the physical design of the class with the standard facilities and infrastructure of the learning process in the inclusive school questionnaire validation learning technology expert presentation validation 1.5 complete description of the physical components of the class in the design 1.6 informative icon image of the physical component of the class in the design description 1.7 completeness of information and instructions for explanation of design description 1.8 conformity of description to represent the space and physical components of the class in elementary school questionnaire validation learning technology expert graphic validation 1.9 accuracy in size, scale and layout of design drawings 1.10 the correct selection of colors and material characteristics of each component in the design 1.11 the exploration of the appearance and detail of the illustration of the class’s physical design 1.12 the explication of picture quality mold design questionnaire validation learning technology expert 2 validity of the guidebook content validation 1.1 compliance with the guide book’s content and the concept of physical design theory class 1.2 suitability of the theory and principles of design in guidebooks with the conduct standards of learning in elementary school 1.3 accuracy of the contents of the guidebook with the procedures for setting and structuring the various physical components of the class designed 1.4 the accuracy and validity of the material presented in the guidebook questionnaire validation learning technology expert presentatio validity 1.5 complete illustrations and examples for the application of designs 1.6 completeness and systematic consistency in the presentation of guidebooks 1.7 demands of the contents of the guidebook in terms of concepts and procedures for implementing the design 1.8 logical flow of presentation of the contents of the book as a guide in carrying out the physical design of the class questionnaire validation learning technology expert graphic validation 1.9 determination of font usage; type and size of letters in the guidebook 1.10 accuracy of design settings and size of guidebook layout 1.11 attractiveness of the design of the display, illustration, drawings and photos in guidebooks 1.12 feasibility paper quality, printing, and bookbinding questionnaire validation learning technology expert (source: researchers processed) 60 journal of icsar; volume 3, number 2, july 2019: 57-63 table 2 grid of book trial instruments guide (practitioner) no data komponen data instrumen responden 1 validity of the guidebook linguistic validation rule 1.1 compatibility of grammar used in the presentation of material in the guidebook 1.2 appropriateness of use of the word and a standard term in accordance with the eyd 1.3 effectiveness of sentence structure to represent the material presented 1.4 accurate use of letters and punctuation • questionnaire • intrview teacher presentation validation 1.5 systematic consistency in the presentation of books in each chapter 1.6 accuracy in the use of terms in the guidebook 1.7 accuracy of layout and typography of text in the guidebook 1.8 accuracy and up-to-date use of book reference sources • questionnaire • intrview teacher material validation sequence 1.9 communicative use of material presentation languages 1.10 the demand forpresentation of material inaccordance with the contents of the guidebook 1.11 logic and the interactivity of material presentation in the alloy book 1.12 conformity to the presentation of material with the target of the reader • questionnaire • intrview teacher readability validation 1.13 ease of reading from writing, font size and space 1.14 ease of understanding usage instructions and contents of the guidebook 1.15 complete instructions for using the book in accordance with the contents of the guidebook 1.16 density and attractiveness of the contents of the guidebook • questionnaire • intrview teacher table3. table of criteria for validity of thematic based classroom design no. validity criteria level of effectiveness 1. 86% 100% very good (can be used without revision) 2. 70% 85% good enough (can be used with revisions) 3. 60% 69% not good (cannot be used) 4. 0% 59% very not good (source: adapted from akbar & sriwiyana, 2011) the trial subjects of this research and development product development are learning technology experts, learning evaluation experts, teachers and students in the tisnonegaran 1 elementary school class in probolinggo. the type of data obtained in this study is quantitative and qualitative data. quantitative data is obtained from the results of questionnaire scores validation of material test or content and linguists, the results of teacher questionnaires and student questionnaires which are then described qualitatively. qualitative data is obtained from the description of suggestions and comments on the improvement of the validator of learning or content technology experts, design experts, teacher and student responses. the data collection instrument in this study is divided into two, the first data collection instrument in the introduction of information and data collectors in development research. for preliminary data collection instruments in the form of teacher and student questionnaires and teacher interview guidelines. while the data collection instruments in the development research are detailed in table 1. table 2 is a guidebook trial grid (practitioner). there are two data analysis techniques used in this study, namely qualitative data analysis and quantitative data analysis. qualitative data analysis is used to process data from experts and users. while the quantitative data analysis was carried out on questionnaire and test scores. analysis of this data is intended to determine the level of achievement based on predetermined criteria. the following are the criteria in the interpretation guidelines in table 3. 61ludfi arya wardana, afib rulyansah, development of thematic based classroom design in . . . . table 4. results of learning technologyvalidation no. criteria score compliance with the guide book’s content concepts and theories of classroom design 1. the guidebook contains the concept of the importance of thematic-based classroom design for learning in inclusive schools. 4 2. the guidebook contains theories from experts on specific and valid thematic-based classroom design. 4 3. the guidebook presents adequate principles and forms of thematic-based classroom design. 4 conformity to the contents of the guidebook with the scope of classroom design 4. the guidebook presents design arrangements and structuring various thematic class-based physical components. 4 5. the guidebook is accompanied by an overview of thematic-based physical designs that are in accordance with concepts and theories. 4 6. the guidebook covers the procedures for applying thematic-based classroom design in learning 3 conformity of thematic-based classroom design in a guidebook with learning for inclusive schools 7. thematic-based classroom design in a guidebook is suitable for designing classroom design in inclusive school learning. 4 8. thematic-based classroom design in guidebooks according to the characteristics of inclusive school students. 4 9. thematic-based classroom design in the guidebook presents the class’s physical components according to the learning needs of the inclusive school. 4 total 32 total percentage 97,2% figure 1. activity of readability validation process findings and discussion findings learning technology experts are entrusted with validating development products, namely ms. shofia hattarina, m.pd. he is an expert in the field of learning technology. in addition, he has also conducted several studies, especially in inclusive schools. the results of the product validation test showed a gain of 97.2% and the results received very valid criteria. the validation results show in table 4. linguists are entrusted as learning design validators namely ms. erfinia deca christiasni, m.pd. he is a linguist. he qualifies as master of basic education in indonesian language concentration. the results of obtaining validation tests on student assessment tools show results of 90.6%. after being converted to the feasibility level table, the product is included in the category. the validation results show in table 5. the subjects in this field test were the class v teachers of tisnonegaran i elementary school probolinggo. field trial data aims to determine the level of application of thematic-based classroom design products. the level of applicability was taken from the teacher’s response questionnaire. teacher responses were collected through questionnaires given by researchers to class v teachers as users of assessment tools. the results of the teacher’s response to applicability showed a score of 92.8%. after being converted to the feasibility level table, the product is included in the category of high applicability. as for the validation results show in table 6. 62 journal of icsar; volume 3, number 2, july 2019: 57-63 table 5. results of language expert validation no criteria score explication of instructions for using the guidebook 1. instructions for using guidebooks use easy-to-understand language. 4 2. instructions for using guidebooks are arranged in clear and solid sentences. 4 3. instructions are included in full in accordance with the procedure for using the book 3 ease of understanding the flow of material in the guidebook 4. the guidebook is presented in communicative language. 4 5. the guide book is presented in a coherent and systematic. 4 the accuracy of the use of terms and eyd 6. the guidebook uses standard words according to eyd. 4 7. languages used are formal and polite. 3 8. the term language used is consistent and in accordance with the contents of the guidebook. 4 total 30 total percentage 90,6% table 6. field validation results no criteria score ease of use guidebooks 1. the guidebook is easy to use by teachers (practical in terms of size and presentation of books) 4 2. easy guidebook 4 completeness and explication of the contents of the guidebook 3. the guidebook is accompanied by procedures for carrying out coherent classroom design 4 1. the guidebook is accompanied by examples of appropriate classroom design illustrations 4 2. each step and illustration presented is accompanied by complete and clear information. 4 ease of applying classroom design in a guidebook 3. classroom design procedures are easily applied to learning activities in elementary schools 3 4. the application of classroom design procedures is discussed with time, cost, procurement of facilities and infrastructures efficiently 3 total 26 total percentage 92,8 % discussion the validity of thematic-based classroom design is taken from the results of expert validation which is the most important data to revise the product to be more perfect. based on the results of the linguist’s test obtained a value of 97.2% and the results got very valid criteria.the results of u-shaped desk chair design activities. the u-form classroom design process includes the stages of planning and procuring class materials in a sustainable manner, as well as involving teachers in each of these stages. this is in accordance with mulyono (2008) who revealed that infrastructure management activities can be started by planning and continually working on objects or materials so that they are always ready to use in the teaching and learning process, besides that also supported by maisyaroh (2004) which revealed that the management of school facilities and infrastructure can involve human resources such as teachers to support the ongoing process of learning and self-development of students. test results of linguists get a value of 90.6% included in the qualifications quite valid, so that only requires a small revision. the results of the linguist test in separate grouping formation activities. suggestions from language learning experts in the above activities, namely the goal of developing classroom design is expected to create comfortable and enjoyable learning activities, so that there will be a diverse learning experience. this is consistent with krathwohl and anderson (2010) which reveals that the focus of meaningful learning lies in the experiences of students in constructing their knowledge, so that the learning environment is expected to facilitate the task of development. readability seen from the results of field trials to students states that this thematic-based classroom design has the applicability of obtaining a score of 92.8% with the appropriate category. suggestions from teacher student activities are more contextual. the results of the activity show in figure 1. 63ludfi arya wardana, afib rulyansah, development of thematic based classroom design in . . . . based on the exposure and activities in figure 1, it shows that in line with the theory of legibility according to prastowo (2013) explaining the design of thematic learning classrooms as integrated learning products that use thematic approaches involving multiple subjects to provide meaningful experiences to students with contextual environments. the process of validating readability in class is done in several classes. this activity was carried out aimed at measuring the level of consistency when applied in several classes. the results of the legibility validation process are in the form of suggestions and opinions in the form of qualitative improvements in the future. conclusions based on the results of the expert validation questionnaire and the applied questionnaire on thematic-based classroom design products in inclusive schools, it can be concluded as follows: judging from the results of the validation obtained, it can be said that the development of thematic-based classroom design in inclusive schools is in accordance with the theoretical foundation and previous research. judging from the results of the applicability obtained, it can be said that the development of thematic-based classroom design in inclusive schools can be applied to class v of inclusive schools. referring to the inputs during the research process, then thematic-based classroom design research has the following suggestions: suggestion of the use of the results of the study of products that have been implemented, the teacher should understand the intent of thematic-based classroom design products by reading the manual. for the next researchers, they should develop thematic-based classroom design in each relevant education level and other education strata (different classes), so that information can be obtained regarding the level of practicality and applicability. suggestions for dissemination to other schools with consideration of analyzing the needs and characteristics of existing schools references akbar, s. (2016). implementasi pembelajaran tematik di sekolah dasar. bandung: pt. remaja rosdakarya offset. borca, c. v. (2010). the school inclusion of children with special educational needs in romania. procedia-social and behavioral sciences, 2(2), 4325-4329. borg, w. r., & gall, m. d. (1983). educationnal research an introduction, fourth edition. new york: longman inc. byl, j., & kloet, b. v. (2014). the effect of the physical classroom environment on literacy outcome. america: united states of america. cheryan, s., ziegler, s. a., plaut, v. c., & meltzoff, a. n. (2014). designing classrooms to maximize student achievement. policy insights from the behavioral and brain sciences, 1(1), 4-12. deporter, b., hernacki, m., & abdurrahman, a. (1999). quantum learning: membiasakan belajar nyaman dan menyenangkan. penerbit kaifa. lopez-gavira, r., moriña, a., melero-aguilar, n., & perera-rodríguez, v. h. (2016). proposals for the improvement of university classrooms: the perspective of students with disabilities. procediasocial and behavioral sciences, 228, 175-182. karwati, e., & priansa, d. j. (2014). manajemen kelas: classroom management. bandung: alfabeta. krathwohl., & anderson. (2010). optimal learning spaces: design implications for primary schools. england: salford centre for research and innovation in the built and human environment (scri) university of salford. maisyaroh. (2004). pengembangan manajemen kelas. bandung: pt. remaja rosdakarya. mulyono. (2008). manajemen administrasi & organisasi pendidikan. jogjakarta: ar-ruzz media. prastowo, a. (2013). pengembangan bahan ajar tematik. yogyakarta: diva press. semiawan, c. r. (2013). belajar dan pembelajaran pra sekolah dan sekolah inklusi. jakarta: pt indeks. syaifurahman., & ujiati, t. (2013). manajemen dalampembelajaran. jakarta: pt. indeks. vogel, n. (2012). arranging the active learning environment high scope implementation: setting up the preschool classroom. highscope.org williamson, j. a. (2008). literacy in the studentcentered classroom :a practical approach to setup, design,and implementation. new york: united states of america. wulsin, r. l. (2013). classroom design literature review. princeton university. microsoft word 07 31272-141032-2-ce.docx journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p241 241 play therapy using color paper to reduce mathematic anxiety on children’s prima nadia safitri, marjohan, alwen bentri universitas negeri padang, indonesia e-mail: nadiaprimasafitri@gmail.com abstract: this study aims to determine the application of play therapy using colored paper to reduce mathematical anxiety in children. the research method used is single subject research with an a-b-a design. the subjects of this study were third-grade children of sdn 211 / ix mendalo darat. determination of the subject of this study using purposive sampling technique with the criteria for children's mathematic anxiety conditions are in the very high category. the data collection instrument for this research is the mathematic anxiety scale, interview, and observation. the data analysis technique used is the visual analysis of data and graphics. the findings of this study indicate that play therapy using colored paper is effective in reducing children's mathematical anxiety in aa subjects, as the impact of counseling changes in the baseline phase increases during the intervention and stabilizes in the follow-up phase. it is suggested that school counselors apply play therapy in developing effective daily life (kes) and eliminating daily effective life (kes-t) which aims to form an independent person. keywords: play therapy; color paper; mathematic anxiety introduction mathematics is one of the important subjects in elementary school and is not free from its complexity and the factors that influence it (dico et al., 2023; hn et al., 2023). in general, student achievement in learning mathematics often becomes a reference for whether students need additional attention or vice versa (ardi et al., 2019; daharnis et al., 2018; suranata et al., 2018). students' learning difficulties are influenced by various factors, both internal and external factors. for example, the psychological condition of students is an important factor that is sometimes not paid attention to in the process of analyzing learning difficulties. these factors include students' math anxiety, math self-efficacy, and belief values (daharnis et al., 2018; suranata et al., 2018; bentri, 2017). there is a risk that can arise if this math anxiety is not resolved, namely that the material provided in the class is not in accordance with the basic competencies of students, first, the material is not impressive or very easy, simple and not advanced (stylianides & stylianides, 2007). so that it causes students to be bored and passive to learn. second, the material presented is very high related to the basic competencies of students so that it involves difficulty understanding them. if it continues like that, students will meet failure. in fact, both conditions hinder learning and can contribute to failure among students. thus, math anxiety needs to be alleviated to all students who experience it (chaiklin, 2003; sonia et al., 2020;daharnis et al., 2018;nirwana, 2012). based on the results of a survey program for international student assessment (pisa) of 15-year-olds in 2015, indonesian students are ranked 63rd out of 72 countries (kompas.com, 2018). this achievement is far behind other countries in southeast asia. with vietnam, for example, the country with a star symbol turns out to be in 12th place, while singapore is in the first place. furthermore, it was found that data obtained through past research, promising interventions program for international students assessment (pisa, 2015) explained that 59% of students reported experiencing worries about difficult exams, 66% of students worried about bad grades, and around 55% of students were eager for exams. if properly prepared by professional educators. it depends on educators so that students are ready to accept mathematics learning properly. 242 journal of icsar; volume 7, number 2, july 2023, 241-247 the importance of mathematics education needs to be applied to children from an early age, as stated by (novikasari, 2018), namely; basically, mathematics helps children interpret the world outside of school and helps them master a strong foundation for success in school. therefore mathematics can be integrated into programs in early childhood education. applications of mathematical content such as numbers and their operations, algebra, geometry, measurement, and data analysis should be adapted to the cognitive development of children. informal games and story problems can be introduced and modified to give children a chance to learn math. seeing the condition of the phenomenon above, the function of education to prepare generations who are responsible for their duties in the future seems difficult to be realized. it is necessary to seek assistance to train the younger generation to form a new skill so that students can alleviate their learning problems. the involvement of teachers and school counselors plays an important role in providing assistance in effective and efficient guidance and counseling services for students with low numeracy skills, one of which is group counseling services using play therapy techniques (setiono et al., 2019). play therapy is a therapeutic activity that uses a creative process and is a form of expressive therapy to help the client/counselee in alleviating the problems/obstacles they are experiencing. this creative process can use many approaches and interventions, including drawing, making objects, singing, playing music, dancing, playing plays, and composing poetry. through play therapy, the counselee engages in the manipulation of physical material and thinks about problems, and resolves them in new ways. in practice, representing conflict or feelings in pencil drawings, collages, or clay sculptures allows the counselee to see the counselee's problem from all sides (gladding & newsome, 2003; stockton, 2010). malchiodi et al., (malchiodi, 2013) stated that simple art activities such as drawing are very fun, appear to be effective because the sensory capacity makes the image deeper to remember real memories and positive details. (collie, backos, malchiodi, & spiegel, 2006) states that sketches, pictures, and paintings can be used in the play therapy process to help students think creatively. based on the overall background study that has been described, researchers assume an play therapy approach using colored paper to reduce mathematical anxiety in children is effectively used in school settings. this is also one reason researchers are intrigued to test the effectiveness of using an play therapy approach using colored paper to reduce mathematical anxiety in children. this research aims to reveal play therapy using colored paper to reduce mathematical anxiety in children. method the research design used a single subject (single subject research). tawney & gas (sunanto, j. & takeuchi, k., & nakata, 2005) states that single-subject research (ssr) is experimental research conducted to find out how much influence a treatment is given to subjects repeatedly within a certain time. this study is research in the field of behavior modification (behavior modification). the principle of behavior modification must be understood in order to determine target behavior such as thoughts, feelings, or actions that can be recorded and measured. the design chosen in this study is a-b-a; baseline (a) intervention (b), follow-up (a '). a is the embodiment of the baseline phase conditions, b represents the conditions of the intervention or treatment phase, and a 'is the follow-up phase or the control phase after the treatment is given. in the baseline and follow-up phases, at least three observation sessions are carried out, this is done to see trends in data conditions (barlow, d. h., & hersen, 1976; sunanto, j. & takeuchi, k., & nakata, 2005). safitri, marjohan, & bentri, play therapy using color paper … 243 the technique of taking the subject used in this study is a non-random sampling technique, namely the purposive sampling method. (sugiyono, 2014) says "the sampling technique is not random, with certain considerations". purposive sampling is the selection of a group of subjects based on certain characteristics which are considered to have a close relationship with previously known population characteristics. there are two kinds of data collection instruments in ssr research used in this research, namely (1) automatic data recording, (2) data recording by direct observation (barlow, d. h., & hersen, 1976; sunanto, j. & takeuchi, k., & nakata, 2005). in this study, the data analysis technique used in this study was visual data analysis. visual analysis in this study is to see the changes that occur in students as seen by changing the conditions shown by students by systematically observing the changes experienced by students. also, the visual analysis contained in the single-subject design focuses on the clinical significance of changes in an individual's behavior rather than the statistical significance in the group (alberto & troutman, 2009). this study did not use statistical analysis because it looked at the stability of the subject's condition for each phase, this study did not intend to investigate new areas of research, there was no variability, and this study was very concerned about the slightest change in the subject (barlow & hersen, 1976). visual graphic analysis in this study is divided into two, namely analysis in conditions and analysis between conditions. the composition of the analysis in conditions is the length of the condition, the estimation of the direction of the trend, the stability tendency, the datatrace, the level of stability and range, and the level of change, while the analysis between conditions includes the number of variables changed, changes in trend and their effects, changes in stability, level changes overlapping data. single-subject design research does not need to be analyzed using statistical analysis (barlow & hersen, 1976; sunanto, takeuchi, & nakata, 2005). result the level of students' mathematic anxiety, which will be classified into five (5) categories, namely students with very high (≥156), high (96-125), medium (96-125), low (66-95), very low mathematic anxiety (≤65). students who are targeted for intervention are students who have a high and very high level of mathematical anxiety. this scale is only filled once and the scale is not replenished by students after the intervention is given, this is done to avoid being bored of the research subject in filling out the same instrument. the criteria for students who were targeted for the intervention saw the results of the scale distribution, namely the level of mathematic anxiety being in the very high category. table 1. subject condition code score category aa 159 very high the effectiveness of this technique is carried out into three phases, namely: the baseline phase (a) which consists of three measurement sessions, the intervention phase (b) which consists of five measurement sessions and at this stage students are given play therapy and the follow-up phase (a ') which consists of three measurement sessions. 244 journal of icsar; volume 7, number 2, july 2023, 241-247 table 2. phase, time, date phase time date baseline 1 01.00-02.00 pm 10 dec 2020 baseline 2 01.00-02.00 pm 11 dec 2020 baseline 3 01.00-02.00 pm 14 dec 2020 intervention 1 01.00-02.00 pm 15 dec 2020 intervention 2 01.00-02.00 pm 16 dec 2020 intervention 3 01.00-02.00 pm 17 dec 2020 intervention 4 01.00-02.00 pm 18 dec 2020 intervention 5 01.00-02.00 pm 21 dec 2020 follow-up 1 01.00-02.00 pm 22 dec 2020 follow-up 2 01.00-02.00 pm 23 dec 2020 follow-up 3 01.00-02.00 pm 24 dec 2020 table 3. score mathematicanxiety on baseline, intervention and follow-up phases subje ct baseline a intervention b follow up a’ sessio n 1 sessio n 2 sessio n 3 sessio n 1 sessio n 2 sessio n 3 sessio n 4 sessio n 5 sessio n 1 sessio n 2 sessio n 3 aa 159 158 159 157 126 109 92 81 79 77 76 the measurement results in each session will then be analyzed the data using the visual graph analysis method. the following is a visual graph of the research. figure 1. frequency of aa mathematic anxiety baseline, intervention and follow-up phases based on the results of the baseline 1, 2, 3, it was found that aa scored 159, 158. 159 consecutively with very high criteria. while the score for the stability range at the baseline was 23.9, the mean level was 158.7, the upper limit was 182.6 and the lower limit was 134.8. meanwhile, the trend of stability was in the stable category, namely 100%. the results of the interview with the teacher revealed that aa was a quiet student in class, aa also rarely even never gave an opinion during the discussion, aa's friends often complained if one 0 20 40 60 80 100 120 140 160 180 sesi 1 sesi 2 sesi 3 sesi 1 sesi 2 sesi 3 sesi 4 sesi 5 sesi 1 sesi 2 sesi 3 sk or m at he m at ic a nx ie ty mathematic anxiety trend mean level baseline a intervention b follow up a' safitri, marjohan, & bentri, play therapy using color paper … 245 group was with aa. based on the interview with aa, it was revealed that aa did not have an interest in learning mathematics, it appears that when learning mathematics is always anxious, nervous, and worried in facing math problems given by the teacher. therefore aa is lazy to study, so aa goes to school without a sincere intention from within. furthermore, interventions 1, 2, 3, 4, 5, play therapy were carried out and obtained successive scores, namely 157, 126, 109, 92, 81, with an intervention stability range of 23.6, mean level 113, upper limit 136.6, lower limit. 89.4, with a trend toward 80% stability. based on these data, it can be concluded that students' mathematical anxiety has decreased in the play therapy intervention phase by 157–81 = 76. also, after the intervention, an interview was conducted with aa and obtained the results that aa would be more enthusiastic in learning because learning with songs and colors was very fun. aa said that the anxiety he experienced was because aa did not understand the concept of numbers, units, tens, or hundreds. aa's enthusiasm for learning will be further enhanced because aa realizes that mathematics is very important in learning for his future. after the intervention is complete, a follow-up is given to see the post-intervention aa condition. the follow-up scores were 79, 77, 78, with a stability range of 11.9, mean level 78, upper limit 89.9, lower limit 66.1, respectively. in this follow-up phase, the aa stability was seen with the acquisition of a stability trend score of 100%. it can be concluded that there is no change in the condition of aa after the intervention and remains in the high criteria. discussion the findings at the baseline stage (a) did not differ significantly in scores even though there was a difference between the mean scores between the sessions. this is independent of the validity that influences the subject in the study. this description is supported by (egger et al., 2015; hepner, p.p., wampold, b.e., & kivlinghan, 2008) that validity is likely to have an influence on the condition of this research subject, including internal validity and external validity which are assumed to affect the subject of this study. namely: history, past events experienced by the subject, cambell & stanley(ross & morrison, 2014), maturity, changes both biologically and non-biologically that can affect the subject (kazdin, 2003), procedures for the occurrence of boredom that affect test results (rosnow, r. l & rosenthal, 2005). the intervention phase (b) shows a decrease in students' mathematical anxiety before and after giving play therapy treatment. based on the results of the study, it was shown that there was a change in students 'mathematical anxiety in the subject in the baseline (a) phase and follow-up (a') play therapy intervention. supporting the description of research results (adriani & satiadarma, 2011) states that through intervention between the researcher and the client, there will be a warm therapeutic relationship between the researcher and the subject. so that images become important in improving verbal communication between individuals and therapists in achieving understanding, conflict resolution, solving problems, formulating new perceptions which ultimately lead to positive change, growth, and healing (case & dalley, 2014). conclussion based on the analysis of conditions and analysis between conditions, as well as visual graphic vision, the conclusion is that play therapy is effective in reducing students' mathematical anxiety. this is based on the criteria for saying the effectiveness of play therapy to reduce students' mathematical anxiety, which is marked by a decrease in scores from high to low results from the accumulated results of observations and interviews, overlapping data between the baseline phase and the follow-up phase by 0%, and the 246 journal of icsar; volume 7, number 2, july 2023, 241-247 occurrence of a positive trend line. a positive trend can be seen from the traces of data obtained in the intervention phase, which shows a gradual decrease in students' mathematic anxiety score levels. from the first session of intervention to the last session of intervention. the tendency for stability and its effects were stable in the intervention phase. with the occurrence of a positive trend, it is predicted that students will continue to gradually decrease mathematic anxiety. references adriani, s. n., & satiadarma, m. p. 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(2018). diagnosis of students zone proximal development on math design instruction: a rasch analysis. journal of physics: conference series, 1114(1). https://doi.org/10.1088/1742-6596/1114/1/012034 microsoft word 11 42163-152866-4-ce.docx journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p280 280 special school vs mainstream school: parents’ perspective on school choice for students with disabilities sujarwanto sujarwanto, muhammad nurul ashar, budi purwoko, febrita ardianingsih universitas negeri surabaya, surabaya, indonesia email: sujarwanto@unesa.ac.id, muhammadashar@unesa.ac.id, budipurwoko@unesa.ac.id febritaardianingsih@unesa.ac.id abstract: this study aimed to discover the experience of choosing a school among parents of children with disabilities in indonesia and found out their opinion about the current school placement of their children. this study applied the quantitative -survey study data were collected using a questionnaire. parents from one mainstream school and one special school in indonesia completed the questionnaire. results from the questionnaire were analyzed manually. this study revealed that parents from the mainstream school were influenced by mixed factors, compared to parents from the special school, which mainly based on the instrumental-academic perspective. regarding key persons, parents in the mainstream and special school were majorly making their own decision or supported by family. it is also found that parents were satisfied with the current school placement, even though the process of choosing school is not easy. some suggestions for practice and further study are also discussed. keywords: school choice; parents; students with disabilities. introduction the educational system in indonesia has given parents the authority to choose the most appropriate schools for their children (asadullah, 2018; paskaran & yassin, 2020). particularly for children with disabilities, there are two school settings which are mandated by law number 8/2016 on people with disabilities in indonesia namely, mainstream school and special school (ministry of education and culture of republic of indonesia, 2018). in choosing a school, there are two major value perspectives which grounded parental choice: the instrumental-academic and the intrinsic-personal social (bagley, woods, & woods, 2001). in the instrumental-academic perspective, parents are more academic-centered in choosing a school (bagley et al., 2001). this perspective might include the quality of the head teacher and teachers, school's academic reputation, facility, atmosphere, and management (bagley et al., 2001). the intrinsic-personal social value perspective is more child-centered, which focuses on the children's development, social experiences and relationships at school (bagley & woods, 1998). the value perspective might consist of the child's happiness, the child's preference, caring approach to the child, and the child's friends/sibling being there (bagley & woods, 1998). besides these two value perspectives, another factor that possibly influences parents' choice of school is the proximity of the school, which is the convenience/nearness for travel (bagley & woods, 1998). a number of studies have investigated the factors that influence parents' choice of school for their children with disabilities. a study by jenkinson (jenkinson, 1998) in australia showed that parents in the mainstream school were driven more by the intrinsic-personal social values such as child's friends attend school, while in a special school, parents were made decision highly based on the instrumental-academic values, such as better qualified teachers. a similar finding was reported by runswick-cole (runswick‐cole, 2008), which reported that parents sujarwanto et al., special school vs mainstream school: parents’ perspective … 281 chose a mainstream school because it would improve their children's social experience. furthermore, more recent research studies also revealed the same findings that the special school was mainly chosen based on the instrumental-academic perspective such as specialist staff and facilities (bajwa‐patel & devecchi, 2014; primadata, soemanto, & haryono, 2018). a slight difference finding from a study which utilized a questionnaire in the uk showed that parents were choosing a mainstream school because of the nearness of the school (bagley et al., 2001). regarding the key persons who helped parents to decide the appropriate school for their children, a research study among parents both in mainstream and special school settings reported that educational authority and persons from child's previous schools were the most influential key persons (bajwa‐patel & devecchi, 2014). in contrast, current school staff was the most influential stakeholder that made parents choosing the mainstream school (bagley et al., 2001). concerning parents' views on the current school of their children, a study by bajwapatel & devecchi (bajwa‐patel & devecchi, 2014) showed that students with disabilities feel included in the school community both in the mainstream and special school, even though parents wanted more time to develop each child's need. in terms of parents' satisfaction, it was reported that parents in mainstream school and special school were either "satisfied" or "very satisfied" (jenkinson, 1998). the school choice policy may provide parents and children with a huge range of choices of schools that matches their needs and preferences (vaughn & witko, 2013); however, the process of choosing a school could be challenging and stressful for parents (bagley et al., 2001; mann, cuskelly, & moni, 2015). moreover, this school choice policy might further disadvantage children with disabilities as it may encourage mainstream school to exclude children with disabilities (howe & welner, 2002; scott & holme, 2016; waitoller, nguyen, & super, 2019; schafer & khan, 2017). besides these issues, choosing a school is a vital step that may influence children's further development (agbenyega & tamakloe, 2014; streer, 2018; auðardóttir & kosunen, 2020; nelson, 2020). previous paragraphs have shown that there were several studies on the topic of parent's choice of school; however, several gaps still exist. firstly, even though parents' satisfaction and views are interconnected, there has not been a study that examined both of these aspects. secondly, there is a gap of knowledge on the topic of parents' choice of school from asian countries such as indonesia, as the majority of the studies were done in european countries and australia. the only study about parents' choice of school in indonesia was done by primadata et al. (primadata, soemanto, & haryono, 2018), yet this study only involved parents in a mainstream school. therefore, this study is important as it covered all the aspects of parent's choice of school (i.e., factors, key person, parents' current view and satisfaction) and gathered data from both parents in the mainstream and special school in indonesia. therefore, this study aimed to discover the experience of choosing a school among parents of children with disabilities in indonesia and found out their opinion about the current school placement of their children. this study explored three research questions. first, what are the essential factors that influenced parent to choose either a mainstream or special school? second, who are the key persons who helped parents during the process of choosing a school? third, how are the parents’ satisfaction and views on current school placement? 282 journal of icsar; volume 7, number 2, july 2023, pp. 280-287 method design this study used the quantitative-survey design to obtain parents’ perspective. survey could be defined as the quantitative methods to collect data from a pool of respondents through giving multiple questions (ponto, 2015). this design was chosen as it was appropriate to answer this study’s questions effectively. it also has been applied by a similar previous study by mu’azzam ab halim and tahar (2022). instrument this study used a questionnaire to gather data. the questionnaire was adopted from the questionnaire developed by bagley et al. (bagley et al., 2001) this questionnaire was chosen as it provided a comprehensive option of factors affecting parents' school choice. it was also used by another previous study (bajwa‐patel & devecchi, 2014). there were four parts in the questionnaire. the first part comprised of the background information. the second part was about factors affecting parents' school choice. in this part, some factors were blended or deleted from the original version. this process was done through the discussion between the researchers. some factors were deleted from the original version because it did not suit with the indonesian con-text. there were 35 options on the original version, while in this study, there were 27 options only. on the third part, which was about the key persons, some deletions were also made to fit with the indonesian context. for example, there were some parties that were not common in indonesia. overall, from the 18 options on the original version, there were only 13 options on the questionnaire used in this study. the last part of the questionnaire was completely new. in this part, parents rated their satisfaction and explained their views about the current school of their children. the questionnaire was translated into the bahasa indonesia by the author. this questionnaire was then piloted on two parents from a mainstream school in indonesia. both of them commented on the instruction on part 2 and part 3, which were confusing. thus, revisions were made for the final version of the questionnaire. procedure a questionnaire was distributed to parents in one mainstream school and one special school in indonesia. these schools were recommended by the author's colleague in indonesia who said that parents at these schools were cooperative. the questionnaire was distributed to parents during school time while they were waiting for their children in the waiting area outside of the school. parents were given a chance to complete it on the same day or submitted it later on the next day. the response rate was one hundred per cent as all parents (80 parents from a mainstream school and 20 parents from a mainstream school) submitted the questionnaire on the same day. participants of the 100 questionnaires, 80 were completed by mother, and 20 was completed by father. the children were aged between 7 to 12 years. children’s category of disabilities is shown in table 1. sujarwanto et al., special school vs mainstream school: parents’ perspective … 283 table 1. demography of participants category total in mainstream school total in special school deaf 0 10 intellectual disability 0 30 adhd 10 0 asd 15 10 speech and language disorder behavioural emotional & social difficulties 15 10 0 0 data analysis data from the questionnaire were analyzed by using the microsoft excel sheet. parents' responses on each indicator from part 2 to part 4 of the questionnaire were added up. some indicators on each part which received the most total of responses were selected to be presented in this section. except, for part 4 on the aspect of parents' current views, all of the parents' responses are presented in this paper. findings are presented and also discussed under subheadings as follows. therefore, this study aimed to discover the experience of choosing a school among parents of children with disabilities in indonesia and found out their opinion about the current school placement of their children. this study explored three research questions. first, what are the essential factors that influenced parent to choose either a mainstream or special school? second, who are the key persons who helped parents during the process of choosing a school? third, how are the parents’ satisfaction and views on current school placement? results and discussion the essential factors that influenced parents’ choice of school figure 1 shows that there were mixed perspectives that influenced parents to choose a main-stream school. the most influential factor, which is the school atmosphere (n=45) mirrors the result from the previous study by jenkinson (jenkinson, 1998) in which parents emphasized the im-portance of a caring approach towards children with disabilities (jenkinson, 1998). the second most influential factor is the proximity of the school (n=30). this is consistent with the finding from the study by bagley et al. (bagley et al., 2001) which explained that parents from the semi-rural area preferred the nearness of school as it provided children with safety. indeed, this study was also taken in the semi-rural area. thus, parents have the same preference. the other most influential factors were the combination of the instrumental-academic perspectives (school staffs) and the intrinsic-personal social perspective (child's friends are/will be there). it can be argued that besides the happiness of their children, parents were still considering the importance of the quality of education to support their child's development (suhendri & kawai, 2022; runswick‐cole, 2008). another interesting result is as much as three parents were choosing a mainstream school because other schools not acceptable. this finding is not surprising as school choice policy might open the opportunity for the school to reject the student (agbenyega & tamakloe, 2014). this is also compounded by the fact that in indonesia, there has been no policy or law to prevent the school from rejecting children with disabilities (hamidi, 2016). 284 journal of icsar; volume 7, number 2, july 2023, pp. 280-287 figure 1. the essential factors influencing parents to choose the mainstream school figure 2. the essential factors influencing parents to choose the special school compared to the parents from mainstream school, it seems that parents from the special school were heavily influenced by one perspective only. it can be seen in figure 2, that all of the factors which received the biggest responses were based on the instrumental-academic perspectives. this finding duplicates several previous studies (bajwa‐patel & devecchi, 2014; primadata et al., 2018; runswick‐cole, 2008). it was because parents felt that the special school would provide more specialized programs and facilities (bajwa‐patel & devecchi, 2014; runswick‐cole, 2008). indeed, primadata (primadata, soemanto, & haryono, 2018) reported that some parents in indonesia wanted to pay more for the fees in the special school, as they believe that this school setting is more advanced in terms of the learning model and learning media. the influential key persons who helped parents choosing the school in choosing the mainstream school, figure 3 shows that many parents were made a decision by themselves (n=45), followed by family (n=30). nearly as influential as family, the educational psychologist also has a role in helping parents to choose a mainstream school. on the lower end, parents' friends, current and previous school staff were the key persons who helped parents. overall this finding is contrary with the previous studies bagley et al. (bagley et al., 2001) and bajwa-patel and devecchi (bajwa‐patel & devecchi, 2014) which reported that parents were discussed with previous or current school staff and educational authority in choosing a mainstream school. this contrast finding might be laid on the lack of support for people with disabilities in indonesia. a recent report found out that parents and family of people with disabilities lacked support either from the governmental organization or non-governmental organization (hastuti, pramana, & sadaly, 2019). therefore, in choosing a school, it is highly sujarwanto et al., special school vs mainstream school: parents’ perspective … 285 based on a personal decision or family support. figure 3. key persons who helped parents to choose the mainstream school figure 4. key persons who helped parents to choose the special school in choosing the special school, parents were highly influenced by the pediatrician and education-al psychologist (see figure 4). even though this finding refuses the results from the previous studies by bajwa-patel & devecchi (bajwa‐patel & devecchi, 2014) and bagley et al. (bagley et al., 2001) this is not surprising. in indonesia, it is common that experts such as the pediatrician or educational psychologist will suggest the children with disabilities to study at a special school (garina, 2012). these experts argued that by studying in a special school, children with disabilities would receive special treatment such as speech therapy, or occupational therapy (garina, 2012). it is obvious that personal decision and family still highly affected parents in choosing a special school. this finding also strengthens the notion of the lack of supports for parents of children with disabilities in indonesia (hastuti et al., 2019). parent’s satisfaction and views on current school placement this present study reveals that both parents in mainstream school and parents in special school were at least satisfied (n=90) with the current school placement. moreover, one parent in the main-stream school rated very satisfied. this finding is consistent with the previous study by jenkinson (jenkinson, 1998), which reported that parents either at the mainstream or special 286 journal of icsar; volume 7, number 2, july 2023, pp. 280-287 school, were satisfied with their child's current school. furthermore, this present study shows that parents' satisfaction was influenced by the value perspectives on choosing a school. on the mainstream school, it is evidenced that parents’ satisfaction was based on the instrumentalacademic (i.e., availability of teacher aid, and appropriate facility and services) and the intrinsicpersonal social (i.e., positive school atmosphere, teacher were caring and supporting, and children have developed the social interaction skills). in contrast, parents in the special school were highly satisfied with the instrumental academic values only which comprised of adequate facilities and academic program, and skillful teachers. despite the fact that parents felt satisfied with their school choice, parents were still recommending some improvements to the school. parents from both schools recommended schools to hold out-door activities for the student. they also asked schools to provide learning media in mainstream school and sports equipment and a prayer room in a special school. particularly in a mainstream school, parents have urged the school to reduce the number of students and also develop other needs of students with disabilities. indeed, this suggestion was also found in bajwa-patel and devecchi's (bajwa‐patel & devecchi, 2014) study, which showed that parents favoured more time to develop each child's specific need. conclusions this study focused at exploring the parents’ experience in selecting the school for their children with disabilities, and also explored parents' opinion about the current school placement. this study showed that parents from the special school were highly influenced by on the instrumental-academic perspective, contrasted to parents form mainstream school who mainly based on the mixed-factors. in terms of key persons, parents in the mainstream and special school were majorly making their own decision or supported by family. the only experts who were involved in the parents' school choice process were the pediatrician and educational psychologist. it is also found that parents were satisfied with the current school placement. their satisfaction was reflected in their opinions on satisfying aspects of the schools, yet there were still some improvements to be made for the schools to support their child's development. based on this conclusion, there are some suggestions either for further study or practice. further study might investigate the relationship between the disability category with the complexity of choosing the school for parents. moreover, to get more in-depth insight on parents’ choice of school experience, further study may apply the inter-view as the data collection method. practically, choosing a school is vital, yet it is a challenging process for parents. therefore, support groups should be initiated to support parents of children with disabilities during this process. moreover, indonesia's government should begin to develop the policy on protecting children with disabilities from school's rejection, which is one of the negative effects of the school choice policy. references agbenyega, j. s., & tamakloe, d. 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(2019). “kendala mewujudkan pembangunan inklusif terhadap penyandang disabilitas.” constraints to realising inclusive development of persons with disabilities]. working paper, smeru research institute, jakarta. howe, k. r., & welner, k. g. (2002). school choice and the pressure to perform: déjà vu for children with disabilities? remedial and special education, 23(4), 212–221. jenkinson, j. c. (1998). parent choice in the education of students with disabilities. international journal of disability, development and education, 45(2), 189–202. mann, g., cuskelly, m., & moni, k. (2015). choosing a school: parental decision-making when special schools are an option. disability & society, 30(9), 1413–1427. mu’azzam ab halim, a., & tahar, m. m. (2022). parents' perspectives on healthy lifestyle practices for special need students. journal of icsar, 6(1), 2-6. ministry of education and culture of republic of indonesia, m. of e. and c. of r. of i. 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(2018). tindakan orangtua dalam menyekolahkan anak berkebutuhan khusus pada layanan pendidikan inklusif di sekolah dasar negeri 1 tanjung kecamatan purwokerto selatan kota purwokerto [parents' actions in schooling children with special needs in inclusive education services at state elementary school 1 tanjung, purwokerto selatan subdistrict, purwokerto city]. jurnal analisa sosiologi, 4(1). runswick‐cole, k. (2008). research section: between a rock and a hard place: parents’ attitudes to the inclusion of children with special educational needs in mainstream and special schools. british journal of special education, 35(3), 173–180. schafer, m. j., & khan, s. s. (2017). family economy, rural school choice, and flexischooling children with disabilities. rural sociology, 82(3), 524–547. scott, j., & holme, j. j. (2016). the political economy of market-based educational policies: race and reform in urban school districts, 1915 to 2016. review of research in education, 40(1), 250–297. streer, e. (2018). why your school choice matters. retrieved july 1, 2020, from https://www.learningliftoff.com/why-your-school-choice-matters/ suhendri, s., & kawai, n. (2022). the traditional way of professional development in inclusive education: still effective or not?. journal of icsar, 6(2), 129-133. vaughn, m. g., & witko, c. (2013). does the amount of school choice matter for student engagement? the social science journal, 50(1), 23–33. waitoller, f. r., nguyen, n., & super, g. (2019). the irony of rigor:‘no-excuses’ charter schools at the intersections of race and disability. international journal of qualitative studies in education, 32(3), 282– 298. journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 8, number 1; doi: http://dx.doi.org/10.17977/um005v8i1p105 105 the development of learning strategy in reading comprehension for children with hearing impairment in grade 4 sdlb dewi ekasari kusumastuti, zaenal alimin universitas lambung mangkurat, banjarmasin, indonesia e-mail: dewi.kusumastuti@ulm.ac.id abstract: this research is motivated by the low understanding of children with hearing impairments in reading comprehension. therefore, the purpose of this research is to develop strategies for teaching reading comprehension for children with hearing impairments. the method used in mix methods. stages of research conducted in the hierarchy, meaning that the first stages of research will affect the research stage further in order to achieve the research objectives. the results showed that the application of learning strategy in reading comprehension has been developed effectively applied to children with hearing impairment at slb prima bakti mulya in grade 4-b, the academic year of 2015/2016. this is evident from the results of student learning has increased from the first to the fourth trial. while based on the wilcoxon test known the value of z count = -2, 201 with asymp. sig. (2-tailed) = 0.028 with a significance level (α) of 5%. asymp value. sig. (2-tailed) = 0, 028 <α = 0.05, then ho is rejected and ha accepted because asymp value. sig. (2-tailed) <α = 0.05. keywords: strategies; learning reading comprehension; children with hearing impairment. introduction every child need education. according to the indonesian dictionary (nafrin & hudaidah, 2021), education is the process of changing the attitudes and behavior of a person or group of people to mature humans through teaching and training efforts. basically, every child has potential that can be developed through education, including children with special needs. as part of children with special needs, children with hearing impairments need special services in education in order to optimally develop their potential. 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 (mustika, novianti & nadiyah, 2023). the language ability of deaf students cannot develop according to their chronological age because they do not experience a language acquisition period like hearing students do (zuhri, bagaskorowati & lianty, 2021). the main problem experienced by children with hearing impairments is not their inability to communicate but the consequences of this for the development of their language skills, namely the inability to understand symbols and rules of language (rapisa, 2021). in addition, they also experience limitations in mastering vocabulary and interpreting words. language is an important means of conveying or receiving information in everyday life (utomo, et.al.,2021). children who hear have no problems in obtaining language input in large, complete, and clear quantities because they will be flooded with language through their hearing throughout the day, whereas for children with hearing impairments, this condition can only be achieved if it is balanced by reading (queril forsch & hammer, quoted in bunawan & yuwati, 2000). reading is the best way to strengthen and expand language skills and acquire knowledge, especially for children with hearing impairments who are already at a higher education level or have left school (bunawan & yuwati, 2000; ediyanto, 2023). http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 106 journal of icsar; volume 8, number 1, january 2024, 105-114 as one of the solutions to language barriers experienced by children with hearing impairments is mastery in reading skills accompanied by understanding the contents or what is commonly called reading comprehension skills. given how important reading comprehension skills are for children with hearing impairments, teaching reading comprehension needs improvement. this is reinforced by the results of yuwati's research (budiarti, 2013), namely: the reading comprehension level of special school students is far below that of regular school students, even the grades obtained by students with hearing impairments are far below that of regular school students. based on the results of observations in the field, it was found that there were 6 students with hearing impairments in grade 4 sdlb prima bakti mulya who had difficulty understanding the contents of the reading. this is due to their limitations in interpreting words and sentences as a result of their deafness, as well as the lack of variety of reading learning strategies applied by teachers so far. teachers tend to give explanations to students more by using descriptions of words and gestures as supports so that it looks abstract to students. in addition, learning activities are dominated using the lecture method, so that students appear passive during the learning process. the impact of implementing the teacher's strategy is that students with hearing impairments have difficulty understanding the meaning conveyed by the teacher. seeing these problems, one of the solutions that can be done is to develop a reading comprehension learning strategy that has been implemented by the teacher in the classroom. the development of the learning strategy was carried out based on research findings by considering the learning principles of children with hearing impairments. method this research uses mixed methods because it combines two research methods, namely quantitative and qualitative into a research activity, so that the data obtained will be more comprehensive, valid, reliable and objective (sugiyono, quoted in nia & loisa, 2019). this research is divided into 2 stages of research, namely stage i and stage ii. the two stages in this research run continuously. sustainability is meant here is the implementation of the stages in one research will affect the next research stage in order to achieve research objectives. in phase i, the research was carried out qualitatively in order to formulate a developed draft of a reading comprehension learning strategy. meanwhile, in phase ii the research was carried out quantitatively in order to find out the effectiveness of the reading comprehension learning strategies developed in children with hearing impairments in grade 4 sdlb. each of these stages has different research approaches, subjects, data collection techniques and data analysis techniques, as well as research instruments. the chart of research procedures to be carried out is illustrated in chart 1. kusumastuti & alimin, the development of learning strategy … 107 chart 1. development research procedures reading comprehension learning strategy based on the chart above, the stages in this study can be described as follows: 1. research phase i (draft formulation) the first stage of this research is the formulation of a draft of a reading comprehension learning strategy. this stage begins with conducting field studies and literature studies together. a field study was conducted to collect data related to the learning process of reading comprehension for grade 4 at slb-b prima bakti mulya. this activity is carried out through observation activities in the classroom when the teacher teaches reading comprehension learning and interviews the class teacher. meanwhile, a literature study was conducted to obtain a theoretical basis for developing a draft of a reading comprehension learning strategy. the implementation of this activity is by searching for literature on various strategies for teaching reading comprehension for hearing children and children with hearing impairments. the results of data acquisition from field studies and literature studies were then analysed to serve as a basis for developing a draft of a reading comprehension learning strategy. from the initial draft of the learning strategy for reading comprehension that has been formulated then validation is carried out using the delphie test. the result at this stage is a draft of a validated reading comprehension learning strategy. in this regard, in phase 1 research, the research approach used was a qualitative approach. meanwhile, the subjects of this study were 6 children with hearing impairments searching for literature describing the condition of children with hearing impairments who experience difficulties in reading comprehension s t a g e o n e field study objective conditions study of literature observations and interviews learning process search the literature on various strategies for teaching reading comprehension for regular students and students with hearing impairments analysis preliminary draft learning strategy for reading the delphie test draft validate strategy s t a g e t w o discussi on with trial strategy learning by the teacher statistical analysis with the wilcoxon test learning strategies of reading comprehension for children with a hearing objective class 4 elementary school 108 journal of icsar; volume 8, number 1, january 2024, 105-114 in grade 4 sdlb, 1 teacher in grade 4 sdlb and 3 experts validating drafts of learning strategies. the draft validation experts include 2 special education lecturers and 1 slb teacher who has experience working with children with hearing impairments. data collection techniques used are observation and interviews. then, the data analysis used is based on the framework developed by miles and huberman. this analysis technique consists of three phases, namely data reduction, data display, and drawing conclusions or verification. 2. phase ii research (trial draft) the stage of this research was started by having discussions with the class teacher regarding the draft for the development of learning strategies that had been validated and asking for the teacher's consideration regarding the implementation of reading comprehension learning strategies in class. after that, ask the class teacher to try out the reading comprehension learning strategy in class. the trial was carried out to determine the effectiveness of implementing the reading comprehension learning strategy that had been developed. the data obtained from the implementation of the trial was in the form of experimental data, namely the results of the pre-test and post-test of reading comprehension. quantitatively, experimental data were analysed using non-parametric analysis techniques through the wilcoxon test. then, to provide a descriptive picture of the trial implementation, observations were made. in addition, interviews were also conducted after the trial was carried out in order to improve the validated draft. the result at this stage is a draft strategy that has been tested and is ready to be used in teaching reading comprehension for children with hearing impairments in grade 4 sdlb. in this regard, in phase 2 research, the research approach used was a quantitative approach. meanwhile, the subjects of this study were 1 teacher in grade 4 sdlb and 6 children with hearing impairments in grade 4 sdlb. the data collection technique used was a reading comprehension test. then, the analysis technique used is a non-parametric analysis technique through the wilcoxon test (wilcoxon test). result and discussion result 1. reading comprehension learning process for grade 4 sdlb-b prima bakti mulya in order to obtain data about the implementation of learning to read comprehension that has been carried out by the teacher, the researcher conducted observation activities while the teacher was teaching and continued with interviews with the class teacher. after conducting interviews and observations of learning to read comprehension in grade 4 sdlb-b prima bakti mulya, the researchers obtained an overview of the strategies for teaching reading comprehension that have been applied by teachers in class so far. the implementation of the learning strategy can be illustrated in the following chart. kusumastuti & alimin, the development of learning strategy … 109 chart 2. reading comprehension learning strategies applied by the teacher in class 2. formulation of reading comprehension learning strategies for children with hearing impaired class 4 sdlb after going through the series of activities above, the next step is to develop an initial draft of a reading comprehension learning strategy. then, the initial design was validated using the delphie technique, where the researcher obtained several inputs and made improvements based on suggestions from several experts. the advantage of this strategy is that it includes several learning principles for children with hearing impairments. the implementation of these learning principles is in the form of collaborative learning strategies, namely: mind mapping strategies, cooperative learning strategies, expository learning strategies and simulation. within the steps of the strategy are included six complementary learning methods, namely the mind map method, the conversation method, the cooperative integrated reading, and composition (circ), question and answer method, demonstration method, and role-playing method. the results of developing learning strategies after being validated can be described in the following chart. planning preparing study material application of the 4 learning principles of children with hearing impairment beginning preread read post-read core formulation rpp preparing study material discuss answers to reading questions ask questions orally give homework ask for the title of the reading text explaining difficult vocabulary in the title of reading text ask about the title of the reading text read the text together guide students to read one by one activate student schemata discuss difficult vocabulary in reading texts ask students to answer reading questions in notebooks ask students to write answers to questions on the board discuss answers to questions and justify student mistakes pray, absence and say greetings apperception generating students' memories of the material being studied yesterday 110 journal of icsar; volume 8, number 1, january 2024, 105-114 chart 3. final design of reading comprehension learning strategy 3. the effectiveness of reading comprehension learning strategies in children with hearing impaired class 4 sdlb to find out the effectiveness of the reading comprehension learning strategy that had been developed in class 4 sdlb-b prima bakti, the researchers conducted a pilot test. before carrying out the trial, the researcher conducted a pre-test to determine students' initial ability to understand reading texts. then, do a post-test after the trial implementation to find out students' abilities after learning to use the reading comprehension learning strategy that has been developed. in this study, researchers conducted four trials so that the results of the pre-test and post-test i to iv were obtained. the pre-test and post-test data values are then averaged which is presented in the table below: table 1. average data of pre-test and post-test trial results first, second, third and fourth learning strategies reading comprehension has developed subject initials pre-test average score average value post-test wmf 44, 75 65, 75 has 57, 5 81, 75 mta 70 87 aar 53,5 78, 5 pns 63, 66 73, 33 rma 51 62 planning implementation of learning application of the 8 learning principles of children with hearing impairment introduction introductio n closing preread read post-read assessment formulation rpp preparing learning materials preparing learning media say greetings, attendance and pray briefly discuss the previous ice breaking inform the material to be studied conclude give rewards saying closing greetings emphasis on the concept of question words with a technology-based mind map activating student schemata with a technology-based mind map through forming groups reading reading text giving group assignments in the form of a portfolio sheet in the form of a mind map representatives of group members present the work of portfolio sheets giving individual task explaining difficult vocabulary with a technology-based mind map discuss the format of the story content in the form of a mind map kusumastuti & alimin, the development of learning strategy … 111 with respect to the data on the average pre-test and post-test scores for the first, second, third and fourth trials above, it is known that the reading comprehension ability of the six research subjects has increased. this can be seen from the wmf pre-test average score of 44.75 which increased to 65.75 during the post-test. in line with wmf, the average pre-test has score of 57.5 increased to 81.75 during the post-test. likewise, the mta pre-test average score increased from 70 to 87 during the post-test. not unlike the mta, the average pre-test aar score of 53.5 increased to 78.5 during the post-test. the same thing happened to civil servants, the average pre-test score increased from 63.66 to 73.33 during the post-test. this also happened with the rma pre-test average value increasing from 51 to 62 during the post-test. the next step is to analyze the wilcoxon signed ranking test. the results of the calculation of spss version 20 analysis of the wilcoxon signed ranking test are as follows: table 2. statistical test results test statisticsb posttest pretest z -2.201a asymp. sig. (2-tailed) .028 a. based on negative ranks. b. wilcoxon signed ranks test the data above was processed using the spss version 20 data processing program. the results of the hypothesis test for calculating the value of the pre-test and post-test from the first to fourth trials are the calculated z value = -2.201 with asymp. sig. (2-tailed) = 0.028 with a significance level (α) of 5%. asymp value. sig. (2-tailed) = 0.028 < α = 0.05, then ho is rejected and ha is accepted, which means that there are differences in reading comprehension test scores before and after applying the reading comprehension learning strategies that have been developed in the first to fourth trials. it can be concluded that the implementation of the reading comprehension learning strategy that has been developed has an effect on the reading comprehension ability of children with hearing impairments grade 4 at slb-b prima bakti mulya in the 2015/2016 academic year. discussion 1. reading comprehension learning process for grade 4 sdlb-b prima bakti mulya children with hearing impairment often experience misperceptions in communicating. this is the impact of limitations in hearing acuity, so that they experience limitations in receiving information and experience a significant impact on their lives. the information obtained through the sense of hearing is very little so that individuals with hearing impairments make better use of their sense of sight. one way is by reading activities (putri, winarsih & mulyeni, 2021). reading is a process to get meaning from word by word, sentence by sentence that has been read. one dimension of reading skills is reading comprehension (yetti, quoted in nengsih & iswari, 2019). understanding reading content for deaf children is seen as an irreplaceable tool in language development, because this ability is the basis for having further abilities, thus reading skills must be mastered by students without exception (nengsih & iswari, 2019). therefore, students with hearing impairments need special education services to be able to understand the contents of the reading properly (prastiwi, 2017). 112 journal of icsar; volume 8, number 1, january 2024, 105-114 the findings of observations and interviews regarding the learning process of reading comprehension for children with hearing impairments in grade 4 sdlb-b prima bakti mulya show that the strategies for teaching reading comprehension that have been implemented by teachers so far are less varied so it needs improvement in a better direction. so far, teachers tend to give explanations to students more by using descriptions of words and gestures as supports so that it looks abstract to students. in addition, learning activities are dominated by the use of the lecture method, so that students appear passive during the learning process. this is supported by widayati's opinion (rusadi & marlina, 2021) that the weaknesses of the lecture method include: verbalism easily occurs, the visual becomes loss, the auditive one is more accepting, boring for relatively long use, it is difficult to conclude that students understand and are interested in what is being conveyed, and students become passive. in addition, teachers have not fully applied the principles of learning for children with hearing impairments because so far they have only applied four learning principles, namely the principles of sound directionality, facial directionality, modeling and intersubjectivity. this is not in line with regulation of the minister of national education number 16 of 2007 which states that the core competencies of special education teachers match the core competencies of general school teachers, namely: (1) mastering the characteristics of students, (2) mastering learning theory and learning principles, (3) develop curriculum, (4) organizing learning, (5) utilize information and communication technology, (6) facilitate developing the potential of students, (7) communicate effectively, (8) carrying out assessments and evaluations, (9) utilizing the results of the assessment for the benefit of learning, (10) perform reflective actions to improve the quality of learning (meutia & mursita, 2018). 2. formulation of reading comprehension learning strategies for children with hearing impaired class 4 sdlb the strategy for teaching reading comprehension developed in this research is a strategy that has been implemented by the teacher in the modified class according to the results of interviews with the class teacher and the results of observations of the process of learning reading comprehension in class. in addition, it is collaborated with strategies for learning to read comprehension obtained during literature studies. the collaborative strategies are in the form of expository learning strategies, mind mapping learning strategies and cooperative learning strategies. then, the strategy that has been made is validated by three experts (validators). after being validated, the next step is to be tested by the teacher four times. the results of the implementation of these activities obtained the formulation of a final reading comprehension learning strategy. one of the inputs from the validator is to make the eight learning principles of children with hearing impairments the hallmarks of this strategy. these principles include: facial directionality, sound directionality, intersubjectivity, concreteness, visualization, modeling, experience and learning by doing. it is said to be an advantage because these principles can provide meaningful learning for the subjects of this study and optimize their senses which are still functioning. the implementation of these learning principles is included in the collaborative learning method in the steps of this strategy. the learning methods in question include: the mind map method, the conversation method, the circ (cooperative integrated reading and composition) method, the question and answer method, the demonstration method, and the role playing method. the learning method is used by the teacher to create a learning atmosphere and the learning process so that students achieve basic competencies or a set predefined indicators (nurochim, 2013). kusumastuti & alimin, the development of learning strategy … 113 3. the effectiveness of reading comprehension learning strategies in children with hearing impaired class 4 sdlb in order to find out the effectiveness of the developed reading comprehension learning strategy, the teacher tested the strategy four times. the trial results showed an increase in reading comprehension skills from the first trial to the fourth trial along with the improvements made in each trial. in addition, in order to determine the effectiveness of the strategies developed quantitatively, the researchers conducted pre-tests and post-tests using non-parametric analysis techniques via the wilcoxon test. the reason for using the wilcoxon test is reinforced by the opinion of tanty, et al (2013), the wilcoxon test is used to analyze the results of paired observations of two data whether there is a difference or not. in this regard, the wilcoxon test as a non-parametric statistical test is used if the sample used has a small size, the data used is normal, and the data used is nominal (mardani, sopandi & kusumastuti, 2021). in relation to this study, the results of the wilcoxon test show that the application of the developed reading comprehension learning strategy affects the reading comprehension ability of children with hearing impairments in grade 4 at slbb prima bakti mulya in the 2015/2016 academic year. this can be seen from the learning outcomes of students who have increased from the first trial to the fourth trial. meanwhile, based on the wilcoxon test, it is known that the calculated z value = -2.201 with asymp. sig. (2-tailed) = 0.028 with a significance level (α) of 5%. asymp value. sig. (2-tailed) = 0.028 < α = 0.05 then ho is rejected and ha is accepted because of the asymp value. sig. (2-tailed) < α = 0.05. conclusion based on the results of the research and discussion, the authors draw the following conclusions: 1. the learning strategy used by teachers so far leads to classical and teacher-centered learning. 2. the final formulation of the reading comprehension learning strategy, as follows: a. learning planning, including: assessment, formulation of lesson plans, preparation of learning materials and media, b. implementation of learning, including: 1) preliminary activities, including: greetings, absences, pray, briefly discuss the previous material, ice breaking, and inform the material to be studied, 2) core activities, among others: a) prereading stage, including: emphasis on the concept of question words with a technologybased mind map and activate student schemata with technology-based mind maps through conversation, b) reading stage, including: forming groups, reading texts, explaining difficult vocabulary with a technology-based mind map, and discussing the format of story content in the form of a mind map, c) post-reading stage, including: giving group assignments in the form of a portfolio sheet in the form of a mind map, representatives of group members present the work of portfolio sheets, and assignment of individual assignments, 3) closing activities, including: conclude, reward each individual, and say goodbye. 3. the strategies that have been developed are effectively used by teachers in teaching reading comprehension for grade 4 at slb-b prima bakti mulya. this can be seen from the increase in the results of the first trial to the fourth trial which showed significant changes. 114 journal of icsar; volume 8, number 1, january 2024, 105-114 references budiarti, k. 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(2021). word-formation process (morphology) through the maternal reflective method by teacher towards deaf students in grade v (descriptive study at sdlb santi rama). journal of icsar, 5(2), 89-94. 91 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 the challenge of improving special education quality in digital era mega iswari universitas negeri padang, padang e-mail: mega_iswari@yahoo.com abstract: digital era is a term used in the internet network technology, especially information technology. today, the learning process is highly developed and predictably rapid; therefore, teachers should be more proficient in using digital technology because they will use it to teach the students. in education for students with special needs which is still conducted conventionally, the process of administrative, financial, academic, and learning methods need changes along with the development of information and communication technology. therefore, the education requires ongoing innovation, technology, resources of professional educators which are digitalized. keywords: special education quality, students with special needs, digital era. introduction education is the empowerment of the children so that they become qualified citizens, have the ability to solve the problems faced, and are be able to compete in global life. the most important thing in education is the quality of education, i.e. education is able to create a qualified human who is smart, nasionalist, honest and anti-corruption. the organization for economic cooperation and development/oecd identified that the characteristics of education in 21st century are thinking skill, working tools, the way working, and life (ananiadou & claro, 2009). qualified education means education in according to the era, so that children acquire knowledge for their life. by these reasons, an effort to improve the quality of education should be relevant with evolution era, including on this issues are the changes of 21st century. in the 21st century, the world shows the changes that grow rapidly in all aspects of life. education is one of the aspects which changes in this century. solving the education problems of the 21st century needs some skills such as (1) creativity, (2) critical thinking, (3) communication, (4) collaboration, and (5) cellebration (chinien & singh, 2009; lucas, spencer, & claxton, 2012; sudira, 2012; wagner, 2008). those skills are essential in the process of selecting, filtering, absorbing, developing, and appliying the knowledge in solving the main problem to improve the balance between the concept and its application. intelligence and learning skill are the main keys of the development of the capacity and capability of human. likewise, innovation skill is an important part of the human ability in solving problems in the role of the technology and information changes, education needs to respond the evolution of education, including special education quality. therefore it is necessary to create the new mindset in effort to make innovation in education. the digital era in the 21st century provides the advantage or benefit for education, such as the extensive availability of sources for learning which can be accessed through the internet, making it easier for teachers and students. teachers and students can sort out how to teach and how to learn in accordance to their needs and desire. information about the lastest educational innovation can be accessed quickly, so that teachers and students across the country can easily obtain information to enhance their ability. nevertheless, the advancement of information and technology gives a negative influence, especially on the development of students. for example the information of pornography, violence, bullying, and inappropriate content for the age of the students. meanwhile, the students’ ability in selecting and sorting information is still limited, so they tend to be easily affected by the negative impact of the information content that is not appropriate. in this case, the role of teachers and parents is needed in order to assist, guide, and supervise the students so that they are ready to face the development of digital era and put the benefit as optimal as possible for their needs. special education in indonesia education for children with special needs in indonesia have been around since the 20th century, i.e. since the opening of the school for students with visual impairment in 1901. it was then followed by the establishment of school for children with hearing impairment and schools for children with mental disability. 92 journal of icsar; volume 3, number 1, january 2019: 91-94 table 1. trilling & fadel (2009) outlines the change of paradigm as follows: old paradigm 21st century paradigm teacher centered student centered direct instruction interactive instruction knowledge skill material process basic skill implemented skill fact and principal question and problem theory practice material based project based time limit according to the needs competitive colaborative one-size-fits-all personalized focus on class focus on community text based web based summative test formative evaluation study for next level study for living after that, there was no additional schools for children with special needs until the independence of indonesia. the rapid development of the schools for children with special needs have occurred since the declaration of the movement of compulsory education, where every child of school age is required to attend school. therefore, children with special needs who were previously not idetified because they were hidden by their parents or family can be raised and attended school. since then, many schools for children with special needs were established in all border area in indonesia. since the beginning of the 21st century, inclusive schools have been widely opened in indonesia as an effort to expand the access and learning opportunities for children with special needs. the strong desire from the government of indonesia to advance the education of children with special needs can be seen from the enactment of the education act no. 4 of 1950 as amended by act no 12 of 1954 which governs the rights of special needs education. the birth of the legislation has been an evidence that there is strong commitment of the government of indonesia to provide education to children with special needs. the principal law of education ultimately becomes the law on national education system, after having revised several times. entering the 21st century, special education faces the challenges related to the digital revolution on how to improve the special education quality so children with special needs can graduate and compete in a global life. on the other hand, special education is still preoccupied with the expansion of the access of children with special needs to obtain education. implementation of digital technology in the education for children with special needs education in general and special education are experiencing rapid and dramatic change from time to time over the period. this change was made as a response to the rapid changes in technology and information which demands education to be able to create graduates with appropriate capabilities with their era. associated with that, trilling and fadel (2009) argues that education should always move in line with the progress of time. education must continue to dynamically move following the development of the times. in digital era, students are different from students of previous era. children in the digital age (specially children who were born after the adoption of digital technology) tend to be more open, think aggressively, and want to gain freedom, as well as fast learning because all the information can be access easily. the changes in digital era ask for a response from the education so that education is still able to create graduates who are fit with the purpose. the rapid development of information and communication technology raises the impact of the massive changes to the world of education from conventional education to the education that is more open. the educational process will be more two-way, competitive, multidisciplinary and more productive. digital technology has encouraged the formation of the new teaching and learning, so that there is a new paradigm in the teaching and learning process and also in the management of education. thus learning nowadays is to learn about the future, so that education should be organized in line with the demands of the future and learn about the future. the learning process should grow fast and should be supported by digital technology. however, in this digital era, the integration of technology and education is needed to be able to revolutionize the process of teaching and learning. even more, education is expected to improve the quality of education with the technology, because technology will help the appropriate learning with the needs of students. the desire to implement digital transformation in the improvement of special education should be started with the understanding how people begin to learn in the digital age. the transformation of special education should be started with a digital transformation in enabling educators to create a new learning environment. the utilization of digital technology in improving the 93mega iswari, the challenge of improving special education quality in digital era . . . . quality of special education rests on the students as the digital generation, educators and education personel. the impact in learning styles the influence of the rapid use of information and communication technology in education, can be seen from the development of distance learning, the easily organized open education, cooperation between institutions (national and international) for digital library, and others. the things above are possible to be applied in special education, including indonesia. the role of the teacher will not be replaced by technology because the teacher is needed to assist, guide and supervise students with special needs in using digital technology. they are primarily there to help students with special needs to select and sort the content information which is needed or not needed. therefore, teachers must be able to utilize digital technology as a tool of work in order to develop a culture of learning that fosters the personality of the students. teachers become one of the pillars in leading and supporting the creation of education quality improvement in indonesia. nevertheless, in this process, the teacher will face many challenges, one of whichis facing the insistence of the digital era. amin (2016) argues that in 21st century, the world becomes more complicated, competitive and intertwined so that students need to learn how to survive and thrive in digitalization era. students should be equiped with problem-solving skills, creative mindset and information literacy. therefore, teacher should be able to teach students these needed skills. this is, according to shah (2013), a challenge faced by the teachers profesional in learning and education in a technology-intensive environment. iin addition, teacher should be concerned that academics have to be the knowledge experts, effective listeners, and communicators as well as coaches, facilitators, mentors, problem solvers, designers, supporters, and resource co-ordinators (lentell, 2003). digitization in education creates a new way of learning. today, a book is the only reference to learn and get the material, but now it switchs to a computer-based system. the book no longer becomes the only source of learning to support success in learning. but actually the book and the application of digital technology is a unity as a reference to learn with technology that is displayed in the form of a digital book or electronic book. this shows a change in the learning styles of students through electronic media. with the presence of digital technology as an electronic media to deliver the material, the educator is no longer the only source of knowledge. the manual has been moving to digital books to facilitate the students and teachers in the learning process because it is more practical and more interactive and also more easily accessible. this is one of the implications for teachers’ professional learning and education (tour, 2015), and also make the learner and learning transformation (singh, 2016). teacher in digital era in digital era, teachers have a new challenges in their role as a facilitator of learning. teachers need skill which can support their role as facilitator. sharma (2017) argues that teachers need networking skill, communication skill, thinking skill, nurturing skill and management of knowledge. networking skills facilitate collaborative learning environment. collaborative learning environment consists of students, researcher, government representatives, communities of practice, and other teacher. so, students would have some prior knowledge of the same curriculum that are influenced and determined based on the previous curriculum. teacher eager to scramble to address the impact of advanced web technologies on learning (foroughi, 2015). teachers need to add social media communication skill in digital era to education. social media communication skill is one of the prominent skills which the teacher can reach out to distant expert of the learner’s community to seek for the solutions to various problems in their daily lesson plans. in addition, thinking skill, such as critical thinking, problemsolving, creativity, originality and strategizing are important in learning, and also nurturing approach can help teacher focuses on the interest of the student and delivers contents of knowledge and persuading them to connect to the world. moreover, teachers are required to be facilitators helping learners to make judgements about the quality and validity of new sources and knowledge, open-minded and critically independent professionals, active co-operators, collaborators, and mediators between learners and what they need to know, and providers to scaffold understanding (weinberger, fischer, & mandl, 2002). conclusion education will change from time to time in line with the changing of era. the movement of this change is a logical consequence of education in the responsibility to prepare a generation that has the ability to live in their era. in this digital era, the development of students is very different from the previous generation, so they need educational services which are suitable for their era. the progress of digital technology is supposed to provide benefits to the progress, welfare and peace. digital technologies must contribute to education, because digital technology has variety of information that can be accessed easily. the information is not 94 journal of icsar; volume 3, number 1, january 2019: 91-94 just comprehensive information, but also educational information, specially information that is useful to education field. therefore, the digital devices should be applied well, including in education. educators must be able to give better facilities. thus the good guidance and supervision of technology is very helpful for the knowledge of students to be more open, creative, and innovative. references amin, j. n. (2016). redefining the role of teachers in the digital era. the international journal of indian psychology issn, 3(3), 40–45. ananiadou, k., & claro, m. (2009). 21st century skills and competences for new millennium learners in oecd countries (oecd education working papers no. 41). chinien, c., & singh, m. (2009). overview: adult education for the sustainability of human kind. in r. maclean, d. wilson, & c. chinien (eds.). in international handbook of education for the changing world of work, bridging academic and vocational learning (pp. 2521–2536). bonn: springer. foroughi, a. (2015). the theory of connectivism: can it explain and guide learning in the digital age?. journal of higher education theory and practice, 15(5), 11-26. lentell, h. (2003). the importance of the tutor in open and distance learning’, in a. tait & r. mills (eds). in rethinking learner support in distance education (pp. 64–76). london: routledge falmer. lucas, b., spencer, e., & claxton, g. (2012). how to teach vocational education, a theory of vovational pedagogy. london: centre for skills development. shah, s. a. (2013). making the teacher relevant and effective in a technology-led teaching and learning environment. procedia-social and behavioral sciences, 103, 612-620. sharma, m. (2017). teacher in a digital era. global journal of computer science and technology, 17(3), 10-14. singh, r. 2016. learner and learning in digital era: some issues and challenges. international education & research journal, 2(10), 92-94. sudira, p. (2012). filosofi dan teori pendidikan vokasional dan kejuruan. yogyakarta: uny press. tour, e. (2015). digital mindsets: teachers’ technology use in personal life and teaching. language learning & technology, 19(3), 124-139. trilling, b., & fadel, c. (2009). 21st century skills learning for life in our times. usa: hb printing. wagner, t. (2008). the global achievement gap. new york: basic books. weinberger, a., fischer, f., & mandl, h. (2002). fostering individual transfer and knowledge convergence in text-based computer-mediated communication. in g. stahl (ed.). in computer support for collaborative learning: foundations for a cscl community. proceedings of cscl. mahwah, nj: lawrence erlbaum. journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 8 number 1; doi: http://dx.doi.org/10.17977/um005v8i1p59 59 psychomotor therapy program of eye-hand coordination game to address hand flapping behavior in children with autism retno triswandari1*, budi susetyo2, mamad widya2, ardisal1 1universitas negeri padang, padang, indonesia 2universitas pendidikan indonesia, bandung, indonesia *e-mail: retnortw@fip.unp.ac.id, budisusetyo@upi.edu, mamadwidya@upi.edu, ardisalarnev@fip.unp.ac.id abstract: this study aims to find out the extent of psychomotoric therapy program of eye-hand coordination games addressing the hand flapping behavior in children with autism. this study was motivated by the frequent emergence of hand flapping behavior in children during learning or playing, while verbal instructions given by the teacher are insufficient to raise children’s awareness. this study was conducted on mb subject, an autistic student of an sdlb. this research used single subject research (ssr), a-b-a design. the results of the study answered the problem formulation proposed because there was an increase in the value of the mean level of children’s motor skills, including the baseline-1 phase (a-1) by 0%, the intervention phase (b) by 33%, and the baseline-2 phase (a-2) by 75%, and a decrease in the value of the mean level of intensity/number of hand flapping behaviors, including the baseline-1 phase (a-1) by 187 times, the intervention phase (b) by 154, and the baseline-2 phase (a-2) by 119 times. based on these results, it can be concluded that the psychomotor therapy program of eye-hand coordination games can address hand flapping behavior in mb, children with autism. keywords: psychomotor therapy; hand flapping behavior; children with autism. introduction education through physical activities has been carried out by many teachers in schools, including in general schools, special schools, as well as schools with inclusive education settings. physical activity is used as a tool or a medium to fulfill the needs of students with special needs or better known as children with special needs (csn), especially those with social-emotional or behavior issues who require assistance. houben (2014, p.18) stated that: “at school children with social-emotional problems or behavior problems often need specific assistance and help to function adequately. psychomotor therapy (pmt) can offer this help, by providing bodily experiences and offering movement and play situations in which the child can practice new behavior. as such, pmt suite the child’s world of experience very well.” according to this viewpoint, psychomotor therapy can provide solutions for children with socio-emotional or behavioral problems at school by providing body experiences as well as movement and play situations in which children can practice new behaviors. the behavior of children with special needs not only is caused by the impact of the obstacles they face but also occurs because their desires/ willingness are not fulfilled. this situation is due to their inability to convey something because of a high level of anxiety or extreme joy. behavioral issues in children with special needs can interfere with the learning process and interactions with peers and adults in the school setting. of course, this must be minimized to the point where it is no longer bothersome. many efforts can be made to deal with behavior, including learning processes/therapy such as psychomotor therapy. this psychomotor program assists students in forming new behaviors through the use of bodily experiences and movement in play situations. psychomotor therapy programs can also be used to address the stereotyped behavioral barriers that exist in autistic children. one http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 mailto:retnortw@fip.unp.ac.id mailto:budisusetyo@upi.edu mailto:mamadwidya@upi.edu mailto:ardisalarnev@fip.unp.ac.id 60 journal of icsar; volume 8, number 1, january 2024, 59-64 of the barriers to stereotyped behavior is hand-flapping behavior. according to the findings of pratiwi’s (2016) research in inclusive school settings, hand-flapping behavior decreases after children receive psychomotor therapy intervention programs. hand flapping is a form of self-stimulatory (stimming) behavior, also known as stereotypical behavior, which is a form of repetitive and non-functional motor behavior disorder that can interfere with daily activities or result in bodily injury and can occur continuously. hand-flapping behavior in autistic children varies and can occur under certain conditions, such as when they are nervous or anxious, excessively happy, silent, or not engaged in an activity. as we are aware, autistic children, also known as children with autism syndrome disorder, are those characterized by disruptions and delays in cognitive, language, behavior, and social interactions (wulandari, gunarhadi, & widyastono, 2022; irdamurni, et al., 2021). these children experience obstacle in social communication, social interaction and behavior (homdijah, euis & ehan, 2021). autism is excessive mobility. when children cannot sit still, behave the way the want and are easily distracted in one activity (irdamurni, et al 2021). with this disorder children are unable to form social relationships an communicate well or normally, even children do not have eye contact with other people. children show failure to foster interpersonal relationships characterized by a lack of response to people around them (jaleha & mirnawati, 2019). a preliminary study in the form of observation activities has been carried out by the researcher on the hand-flapping behavior of autistic children who attend the special school (slb) of pelita adinda birahmatika, bandung city. it revealed that teachers have made efforts to overcome this behavior in children by giving verbal instructions when hand flapping occurs. these verbal instructions are for example, "put your hands down, dear!" and "come on, don't flap your hands!" this effort is quite appropriate because it raises children's awareness that this behavior is improper, making them lower their hands and stop waving them. however, children's awareness of the habit of hand-flapping did not last long. they resumed hand-flapping a few moments later. based on this, the researcher believes that there is a need for innovation in dealing with hand-flapping behavior in autistic children at school. several types of therapy can also be applied with autistic children to address developmental barriers experienced, including also to deal with behaviors, such as excessive and deficit behaviors, in the hope that they can be replaced with new behaviors that are in accordance with existing norms and prevailing in society. the researcher, however, has a tendency to use psychomotor therapy programs to deal with this hand-flapping behavior. this is supported by the findings of abduljabar's (2010), which revealed that the orientation of physical education implementation in special schools needs to shift from sports-based implementation to psychomotor-therapy-based teaching. thereafter, the psychomotor therapy program was implemented in eye-hand coordination games such as hitting balloons, throwing and catching balls, throwing balls into containers and throwing targets. the games utilize media in the form of balloons, small basketballs, and small balls. based on the description above, the researcher feels the need to formulate a psychomotor therapy program for eye-hand coordination games to deal with hand-flapping behavior in autistic children. in the program there is a task, in the form of eye-hand coordination games which are also a tool to improve the motor skills of children with autism in motion enrichment, namely in the gross motion section in the form of manipulative skills consisting of hitting objects, receiving (catching objects) and throwing objects. if children’s motor skill increase, it is expected to reduce the intensity or amount of hand flapping behavior in children with autism. triswandari et al, psychomotor therapy program of eye-hand coordination … 61 method this research was conducted on the subject of mb, an autistic child who is a student of the special school (slb) of pelita adinda birahmatika, bandung city. this study aims to develop and implement a psychomotor therapy program for hand-eye coordination games. the study used an experimental method, conducted with single subject research (ssr) with an a-b-a research design (sunanto et al., 2005). fraenkel, et al (2013) explain that ssr refers to a research design developed to document changes in the behaviour of subjects naturally. the independent variable in this study was a psychomotor therapy program of eyehand coordination games while the dependent variable was the hand-flapping behavior of an autistic child. making a program for handling children with special needs is divided into two ways, based on the results of the assessment of observations in the field and based on the assumption that all children with special needs have not been able to (susetyo, 2020). this study uses the second method, name by assuming that all autistic children have not been able to handle their hand flapping behavior. furthermore, the program is complied or developed. before being tested on the subject, validation was carried out first both on the program and the instrument. the validated program was then tested on the research subjects. therefore, the method used in this research is the experimental method. the experimental method described by sugiyono (2011), is a research method used to seek the effect of certain treatments on others under controlled conditions. result and discussion the results of the research findings in the field present: 1) child profile, 2) psychomotor therapy program formulation of eye-hand coordination games, and 3) implementation of psychomotor therapy program. discussion of the child profile the following is the profile of mb, who is the research subject. the description below was obtained from the results of research that has been done: table 1. results of baseline 1 (a1), intervention (b), baseline-2 (a2) r & n subject measurements ability findings needs handling/ implication 1. able to follow instructions while studying or playing 2. upper and lower limbs do not experience stiffness 3. the senses of hearing and vision do not experience problems, as evidenced by the frequent reflexes of turning to sound source direction when learning/playing, the child often shows hand-flapping behavior, such as flapping/waving hands simultaneously and repeatedly. learning activities while playing that can reduce the intensity of hand-flapping behavior by flapping/waving hands simultaneously and repeatedly psychomotor program of eye-hand coordination games, which can improve children’s motor skills in manipulative skills such as hitting objects, receiving (catching) objects, and throwing objects. discussion of the psychomotor therapy program formula of eye-hand coordination games the psychomotor therapy program used in this study was designed in the form of handeye coordination games. the games serve as a tool for improving the child's motor skills. the motor skills developed in this study are movement skills, which is one of the targets of motor development, namely movement enrichment. there are two types of motion enrichment, including gross motion and fine motion. the gross motion refers to a person's 62 journal of icsar; volume 8, number 1, january 2024, 59-64 ability to move dominantly with large muscles. motor skills in this study are classified as gross movement skills in children, which are divided into three categories: locomotor, nonlocomotor, and manipulative. there are three indicators of manipulative movement skills, including the movement of hitting an object, receiving (catching) an object, and throwing an object. the three indicators are applied to the form of eye-hand coordination games, including hitting balloons, throwing and catching balls, throwing balls into containers, and throwing targets. the motor skills of the child in these four games were then assessed using a motor skills test. the hand-flapping behavior is part of the repetitive and non-functional self-stimulatory (stimming) behavior that occurs in autistic children. behavioral barriers, along with social interaction and communication, are among the developmental challenges faced by autistic children. some behaviors are excessive, while others are lacking/deficient. hand flapping behavior includes excessive behavior and can interfere with children's activities if the amount/intensity is high. in this study, the observed hand-flapping behavior was flapping/wagging both hands simultaneously. the intensity of the hand-flapping behavior was observed during the program and then recorded in a behavior recording format. before the implementation was tested, the instrument of the psychomotor therapy program for eye-hand coordination games that had been prepared was tested for validation, which involved 3 experts. the validity results were then calculated using the cvr formula and show the results of the cvr index = 1. the magnitude of the cvr index indicated that the instrument compiled was valid. furthermore, the instrument also passed a reliability test using an inter-reader reliability test. the inter-reader reliability test was used because the test used was in the form of performance of children's motor skills. the results of the inter-reader reliability test showed a correlation coefficient of 0.57. the results of the correlation coefficient indicate that the test instrument was reliable because it reaches at least a correlation coefficient of 0.50. the implementation of psychomotor therapy program the researcher focused on data processing solely on one type of game, which was data on the child’s motor skills and data on the intensity/number of hand-flapping behavior in the game of hitting the balloon. it was done because the game of hitting the balloon was the first indicator and became a pre-requisite on the aspect of manipulative skills, namely the movement of hitting an object. based on the data that has been analyzed and presented in the form of tables and graphs using the a-b-a design, it can be seen that the implementation of the psychomotor therapy program of eye-hand coordination games can handle the hand-flapping behavior of the subject of mb in this study. the research data is described as follows: 1. the child’s motor skills in game of hitting the balloon based on the results of data analysis on the subject of mb, there was an increase in motor skills in the aspect of manipulative skills, particularly the movement of hitting objects in the game of hitting the balloon. this is evidenced by the data mean level at baseline-1 phase (a-1) of 0%, intervention phase (b) of 33%, and baseline-2 phase (a-2) of 75%. these scores indicate an increase in the child’s motor skills before and after being given intervention in the psychomotor therapy program of eye-hand coordination games. before the program was implemented, namely in the baseline-1 phase, the child's motor skills were not visible. the child's movements were only stuck to hand flapping. after being given treatment/intervention, the average motor ability of the child increases so that the child can perform the task of hitting the balloon. triswandari et al, psychomotor therapy program of eye-hand coordination … 63 2. intensity/number of the child’s hand flapping behavior based on data analysis that has been performed on the subject of mb, it can be seen that the intensity/number of hand-flapping behavior has decreased in the game of hitting the balloon. this is evidenced by data on the mean level in the baseline-1 (a-1) phase of 187 times, intervention (b) of 154 times, and baseline-2 (a-2) of 119 times. these scores indicate a decrease in the intensity/number of the child’s handflapping behavior before and after being given a psychomotor therapy program through the game of hitting the balloon. according to the findings of this study, it was found that the subject of mb who received psychomotor therapy programs had the hand-flapping behavior managed. handflapping behavior is one of the obstacles experienced by individuals with autism. the causative factor is thought to have something to do with the increase in the function of monoamines and catecholamines (epinephrine, norepinephrine, and dopamine) in the brain which are neurotransmitters involved in motor function. as explained by hout, (2010 p. 12), frontal lobe and basal ganglia disorders affect the representation of action, motor, and working plans, resulting in impaired motor regulation. conclusion based on the results of data processing and analysis, it can be concluded that psychomotor therapy program of eye-hand coordination games can handle autistic children’s hand flapping behaviour towards subject mb. researchers limit hand flapping behaviour which is the target behaviour only in the movement of flapping or flapping both hands simultaneously and limit the processing of data on the results of children’s motor skills to only one type of game, data on the game of hitting balloons only. it because the game is the first indicator or prerequisite in the aspect of manipulative movement skills, namely the motion of hitting objects. this single subject research (ssr) stud also answers the formulation of the research problem, because there is an increase in the mean level in children’s motor skills and a decrease in the mean level in the intensity or number of children’s hand flapping behavior. the results of this study also revealed that while undergoing a psychomotor therapy program, children began to learn to structure the movement tasks that they were required to perform. these results are supported by houben's (2014, p. 18) arguments that the use of psychomotor therapy at school can provide solutions for children with socio-emotional or behavioral problems by providing body experiences and movement and play situations in which children can practice new behaviors. research can provide suggestions based on research findings as follows: the research can take data on psychomotor therapy programs for eye-hand coordination games in group settings in team games with the condition of research subjects who both have behavioral problems. acknowledgement i would like to acknowledge and give my warmest thanks to my supervisor mr. budi susetyo and mr. mamad widya who made this project possible. his advice carried me through all the stages of writing my project. i would like to give special thanks to my family as a whole for their continuous support and understanding when undertaking my research and writing my project. all your prayer for me was what sustained me this far. and finally, i would like to thank god, for letting me through all the project. all praises to allah. 64 journal of icsar; volume 8, number 1, january 2024, 59-64 references abduljabar, b. (2010). pengajaran melalui aktivitas jasmani sebagai bentuk terapi gerak bagi siswa disabilitas di sekolah luar biasa [teaching through physical activity as a form of movement therapy for students with disabilities in special schools]. jurnal: pendidikan jasmani dan olahraga , 4 (2), 189-199 fraenkel. (2013). how to design and evaluate research in education. sixth seventh edition. new york: mc graw-hill. doi: 101017/cbo9781107415324004 houben, c. (2014). psychomotor therapy program for student at school. nvpt: amsterdam european forum of psychomotoricity journal, 2015, 6.12-20. homdijah, os., heryati, e & ehan. (2021). developing mathematics assesment instrument for children with autism spectrum disorder. journal of icsar, 5(1), 25-28. retervied from http://journal2.um.ac.id/index.php/icsar/article/view/17402 irdamurni, i., nurhastuti, n., mayar, f., & ardisal, a. (2021). finger painting effectiveness to improve sitting tolerance of children with autism. journal of icsar, 5(2), 28-30. retrieved from http://journal2.um.ac.id/index.php/icsar/article/view/22511/8407 jaleha s & mirnawati. (2019). application of dtt (discrete trail training) method in improving the eye contact ability of autistic children. journal of icsar, 3(2), 48-52. retervied from http://journal2.um.ac.id/index.php/icsar/article/view/7495 pratiwi, f. (2016). psychomotor therapy (pmt) bagi anak autis dalam setting sekolah inklusi [psychomotor therapy (pmt) for autistic children in an inclusive school setting]. (tesis). sekolah pascasarjana, universitas pendidikan indonesia, bandung. sugiyono. (2011). metode penelitian kuantitatif, kualitatif dan rnd [quantitative, qualitative and rnd research methods]. jakarta: alfabeta sunanto, j., takeuchi. k, & nakata, h. (2005). pengantar penelitian dengan subjek tunggal [pengantar penelitian dengan subjek tunggal]. tsukuba: cooperation in educational development (cried) susetyo, b. (2015). prosedur penyusunan & analisis tes untuk penilaian hasil belajar bidang kognitif [test preparation & analysis procedure for assessment of cognitive learning outcomes]. bandung: refika aditama susetyo, b. (2020). pembuatan program [program development]. bandung: upi wulandari, r., gunarhadi, g., & widyastono, h. (2022). digital application of echolalia behavioral assessment for teachers in conducting assessments of autistic students in surakarta. proceeding of international conference on special education in south east asia region, 1(1), 50–58. retrieved from https://educationcenter.id/journal/index.php/icsar/article/view/25 http://journal2.um.ac.id/index.php/icsar/article/view/22511/8407 84 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 competency level of special education integration program teachers in conducting assessment on students with learning disabilities nadiah abu bakar, mohd mokhtar tahar universiti kebangsaan malaysia, 43600 bangi, selangor, malaysia email: nadiahabubakar88@gmail.com abstract: the purpose of this research was to identify the level of knowledge, skills and attitude of the integrated special education program (ppki) teachers in conducting assessment of students’ learning disabilities in four primary schools in the federal territory of kuala lumpur, malaysia. this research is based on theory of behaviorism founded by thorndike and iceberg competency model. the research design was quantitative with the population consisting of 50 ppki teachers while the samples of the research were 44 teachers selected by simple random sampling method. the instrument was a questionnaire adapted from sulaiman (2008) and confirmed with alpha cronbach. the data were analyzed using descriptive statistics, percentage, frequency and mean. the results showed that the level of knowledge of ppki teachers was high with mean score, the level of skill was moderate, and the level of attitude was high. it is concluded that ppki teachers have good knowledge of the assessment process on students with learning disabilities but require additional training and courses to improve their skills. keywords: teachers’ competency, learning assessment, students with learning disabilities. introduction assessment refers to a systematic process of obtaining information regarding the knowledge, performance and development of students in school. the assessment process involves recording, collecting, separating, evaluating and translating information in improving students’ achievement (kementerian pendidikan malaysia, 2013). the implementation of the assessment process helps teachers in identifying weaknesses in students and planning teaching strategies and approach that suits their abilities. therefore, every teacher should have high level of competency to conduct an effective assessment process. based on the iceberg competency model, competency is defined as a person’s latent characteristics shown in someone’s career performance (spencer & spencer, 1993). this model emphasized on the aspects of knowledge, skills and attitude of an individual that help in performing a task. congress, (1975) stressed on the nondiscriminatory assessment of children with special needs. based on this law, an assessment conducted to special needs children need to consider their personal traits and tailored according to their abilities (abdullah et al., 2006). in addition, the implementation of the special education system in malaysia is based on the education act and regulations of education (special education) which is described in the code of practice for special educational needs. referring to the code of practice, each special needs student in pre-school, primary and secondary schools must undergo a planned assessment process according to a prescribed procedure. therefore, students with learning disabilities should involve in the assessment process in schools to record their progress and achievements. however, there are students from various categories of abilities where the level of development and their achievement are different from other typical students. this matter has become a challenge to teachers in special education integration program (ppki) in planning and selecting appropriate form of assessment in regards to each student with learning disabilities. according to sulaiman (2008), teachers’ ability in producing assessment tools is vital as quality assessment tool will help teachers to identify students’ weaknesses during the learning process. with this regard, the planning and the development of an appropriate assessment tool should be provided according to the capacity and ability of the students with learning disabilities in order for the assessment process to be carried out effectively. this matter is also stated in the individuals with disabilities education act (idea), which points out that the assessment carried out on special needs students should be appropriate to the age, characteristics and their behavior. thus, ppki teachers should possess a high level of competency in relation to the assessment process to ensure effective implementation which then helps to improve the performance of students with learning disabilities. 85nadiah abu b, mohd mokhtar t, competency level of special education integration . . . . figure 1. the iceberg competency model the assessment process will assist teachers to gauge in the effectiveness of the learning process; thus helping teachers to implement improvement measures in their teaching and learning process (caturwangi et al., 2017). knowledge and skills that are obtained will help the teachers in gaining information and planning appropriate methods in carrying out the assessment. this statement is supported by ibrahim and sani (2012) study which stated that the ability of teachers in carrying out the teaching and learning process can best be accomplished if teachers possess a high level of competency in their teaching field. alper & mills (2001) stated that the purpose of an assessment is to produce teachers who have specific skills about a student’s performance, especially special needs students. therefore, every ppki teacher should acquire high level of assessment skills as students with learning disabilities require specific teaching methods in view of their abilities; which are way different compared to a typical student. this study is conducted to review the level of knowledge, skills and attitude of ppki teachers in four primary schools in kuala lumpur in conducting assessment process to students with learning disabilities. this study will address the following issues: what is the ppki teachers’ knowledge level in conducting assessment process to students with learning disabilities ?; what is the ppki teachers’ skills level in conducting assessment process to students with learning disabilities ?; what is the ppki teachers’ attitude in conducting assessment process to students with learning disabilities? method the study is a survey involving 50 ppki teachers from four schools in kuala lumpur as the population of the study. the samples were a total of 44 ppki teachers selected from a simple random sampling. the instrument used in this study was a questionnaire that has been adapted from sulaiman (2008). the validity of the questionnaire was verified by two experts in the field of special education. a pilot study was conducted to test the reliability of the questionnaire items with the value of the alpha cronbach reliability coefficient recorded at 0.96 to 0.98. a five-point likert scale was used which is 1-strongly disagree, 2-disagree, 3slightly disagree 4-agree and 5strongly agree. questionnaire data was collected through google form and descriptively analysed based on frequency, percentage and mean using statistical package for social science (spss). this is a study based on the behaviourism theory founded by thorndike. the theory stated that learning is a common process that involves the stimulation and reaction to produce a change in behavior. based on this theory, students will be given stimulation during the learning process and the assessment will be conducted in stages from low to high level assessment. therefore, assessment is one of the learning processes implemented in schools that are related to the principles of behaviourism. in addition, this study is also based on iceberg competency model (spencer & spencer, 1993) which explains on competency. this model is divided into two sections. the first section is above the water level with the components of competency and skills, while the lower section is the behavioral component or attitude that represents values, social roles, self-image and character. based on the iceberg competency model in figure 1, it can be seen that the overall competency components, which are knowledge, skills and attitudes, affect an individual in performing a given task. findings and discussion findings demographic information this study involved 44 respondents who taught at four primary schools in kuala lumpur. based on the findings, 8 respondents were male (17.4%) and the remaining 36 respondents (78.3%) were female. while for the age, there were 16 respondents (34.8%) aged between 20-30 years, 23 respondents (50%) aged between 30-40 years, four respondents aged between 40-50 years (8.7%) and there was one respondent who is more than 50 years-old (2.2%). from the teaching experience among the ppki teachers, there were six respondents whose teaching experience was between 1-5 years (13%), while 20 respondents had 6-10 years teaching experience (43.5%), 17 respondents had 1115 years teaching experience (37%) and there was a respondent whose teaching experience exceeded 16 years (2.2%). 86 journal of icsar; volume 3, number 1, january 2019: 84-90 table 1. demographic distribution of respondents (n = 44) demography aspect frequency percentage (%) gender male female 8 36 17.4% 78.3% age 20-30 years 30-40 years 40-50 years 50 years and above 16 23 4 1 34.8% 52.3% 9.1% 2.3% teaching experience 1-5 years 6-10 years 11-15 years 16 years and above 6 20 17 1 13% 43.5% 37% 2.2% table 2. ppki teachers’ knowledge in conducting assessment to students with learning disabilities. no item (knowledge) mean sd int b1 i know the basic concepts of assesing students with learning disabilities. 3.73 1.042 high b2 i know about the curriculum-based assessment. 3.68 1.006 high b3 i know the assessment methods, approach and techniques for students with learning disabilities. 3.61 .945 moderate b4 i know how to bring out existing knowledge among students with learning disabilities. 3.61 .868 moderate b5 i know the assessment objective for students with learning disabilities. 3.66 .987 moderate b6 i know the appropriate type of assessment that fits students with learning disabilities. 3.77 1.008 high b7 i am knowledgeable in fostering an appropriate assessment tool to students with learning disabilities learning. 3.70 1.025 high b8 i am knowledgeable in conducting assessment practice process to students with learning disabilities. 3.68 1.006 high b9 i am knowledgeable in documenting results of the assessment to the students with learning disabilities. 3.73 .973 high grand total 3.69 .984 high ppki teachers’ knowledge in conducting assessment on students with learning disabilities. this section has nine items related to ppki teachers’ knowledge in conducting assessment on students with learning disabilities. the result of the study is indicated in table 2. based on table 2, the findings showed most of the knowledge questions items were high and medium with an overall mean (m = 3.69 and sd = 0.984). this proved that the knowledge level among ppki teachers was high. the highest mean score is at (m = 3.77 and sd = 1.008), which in the statement item b6 “i know the appropriate type of assessment that fits students with learning disabilities”. this explains that ppki teachers know how to choose and use different types of appropriate assessment for students with learning disabilities in school. meanwhile, there were two items that recorded the lowest mean score on statement b3 and b4. based on the mean readings (m = 3.61 and sd =. 945) in statement b3 “i know the assessment methods, approach and techniques for students with learning disabilities”, it showed moderate level of knowledge among ppki teachers with regards to assessment methods, approach and techniques. this statement explains that ppki teachers have limited knowledge in implementing suitable assessment methods, approach and techniques appropriate for students with learning disabilities. 87nadiah abu b, mohd mokhtar t, competency level of special education integration . . . . table 3. ppki teachers’ skills in conducting assessment for students with learning disabilities no item (skills) mean sd int c1 i am able to conduct an appropriate assessment for students with learning disabilities. 3.57 1.065 moderate c2 i am able to carry out curriculum-based assessment 3.75 1.014 high c3 i am able to create appropriate type of assessment tools that are suitable with the level of students with learning disabilities. 3.48 1.000 moderate c4 i am able to conduct assessment using various methods 3.64 .967 moderate c5 i am able to evaluate and analyze the assessment results for students with learning disabilities. 3.64 1.036 moderate c6 i am able to evaluate assessments results for students with learning disabilities in order to improve teaching and learning process in school. 3.75 1.081 high c7 i am able to record the essential items in the assessment. 3.59 1.041 moderate c8 i am able to diversify the type of assessments used during teaching and learning. 3.55 1.022 moderate c9 i am able to control the classroom environment while conducting assessment. 3.59 1.127 moderate grand total 3.62 1.039 moderate further findings of statement b4 “i know on how to bring out existing knowledge among students with learning disabilities” showed (m = 3.61 and sd =. 868). the finding explains that the knowledge of ppki teachers in bringing up existing knowledge among students with learning disabilities is at a moderate level. this may due to the teachers facing challenge to understand the existing knowledge among students with learning disabilities as there is diversity of abilities among the students in the same class. however, it is a necessity for teachers to acquire knowledge as teaching process could never be done in an effective manner should they are not knowledgeable in the field of teaching. according to zanzali and atjeng (2010), they stated that knowledge and its acquisition is the most important aspect for a teacher in delivering teaching and learning in school. salleh et al. (2009) also explain in their study that each teacher should acquire high level of knowledge and skills to ensure that students with learning disabilities can be assisted during the process of teaching and learning in schools. in addition, othman (2016) also state that all teachers in schools should master the assessment knowledge to ensure that the assessment process can be carried out effectively. therefore, assessment knowledge is essential for every ppki teacher in order to ensure that the achievement of students with learning disabilities can be assessed fairly and appropriately in the extent of his/her ability. ppki teachers’ skills in conducting assessment to students with learning disabilities. there are nine items related to ppki teachers’ skills in carrying out evaluations on students with learning disabilities. the findings are as shown in the table 3. the findings recorded for the total mean in the skills item was at 3.62 and the standard deviation was at 1.039. this showed the skill level among the ppki teachers were at moderate level. the highest mean score value was recorded on two items, which are c2 and c6. c2 statement “i am able to carry out curriculum-based assessment” showed the mean reading and standard deviation of 3.75 and 1.014 respectively. this explains that ppki teachers are able to assess students with learning disabilities based on the special education learning disabilities curriculum. the mean score and standard deviation value for statement c6 “i am able to evaluate assessments results for students with learning disabilities in order to improve teaching and learning process in school” was at 3.75 and 1.081 respectively. the result shows that ppki teachers are able to evaluate assessment results for students with learning disabilities; thus implementing improvements measures in their teaching and learning process. the item that recorded the lowest mean score was c8 “i am able to diversify the type of assessments used during teaching and learning” with the mean and standard deviation reading of 3.55 and 1.022 respectively. 88 journal of icsar; volume 3, number 1, january 2019: 84-90 table 4. ppki teachers’ attitude in conducting assessment to students with learning disabilities. no item (attitude) mean sd int d1 i am always prepared to conduct assessments to students with learning disabilities. 3.55 .875 moderate d2 i am willing to attend extra courses related to assessment 4.02 .762 high d3 i conduct assessment based on my dedication even there is no encouragement from any parties. 3.89 .655 high d4 i will take my own initiatives to level up my knowledge and skills with regards to assessment. 3.52 .876 moderate d5 i will carry out the assessment and use it as an opportunity to improve the teaching and learning process. 3.95 .608 high d6 i believe the result of the assessment will assist in the development of students with learning disabilities. 4.09 .709 high d7 i am confident that the implementation of assessment is able to improve my quality as a ppki teacher. 4.11 .655 high d8 i believe the assessment process will be more effective with teachers’ patience and tolerance towards students with learning disabilities. 4.07 .661 high d9 i am confident that cooperation and sharing of ideas among teachers can facilitate me in conducting assessment on students with learning disabilities. 4.16 .680 high grand total 3.93 .720 high the result indicates that ppki teachers have moderate skill level in implementing various forms of assessment during the teaching and learning process. this is because the teachers used the same assessment type during the teaching and learning process in school. zhang and burry-stock (2003) stated that the teachers’ skill level in conducting evaluation will have direct impact on the assessment process conducted in the classroom. therefore, a teacher with a low skill level in conducting evaluation may not be able to carry out a proper assessment process for the students. this statement is supported by the study by ali (2014) which explained that teachers with improper skill level will impact the development of the students. this indicates the importance of ppki teachers’ skill level in evaluating assessment towards the development and achievement of the students with learning disabilities. apart from that, the study conducted by bandu and jelas (2012) also stated that the lack of training and skills development resulting in teachers not majoring in special education are not competent in the assessment implementation. ppki teachers’ attitude in conducting assessment to students with learning disabilities. this section has nine related items in accordance to ppki teachers’ attitude in conducting assessment to students with learning disabilities. the findings are shown in table 4. the ppki teachers’ attitude in conducting assessment to students with learning disabilities is positive with a mean and standard deviation of 3.93 and .675. the highest mean score value was 4.16 and the standard deviation was .680 in the item d9 “i am confident that cooperation and sharing of ideas among teachers can facilitate me in conducting assessment on students with learning disabilities”. this indicates that the primary school ppki teachers involved in this study do cooperate and change ideas among themselves in implementing the assessment process in school. meanwhile, the lowest mean score of 3.52 and the standard deviation of .876 were in item d4 “i will take my own initiatives to level up my knowledge and skills with regards to assessment”. the findings show that ppki teachers are not interested in improving their knowledge and skills through their own effort. it is likely that they depend on the higher authority initiatives to level up their knowledge and skills through courses and in service trainings. based on the findings, it can be concluded that ppki teachers are motivated and possess positive attitude towards the implementation of assessment towards students with learning disabilities. the teachers’ attitude is one of the most important aspects of a ppki teacher to ensure that the learning process can be conducted effectively. this statement is supported by the study by derapa and mohamed (2018) which stated that learning process can be carried out smoothly and 89nadiah abu b, mohd mokhtar t, competency level of special education integration . . . . effectively toward students should the teacher has the knowledge and positive attitude. in addition, teachers who possess a positive attitude are also believed to be able to produce the best task in the learning process at school. this is stated through a study by haron (2006) that attitude is the will to perform task, trust and confidence that he or she could perform the task at his or her best. discussion based on the findings, it can be concluded that the competency level of ppki teachers in conducting the assessment for students with learning disability is at a satisfactory level with score min (m = 3.69 and sd = 0.984) for the level of knowledge and (m = 3.93 and sd =.720) for the level of teachers’ attitude. however, the result of the study indicates that stage of proficiency teachers ppki was on stage with min overall (m = 3.62 and sd = 1.039). from the results regarding ppki teachers’ levels of knowledge which are considered high, it is found that teachers need to acquire knowledge as teaching process could never be done in an effective manner should they are not knowledgeable in the field of teaching. according to zanzali and atjeng (2010), they stated that knowledge and its acquisition is the most important aspect for a teacher in delivering teaching and learning in school. salleh et al. (2009) also explain in their study that each teacher should acquire high level of knowledge and skills to ensure that students with learning disabilities can be assisted during the process of teaching and learning in schools. in addition, othman (2016) also state that all teachers in schools should master the assessment knowledge to ensure that the assessment process can be carried out effectively. therefore, assessment knowledge is essential for every ppki teacher in order to ensure that the achievement of students with learning disabilities can be assessed fairly and appropriately in the extent of his/her ability. meanwhile, the questionnaires also recorded the ability of ppki teachers in conducting assessment on students with learning disabilities. different from the level of knowledge, the level of skills of these teachers is moderate. zhang and burry-stock (2003) stated that the teachers’ skill level in conducting evaluation will have direct impact on the assessment process conducted in the classroom. therefore, a teacher with a low skill level in conducting evaluation may not be able to carry out a proper assessment process for the students. this statement is supported by the study by ali (2014) which explained that teachers with improper skill level will impact the development of the students. this indicates the importance of ppki teachers’ skill level in evaluating assessment towards the development and achievement of the students with learning disabilities. apart from that, the study conducted by bandu and jelas (2012) also stated that the lack of training and skills development resulting in teachers not majoring in special education are not competent in the assessment implementation. in addition, the findings regarding the attitude of ppki teachers in conducting assessment show a high level. it can be concluded that ppki teachers are motivated and possess positive attitude towards the implementation of assessment towards students with learning disabilities. the teachers’ attitude is one of the most important aspects of a ppki teacher to ensure that the learning process can be conducted effectively. this statement is supported by the study by derapa and mohamed (2018) which stated that learning process can be carried out smoothly and effectively toward students should the teacher has the knowledge and positive attitude. in addition, teachers who possess a positive attitude are also believed to be able to produce the best task in the learning process at school. this is stated through a study by haron (2006) that attitude is the will to perform task, trust and confidence that he or she could perform the task at his or her best. in this regard, every pkki teacher should constantly work to improve their skills in the assessment in order to help the development of students with learning disabilities. sulaiman (2008) suggests in his study that teachers can further improve their skills by reading scholarly reference books, internet, and discussions with other teachers and attend courses related to the assessment. this proposal was supported in the study by derapa and mohamed (2018) stating that through relevant courses and programmes, teachers are able to increase their teaching competency in school. through these efforts, it would enhance ppki teachers ‘ skills thus making them a skilled teacher with quality. sofyan and yowono (2014) also suggested in their study that all teachers should be mentored by administrators using assessment strategies and instruments appropriate to the ability of the students. therefore, the parties concerned such as the administrators, state education department and the ministry of education should consistently provide opportunities for ppki teachers to attend courses or in-service training to enhance their knowledge and skills in the assessment. basically, each ppki teacher should possess a high level of competency in performing assessment to students with learning disabilities at their respective schools. the ppki teacher’s ability and capability to carry out a planned and systematic assessment is one of the essential elements that can derive confidence and credibility of a teacher. every individual is required to have a high level of competency especially among educators as high level of knowledge, skills, attitude will produce an effective teaching and learning. competency can also form an individual to act effectively and to be able to perform tasks with best results. 90 journal of icsar; volume 3, number 1, january 2019: 84-90 conclusion competency is the most important aspect for a ppki teacher in conducting an effective assessment to students with learning disabilities. it isddue to the facts that ppki teacher is the most eligible party to assess and evaluate students with learning disabilities as they are individual with immediate relation to the students in school. the implementation of appropriate assessment process based on the ability of students with learning disabilities will assist them towards their development and achievement in school despite providing equal educational opportunities similar to a typical student. every pkki teacher should constantly work to improve their skills in the assessment in order to help the development of students with learning disabilities. the parties concerned such as the administrators, state education department and the ministry of education should also consistently provide opportunities for ppki teachers to attend courses or in-service training to enhance their knowledge and skills in the assessment. basically, each ppki teacher should possess a high level of competency in performing assessment to students with learning disabilities at their respective schools. the ppki teacher’s ability and capability to carry out a planned and systematic assessment is one of the essential elements that can derive confidence and credibility of a teacher. every individual is required to have a high level of competency especially among educators as high level of knowledge, skills, attitude will produce an effective teaching and learning. competency can also form an individual to act effectively and to be able to perform tasks with best results. reference abdullah, y., bari, s., & tahar, m. m. (2006). pengenalan kepada pendidikan khas. kuala lumpur. oum. ali, s. j. s. (2014). kompetensi guru dalam pengajaran amali teknologi pembinaan di kolej vokasional (doctoral dissertation, universiti tun hussein onn malaysia). alper, s., & mills, k. (2001). alternate assessment of students with disabilities in inclusives settings.: boston: allyn bacon. bandu, s. h., & jelas, z. m. (2012). the iep: are malaysian teachers ready?. procedia-social and behavioral sciences, 47, 1341-1347. caturwangi, d. k., budiyanto, b., & wahyudi, a. (2017). competence of non-plb teachers’ teams (preparation and performance impact assessment). jurnal penelitian dan pengembangan pendidikan luar biasa, 4(1), 79-84. congress, u. s. (1975). public law 94-142. education for all handicapped children act (november 29, 1975). derapa, n. f., & mohamed, s. (2018). kesediaan guru pendidikan khas dalam melaksanakan mata pelajaran asas tanaman. jurnal ortopedagogia, 4(1), 66-71. haron, z. (2006). kajian kompetensi pegawai kanan polis polis diraja malaysia kontinjen terengganu (doctoral dissertation, universiti utara malaysia). ibrahim, s. s., & sani, m. (2012). standard kompetensi guru malaysia. retrieved from: http://www. fp. utm. my/epusatsumber/listseminar/medc2012/ pdf/159. pdf. kementerian pendidikan malaysia. (2013). pentaksiran kemahiran berfikir aras tinggi. kementerian pendidikan malaysia. othman, a. (2016). pengetahuan, kemahiran dan amalan guru membina item kemahiran berfikir aras tinggi (kbat) dalam instrumen pentaksiran pembelajaran. thesis, universiti tun hussien onn. retrieved from http://eprints.uthm.edu. my/9106/1/afinde_othman.pdf salleh, m. n., alias, a., & jelas, m. z. (2009). pendidikan kanak berkeperluan khas : konsep dan amalan. fakulti pendidikan, universiti kebangsaan malaysia. sofyan, h. a., & yowono, i. (2014). penerapan identifikasi, assessmen dan pembelajaran pada anak autis di sekolah dasar inklusif. jurnal penelitian dan pengembangan pendidikan luar biasa, 1(1), 15-21. spencer, l. m., & spencer, s. m. (1993). competence at work. new york: johwn wiley & sons. sulaiman, i. (2008). amalan penaksiran rancangan pendidikan individu murid-murid pendidikan khas bermasalah pembelajaran di melaka. fakulti pendidikan, universiti kebangsaan malaysia, bangi. zanzali, n. a., & atjeng, h. a. (2010). faktor-faktor yang mempengaruhi keyakinan guru pelatih semasa menjalani latihan mengajar. retrieved from: http://eprints.utm.my/10814/1/faktor.pdf. zhang, z., & burry-stock, j. a. (2003). classroom assessment practices and teachers’ self-perceived assessment skills. applied measurement in education, 16(4), 323-342. 38 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 38-40 implementation of speech to-text application for deaf students on inclusive education course irdamurni, johandri taufan universitas negeri padang, indonesia email: irdamurni@fipunp.ac.id abstract: inclusive education is an educational services system where people with disabilities can attend to the nearest regular school of their place, included college. persons with hearing impairment is one of the minorities who is still marginalized from the right, including the needs of access to communications and information technology. because of that, people with hearing impairment are not able to participate in instructional activities. based on the observation and the interview, to graduate and undergraduate students with hearing impairment of special education department, they said that they still have problems in communicating with lecturers or other students, because of their inability to understand the explanation of the lecturer. this paper aims at providing an analysis of using speech to text app in an inclusive education course, which can record the voice of a lecturer and converted to text that is displayed through the power point, so that, the students with hearing impairment can read the text when the learning occurred. a classroom action research with tw0 cycle is used to recognize a summary of the instructional which attended by two students with hearing impairment and twenty-eight regular students. observation, test, and interview conducted by team teaching show that speech to text based on power point has an impact in increasing comprehension of students with hearing impairment on inclusive education course. keywords: speech to text, hearing impairment, inclusive education introduction the inauguration of inclusive education system that stated in ministrial regulation number 70 of 2009, people with disabilities have been accepted in the regular school and university. irdamurni & rahmiati (2015) states that inclusive education, as a education service that required all children with disabilities (visual impairement, hearing impairement, physical impairment, autism etc.) are served in schools nearby, in regular classes, together with regular students. therefore, it should be emphasized to conduct the restructuring of schools and modification of science and technology in the learning process, in order to serve all students in appropriate learning process. hearing impairment or deaf is one type of disability. persons with hearing impairment are individuals who lost all or half of the hearing so they difficult to communicate verbally although it has been given hearing aids and still required special education services (irdamurni, 2018). deaf students can receive information when they read the lips of speaker. conversely if deaf students do not pay attention to the speaker, such as the teacher/lecturer, in explaining the material, they will not understand the material presented. the development of information technology improves educational inovation in educating deaf students. gales & steve (2008) conducted research to apply algorithm hidden markov models for speech recognition. this study reveals the development of speech recognition using algorithm hidden markov model was greatly benefited from performance aspect and complexity because the hidden markov model can display the rows of the vectors that needed by speech recognition (fauzan, arwani, & fanani, 2018). the use of this algorithm is also have high accuration of the speech recognition. the author developed speech to-text applications. speech to-text applications can be used to change the voice into text that can be displayed to the power point. the sound form of the input can be converted to text that can be read by the system. it is useful for deaf students because they can read the materials that delivered by teachers/ lecturers. thus with the speech to-text app, deaf students with diverse characteristics in the classroom canunderstand the material that presented by teacher/lecturer. the excess of speech to-text app is this app can affected human weakness, by the sound as the control. through saying a word we can immediately get directly response from the computer (hepril, 2017). 39irdamurni, johandri taufan, implementation of speech to-text application for deaf students on . . . . tabel 1. the mean score of pretest no subject mean score description 1 students with hearing impairment 58 poor 2 students with visual impairment 70 fair 3 regular students 78 good table 2. mean score of post test no subject pretest posttest description 1 students with hearing impairment 65 80 good 2 students with visual impairment 75 80 good 3 regular students 81 85 very good figure 1. mean score of pretest speech to text/ speech recognition, can be found on windows xp, windows vista and windows 7. on windows 7, speech recognition software is one of the items that are already on the menu control panel. speech recognition is effective because it is easier for us in doing activities related to computer (khan, 2019). we don’t need to type on the keyboard, and don’t need to move the mouse to enter the input. because only through the sound and spelling of clearly bahasa, the system can easily run to translate into text. through this way, we can determine when we need to type or edit the text immediately, and continue dictating to make the more appropriate sentences. speech to text can be used to change the voice into text, so that it can be easier for users when they want to translate a language. the purpose of this article is to determine whether the speech to-text application can improve students’ understanding of deaf students in learning material. method this study used classroom action research. this research is conducted in the second semester of the 2018 academic year. the sample of this research is 30 students consists of a student with visual impairement, one deaf student and 28 regular students who take a inclusive education class in the department of special education, education faculty of unp data collection techniques in this study using multi techniques. the learning activities conducted in the classroom on the subjects of inclusive education, and collaborated with team in inclusive education course. data of the deaf students performances in inclusive education course achieved through pretest and posttest. pre test conducted at the beginning of the 1st cycle and the posttest was conducted after cycle 1 and cycle 2. this is conducted to determine the improvement of deaf students’ performance in inclusive education course. the data collected in classroom action research are quantitative data and qualitative data. the quantitative data is data numbers obtained from the pre-test and post-test. quantitative data was analyzed uses descriptive analysis and visual presentation in tables and graphs. presentation of data in tables and charts describes that the actions can causes an improvement. while qualitative data was qualitatively. findings and discussion the implementation of speech to-text applications on inclusive education course conducted after mid semester, and before the mid semester, the learning process was not using the speech to-text app. the pretest conducted to measure the performances of students on inclusive education course. the mean score of pretest before using the speech to-text app are presented in table 1. for more details can be seen in figure 1. based on figure 1, it can be conccluded that the pre-test score of students with hearing impairment is poor, meaning that students with hearing impairment do not understand the material presented by the lecturer. after pre test score obtained, then the learning process continued with a cycle two, with implemented speech to-text app in the learning process. the material provided in according to the planning program of inclusive education courses. cycle one is conducted in three meetings. besides the implementation of the test to the participants, addition data was also collected through interviews to students about the implementation of speech to text app. opinion from interviews state that it need to increase the font size so that students is easy to read. in the first cycle, speech to-text app used 12 point time new roman font, but in cycle two, it used 16 point times new roman font. in the second cycle was conducted three meetings with the mean score are listed in table 2. for more details can be seen in figure 2. 40 journal of icsar; volume 3, number 2, july 2019: 38-40 figure 2. mean score of post test speech to-text application is used to make deaf students focus to the material that delivered by the lecturer. they can understand the material through the text in power point. what material that delivered by the lecturer will be recorded through the screen of the power point. this is in according to the principles of learning for hearing impairment. irdamurni (2018) stated that principle of directional orientation, the teacher should stand in front so that the face of the teacher, especially the teacher’s mouth can be seen by the deaf students. it will help deaf students understand what is explained by the teacher. it needed to have face to face instructional with deaf students in the learning process so that the material can be understand by the students. this is in line with the opinion of the tarmansyah (2009) that deaf students can receive information from what they saw.through the speech to text app, the principles of instructional for deaf can be resolved. it means that the deaf students should not be always looking at the lecturer when explaining the learning material. tantowi (2016) explains about how to use speech to text, here are the steps to activate it: 1. click start , in the start button bottom left-hand corner, 2. control panel, 3. ease of access, 4. speech recognition . next connect the computer with the infocus along with the power point that was prepared for the regular students according to the material, if teacher ever try this out, and about to set up the microphone, then just click the start speech recognition. however, if this is the first time teacher try this software, then teacher should read to the steps how to upgrade by click on start speech tutorial. then if teacher have not set up a microphone yet, teacher can click set up microphone. select next, and continue to finish. speech to text is already to used. open at the windows display then there will be speech recognition box display. on the box speech recognition, it written sleeping which means software is not active. to activate it, teacher just need to click on the button under a microphone picture and say “start”. then, the box will be inscribed the words “listening” which means the software is ready to used. to continue, say: “i am now using speech recognition to dictate to the computer”.after that, it is free to open any application. speech recognition will only work if we say it clearly. unclearly spelling will only burden its work. usually, when the intonation of pronunciation is not clear, the software remains silent. therefore, to avoid this, the spelling should slowly and clearly. conclusion based on the result and discussion, it can be concluded that : the implementation of speech totext application in learning process can improve deaf students’ performances. inclusive education course by using the speech to-text app can improve learning motivation of the deaf students . the speech to-text app can be used by connecting with the internet network. because of the process uses google voice as a library for the matching process of the pronunciation of sounds and also as a validation. the text displayed of speech to-text application must be using 16 point font size so that the deaf students can read clearly. references fauzan, a., arwani, i., & fanani, l. (2018). pembangunan aplikasi iqro ’ berbasis android menggunakan google speech. gales, m., & steve, y. (2008). the application of hidden markov models in speech recognition. foundations and trends® in signal processing, 1(3), 195–304. irdamurni. (2018). memahami anak berkebutuhan khusus. jawa barat: goresan pena. irdamurni, & rahmiati. (2015). pendidikan inklusif. sebagai solusi dalam mendidik anak istimewa. jakarta: paedea. khan, b. (2019). android speech to text tutorial. february 5, 2019. retrieved from https://www. simplifiedcoding.net/android-speech-to-texttutorial. hepril, a. s. (2017). implementasi speech recognition dalam aplikasi game kuis edukasi untuk anak usia dini berbasis android (doctoral dissertation, uin sunan gunung djati bandung). tantowi, f. (2016). aplikasi pencarian surah pada audio player untuk difabel netra dalam menghafal al-qur’an dengan metode speech recognition berbasis android. tarmansyah. (2009). pendidikan inklusif. padang: unp press. microsoft word 13 43699-152697-5-ce.doc journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p295 295 special education teacher education learning packages to increase knowledge for sustainable development irah kasirah, citra ashri maulidina, indra jaya, muhammad najmil yusro universitas negeri jakarta, jakarta, indonesia e-mail: irahkasirah@unj.ac.id abstract: this research aims to develop an instructional package of education for sustainable development to improve the knowledge of teachers of special education about education for sustainable development. the implementation of research in special schools that provide education for mentally disabled students in the east jakarta area. the research method uses r & d with the development model of dick and carey (2009). the sample of the research were teachers of special education who provided learning for mentally disabled students in the east jakarta area totaling 70 teachers. the sampling technique uses random sampling techniques. product output is a knowledge textbook of education for sustainable development. the research results show that knowledge books of education for sustainable development can improve teacher knowledge about education for sustainable development. keywords: package learning; knowledge; education for development sustainable. introduction sustainable development started from one of the problems discussed at the 1972 stockholm conference, which suggested that development be carried out due to environmental factors. sustainable development comes from the word "sustain" to support, maintain, maintain; "development" improves the welfare and quality of human life. unesco (2009) defines development as sustainable as development that meets the needs of the present without compromising the ability of future generations to come to fulfil their need alone. according to wced (1987), development that meets need generation now without reducing ability next generation come for fulfil his need alone. however, it turns out that after 10 years of 'sustainable development' announced at the conference in rio de janeiro, the conference in johannesburg noted that there are still many problems that occur in all aspects of sustainable development. in principle, there are three main dimensions of sustainable development, namely environmental, social, and economic. education can accelerate sustainable development, because, through this way, perceptions, attitudes, and behaviour will change. the sustainable development education concept appears as answer for reaching the development in question. education for sustainable development (esd) is a draft multidisciplinary view of draft development from social, economic, and environmental perspectives. in this study, the teachers studied were teachers from special education who provide service education to a student. characteristics of students who have limitations cognitive cause developed teaching materials should be adapted to needs and abilities of students. package instructional materials are beneficial for teachers in learning to students. until now, this is the difficulty faced by teacher for students with special needs because rare learning integrated material with values education for sustainable development that can make resource learning for study. teacher knowledge in dominant draft education for development sustainable will be beneficial for teachers in integrating principles education for development sustainability in designing device learning. special 296 journal of icsar; volume 7, number 2, july 2023, pp. 295-301 education includes a broad meaning and learning, there are no restrictions in the implementation of education for students with special needs (kurniati, widyastono, 2020). data obtained that special education teachers in east jakarta in making learning kit already in accordance procedure however, not yet integrated with mark education for development sustainable as school outside normal angkasa, cultivation and asih budi, twins development work ii even teachers who do not make learning tools such as slb negeri 7, twins development work ii and dian kahuripan. likewise, a teacher from a school outside common in the south jakarta area makes learning tools but without integrating education for sustainable material development such as slbn 2 jagakarsa, south jakarta. special education teachers ideally have attitudes, knowledge, and skills that can develop the potential of children with special needs in school (rahardja, 2017). based on the data above, some small teachers already got information about education for sustainable development but limited to environmental education. based on here, frequent problems faced by the teacher in learning activities is choose, determine, and using proper teaching material for help student reach competence. this is because teaching materials are only written in outline in the curriculum or syllabus. the teacher's task is to describe the material so that it becomes a complete teaching material even though the learning objectives will be achieved if supported by learning tools. thus, goal of this research is to develop learning package from education to development continues to improve teacher knowledge about special education about education for development sustainable. interventions and the quality of education services provided for students with special needs determine a good future for them (hussain &; maarof, 2017). method this research was carried out in two stages: preliminary research and product development. preliminary research stage carried out in several schools providing special education, namely: slb n 7 kebon nanas, east jakarta, slb c angkasa east jakarta and slb c budi daya cijantung east jakarta. the sample of the research were teachers of special education who provided learning for mentally disabled students in the east jakarta area totaling 70 teachers. there are 2 (two) methods used in the implementation of r&d, namely descriptive research is a research method used to produce certain products and test the effectiveness of these methods.. research and development (r&d) is a research method in developing or validating products used in education and learning (uin & banten,2017). the descriptive method is used to collect data about the objective conditions of the setting research, namely: the situation, location, environment, and conditions of teacher knowledge about esd. furthermore, to improve the existing conditions based on the results of previous studies. at this stage, the model is developed through evaluations (assessment, assessment, judgment). this research is specifically classified into the type of instructional program development research (developing). of instructional programs). in this context, research activities are carried out to increase teacher knowledge in esd. steps model development including stage planning, stage development, trial field, and stage model implementation. result and discussion result first step displayed result observation field and information obtained in studies preliminary several teachers of slb c in east jakarta, namely for answer the needs of slb c teachers in implementing integrated learning values education for development sustainable , teachers need dominate knowledge about draft education for development kairah et al., special education teacher education … 297 sustainable but it turns out that the teacher has minimal knowledge about draft education for development sustainable , teacher only understand knowledge about draft education for development sustainable as limited as related education with environment . by not understanding the concept of education for sustainable development, teachers do not integrate the concept of education for sustainable development in learning programs and apply sustainable learning to mentally retarded students even teachers who do not make device learning. a necessary solution is to give information about draft development sustainability in " book " form knowledge about education for development sustainable " so that teachers can create device integrated learning values education for sustainable development so that teachers can carry out learning sustainable. the second step is planning. based on the results study’s introduction, the step beginning in developing package learning in the study is to formulate related destinations with education for sustainable development. the objective from package educational instructional for sustainable development for upgrade teacher's knowledge of education for development sustainable. by detail theory main developed _ in package educational learning for development sustainable, as following: the first material is to identify the definition, perspective, components and aspects of sustainable development education, the second material is to identify the dimensions of sustainable development education, namely the social, economic and environmental dimensions, third material identify educational goals for sustainable development. a schematic image of the flow of material analysis can be seen in the image below: analysis result material that has been done next used as a base for developing theory package learning from education for sustainability development. material development begins with formulating core competencies, basic competencies, and indicators, which are then translated into several essential competencies and indicators of teacher learning achievement. the draft of competency standards, essential competencies, achievement of learning outcomes, and subject matter are outlined in the syllabus package. the syllabus can see in the table below this. by detail theory developed lessons _ in package learning education for development sustainability is as following: material first; identify understanding, way views, components, and aspects education for development sustainable, material second; identify dimensions education for sustainable development namely social, economic, and environmental, material third; identify objective education for sustainable development. the next step is complications and development product (theory package of learning) to design the resulting learning package. development theory is supported by several books’ relevant sources _ as ingredients reference for explaining concepts related importance with education for sustainable development. whereas phenomenon of the environment around teacher environment used as a source study for make it easy in upgrade teacher activities about education for sustainable development in understanding the given concept. the principle of material preparation refers to learning packages designed for research purposes. development results product theoretical and empirical feasibility tests were carried out. the due diligence process was carried out by the promoter and the teacher respondent field test. after a series of due diligence processes, the development product is set in the shape " books educational knowledge for sustainable development ". 298 journal of icsar; volume 7, number 2, july 2023, pp. 295-301 picture 1. knowledge book cover education for sustainable development development from book knowledge education for sustainability development to overcome the problems slb c teachers face is problem knowledge about education to be sustainable d development. through this educational knowledge book to be sustainable development, hope could become alternative teacher reference to increase knowledge teacher about education for sustainability d development. product content this including: material first containing about understanding, perspective, components, and aspects of education for development education sustainable, the material second dimension education for sustainable development, namely the social, economic, and environmental dimensions, material third objective education for development sustainable. discussion ingredients teach education to be available sustainable development still minimal good from aspect quantity nor quality. the substance of the material discussed in the teaching materials presented is incomplete, which contains values that are integrated with environmental education objectives. this knowledge textbook education for sustainable development contains information about teacher knowledge about education for sustainable development, which involves teachers actively learning in building knowledge through the principles and characteristics of problem-based learning. material development does not only emphasize mastery of taste but changes the attitudes, mindset, and behaviour of teachers to be more concerned with sustainable development education and be able to apply the principles of environmental sustainability. in this case, teachers are directed to understand sustainable development education and its impact on the environment by introducing environmental conditions, observing environmental problems and problems, and the right to address existing and potential environmental problems. book knowledge from education to development sustainability is designed in a package model goal-based learning education environment and takes advantage of environment biophysics and social culture as source study. the instructional pack education design for sustainable development describes something activity learning based on understanding, types, and education source development. this helps teachers get understanding and knowledge about education for the development of sustainable learning for then used in solve problem education for sustainable development. finding study this contains framework work for package instructional education for development sustainability that describes approach discoveries that lead teachers to do activity exploration of phenomena problem ecosystem in the environment so that they could find concepts important based on his findings. by results study, balim (2009) proved that the discovery approach could improve academic ability, form scientific attitudes, and increase retention of cognitive and affective levels. so that, the knowledge gained through the learning process with the discovery method will last a long time and have a better kairah et al., special education teacher education … 299 transfer effect. however, studies, suduc (2014) identified teachers ' opinions about education for sustainable development in the current romanian education system, and to evaluate teacher needs, two methods were used: 1) semi-structured interviews and 2) questionnaires. according to the results study by rhedana (2012), a learning model based on a problem can encourage critical and creative thinking in solving the problems they face. opinion this is in line with the results study by suhirman (2012), which states that learning problems can improve the ability to solve environmental problems. the problem-solving process carried out can develop individual abilities and provide freedom in the learning process, thus providing sufficient opportunities for teachers to develop their talents and abilities. according to arends (2004), the principles study knowledge about education for development sustainable in line with view constructivism, which explains that : (1) knowledge built by self alone good by personal nor social, (2) knowledge no transferred, except only with activity student that alone for reasoning, (3) someone active construct by keep going continuously, so that get understanding something concept, (4) mentor only as a facilitator who helps the teacher so that the process of forming knowledge could occur with easy. whereas study kankovskaya (2016) analyzed standard state education and university education programs and identified problems in applying the concept of sustainable development in russian higher education and formulate the principles of a national innovation system based on sustainability. with book knowledge, this is education for the development of sustainable teacher not only reading, taking notes, and repeating what they have _ learned, but pushing something activities and thought processes. referring to research results, package educational learning for development education sustainable has motivated teachers to active study with build understanding by exploring the phenomenon environment and collecting information forgot answers to solve problem presented environment. according to mauffette (2017), gives experience study through problem-based learning can foster interest in the material being studied. more carry on, muffett explain that actuality and contextual problems presented can encourage one's interest in an eye lesson (subject matter). package research results learning this is education for sustainable development that teachers can use familiarize the teacher to study independently so that could add teacher knowledge. the habit of reading textbooks can be transmitted to students through making interesting teaching materials so that they can make changes to students because teachers are agents of change. study development package instructional of education for development sustainable for me increase knowledge about special things teacher education about education for development sustainable is research that has not once done by researcher another. kitamura (2014) developing education in mode safety new, a initiative that represents one effort important in designing mobility for the future of japan. danielane (2014) explains that content education consumers new, and appropriate with principles development sustainable since education base; nasibulina (2015) concludes role positive ethics environment in the creation and development of education for development sustainable in the bikal, region russia; suryawanshia (2015) researched obstacles application of green ict in institutions education indian height because lack of motivation and implementation rational from executor policy green in between executor; phan hoang (2016) improves students ' knowledge about workshop management rubbish through education environment for students school base in da nang city , vietnam; meilinda (2017) concludes that literacy environment students at the green school adiwiyata surakarta including category low ; alexander (2014) concludes that education environment 300 journal of icsar; volume 7, number 2, july 2023, pp. 295-301 for development sustainable more effective through approach study active teaching; yaki (2016) investigates package technology instructional (tip) can be upgrade performance student school intermediate in minna nigeria; abidoye (2015) researched package multimedia learning that can upgrade performance student in eye lesson geography for student school medium common in oyostate nigeria and omiola (2012) researched performance student in eye lesson physics using package video learning no far more good than taught students without use package. conclusion the knowledge book of education for sustainable development is designed based on the instructional model design, which is based on the material substance containing the values integrated with education for sustainable development. the instructional package of education for sustainable development can improve the knowledge of special education teachers about education for sustainable development. with improving in teacher knowledge, it is expected to improve the quality of special education. this research can also add references and advance population and environmental education study programs. references abidoye (2015). effect of multimedia-based learning packages on academic achievement of middle school students in geography in oyo state, nigeria. jorind 13(1), issn 1596-830. www.transcampus.org/journal; www.ajol.info/journals/jorind alexandar and g. poyyamoli. (2014). the effectiveness of environmental education for sustainable development based on active learning at the secondary school level—a case study from the puducherry and cuddalore regions, india. journal of sustainability education, vol. 7, issn 21517452, december 2014. arends. (2004). learning to teach. new york: mcgraw -hill book company. danilane and g. marzano. (2014). consumer education in elementary schools in the context of sustainable development. procedia social and behavioral sciences, vol. 116, p. 1068 – 1072. desd “about education for sustainable development,” http://www.desd.org/about%2 0esd.htm, 2012, accessed 14 august 2016. dick, l. carey, and jo carey. (2009). instructional systematic design. new york: pearson. gall, jp gall, and wr borg. (2007). educational research an introduction. boston: allyn and bacon. hoang (2016). measuring the impact of environmental education for sustainability development in primary schools: a case study in the city of da nang, vietnamese. sustainable environmental research journal homepage: www.journals.elsevier.com/sustainableenvironmentresearch/ hussain, y., & maarof, m. (2017). reorientation of special education in improving self help of children with special need. in journal of icsar issn (vol. 1). kankovskaya . (2016). higher education for sustainable development: challenges in russia . procedia cirp 48, p. 449 – 453. kitamura. (2014). possibilities of holistic safety education in japan: from the perspective of education for sustainable development (esd). iatss research journal, vol. 38, p. 40–47. kurniati, d., & widyastono, h. (2020). special education systems in five countries: indonesia, norway, malaysia, netherlands, thailand. in journal of icsar issn (vol. 4). meilinda h. (2017). environmental literacy profile of adiwiyata green school students in surakarta, indonesia. journal of education and learning, volume 11 (3), p. 299-306. muffette. (2017). problems in problem-based learning are problems: but do they motivate students. http //ed. swau.edu/problems in problem-based learning. nasibulina. (2015). education for sustainable development and environmental ethics. procedia social and behavioral sciences, vol. 214, p. 1077 – 1082. omiola. (2012). the effect of the video instructional package developed on the performance of high school physics students in ilorin metropolis. british journal of science 45, vol. 6 (1) july 2012, www.transcampus.org/journal; www.ajol.info/journals/jorind . rahardja, d. (2017). understanding of special teachers in teaching children with special needs at inclusive schools. in journal of icsar issn (vol. 1). rhedana .( 2012 ). problem-based learning model and problem-soviet to improve students ' critical thinking skills. journal of education horizon. th xxxi, (3), p. 363-363. kairah et al., special education teacher education … 301 suduc. (2014). sustainable development in romania in pre-school and elementary education p rocedia social and behavioral sciences. vol.116, pp.1187 – 1192. suhirman. (2012). influence learning based on naturalist problems and intelligence against ability student solve problem environment. dissertation, state university of jakarta. suryawanshia and s. narkhedeb. (2015). green ict for sustainable development: a higher education perspective. procedia computer science, vol. 70, p. 701 – 707. uin, h., maulana, s., & banten, h. (2017). konsep penelitian r&d dalam bidang pendidikan [r&d research concepts in education]. in jurnal kajian keislaman (vol. 4, issue 2). http://www.aftanalisis.com united nations educational, scientific and cultural organization, 2009. yaki. (2016). instructional technology mediated learning package and academic performance of high school students in biology concepts the malaysian online. journal of educational sciences, volume 4 issue 2 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 8 number 1; doi: http://dx.doi.org/10.17977/um005v8i1p32 32 weicibi (weiji chinese braille): website development to improve simple conversational text writing skills in chinese braille for totallyblind students neddyana pahlawaty*, imas diana aprilia, sunardi universitas pendidikan indonesia, bandung, indonesia *e-mail: neddyana.pahlawaty@upi.edu, imasdiana@upi.edu, nardilembang@upi.edu abstract: the use of website as an accessible media can be an alternative in learning to write chinese text. the purpose of this research is to develop an accessible website which can improve the skill of writing simple conversational chinese texts writing skills for totally-blind class xi students. the research method used is rnd with addie model. the data were collected through interviews, observations, documentation studies, and tests. this research produced a website that was developed based on the analysis of students' ability profiles and the application of mibee braille application. weicibi can improve students' writing skills as shown by an increase in the mean level of phase a1 of 29.25, phase b of 61, and phase a2 of 83. weicibi has learning and translator features supported by video tutorials. the conclusion is that the weicibi developed is feasible to use and be effective in improving the writing skills of totally-blind students. keywords: weiji chinese braille; website development; simple conversational text; chinese braille; totally blind. introduction mandarin is one of the foreign languages studied in indonesia (sutami, 2012). this foreign language is learned because it is one of the international languages used with the number of speakers (1.28 billion) in the world besides english, which is spread in 37 countries in the world or about 16% of the human population in the world (mccharty, 2020). mandarin learning aims to advance the indonesian nation by utilizing science and technology to face free competition (sutami, 2012). after entering into the reformation era, the chinese nation was allowed to carry out all forms of cultural expression openly, as evidenced by the number of schools that provide mandarin language learning and there are several universities that have mandarin language majors (charisty, 2016). in preparing for mandarin learning, schools conduct coaching and development so that the function of mandarin as a foreign language can be implemented (sutami, 2012). guidance and development carried out by schools include curriculum development, teaching materials which are in accordance with student needs and the development of language teaching methodologies, professional chinese teaching staff, adequate chinese teaching facilities and utilization of information technology in chinese, teaching methods, textbooks, conducting research on mastery problems in the fields of lexicon, grammar, phonology, phonetics, semantic, and pragmatic, improving the ability and teaching skills of teachers through training and developing chinese teaching theory (alwi, 2003). along with the evolving education service system, chinese language learning can also take place in schools that provide inclusive education services. permendiknas no.70 of 2009 chapter 1 states that inclusive education is "an education delivery system which provides opportunities for all learners who have abnormalities and the potential for intelligence and/or special talents to attend education or learning in one educational environment together with general learners." (permendiknas, 2009). both of these do not rule out the possibility that special needs learners have the same opportunity to learn mandarin at school. the initial finding of this research is that there is one totally-blind student who studies mandarin in one http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 mailto:neddyana.pahlawaty@upi.edu mailto:imasdiana@upi.edu mailto:nardilembang@upi.edu pahlawaty, aprilia, & sunardi, weicibi (weiji chinese braille)… 33 of the inclusive senior high school in west jakarta. then, the researcher conducted an objective condition analysis from the teacher and the student during the learning process. before the lesson (writing simple conversational chinese text) was delivered, the teacher must be able to have competence in recognizing student learning characteristic, especially in the class which have students with special needs (kartini, 2022). evaluation also needed to analyze the student with special needs’ progress on learning objectives that have been designed (aprilia, 2017). in addition to found out student’s basic skills in writing simple conversational chinese text, the skills are consists of: oral, written, and fine motor skills. oral skills consist of: (1) spelling, including: preparation (knowledge of consonants, vowels, and punctuation), basic words (address, subject, verb, interrogative particle, adverb, base, and number), (2) auditory knowledge of phonemes (distinguishing punctuation sounds), and structural analysis (distinguishing base words and suffixes). written skills consist of: (1) graphemes (writing the smallest unit in mandarin or punctuation tone), (2) writing mechanism (consisting of: consonants, vowels, punctuation, punctuation marks, numbers, and capitalization). fine motor skills include the ability when typing using the six-finger typing system and the tenfinger typing system (choate, 1995). during chinese language learning, the method used by chinese teacher to teach hanzi letters is using the hanzi method. hanzi method or post lingual pedagogy method which allows one to dig deeper into the structure of hanzi letter formation (han, 2017). teaching materials are delivered in writing through digital documents, and the media used are google classroom, whatsapp, power point, and conventional written media such as whiteboards. teachers also provide special teaching materials for totally-blind students with the material title "mainland chinese braille", or the procedure for writing braille in mandarin. the perceived limitation is that teachers have not found the right formulation to implement mandarin learning which is accessible for totally-blind students. as blind children's visual learning has a big impact, making some subjects difficult to understand (hn et al., 2023). hanzi method teaching methods used in the classroom more often use visual media such as whiteboards and power point, explanations of the text or images displayed are often not clearly defined and detailed. teaching materials provided through digital documents are mostly visual materials, requiring teachers to work with special assistant teachers to convert them into text that is accessible and can be printed with a braille embosser. the alternative media for writing simple conversational chinese text is mibee braille application. this application can improve totally-blind students’ literacy ability. this application can be used to write braille with six-dot typing system, ten-finger typing system, and convert ms. word text into braille text. six-finger typing system makes totally-blind students easier to write other braille symbols that cannot be found in latin symbols (pahlawaty, 2022). mibee braille application also has several disadvantages such as: a sixfinger typing system which does not have input that suits students' comfort, a chinese writing database, and visual and audible braille output in chinese. in relation to the basic skill of writing simple conversational texts, students have the following abilities: orally, students are able to say: (1) the consonants, vowels, and tones in the words ni, nimen, and wo, (2) the greeting words hao and zao, (3) the subject words wo, lina and li fang, (4) the verb zhu zai, (5) the interrogative particles ma and ne, (6) the place adverb na'er, and (7) the numbers 1-3, 5-8. in writing, students are able to correctly write chinese braille as follows: (1) 6 out of 21 consonants, (2) 6 out of 58 vowels, (3) all four tones, (4) capitalized words, (5) two punctuation marks, and (6) latin numbers 1-10. students are able to type with two typing systems, namely the six-finger typing system and 34 journal of icsar; volume 8, number 1, january 2024, 32-43 the ten-finger typing system. for the ten-finger typing system using the latin alphabet: (1) students have memorized the layout of the ten-finger typing system so that they make fewer mistakes when typing, (2) if there is a mistake in writing, the writing can be corrected and read by nvda. the obstacles faced by students are as follows: students have not been able to correctly mention several things such as (1) punctuation tones found in some words and numbers 4, 9-10, (2) consonant letters in numbers 4, 9-10, and (3) distinguish the word ending in a word. students made several mistakes in writing consonant letters, vowels, and punctuation marks. this results in errors in writing words which combine consonants, vowels, and punctuation, including numbers in mandarin. students also do not remember the punctuation marks in mandarin braille because there are some differences with latin braille punctuation marks. other obstacles related to the use of media were (1) students made several mistakes in combining dots according to chinese braille letters when using the six-finger typing system, (2) chinese braille letters were not read by nvda, and (3) the teacher also could not correct through the translation of lay writing, so they had to correct through lay braille writing on the work screen. broadly speaking, the obstacles faced by students are based on limitations in the use of learning media. learning media is one of the most important elements in learning (arsyad, 2017). in learning chinese, the development of media and teaching materials tailored to the needs of students is a basic principle of learning so that the function of chinese can be implemented. as technological developments take place, alternative learning media are increasingly developing and one of the media that is often developed is media in the form of websites. website or web is a simple designation of a network of various networks connected via the internet (smaldino, 2019). the website allows users (usher) to access, view and store documents that can include text, audio, video and images (sari, 2019). interactive web-based learning is accessible for blind (by text and audio from videos) and deaf (by text and subtitle from videos) students through various devices and make the learning process two-way learning and effective (astuti, 2023). another example of researches using websites as a media for learning is also used for chinese language. the first study entitled "application of web based learning in mandarin vocabulary learning" by rosalin, mariska, & aryanti in 2021 with the results: "by using website-based games, it can improve the results of learning chinese vocabulary and student’s enthusiasm. web-based learning media makes learning more interesting and students can learn better." (rosalin, 2021). the second research entitled "making interactive e-books for learning mandarin basic letters for web-based beginners" by liwang and jennifer in 2013 also explained the results of their research that: "making web-based e-books makes it easier for users to write and understand the meaning of hanzi writing, pronounce pinyin letters, practice through questions on the web, and make it easier for users to get material files in the form of text and sound." (liwang, 2013). the third study entitled "the effectiveness of using web quizlet for online chinese vocabulary learning in grade 5 of santo xaverius catholic elementary school" explained the results that: "web quizlet can be declared effectively because the percentage of student evaluation results increases, the average score of students also increases, and student responses are very positive." (yanggah, 2022). one other study which inspired this development research is the liblouis website by (egli, 2009). this website is an open source accessible website that supports the development of braille which is hampered by fragmentation and a small market, by providing braille transcriptions of a complete range of languages, and emerging as a pahlawaty, aprilia, & sunardi, weicibi (weiji chinese braille)… 35 universal solution. the website is free and can be used on windows, mac osx, and unix operating systems. there is also a source code that can be used for free by communities of developers who are enthusiastic about creating similar websites and making the liblouis website continue to grow and develop. seeing these problems, the purpose of this research is to developed an alternative media in the form of a website that can be used flexibly and has been adapted to the basic skills of writing simple conversational texts in mandarin. this website designed with several features, such as: learning features consisting of audio, video, and writing materials, as well as a translator feature to speed up mandarin braille writing, another supporting feature is the existence of video tutorials to use this website. this website also can be used with ten-finger input system, had their own database of chinese braille letters from “mainland chinese braille” that include: the alphabet (pinyin), tones (shengdiao), numbers and punctuation, and also had output in the form of sound while typing, reading a text and from the description in the videos. method the subject of this research is one totally blind student in class xi who attends one of the inclusive schools in west jakarta. this study used research and development method with addie model. addie model is a development model that is often used to develop teaching materials (hn et al,. 2023; cahyadi, 2019). however, it does not rule out the possibility that this model can also be extended to the development of learning media which is part of teaching materials. the addie model consists of five stages of development, namely: analysis, design, development, implementation and evaluation. this model started with analyze step, the researcher gets the objective condition from the students and the teacher during chinese language lesson. before that, researcher designed a writing simple conversational chinese text test and validated by expert team. the following is a list of the expert team: table 1. expert validation team of chinese simple conversation text writing skill test instrument for totally blind students grade xi no name department from 1. hendera,s.kom. chinese language teacher sma negeri 78 jakarta 2. yani,s.ag. classroom teacher slb a pembina jakarta 3. marja,m.pd. head of study program and lecturer of visually impaired specialty universitas negeri jakarta 4. h.sudarman, m.pd. school principal slb a citeureup kab. bandung after that, the data collected by test, observation, and documentation. after analyzing students’ objective condition, evaluation is needed to formulate programs and design for the website. this following instrument is used for a test to determine the objective condition of totally-blind in writing simple conversational chinese language text: 36 journal of icsar; volume 8, number 1, january 2024, 32-43 table 2. writing simple conversational chinese text skills guideline instrument indicators sub-indicators descriptor no remarks hand writing fine motor skills • able to press keyboard keys with dictated letters according to the correct finger position with the six-point typing system. • able to press keyboard keys with dictated letters according to the correct finger position in the ten-finger typing system. 1, 2 observation knowledge • able to write chinese braille consonant letters. • able to write chinese braille vowels. • able to write chinese braille reading tones. 1, 2, 3 written spelling readiness • able to distinguish the sounds of consonants, vowels, and punctuation from dictated words. 1 oral basic words • able to distinguish greeting words from dictated sentences. • able to distinguish subject words (person names and personal pronouns) from dictated sentences. • able to distinguish verbs from dictated sentences. • able to distinguish question words from dictated sentences. • able to distinguish adverbs of place from dictated sentences. • able to mention numbers 1-10 2-7 oral auditory recognition of phonemes • able to distinguish the reading tone sound of the dictated word. 8 oral graphemes • able to write the smallest unit (braille) of reading tone of the dictated word. 4 written structural analysis • able to distinguish prefixes and root word formers from dictated words. 9 oral writing mechanism capital letter • able to write chinese braille capital letters. • able to use proper chinese braille capital letters in simple conversation text sentences. 5, 6 written punctuation • able to write chinese braille punctuation. • able to use proper chinese braille punctuation in simple conversation text sentences. 7, 8 written numbers • able to write latin numerals in chinese braille. • able to write pinyin numerals in chinese braille. • able to use proper chinese braille numerals in simple conversation text sentences. 9, 10, 11 written the next step is design. this stage started with is aimed at making the design of the website, guidebook, and learning program. at this stage the design that has been done, is evaluated by the expert team with a formative evaluation instrument. this formative evaluation is to get the evaluation score from design step. the following is a list of the expert team: pahlawaty, aprilia, & sunardi, weicibi (weiji chinese braille)… 37 table 3. expert validation team of formative evaluation instrument for weicibi (weiji chinese braille) website development no name department from 1. hendera,s.kom. chinese language teacher sma negeri 78 jakarta 2. budi darmulyana r&d yayasan mitra netra jakarta 3. yani,s.ag. classroom teacher slb a pembina jakarta 4. marja,m.pd. head of study program and lecturer of visually impaired specialty universitas negeri jakarta 5. subagya,s.pd. blind-teacher slb a citeureup kab. bandung this following instrument is used for weicibi (weiji chinese braille) formative evaluation in design and development: table 4. formative evaluation instrument design indicator sub indicator descriptor suitability to the characteristics of totally blind students learning media modification using writing media that relies on the sense of touch (typing) using writing media that relies on the sense of hearing (has sound output when typing and reading the results of writing) use a typing system that is customized to the student's comfort (10-finger typing system or qwerty) learning objectives explaining the learning objectives in the guidebook and the development of learning media content support of teaching materials make it easier for students to understand how to write chinese braille from the smallest language units, namely vowels, consonants, reading tones, numbers, and punctuation marks. technical ease of website production clarity of pinyin font size on screen clarity of lay braille letters on the screen ability to create student learning attraction availability of website usage guide website practicality content input ten-finger typing system (qwerty) availability of chinese braille pinyin consonants availability of chinese braille pinyin vowels availability of chinese braille pinyin punctuation tone availability of chinese braille pinyin numbers availability of chinese braille punctuation letters concordance of mandarin braille pinyin consonants concordance of mandarin braille pinyin vowels concordance of mandarin braille pinyin punctuation tone concordance of mandarin braille pinyin numbers concordance of mandarin braille punctuation letters availability of vocabulary list contained in simple conversation texts process availability of database and translation system from modified chinese pinyin into chinese braille output clarity of screen reader typing letters with ten-finger typing system clarity of screen reader of vowels and consonants that have been written clarity of the tone screen reader that has been written clarity of screen reader numbers that have been written clarity screen reader punctuation that has been written 38 journal of icsar; volume 8, number 1, january 2024, 32-43 indicator sub indicator descriptor availability of lay writing that makes it easier for subject teachers and accompanying teachers to correct writing availability of material videos availability of downloadable material documents availability of pinyin writing practice features that can be directly translated into chinese braille after that, we move to the development step. at this stage the website, guidebook and learning program are developed in accordance with the results and evaluation obtained from the analysis and design stages as well as input from the expert team. the same formative evaluation is also done to get the final score of the developed product, so we can see the progress from the design evaluation score and the final product score. the next step is implementation. this study also used the single subject research method with the a-b-a model to determine the development of students' writing skills before, during and after the intervention using the developed website. from this method, the data is analyzed with .in-condition and inter-condition analysis. result and discussion the results and discussion of this research are as follows: 1. how is the weicibi website developed? this website was developed by the researchers and the team using the laravel framework and php version 7.4 for the backend, while for the frontend (display) using bootstrap 4. the development team consists of an it team of two people, and a design team consisting of researchers and one designer. the following is a list of the development team and their division of labor: table 5. weicibi website development team name list no name job 1. ramdhan it developer 2. rizki ferditama it developer 3. riyan tamara aji putra ui/ux designer broadly speaking, the design development process is preceded by the stages of making designs and guidelines, formative evaluation of designs and guidelines, making websites and guidelines, formative evaluation of websites and guidelines, and summative evaluation. the design process went through several stages, namely the idea search process, sketching process, and then making the initial design. in the idea search process, the design team conducted simple research to determine the color palette, typeface, and outline of the web design to be used. the basic color palette used is gray, purple, white, and gold (on the logo) as the base color to be used. for the typeface, the one used is the "montserrat" type, and uses a website with illustrations of teachers in it. for the logo, the researcher wanted a logo in the form of an emblem with weiji hanzi writing and weiji chinese braille pinyin writing in it. this process also went through the first internal evaluation stage to determine the design of the website and guide that would be submitted for expert evaluation. at this stage, the researchers also developed materials to be included in the website in the form of videos uploaded to youtube, written learning materials, and also developed a chinese pinyin to braille database. the database creation process itself was developed three times during the first and second internal evaluations. the researcher also conducted a pahlawaty, aprilia, & sunardi, weicibi (weiji chinese braille)… 39 formative evaluation by the expert team to ask for suggestions and input on the design of the website and its use that was being developed by the team. the researcher and the team then made revisions, resulting in the final design. the results of the evaluation conducted by the expert team on website design and guidelines can be concluded that the expert team gave an overall average score of 4.5 which means that the expert team agrees that this media needs to be realized and applied to totally blind students. at this stage there were no inputs and suggestions given by the expert team, so the researchers did not make design improvements again. 2. how was the weicibi website development implemented? in general, the process of developing this website and guide went through three stages until the website version 3 was created. these stages went through several evaluations as follows: version 1 to version 2 an internal evaluation was conducted to create the website, and the guide. this process was carried out by the it team before being evaluated by the expert team at the second formative evaluation stage. the points that were evaluated by the internal it team were updating the database, modifying the function of symbols or punctuation marks to be read by the system, changing the words from "learn now" to "start now", improving the logo on the website tab, fixing technical errors such as errors in writing and translating pinyin to mandarin braille, updating the material, updating the input of questions and answers, and feedback errors on question answers that should be correct to be wrong. after the website was improved at this stage, the development continued to the formative evaluation stage by experts. the second (final) formative evaluation is a step to improve the website, and its guidelines that have been made. the evaluation includes several sub-indicators that are the same as those in the design formative evaluation. this formative evaluation was conducted by the same expert team as the formative evaluation at the design stage. the results of the evaluation conducted by the expert team on website and guidelines can be concluded that the expert team gave an overall average score of 4.6 which means that the expert team strongly agrees that the media developed is very suitable for the indicators assessed and can be used to assist student learning at school. at this stage there are several inputs from the expert team to complete the overall function contained in this weicibi website. the following are the inputs given by the experts which will then be updated in the third internal evaluation: 1) increase the size of the title and content of the material in each lesson. 2) make a video tutorial on the use of the website. 3) adding a database of latin numbers from 1-10 to 1-100. 4) evaluate the accessibility of the website by using the website: https://accessible.com/ace or https://wave.webaim.org and so on. 5) adding a link to download lay material documents for blind teachers or assistants. the results of this formative evaluation were continued to the improvement stage according to the results of the expert formative evaluation as well as additional internal evaluation by the team carried out in the third internal evaluation so as to produce version 2 of the website and guide. the final version 2 results have transition changes in the form of updating the database, modifying the function of symbols or punctuation, changing the size of the title and content of the material in each lesson, making video tutorials for using the website, improving the accessibility of the website so that it can be fully read by a screen https://accessible.com/ace https://wave.webaim.org/ 40 journal of icsar; volume 8, number 1, january 2024, 32-43 reader, and adding links to download documents. version 2 of the website then entered the implementation and summative evaluation stages by the research subjects. implementation results the implementation of the use of this website was conducted through two phases, baseline (a), implementation (b), and baseline (a2) phases. the baseline (a1) phase consists of four meetings, the implementation (b) phase consists of six meetings, and the baseline (a2) phase consists of four meetings. the media used is the weicibi website. the results of the two phases are contained in the following graph: figure 1. chinese simple conversational text writing skills in phases a1, b, and a2 the results of students' writing skills are analyzed into two, namely analysis within conditions and between conditions. the following is a visual table of the results of data processing at this stage: table 6. in-condition visual analysis condition a1 b a2 length condition (interval) 4 6 4 estimated directional tendency (+) (+) (+) stability tendency 50% (unstable) 33% (unstable) 100% (sttable) data trail (+) (+) (+) stability level and range unstable unstable stable 23 34 43 77 79 87 level changes 25 − 34 = −9 = 9 (+) 43 − 77 = −3 = 34 (+) 78 − 87 = −9 = 9 (+) pahlawaty, aprilia, & sunardi, weicibi (weiji chinese braille)… 41 table 7. inter-condition visual analysis condition b to a1 a2 to b directional tendency (+) (+) (+) (+) stability change unstable to unstable unstable to unstable level changes +9 +1 overlap percentage 0% 0% version 2 to version 3 summative evaluation is a step to provide suggestions and input from the research subjects who have used this website during learning, as for the suggestions and input from students and chinese language teachers are to fix the sound output error that does not come out when the answer has been entered and eliminate excess braille writing that comes out in the output of lay writing. the rest, students feel happy, enthusiastic and helped by this website. the results of this summative evaluation were then used as material for the last internal evaluation and have been improved into weicibi version 3. the explanation of the transition of website changes before and after the summative evaluation and the fourth internal evaluation is described in the following table: table 8. transition of fourth change (final) stage of summative evaluation and internal evaluation no improvement focus change transitions before evaluation after evaluation 1. a feedback error where the answer to a question that should be correct becomes incorrect or vice versa correct answer, no voice feedback on some questions there is already feedback for correct "ting nung ting nung" and incorrect "teeet tet" sounds. 2. eliminate excess braille text that comes out in layman's output the final results of website development can be seen directly on the page: www.weicibi.com or https://weicibi.com the website developed is a website for learning the basics of mandarin braille writing to writing simple conversational texts used in everyday life such as greeting, asking questions and introducing names and regions of origin. the features of this website are the http://www.weicibi.com/ https://weicibi.com/ 42 journal of icsar; volume 8, number 1, january 2024, 32-43 home feature which is the initial page to introduce the website as a whole, the academy feature which contains lessons or lessons equipped with questions and correct and incorrect voice feedback, and the translation feature which can be used by writing directly the modified mandarin pinyin text or copying the pinyin text that is in accordance with the writing systematics which will then be automatically translated into mandarin braille. this mandarin braille can later be copied to be moved into a braille file on the mibee braille application and then printed using an embosser. conclusion of the formative evaluation results (on a scale of 5) conducted by the expert team on the design: average result of 4.4 and the development result: average result of 4.6, indicating that the website developed is very much in accordance with the assessment indicators and can be used to assist learning in schools with minor revisions. the improved website was then implemented to the subjects and successfully improved students' writing skills with an average score (mean) in the baseline (a1) phase of 29.25%, intervention (b) phase of 61%, and baseline (a2) phase of 83%. the results of the summative evaluation carried out by students and teachers are to correct voice output errors that do not come out when the answer has been entered and eliminate excess braille writing that comes out in the output of lay writing. the rest, students feel happy, motivated, enthusiastic and helped by this website. conclusion the website developed is a website for learning the basics of mandarin braille writing to writing simple conversational texts used in everyday life such as greeting, asking questions and introducing names and regions of origin. the features of this website are the home feature which is the initial page to introduce the website as a whole, the academy feature which contains lessons or lessons equipped with questions and correct and incorrect voice feedback, and the translation feature which can be used by writing directly the modified mandarin pinyin text or copying the pinyin text that is in accordance with the writing systematics which will then be automatically translated into mandarin braille. this mandarin braille can later be copied to be moved into a braille file on the mibee braille application and then printed using an embosser. conclusion of the formative evaluation results (on a scale of 5) conducted by the expert team on the design: average result of 4.4 and the development result: average result of 4.6, indicating that the website developed is very much in accordance with the assessment indicators and can be used to assist learning in schools with minor revisions. the improved website was then implemented to the subjects and successfully improved students' writing skills with an average score (mean) in the baseline (a1) phase of 29.25%, intervention (b) phase of 61%, and baseline (a2) phase of 83%. the results of the summative evaluation carried out by students and teachers are to correct voice output errors that do not come out when the answer has been entered and eliminate excess braille writing that comes out in the output of lay writing. the rest, students feel happy, motivated, enthusiastic and helped by this website. acknowledgement i would like to thank to allah swt, my parents,supervising lectures: dr. imas diana aprilia, m.pd. and dr. sunardi, m.pd. expert team consisting of mr. hendera,s.kom. from sma n 78 jakarta, mr. budi darmulyana from yayasan mitra netra, mr. marja, m.pd. and mr. budi santoso,m.pd. from unj, ms. yani from slbn a pembina, mr. h. sudarman,m.pd and mr. subagia,s.pd. from slbn a citeureup and other sman 78's teachers. pahlawaty, aprilia, & sunardi, weicibi (weiji chinese braille)… 43 i would also like to thank my it and design team consisting of: ramdhan, kiki and riyan, without you weicibi would not have been implemented properly. references kartini, a., & aprilia. i. d. (2022). challenges and opportunities for regular teachers in the implementation of assessments for students with special needs in inclusive education provider school. journal of education for sustainability and diversity, 1(1), 29-38. doi: https://doi.org/10.57142/jesd.v1i1.4 alwi, h. d. (2003). politik bahasa: rumusan seminar politik bahasa [language politics: formulation of language politics seminar]. jakarta: pusat bahasa. aprilia, i. d. (2017). flexible model on special education services. journal of icsar, 7(1), 50-54. doi: http://dx.doi.org/10.17977/um005v1i12017p050 arsyad, a. (2017). media pembelajaran [learning media]. jakarta: rajawali pers. cahyadi, r. a. h. (2019). pengembangan bahan ajar berbasis addie model [development of teaching materials based on the addie model]. halaqa: islamic education journal, 3(1), 35-42. charisty, t. e., & wijaya, l. (2016). faktor yang mempengaruhi ketidaktertarikan mahasiswa etnis tionghoa universitas kristen petra surabaya dalam mempelajari bahasa tionghoa [factors affecting the disinterest of ethnic chinese students of petra christian university surabaya in learning chinese language]. century journal of chinese language, literature and culture, 4(1), 8-19. doi: https://doi.org/10.9744/century.4.1.8-19 choate, j. s. (1995). curriculum based assesment and programming. usa: allyn and bacon. egli, c. (2009). liblouis a universal solution for braille transcription services. daisy2009 leipzig, 50-56. astuti, e. y., ratnawulan, t., santoso, y. b., pertiwi, d. e., ridwan, p. g., & effendi, z. r. (2023). the interactive web-based learning in online learning for blind. journal of icsar, 7(1), 171-177. doi: http://dx.doi.org/10.17977/um005v7i12023p171 han. (2017). post lingual chinese language learning. london: the palgrave macmillan. hn, w., al-usrah, m., & dewa, y. (2023). development of hicah learning media (count fractions) for blind students in makassar. journal of icsar, 7(1), 10-17. http://dx.doi.org/10.17977/um005v7i12023p10 rosalin, k., ying, y., & aryanti, v. (2021). using web-based games to improve mandarin vocabulary learning. international conference on computing, engineering and design (icced), 1-5. doi: 10.1109/icced53389.2021.9664837 liwang, j. (2013). pembuatan e-book interaktif untuk pembelajaran huruf dasar mandarin bagi pemula berbasis web [making an interactive e-book for learning chinese basic letters for beginners based on web]. jurnal ilmiah mahasiswa universitas surabaya, 2(2), 1-19. doi: http://digilib.ubaya.ac.id/pustaka.php/234646 mccharty, n. (2020, 12 11). languages: the world's most spoken languages. retrieved from: https://www.statista.com/chart/12868/the-worlds-most-spoken-languages/ yanggah, m. e., & gunawan, m. (2022). efektivitas penggunaan web quizlet terhadap pembelajaran kosakata bahasa mandarin secara daring di kelas 5 sd katolik santo xaverius [effectiveness of using quizlet web for online chinese vocabulary learning in grade 5 of santo xaverius catholic elementary school]. journal international lingua mandarin, 2 (1), 35-41. doi: http://dx.doi.org/10.26418/jilin.v2i1.55330 pahlawaty, n., & aprilia, i. d. (2022). mibee braille application: an alternative accessibility literacy for totally blind students at inclusive school. international conference on special education in south east asia region (icsar 2022), 1(1), 1-12. retrieved from: https://educationcenter.id/journal/index.php/icsar/article/view/19 permendiknas. no. 70, chapter 1, year 2009. sari a. o., et all. (2019). buku web programming i [web programming i book]. graha ilmu. sharon e. smaldino, et all. (2019). teknologi instruksional dan media pembelajaran [instructional technology and media for learning]. jakarta: prenadamedia group. sutami, h. (2012). fungsi dan kedudukan bahasa mandarin di indonesia [the function and position of chinese in indonesia]. paradigma, jurnal kajian budaya, 2(2), 216. doi: http://dx.doi.org/10.17510/paradigma.v2i2.28 https://doi.org/10.57142/jesd.v1i1.4 http://dx.doi.org/10.17977/um005v1i12017p050 https://doi.org/10.9744/century.4.1.8-19 http://dx.doi.org/10.17977/um005v7i12023p171 http://dx.doi.org/10.17977/um005v7i12023p10 http://digilib.ubaya.ac.id/pustaka.php/234646 https://www.statista.com/chart/12868/the-worlds-most-spoken-languages/ http://dx.doi.org/10.26418/jilin.v2i1.55330 https://educationcenter.id/journal/index.php/icsar/article/view/19 http://dx.doi.org/10.17510/paradigma.v2i2.28 54 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 teachers’ views on classroom infrastructure facilities in special education integration program in primary school norwahidah mihat, mohd hanafi mohd yasin, mohd mokhtar tahar universiti kebangsaan malaysia, malaysia e-mail : norwahidahmihat@gmail.com abstract: the main aim of the research is to ensure effective lesson and produce best impact in classroom by providing conducive and comfortable condition. the objective of this research is to obtain special education teachers’ views regarding the special education integration program (ppki) in primary school in seremban, negeri sembilan. this research was conducted quantitatively based on maslow’s hierarch needs theory. a random sampling method is used in gathering the research data involving 137 special education primary school teachers. the research instrument is an adaptation from the questionnaire of the special education infrastructure needs in malaysia. the data were analyzed descriptively. the findings showed that the level of special education classroom facilities special education teachers’ views is at moderate level. the research concludes that improvements in infrastructure facilities need to be done to meet the udl model requirements for the convenience of special education students. keywords: teachers’ views, classroom infrastructure facility, primary school introduction the malaysian education development plan (medp) (2013-202), has outlined 11 shifts in the transformation of the nation’s education system to ensure that the entire individual level of engagement in state education is not left behind in the changes. in the first shift, medp emphasizes equality of access to international quality of education. this is in line with one of the educational aspirations of the country, which is to bridge the educational gap between the location, the level of socioeconomics and ability of the student itself. the goal is to ensure students to have equal opportunity to excel, including special education students in gaining access, equity and quality in education. like the biwako declaration (2003-2012) states that the government should provide suitable infrastructure that can be used by individuals with special ability. therefore, the ministry of women, family and community development has taken the initiative by establishing a special ability’s action plan 2016-2022 with the aim of empowering and celebrating special ability’s individuals in society. the initiative is to upgrade the infrastructure and equipment at all schools and higher educational institutes to be handicappedfriendly by using universal design (ud) and universal design for learning (udl). an article on the website of spring independent school district, texae explained that udl is an adaptation from ud concept found in architecture that removes barriers to provide access for all users. udl in classroom removes barriers in curriculum and instruction by providing flexible opportunities for all students, thus increasing engagement. referring to mcleod (2007), maslow suggested that human needs could be put into five levels. from the bottom of the hierarchy upwards, the needs are: physiological, safety, love and belonging, esteem and self-actualization. at the first stage this physiological requirement is the most basic requirement i.e. the need for food and drink. this requirement is important for every living organism, notably human. human would move to the next level once the first level of needs has been fulfilled which is safety needs where human need to feel safe, comfortable and secure. this is a matter of concern by the relevant parties in meeting the needs of students with special needs learning problems to feel comfortable and conducive in following the process of teaching and facilitating in the classroom, and generally in school. preeti and kiran (2012), mentioned that to ensure the teaching and facilitating process goes well and to produce the best impact and effect, the classroom must always be accommodated in a comfortable and conducive environment for the students. beaton et al. (2000), stated that the place where a pupil with special abilits studiey would influence their behaviour, achievement and social growth. therefore, a conducive classroom not only produces excellent students but also provide guidance on the pupil’s behaviour. this research aims to look at the level of seip classroom infrastructure facilities from the perspective of primary school seip teachers in seremban negeri sembilan. 55norwahidah mihat, mohd hanafi m y, mohd mokhtar tahar teachers’ views on classroom infrastructure . . . universal design for learning in classroom udl serves as a framework of teaching by removing obstacles in the classroom and offers flexibility in how students learn and submit information. rules • the main chart • the checklist • the concept maps • electronic warnings • organizational charts • manipulative • physical arrangement • template • speech requirements • visual contacts • using self-reflection • give feedback • acknowledging student voices • using active diagrams • explain the purpose of the activity • learn the related culture • making partnerships between peers • provide options to students • students make their own goals action and evidence • using web applications • using text-to-speech technology • provide various examples • transaction of various types of media for communication • provides virtual manipulative and concrete • provides alternative actions for pencils / pencils • using various tools for construction and composition • using the scaffolding technique that gradually improves the student’s independence • drive the goal setting, plan, and monitor progress method this research was conducted quantitatively, and the research data was obtained from the questionnaire. the population of the research was comprised of 220 primary school seip teachers around the district of seremban, negeri sembilan. based on krejie, robert v. morgan daryle w (1970), a total of 137 teachers of seip were taken as the sample research through stratified random sampling technique. table 1. mean value and standard deviation level infrastructure facilities level of special education integration program mean sd level special education program management information 3.21 0.60 medium special education integration program location 3.12 0.61 medium special education integration program physical condition 2.56 0.78 medium special education program integration facilities 2.84 0.45 medium special education integration program classroom information 3.22 0.42 medium equipment and furniture for special education integration program 3.00 0.45 medium overall (classroom infrastructure facility special education integration program) 2.99 0.30 medium (level: low = 1.00 – 2.33, medium = 2.34 – 3.66, high = 3.67 – 5.00) the instrument of this research was a questionnaire adapted from the research of infrastructure sufficiency study on special education integration program in malaysia developed by yasin et al. (2013) to measure the infrastructure sufficiency program of special education integration in malaysia and endorsed by two experts. the 5-point scale was used in the questionnaire. in addition, respondents were asked to answer an open question to suggest a suitable seip infrastructure in their schools. questionnaire data was analysed using spss and was interpreted inoffensively, while data from open question was analysed descriptively. findings and discussion finding through table 1, the survey on the level of education infrastructure in special education primary school in seremban, negeri sembilan shows that the mean = 2.99, sd = 0.30 in the view of the special education teacher is at moderate level. in this research, the level of the special education classroom infrastructure facility is measured by 6 constructs i.e: 56 journal of icsar; volume 3, number 1, january 2019: 54-57 (1) management information of the special education program; (2) location of the special education integration program; (3) physical condition of special education integration program; (4) facilities of the special education integration program; (5) classroom information of the special education integration program, and; (6) equipment and furniture of the special education integration program. table 1 shows that the score of management information of the special education program (mean=3.21, sd=0.60), locations of the special education integration program (mean=3.12, sd=0.61), physical condition of the special education integration program (mean= 2.56, sd=0.78) , facility of the special education integration program (mean=.84, sd=0.45), classroom information of the special education integration program (mean=3.22, sd=0.42), and equipment and furniture of the special education integration program (mean=3.00, sd=0.45) among special education teachers are at a modest level. through table 1, it can also be seen from the six constructs studied that the construct of condition in the special education integration program physical was low compared to 5 other constructs, mean reading = 2.56, and sd = 0.78. this is further proven by an open question which revealed that 50% of the respondents requested to have additional seip classrooms or existing space at school to provide conducive space for special needs students. other proposals stated that seip should be provided with special buildings or its own building only for special education students to create a comfortable and conducive environment, but this is contrary to the udl model concept that integrates special education students with ordinary students. additionally, there is also a proposal to provide ramp and covered ramps for wheelchairs and toilets that are connected to the main chamber of seip classrooms. discussion guardino and fullerton. (2010) states that disturbing behavior is attributable to an unconducive and sophisticated classroom condition, teachers can not properly communicate the process of teaching and facilitating. referring to azizah (2011) and loreman, deppeler, & harvey (2005), some things to consider in relation to infrastructure facilities in schools are: (1) ramp on every staircase; (2) door position and suitability of speed when the door is open and close; (3) furniture settings, obstacles in the classroom such as games, bags, rugs, toys and sports equipment; (4) timetable, benches and shelf’s height; (5) lighting, the student’s position in the line for unclear vision; (6) violence; (7) access to sinks and another special classroom equipment; (8) access to drinking water fountain; (9) access to other areas of the school such as other buildings, sports fields, playgrounds; (10) security from danger. the availability of suitable classroom infrastructure and facilities has been an important recommendations in several previous researches. hanafi et al. (2010) found in his research that almost half of the respondents claimed the lack of basic facilities in the classroom. he suggested that there should be a clear standard for this. in line with this idea, heiman (2001) also argued that for larger classes consisting of more students, limited facilities and study materials caused some obstacles in the teaching and learning activities. in relation to the facilities that are mentioned earlier, oluremi (2015) proposed the availability of resource room which is equipped with modern teachings aids for students with special needs. sheffler (2009) also mentioned that decorating classrooms with colors to create warm feelings can help promote a sense of comfort and security. however, it is important to notice that classroom facilities are not the only factor to determine the success of inclusive education. tanyi (2016) found that teachers attitudes in inclusive classrooms have no significant impacts with the available infrastructure. even so, tanyi agreed that good quality and relevant infrastructure can enhance teachers’ pedagigic skills. conclusions from the findings, the level of existing classroom infrastructure facilities in seip primary school in seremban was at moderate level. this also shows that the infrastructural facilities in each seip in seremban are less likely to follow the features described in the universal design for learning model aimed at eliminating existing obstacles to enable students with special needs to access every facility and angle in the classroom. one of the suggestions that can be highlighted for improving the infrastructure level of the seip classrooms of primary school is creating an additional classroom to provide a conducive and comfortable space for the process of teaching and facilitating to function properly. authorities such as the ministry of education, state education department, district education office and school administrator who manage the provision and renovation of infrastructure facilities shall provide all requirements that are needed to support the learning process. among other initiatives that can be highlighted to measure the level of infrastructure facilities for the seip classroom is also to create special needs childrenfriendly infrastructure standards school. 57norwahidah mihat, mohd hanafi m y, mohd mokhtar tahar teachers’ views on classroom infrastructure . . . every student needs to feel comfortable without any obstacle in acquiring knowledge in school. the availability of infrastructure facilities in schools is a motivation and encouragement for students to learn as well as for teachers in delivering the process of teaching and facilitating in. at the same time, ppm 2013-2025 can be realized to ensure that all levels of the individual receive quality education, and nothing is left behind in the changes. references beaton, d. e., bombardier, c., guillemin, f., & ferraz, m. b. (2000). guidelines for the process of crosscultural adaptation of self-report measures. spine, 25(24), 3186-3191. sheffler, j. l. (2009). creating a warm and inclusive classroom environment: planning for all children to feel welcome. electronic journal for inclusive education, 2(4), 41-13 heiman, t. (2001). inclusive schooling-middle school teachers’ perceptions. school psychology international, 22(4), 451-462. mcleod, s. (2007). maslow’s hierarchy of needs. simply psychology, 1. guardino, c. a., & fullerton, e. (2010). changing behaviors by changing the classroom environment. teaching exceptional children, 42(6), 8-13. yasin, m. h. m., toran, h., tahar, m. m., bari, s., ibrahim, s. n. n., & zaharudin, r. (2013). bilik darjah pendidikan khas pada masa kini dan kekangannya terhadap proses pengajaran (current special education classroom and its limitations towards teaching process). asia pacific journal of educators and education, 28, 1-9. azizah, n. (2011). managing inclusive school: what should school provided to help students with special needs. jurnal pendidikan khusus. preeti, t., & kiran, u. v. (2012). infrastructural facilities for differently abled students-a comparative study of government and non-government institutions. international research journal of social sciences, 1(3), 21-25. loreman, t., deppeler, j., & harvey, d. (2005). inclusive education: a practical guide to supporting diversity in the classroom. london: routledgefalmer yasin, m. h. m., toran, h., tahar, m. m., & bari, s. (2010). teacher’s perspective on infrastructure of special education’s classroom in malaysia. procedia-social and behavioral sciences, 9, 291294. oluremi, f. d. (2015). inclusive education setting in southwestern nigeria: myth or reality?. universal journal of educational research, 3(6), 368-374. tanyi, m. e. (2016). pedagogic barriers in cameroon inclusive classrooms: the impact of curriculum, teachers’ attitudes and classroom infrastructures. journal of education and practice, 7(18), 210-221. 103 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 1 number 2 july 2017 the effectiveness of the pictorial book to improve the understanding of deaf students about nature and environment in elementary school mohammad efendi universitas negeri malang, indonesia e-mail: efendi.plb@gmail.com abstract: delay in language development and communication of deaf children is a major problem for themselves and other people. therefore, management of the education and habilitation needs to be prepared early with hoping that can increase language and communication skills through systematic learning and utilization of appropriate learning material (textbook). the purpose of this study is to describe the feasibility prototype of learning material to improve understanding about nature and the environment for deaf children in the elementary school. the results of the data analysis of this study concluded that the prototype of the pictorial book has contributed significantly to improving deaf children’s understanding of nature and its surroundings, particularly, through the ability to listen and understand meaning of language, ability to read and understand the meaning of language, the ability to write and understand the meaning of language, as well as a functional knowledge of the language. keywords: the pictorial book, understanding, hearing impairment inhibition of language and speech development of children with hearing impairment become problem for themselves and others. people with hearing impairment from birth or before language and speech are formed (prelinguistic period), then the emergence of such problems since they lose the experience of hearing (kirl et al, 2009), consequently, stunted intellectual development. cruickshank (1980) argues that the intellectual development of a person is determined by the experience of the language, because language can be used to accept the concepts of science. for example, a child who suddenly see something new objects first found, there will be a desire to know all that is attached to the object, starting from the name, type, sound and so on (hammil, 2004). therefore, if someone is having a hearing impairment since birth, then the learning goals are directed so that they have the language skills were good, in terms of: (1) listening skills, (2) the speaking skills, (3) skills of reading, (4) writing skills (tarigan, 1983; efendi, 2008). a child with a hearing loss since birth needs special education and habilitation management prepared early. urgency, so that one day language barriers and communication skills acquisition due to limited ownership vocabulary minimized wherever possible (rika, 2006). hearing loss has negative effects on different level of reading comprehension (sharifi, kakojoibari, sarmadi, 2011). mastery of language skills and good communication of deaf children, can help them to develop the attitudes, knowledge and skills, both as individuals and community members held a reciprocal relationship with the social environment, cultural environment, the natural environment, and can develop the ability in the work or further education (department of education, 1994). on the basis that, the main task of the teachers and parents of deaf children, in addition to developing the ability of deaf children to communicate well, more than that how a deaf child was also successful in academic and social skills (spencer, ertling, marschark, 2000; kirl et al, 2009 ). results of preliminary research in 2014 on the performance of teachers in teaching students in some special schools for deaf children (sdlb/slb) in east java (indonesia), showing around (52.38%) special education teachers claimed intensive use of media images in each study. furthermore, the quantity of the media used by teachers in the study was only able to cover (52.38%) of the corresponding theme / topic of study designed teachers. in the interaction in the classroom learning about (71.43%) of teachers admitted to always use a combination of classical and individual approach, with the composition (85.71%) tend to the individual and classical rest. likewise the use of the method, several methods are often used in learning, including: debriefing, demonstrations, assignments, and lectures. while the reference book used as a learning resource deaf students, (80.95%) were taken from the textbook references normal children were similar and modified. the reason is, because the reference books that are relevant to the specific needs of children with hearing impairment is very limited. based on such exposure, this study will focus on the effectiveness of the pictorial book in accordance with the needs of deaf children in elementary school. 104 journal of icsar; volume 1, number 2, july 2017: 103-108 table 1. test result summary of the pictorial book to improve language skills of deaf students in elementary school unit listen & understand the meaning *) knowlwdge of language **) read & understand the meaning ***) write & understand the meaning ***) pre post pre post pre post pre post 1 4.33 11.78 5.66 10.33 3.44 6.55 7.44 9.55 2 5.63 12.38 5.88 10.5 4.00 7.5 4.75 8.87 3 3.80 9.60 4.50 9.60 2.80 7.30 4.90 6.28 mean 4.59 11.25 5.35 10.14 3.41 7.17 5.70 8.23 conversion 0-10 3.28 8.04 4.46 8.45 3.41 7.17 5.70 8.23 *) maximum score 14 poin, **) maximum score 12 poin, ***) maximum score 10 point table 2. summary of the language understanding level of deaf children no. indicator mean score of pre test mean score of post test equal mean score % 1 listen & understand the meaning 3.28 8.04 4.76 47.60 2 read & understand the meaning 3.41 7.17 3.76 37.60 3 write & understand the meaning 5.70 8.23 2.53 25.30 4 knowlwdge of language 4.46 8.45 3.99 39.90 total mean score 4.21 7.97 3,76 37,60 of malang. the results of learning treatments using pictorial book medium of school elementary school level in malang and surabaya is displayed in the tabel 1. based on table 1. from the above picture, it is obtained globally that language understanding capabilities of deaf children in all aspects is seen to trend growing significantly. the maximum score among indicators is different. the maximum score of indicators in listening and understanding the meaning is 14 points. the indicator of reading and understanding the meaning of language is 10 points. the indicator of writing and understanding the meaning of language is 10 points. and the indicator of the knowledge ability of functional languages is 12 points. based on the test results at table 2, it is known language skills of deaf children on aspects of listening skills and understand the meaning of language events before being tested with a pictorial textbook prototype. being obtained a description of the ability to listen and understand the meaning of the story or event sample language on average about (32.28%). after a series of tests a pictorial textbook prototype and re-evaluated, it is known that the test results of the ability to listen and method in accordance with a theme designed, that the purpose of this study was to analyze the media prototype utilization of the feasible pictorial book to develop the vocabulary capabilities of deaf children in elementary school (sdlb). for that reason, in the research approach was used quasi-experimental with pre-post test design (cosby, 1985; creswell, 2009). the subjects of this study were deaf students of class iii and iv which have no other obstacles at the elementary school level in malang and surabaya (indonesia) city. the data callected in this research results was grouped and analyzed using the statistical program of spss for windows. finding and discussion finding the pictorial book with the theme of nature and the environment, before being used as an instrument of research, has been validated by a senior teacher and a special education expert from the state university 105mohammad efendi, the effectiveness of the pictorial book to improve the understanding . . . . understand the meaning of the story or event sample language the average increased to (80.40%). noting the figures obtained before trial and after testing of the prototype, a picture that illustrated the effectiveness of the prototype textbook can improve listening skills of deaf children around (47.60%). the results of statistical analysis, it can be concluded that the ability to listen and understand the meaning of the story or language events of deaf students between before and after the test was obtained p = 0.000 (p <0.05), which means that there is significant influence of utilization the pictorial book in improving the understanding of deaf children. based on the test results of deaf children language skills in aspects of the ability to read and understand the meaning of language before being tested with a prototype of the pictorial book as listed in table 2, it was got a picture that the ability to read and understand the meaning of the language of deaf children on average about (34.10%). after a tests series with a prototype of the pictorial book and re-evaluated, it is known that the test results of the ability to read and understand the meaning of the language of deaf children on mean score increased to (71.70%). noting the figures obtained before trial and after testing the prototype, a picture that illustrated the effectiveness of the prototype textbook can improve reading ability of deaf children about (37.60%). the results of the analysis of statistical tests, showed that the evaluation of learning outcomes of the ability to read and understand the meaning of language for deaf child before and after the trial was obtained p = 0.000 (p <0.05), which means there is a significant effect of the use of the the pictorial book in improving the understanding of deaf children. based on the test results of language skills of deaf children on aspects of writing skills and understand the meaning of language before tested a prototype the pictorial book as listed in table 2, a picture that the ability to write and understand the meaning of the language of deaf children about (57.00%). after a series of tests a prototype the pictorial book and reevaluated, it is known that the test results the ability to write and understand the meaning of the language of deaf children on increased to (82.30%). noting the figures obtained before trial and after testing the prototype, a picture that illustrated the effectiveness of the the pictorial book can increase the ability to write and understand the meaning of the language of deaf children around (25.30). the results of the analysis of statistical tests showed that the evaluation of learning outcomes writing skills and understand the meaning of language for deaf child before and after the trial was obtained p = 0.000 (p <0.05), which means that there is significant effect of the use of the the pictorial book in improving the understanding of deaf children through writing activities , based on the test results of language skills of deaf children in the functional aspects of language knowledge abilities before tested with the pictorial book prototype, as listed in table 2. it is obtained a description that the language knowledge of functional samples around (44.60%). after a series of tests, the prototype the pictorial book and re-evaluated, it is known that the test results of functional language knowledge abilities of deaf children on average increased to (84.50%). noting the figures, it is obtained from before and after testing the prototype trials, it is concluded that the effectiveness of a prototype the pictorial book capable of increasing knowledge about functional language of deaf children (39.90%). the results of the statistical test analysis showed that the evaluation of learning outcomes knowledge of functional language ability of deaf children before and after the trial was obtained p = 0.000 (p <0.05), which means there is a significant effect of the use of the textbook display in improving the understanding of deaf children. discussion learning from the self-individual can be regarded as a unique and complex process, meaning that every individual who experienced a learning process have different learning styles among one another, including the involvement of physical and mental elements. learning as an effort to make students learn (degeng, 2000), is necessary to reorder the learning environment that enables students can learn easily (setyasari & sihkabuden, 2005). for that, a good learning environment needs to provide a wide selection of flexible, including the provision of textbooks that can be easily accessed by students. textbook as a medium that is capable of bridging the learning process and learning has a very strategic position, especially for minimize the occurrence of verbalistic. but keep in mind to construct a textbook that can meet the needs of students is necessary to consider the technical aspects and the substantive carefully, because the textbook itself has a purpose for learning to run effectively and efficiently both in terms of time, funds, and facilities (nasution, 2009). according to some expert perspective, the characteristics of learning that utilizes textbooks need to pay attention to the following: (1) textbooks that must provide both information and guidelines are clear about what should be obtained learner, (2) textbooks is a means of individualized learning, so every textbook or text should be: to convince the students, to measure 106 journal of icsar; volume 1, number 2, july 2017: 103-108 learning progress obtained, improving student learning according to their ability, as well as students focus on specific learning objectives and measurable, (3) the learning experience with a textbook provides students with opportunities for role playing, simulations and discussions in order to reach an effective learning process, (4) learning material is presented in a logical and systematic, so that students can find out when he started and when it ended the textbook, (5) any textbook have a mechanism to measure student achievement of learning objectives, primarily to provide student feedback in achieving mastery learning (hariadi, 2011). based on above the description, it is assumed that a textbook can be classified in to good, if it is able to be a bridge interaction and learning effective communication. therefore, the learning objectives of programmed competence will be achieved effectively and efficiently. as has been mentioned in the initial assessment of this study, that the intelligence of children with hearing impairment is actually the same potential with any other normal child, but deaf children experience problems in the development of language and communication. so, tthe early indicators that appear in deaf children who are not or have not been educated among others can not be communicative and experienced in intellectual disability (efendi, 2009). because children with hearing impairment often have difficulty in formulating understanding, connecting, conclude, and foresee events (somantri, 2006). on this basis the task of teachers and parents of deaf children in addition to developing the ability to communicate well is how deaf children can succeed in academic and social skills (kirl et al, 2009). the mastery essence of the language is as a communication tool for deaf children, since the language itself has a very strategic role which humans use to interact with the surrounding environment among others: (1) the language becomes subordinate position to make contact, (2) language can be used to express feelings, needs and desires (3) language can be used to manage and master the behavior of others, (4) language can be used to provide information (5) language can be used to acquire knowledge (department of education, 1994). the loss of some or all of the ability for hear a deaf child means that the child has lost most of its life. as a result, a lot of things or events around it appears for the deaf student look like surprising, like a glass that suddenly rupture, the mother suddenly open the door without knowing the procedure (efendi, 2009). on the basis of these conditions, the use of media learning that relevant and integrated with the language development of deaf children are expected to minimize the gaps that emerged in children with hearing impairment and normal children. recognizing that make deaf children learn in order to improve the understanding and use of vocabulary is not an easy job, it is necessary for specific tips. presentations in the child’s language learning factually deaf children do with deductive and inductive (muijz & reynolds, 2008). deductive presentation begins with the application of the general principle that is followed by a relevant example while deductive presentation begins with an actual example is continued towards the principle or general rules. flexibility textbook, a medium of learning are being developed to enhance the understanding of deaf children, can be played by both presentations. as we know that the results of the experiment of the pictorial book to some school studies was able to provide a significant contribution to the basic ability of deaf children as follows: listening skills and understand the language event, read and understand the meaning of language, write and understand the meaning of the language, as well as knowledge of functional language either in part or whole. there are several notes behind the success of this illustrated textbook as a medium of learning for children with hearing impairment to improve the understanding of nature and the environment. firstly, many points of the material presented in this text some of which have been simulated in everyday life through a teacher-student interaction, and among studentsparents / family, so before the start of the trial they’ve got enough capital means. secondly, some students who have got good values consistently in evaluation of learning outcomes who received the intervention is education and early language development. thirdly, there is a tendency they understand something on a “mental map” of his, consequently some sentences are arranged substantially one puts even though the child has understood the intent. according to chomsky, every child is able to use a language for their innate knowledge or (preexisten knowledge) that is programmed general in the brain. this knowledge as language acquisition device (lad) does not contain the word, meaning, or the idea but simply a system that connects people (including children with hearing impairment) combines language skills (rachmat, 2004). according to the theory of learning, children who acquire knowledge of language can go through three processes such as association, imitation and affirmation (rachmat 2004). association means associate an object with a particular object, imitation means imitating pronunciation listened in sentence structure, affirmation as an expression of joy is expressed when children pronounce words correctly. quantitatively listening research results indicate that the pictorial book is not maximized, because of the existence of a prototype textbook designed and later used as a “template” kind of textbook able to increase 107mohammad efendi, the effectiveness of the pictorial book to improve the understanding . . . . 37.90 percent. therefore, to achieve the maximum contribution required further improvement in terms of technical and substantive. in spite of all the limitations of existing prototypes that exist in this textbook substantially and technically has become a new reference for school research. hopefully, someday textbook become an inspiration for teachers of deaf children to design a kind of supplement teaching materials as the launch of the curriculum in 2013 (entry for special schools implemented in 2014), which require active participation of teachers optimally, including providing various resources and teaching materials for students. besides that, with the establishment of the learning patterns of deaf children in elementary school for special education, later they have good language skills such as listening, speaking, writing, and reading (tarigan, 1983). therefore, a deaf child is able to develop the attitudes, knowledge and skills, both as individuals and make community in organizing a reciprocal relationship with the environmental, social, cultural and natural surroundings, and can develop the ability in the world of work or further education (department of education, 1994). conclusion and suggestion the results of the data analysis of the trial can be concluded that the prototype of the pictorial book for deaf children in the lower classes especially for grade iii & iv at elementary school has contributed significantly to improve the understanding of deaf children to nature and its surroundings through the ability to listen and understand meaning of language (47.60%), the ability to read and understand the meaning of language (37.60%), the ability to write and understand the meaning of language (25.30%), as well as a functional language knowledge (39.90%). while the cumulative contributions textbook display in improving understanding of the language of deaf children towards nature and the environment in elementary schools outstanding amounted to 37.60%. double effect of this research for the short and long term: (1) research has provided academic information that the format of instructional materials of any intended deaf child must always take into consideration the characteristics of children with hearing impairment as a child visual, so any format instructional materials designed to be able to be visualized, (2) in some cases these study results provide new inspiration for practitioners and academics to continue similar research with other themes, so that the theoretical and practical benefits expected to bring innovation in the education of deaf children. references cosby, p. c. (1985). methods in behavioral research. paulo alto: mayfield publishing company creswell, j.w. (2009). research design: qualitative & quantitative approach. london: sage publications. cruickshank, w. m. (1980). psychology of exceptional children and youth, englewoood: prentice hall. department of education. (1994). kurikulum pendidikan luar biasa: landasan, program dan pengembangan. jakarta : depdikbud. degeng, i. n. s. (2000). paradigma baru penyusunan sistem pendidikan tinggi. pidato ilmiah dalam rangka wisuda sarjana unmer surabaya, 1 april 2000 efendi, m. (2009). pengantar psikopedagogik anak berkelainan. jakarta: pt bumi aksara. efendi, m. (2008). pengembangan media grafis bergambar berbasis komunikasi total untuk meningkatkan kemampuan bahasa anak tunarungu kelas rendah di sekolah dasar. malang: lembaga penelitian universitas negeri malang. hammil, d. (2004). what we know about correlates of reading. exceptional children. 70(4), 453-468 hariadi, b. (2011). pengaruh strategi pembelajaran kooperatif tipe stad berbasis web vs teks dan gaya belajar terhadap hasil belajar mahasiswa. malang: disertasi program pasca sarjana um. kirl, s. a., gallagher, j. j., coleman, m. r., anastasiow, n. (2009). educating exceptional children. new york: hougton mifflin harcourt publishong company muijz, d., & reynolds, d. (2008). effective teaching. london: sage publication ltd. nasution, s. (2009). berbagai pendekatan dalam proses belajar dan mengajar. jakarta: bumi aksara. rakhmat, j. (2004). psikologi komunikasi. bandung: pt remaja rosdakarya. rika . (2006). pengembangan hidden card untuk meningkatkan kemampuan vocabulary bahasa inggris siswa kelas v di sdn arjowinangun malang. skripsi jurusan teknologi pendidikan fip universitas negeri malang. sharifi, a., kakojoibari, a.a., sarmadi, m. r., (2011). comparison of different levels of reading comprehension between hearing-impaired loss and normal hearing students. audiology, 19(2):25-32. somantri, t. s. (2006). psikologi anak luar biasa. bandung : pt refika aditama. spencer, h., ertling, c., & marschack, m. (2000). the deaf child in the family and at school. mahwah, nj: erlbaum 108 journal of icsar; volume 1, number 2, july 2017: 103-108 setyasari, p., & sihkabuden. (2005). media pembelajaran. malang: laboratorium tep fip um tarigan, h. g. (1983). menyimak sebagai ketrampilan berbahasa. bandung: angkasa 180 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 2 number 2 july 2018 the influence the picture exchange communication system method toward the communication ability of autistic child citra rizky ratna putri, wiwik dwi hastuti, eka pramono adi universitas negeri malang, indonesia email: ratnaputricitrarizky@gmail.com abstract: children with autism have some very complex developmental disorders including communication, social interaction, emotions, and interest in certain behaviors. they need certain tools and methods for developing communication and language skills, especially in speaking skills. one of the methods is the picture exchange communication system method. this research was conducted by using the single subject research method with a-b-a design. data collection was conducted in 20 sessions. the results of this study indicated that the effect of pecs method towards communication ability of children with autism. this was evidenced by an overlap percentage of 0%. the conclusion showed that pecs method has an effect towards the communication ability of autistic children keywords: picture exchange communication system, communication skill, autistic children introduction children with the special need are children with the special character which are different from other children in general, for example, show the disability of mental, emotional physical condition. children with special need are called special children. according to mangunsong (1998), special children are children but significantly different is some important dimension from humanity function. it’s in line with efendi (2008), children with a disability or special children are children that have disabilities or disorder from average children in general in physical, mental and social aspect so their potential development needs special education in accordance with their characteristic. children with autism are easy to learn something with visual technique more than verbal technique or verbal instruction. one of the visual methods that can help children with autism in communication is pecs. pecs is a method that used for developing communication of children with autism with exchange the picture to good desire in accordance with the picture. the effort to developt communication skills by training children to talk continue to be done. though practicing speaking alone is not necessarily appropriate, because just practicing speaking means only training one aspect of communication. heryati & ratnengsih (2017). speech skills are important in learning but actually more important is understanding the language and the ability to communicate both ways. the autistic child’s communication skills can be developed because they still have the potential to communicate for example through gestures or with visuals. learning process of children with autism has a characteristic of learning is easy to understand and remember the various things in touch (visual learner or visual thinking) , easy to understand various things he is a natural (hands-on learner) therefore the use of tools using visual strategies (visual aids) can be used in teaching communication skills (septiari et al., 2015). one visual strategy that can be used in helping autistic children communicate is by using pecs media through structured learning methods. based on the above explanation, it can be understood that to apply children’s learning autism needs the right method because children with autism have difficulty in understanding the implied meaning. therefore, the process of communication with children with autism should be pursued concretely. the use of visual aids (visual support) will also help the process of expressive and receptive communication. visual aids are the medium used to show what is expected in a child. for example: when you say food, an autistic child is given a picture of food, so the child can easily understand that is talking about food. visual aids can be images, photos, objects, lists, posts (instruction sentences) or anything that can display information visually. the pecs method is part of the aac method (alternative, augmentative communication). aac is a special system to support communication, by utilizing services and devices, such as visual symbols, signs, images or word cards, or sound output devices to supplement or replace (serve as an alternative) communication method. one of the simplest forms of this acc is the pecs method. according to wiwit verbal symbols that used to train communication through an approach is named with pecs (wiwit, 2014). 181citra rizky r p, wiwik d h, eka pramono a, the influence the picture exchange communication system . . . . the pecs method was developed to overcome the limitations of communication such as autism by giving images to others. the basic prerequisites needed to apply this pecs method are eye contact, hearing, and compliance. because of this if not trained it will inhibit to more quickly obtain the functional communication system (bondy & frost, 2011). the supporting research, who conducted research with the pecs method. the results show that autistic children trained using the pecs method of verbal ability are more likely to increase (maisaro, 2015) autism has the obstacle in socialize learning with their surrounding that cause some impacts, one of the children communication difficulties of children with autism is the method needed to help children by showing what they want. children with autism have difficulty making eye contact so as to give the impression of not caring about others around him. the main disorder of an autistic child is in terms of communication, often repeating words (echolalia), and performing actions that are always the same, routine, in certain patterns and regularly. if his activities are obstacles or changes, he will behave strangely and shout, walk around, kicking or bang his head against the wall. this condition also often occurs when the child is tense, happy, or in a strange place (abdurrachman & sudjadi, 1994). based on this problem, children need an aids and special method to developt communication and language skill, especially in speaking skill. base on children’s communication skill problem, we need a method to resolve this. one of the methods to develop the speaking skill and communication ability is pecs that is expected can help increase communication ability children with autism in slb autism laboratorium university of malang. method the method used in this research is the experimental method with the design of single subject research (ssr), research conducted on one subject repeatedly within a certain period of time. the research design used in this study used aba design. the aba design is a research design whose data processing is used to investigate changes in target behavior where (a1) is baseline, b is an intervention, and (a2) is the second baseline. in the early stages, the target behavior is measured sustainably at a baseline condition (a1) with a certain period of time than under the intervention condition (b). the addition of this second baseline condition (a2) as a control for the intervention phase is possible to draw the conclusion of the functional relationship between independent variables and variable dependent kat (sunanto et al., 2006). the design of communication skills study in autistic children was conducted for 20 sessions. the baseline-1 condition (a1) was conducted for 6 sessions, the intervention condition (b) was 8 sessions, and the last at baseline-2 (a2) was conducted for 6 sessions. this research uses two types of variables: dependent variable and independent variable. the dependent variable in this research is to increase communication skills in children with autism indicated by the score after the intervention while the independent variables are the method of picture exchange communication system (pecs) the subject of the researcher is a class i student slb autism slb autism laboratorium university of malang which has characteristics of children with autism. the research data is derived from the acquisition of students’ communication skills measured through an observation sheet validated by expert judges and test trials. media validation is done by media expert validator namely lecturer of department of special education, faculty of education, state university of malang and validator of material expert that is the teacher of class 1 slb autism laboratorium university of malang. this data is included in the quantitative data. this data is calculated using the rule mus adapted from (akbar, 2013), while the product validation analysis also uses the criteria of appraisal and validation levels that are adapted from (akbar, 2013). validity that used in this research is content validation with expert judgment techniques (judgment). this validation is used experts in media who is the lecture and teacher practitioner. the instrument that is used is the effectiveness of media checklist paper. in checklist paper, the statements are about media appropriateness that will be used in the next intervention. score that is gotten after validation will be measured using the likert scale. according to sugiyono (2015), explains that a likert scale used to measure attitudes, opinions, and perceptions of someone or group about social phenomena. in this study data analysis using simple statistical descriptive analysis techniques and methods of visual analysis. analysis. descriptive statistics are visual analysis consisting of analysis in condition and analysis between conditions because research with the single subject is more focused on individual data than the group. the visual analysis method is to observe the data presented in the line graph. 182 journal of icsar; volume 2, number 2, july 2018: 180-185 graph 1. baseline-1 condition measurement results (a1) autistic child communication skill graph 2. intervention condition measurement results (b) autistic child communication skills in this study data analysis using simple statistical descriptive analysis techniques and methods of visual analysis. analysis. descriptive statistics are visual analysis consisting of analysis in condition and analysis between conditions because research with the single subject is more focused on individual data than the group. the visual analysis method is to observe the data presented in the line graph. analysis under conditions is to analyze changes in data in a condition eg: baseline condition or intervention, while the components to be analyzed include the level stability tendency direction at the rate of change. the analysis referred to in this research is graph data. when starting to analyze changes in data between conditions, stable data must precede the conditions to be analyzed (sunanto et al., 2006). this is because if baseline data is unstable it will be difficult to interpret the influence of intervention on the dependent variable. in addition to the stability aspect there is or not the effect of the intervention on the dependent variable also depends on the aspect of rate change, the magnitude of the distance that occurs between the two conditions being analyzed. findings and discussion findings the first step taken in the data collection is to measure the initial ability of subjects in communication skills before being given intervention. measurements at baseline-1 (a1) condition were carried out from february 26, 2018, to march 5, 2018. measurements were conducted for 6 sessions with a period of 45 minutes/session. this measurement is done before the child gets the pecs method. based on graph data 1 shows the results of baseline-1 (a1) condition of communication ability of autistic children class 1 sdlb in slb autism laboratory um which is described with the blue line graph. the graph above shows the highest percentage getting 52.50% results in the 4th session. then the lowest percentage is 47.50% in the 3rd session. the graph illustrates the child’s communication skills before being given treatment or intervention. here are one documentation of the implementation of baseline-1 (a1) measurements of children with autism grade 1 sdlb at slb autism laboratory um: measurements under intervention conditions (b) are carried out from march 7, 2018 march 20, 2018. this condition is conducted for 8 sessions over a period of 45 minutes/session. at intervention condition (b) the child receives intervention pecs method. this measurement is done after the subjects receive pecs method intervention. based on the graph 2 shows the results of intervention measurement (b) communication skills of children with autism class 1 sdlb described by the blue line graph. the graph above shows the highest percentage gets 82,50% percentage at the 6th session and 8th session. the lowest percentage in this condition is 70.00% in session 1. the graph illustrates the child’s communication skills when given treatment or intervention. the following is one of the documentation of the implementation of measurement of intervention condition (b) of 1st grade autistic child of sdlb at slb um laboratory. measurements at baseline-2 (a2) conditions are conducted from march 21, 2018 march 29, 2018. this condition is conducted for 8 sessions with a 45 minute/session time period. at condition of baseline-2 (a2), in this condition the subject is not given any intervention at all. this condition is used to evaluate the effect of the intervention that the researcher has given on the subject. 183citra rizky r p, wiwik d h, eka pramono a, the influence the picture exchange communication system . . . . data scores and the final data scores at the baseline-1 phase are the same, but the increase in the range of scores obtained is low. level of communication ability change in baseline-1 phase shows score = 0 which means no change because the first-day score obtained 50.00% then for the last day score also obtained 50.00%. therefore, from the analysis it can be concluded that the results of the study at the baseline-1 phase (a1) indicate the communication ability of autistic children still shows a low score, although the estimation of the horizontal tendency so that the subject still needs intervention to improve communication skills. in some previous researches such as pecs method has been used in research thesis entitled “effectiveness of pecs method ( picture exchange communication system ) phase i-iv against ability express communications in autism children class 1 sdlb in special school negeri 1 bantul”. the results of the study are stated that there is an increase in the expressive communication ability of children with autism class 1 sdlb in slb negeri 1 bantul (wiwahani, 2015). the results are evidenced by the effectiveness of the pecs method shown by increasing test scores from baseline to intervention conditions. at the baseline condition, the score of performance ability test of expressive communication ability is 21% and at intervention condition 67% so the mean increase of 46%. the data is supported by a 0% overlap percentage indicating that this method is effective against expressive communication capabilities. there is the similarity in the research conducted by wiwahani (2015) with the research to be conducted by the researcher, both of which use the pecs method as the method of giving intervention or treatment. both are also researching communication skills in children with autism. however, the two studies also differed, in which the previous study was conducted using ssr method with ab design that is examining the effectiveness of pecs method on expressive communication ability in one grade 1 sdlb autopsy in slbn 1 bantul, while the research will be conducted by researchers using the method of ssr with aba design is to examine the influence of pecs method of communication ability of autistic children in slb laboratorium um. putranto (2015) states, “children with autism are easier to learn by seeing (visual learner/thinkers). therefore, children with autism disorder can be treated by developing a method of learning through images. one example of this method is the pecs (picture exchange communication system) method “. in principle, visual therapy is done to hone the child’s brain to be more optimal in absorbing information and learning messages. the results of data collection in the intervention condition (b) show an increase, as indicated by the data analysis calculation under conditions under graph 3. outcome measurement of baseline-2 conditions (a2) autistic child communication skills based on graph 3, shows the results of baseline-2 (a2) condition of communication ability of children with autism class 1 sdlb depicted with the blue line graph. the graph above shows the highest percentage gets a percentage of 72.50% in session 6. the lowest percentage in this condition was 67.50% in session 1. the graph illustrates the child’s communication skills after being given treatment or intervention. here is one documentation of the implementation of baseline-2 (a2) measurements of children with autism grade 1 sdlb at slb um laboratory. discussion communication skills before being given intervention in the form of a picture exchange communication system (pecs) method is relatively lower than after being given intervention. in this condition, the child is still difficulty in responding to instructions given by the communicator. compliance and eye contact is also very lacking. furthermore, children also have difficulty in mentioning objects that are around them, such as stationery, objects in the classroom, provision of food and drinks they bring. students also do not understand the purpose of the communicator who asks the child to take a picture card object in the communication book and submit the image to the communicator. when children are given the objects they want, they tend to seize them when the communicator trades the original with the image. in this condition, the average score of 50.00% of the ability of communication ( estimated level ) with the estimation of the horizontal trend, but the range of autism communication ability score is low, so the score increase is not conspicuous. the tendency for stability in the baseline-1 phase of communication ability indicates 100% which means that the data is stable. in addition, traces of communication capabilities data at the baseline-1 phase are horizontal because the initial 184 journal of icsar; volume 2, number 2, july 2018: 180-185 intervention (b) with mean level of 77.50%, the condition of estimated uptrend direction, data trace estimate increased due to score which is obtained stable and increasing, and the level of change shows positive data (+) of +12.50 which means the subject has increased communication ability. the results of data collection in the intervention condition (b) show an increase, as indicated by the data analysis calculation under conditions under intervention (b) with mean level of 77.50%, condition of estimated uptrend direction, data trace estimate increased due to score which is obtained stable and increasing, and the level of change shows positive data (+) of +12.50 which means the subject has increased communication ability. the child’s communication skills increase after being given interventions using the pecs method from phase 1 to phase 6. as the ability of eye contact and obedience of the child when given the instruction also increases, responds by raising the hand when called, responding to instructions (“see”, “see this”) , responds to the “hand-folded” instruction by folding his hands on the table, being able to select objects as desired and passing them on to the communicator when the communicator asks for the object (phase 1), able to take the desired picture card in a communist book and hand over a picture card (phase 3), able to arrange sentence strips using multi-word and image objects (phase 4), able to request the desired object with the use of phrase multi-word “ i want, i see etc ..” next child took picture the desired object and placed to the right of the phrase symbol multi-word (phase 5), and able to spontaneously ask for the desired object and can answer the question “what do you want?” or “what do you want?” using the image (phase 6). condition after the intervention is baseline-2 (a2) condition, this condition is done to know how big influence of intervention (b) to research subject or this condition can be called with the control condition. changes in conditions from intervention condition (b) to baseline-2 (a2) condition decreased. however, at the final baseline condition (a2) the scores obtained improved compared to baseline conditions (a1). this is indicated by the acquisition of a mean score of 69.16%. in addition, the estimated condition of the baseline-2 direction (a2) direction tendency indicates improvement when compared to baseline-1 (a1), the estimated trace data increases because the communication ability score obtained stable increases, and the change rate indicates +7.50 which means the subjects experience increased communication ability by 7.50%. of the 8 interventions given, there was a significant influence, seen from the baseline-1 (a1) value of 50.00% and the baseline-2 average value of 69.16%. the use of pecs methods for communication skills is supported by previous research by (maisaro, 2015) stating that there is the influence of the use of pecs method to improve the communication ability of children with autism. other research is done by heryati & ratnengsih (2017) about the use of method (picture exchange communication system) pecs to improve the communication ability of autistic children in slb autism mutiara hati mojokerto. the results of this study describe the results of the analysis and discussion that there is a change in the mean value of learning on the speech and communication skills of the special needs of autistic students from the average pre-test score of 48.7 before being given intervention by using picture exchange communication system (pecs) to 70.2 on average post-test or after being given intervention using picture exchange communication system (pecs). research effect picture exchange communication system (pecs) method of communication ability of autistic children in slb autism laboratory of um shows that pecs method used can improve communication ability of autistic children. this condition shows communication ability score at baseline-1 (a1) ranged from 47.50% to 52.50%. meanwhile, a significant increase in scores was shown during the intervention condition (b) of 70.00% to 82.50%, then for the baseline-2 control phase (a2), the communication ability score became 65.00% to 72.50%. a change in the level of intervention (b) to baseline-1 (a1) of +20.00 means that there is an increase in the score from baseline-1 (a1) to intervention (b). in the results of this study, the overlap of intervention to baseline-1 (a1) shows 0% results means that the intervention of picture exchange communication system (pecs) method has a good influence on the communication skills of children with autism. in general, communication skills show an increase in scores when given intervention and after the intervention, but there is a decrease in the score in that phase. one of the conditions causing the decline is the less supportive condition at the time of the intervention. these circumstances include the circumstances when the subject of hn gets interruption or distraction from the outdoor environment or from home has experienced bad mood which during the implementation of the intervention to the hn subjects. the autistic child’s communication skills can be improved through several methods appropriate to the child’s condition. this is because the characteristics of children with autism vary between individual characteristics with one another. therefore, teachers should have many learning references to optimize the child ‘s communication skills with various methods. in this study pecs method is one form of the method chosen as a method to improve communication skills in children with autism. 185citra rizky r p, wiwik d h, eka pramono a, the influence the picture exchange communication system . . . . based on the opinion expressed by kurniawan et al. (2016) that autistic children are easier to learn something using visual techniques rather than verbal or verbal instructions. one of the visual methods that can help children with autism in communicating is pecs. pecs is a method used to develop autistic child communication by using that is by swapping the image with the desired object according to the picture. so it can be understood that to apply children’s learning autism needs the right method because children with autism have difficulty in understanding the meaning implied. therefore, the process of communication with children with autism should be pursued concretely. the use of visual aids (visual support) will also help the process of expressive and receptive communication. visual aids are the medium used to show what is expected in a child. for example: when you say food, an autistic child is given a picture of food, so the child can easily understand that is talking about food. visual aids can be images, photos, objects, lists, posts (instruction sentences) or anything that can display information visually. conclusion attempts to develop communication skills by training children to talk continue. though practicing speaking alone is not necessarily appropriate, because just practicing speaking means only training one aspect of communication. speech skills are important in learning but actually more important is understanding the language and the ability to communicate both ways. the autistic child’s communication skills can be developed because they still have the potential to communicate for example through gestures or with visuals. the communication skills before being given intervention are lower than the communication skills after an intervention. the ability of communication after the intervention of the picture exchange communication system (pecs) method has improved compared to the previous baseline condition. methods picture exchange communication system (pecs) affects the communication skills of children with autism. this is indicated from the acquisition of overlap percentage results from intervention to baseline-1 (a1) of 0%, meaning that there is no overlap of intervention data at baseline-1 phase (a1) so it can be concluded that the intervention influences the target behavior. references abdurrachman, m., & sudjadi. (1994). ministry of education and culture directorate general of higher education academic workforce education project. jakarta: education extraordinary. akbar, s. (2013). instrumen perangkat pembelajaran. bandung: pt remaja rosdakarya. bondy, a., & frost, l. (2011). a picture’s worth: pecs and other visual communication strategies in autism. woodbine house. efendi, .m. (2008). pengantar psikopedagogik anak berkelainan. jakarta: pt bumi aksara heryati, e., & ratnengsih, e. (2017). penggunaan metode pecs (picture exchange communication system) untuk meningkatkan kemampuan komunikasi anak autis. pedagogia, 15(1), 539-547. kurniawan, r., mahtarami, a., & lestari, t. p. (2016). aplikasi multimedia pembelajaran metode pecs (picture exchange communication system) untuk membantu perkembangan komunikasi dan interaksi anak autis. jurnal cybermatika, 3(2). maisaro. (2015). pengaruh penggunaan metode pecs (picture exchange communication system) terhadap kemampuan komunikasi anak autis di pusat layanan autis malang. skripsi, universitas negeri malang. mangunsong, f. (1998). psikologi dan pendidikan anak luar biasa. jakarta: lembaga pengembangan sarana pengukuran dan pendidikan psikologi (lpsp3) ui putranto, b. (2015). tips menangani siswa yang membutuhkan perhatian khusus: ragam sifat dan karakter siswa “spesial” dan cara menanganinya. yogyakarta: diva press. septiari, n. n. s., suarni, d. n. k., & jampel, i. n. (2015). pengaruh metode pembelajaran terstruktur dengan media pecs untuk meningkatkan komunikasi pada anak autis di slb c1 negeri denpasar tahun ajaran 2014/2015. jurnal penelitian dan evaluasi pendidikan indonesia, 5(1). sugiyono. (2015). metode penelitian pendidikan pendekatan kuantitatif dan kualitatif. bandung: alfabet. sunanto, j., takeuchi, k., & nakata, h. (2006). penelitian dengan subjek tunggal. bandung: upi pres. wiwahani, p. w. (2015). efektivitas metode pecs (picture exchange communication system) fase i-iv terhadap kemampuan komunikasi ekspresif pada anak autis kelas 1 sdlb di sekolah luar biasa negeri 1 bantul. skripsi, yogyakarta: universitas negeri yogyakarta. wiwit. w. (2014). pemanfaatan media pembelajaran picture exchange communication system (pecs) untuk meningkatkan kemampuan berbahasa anak kelompok a tk islam terpadu mutiara hati sawojajar malang. skripsi tidak diterbitkan. malang: universitas negeri malang microsoft word 12 43698-152694-4-ce.docx journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 2; doi: http://dx.doi.org/10.17977/um005v7i22023p288 288 collaboration in education services for children with special needs inclusive school indra jaya, citra ashri maulidina, irah kasirah, mohammad arif taboer, bahrudin, muhammad najmil yusro universitas negeri jakarta, jakarta, indonesia email: indrajaya@unj.ac.id abstract: based on the observations and explanations of special guidance teachers in schools, inclusive education providers that the form of collaboration between teachers and stakeholders is still diverse. in general, this study aims to find out and obtain information about the implementation of collaboration between teachers and stakeholders in education services for children with special needs in schools providing inclusive education in sukabumi. this research is a quantitative research. data collection techniques are carried out by distributing questionnaires and recording initial data in the form of records that are understood by researchers without reducing the actual data. the results of the study can be concluded that collaboration in several aspects is still lacking such as teacher collaboration with slb, teacher collaboration with related experts, lack of teacher collaboration with resource centers, teachers are also still lacking collaboration in carrying out learning activities. meanwhile, there are several aspects that have begun to develop well, including teacher collaboration with parents, as well as teacher collaboration with special guidance teachers in inclusive schools, although not yet dehydrated, maximum results are expected to be a reference in building good collaboration between teachers and related stakeholders in creating effective learning in inclusive education. this study illustrates that inclusive education in its implementation process requires support from teachers and related stakeholders in order to run optimally. keywords: collaboration; students with special needs; inclusive education. introduction inclusive education provides equal access for all students, inclusive education makes the school environment a more friendly and accessible environment for student diversity (dede supriyanto, 2019). the purpose of inclusive education aims to fulfill the human right to education without discrimination to all students (setiawan &; cipta, 2019). especially in indonesia, the implementation of an inclusive education system is one way to fulfill nineyear compulsory education through quality education. through an inclusive education system, the government opens access to education for all children, including people with physical, emotional, mental, intellectual, and social disabilities as well as children who have special intelligence and talents (bahrudin et al., 2020). inclusive education is effective when academic experience is based on relationships and dialogue (brame &; dewsburry,2019). indonesia is a multicultural country with diverse ethnicities, tribes and cultures, inclusive education can be part of the answer as a unifying aspect in accommodating diversity, especially for children with special needs, of course, this is challenging in the implementation of a quality inclusive education system and in accordance with applicable rules. (aulia rahma et al., 2021) in essence, collaboration in the process of implementing inclusive education is an important aspect teachers, parents, and various disciplinary experts can establish partnerships in providing information about the development, skills, motivation, attention span, social acceptance (social skills), and emotional adjustment of children with special needs. the importance of teacher competence in inclusive education includes how teachers can manage the learning of students with special needs consisting of aspects of knowledge, understanding, abilities, values, attitudes, and interests as a set of actions that teachers must jaya et al., collaboration in education services … 289 have in the learning process in the classroom (octaviani, 2020). parents have a role as the closest part to the child and play a significant role in stimulating the development of their children in the family home is part of the microsystem in bronfenbenner's ecological theory which is the closest support system for children (santrok, 2013). some disciplinary experts are also sometimes needed in carrying out formal assessments whose results are useful as a reference in making learning programs for children with special needs in schools such as psychologists, doctors, and therapists. in addition, regular teachers in inclusive schools need to involve education teachers/special counselors, principals, parents, and other experts in designing learning programs for children with special needs in inclusive education organizing schools. educational services are very important for children with special needs considering that children with special needs have learning characteristics and learning needs that are different from children in general. based on facts in the field, currently special guidance teachers in schools providing inclusive education that still often work alone in dealing with children with special needs, class / maple teachers often fully hand over the affairs of children with special needs to guidance teachers / special education (hands-off). however, it was also found that collaboration between teachers and stakeholders went well. collaboration between class teachers and special supervisors is shown by cooperation in the form of material delivery and the use of learning media (nino indrianto, ilma nikmatul rochma, 2020). schools that implement inclusive education must be able to work with various stakeholders in formulating planning, implementation, and evaluation so that it can run well (qomarudin&indah, 2019). for this reason, researchers are interested in researching the collaboration between teachers and stakeholders in educational services for children with special needs in schools providing inclusive education. indrianto &; rochmah (2020) explained that collaboration in the implementation of learning in inquisition schools requires collaboration between class teachers and other stakeholders in creating a friendly learning environment for students with special needs. the results of the study that studentsimplementing inclusive education using the two-teacher learning model, namely class teachers and special supervisors , cooperate in the learning process and collaboration between class teachers and special supervisors is carried out in goodcooperation in terms of material delivery and use of learning media students with special needs who have difficulty understanding can be helped to be clarified by a special guidance teacher using private interpersonal communication with the special media used. this is that class teachers need to work with special assistance teachers in carrying out the learning process in the classroom in an inclusive education setting, this can help students with special needs in understanding the material provided which is delivered with a way that suits his needs. (mustafa, et.al, 2019) explain the importance of collaboration in the process of early identification of students with special needs in inclusive education settings . collaboration between schools, teachers, and other experts is needed in the identification process so that appropriate learning programs can be determined for students with special needs. based on the explanation above, this study aims to determine the extent of collaboration in the inclusive education process both from classroom teachers, special assistance teachers, parents, and related experts in creating, implementing and evaluating learning programs. this study is important to discuss in order to determine the implementation of inclusion education in the field in the aspect of collaboration. method 290 journal of icsar; volume 7, number 2, july 2023, pp. 288-294 this research is a quantitative research. krianto, (2008) explained that quantitative research is research that has aspects of data flexibility so that the results can be represented. this research was conducted in elementary schools that provide inclusive education in the sukabumi area. the subjects of this study were teachers in schools providing inclusive education. data collection techniques are carried out by distributing questionnaires and recording initial data in the form of records that are understood by researchers without reducing the actual data, then further data recording is made that contains data in records that can be understood by all parties who read it. the questionnaire contains standard and structured questions and the research conditions are not manipulated by researchers (kusumaastuti, et.al, 2012). data analysis techniques are carried out after these data are recorded in advanced data recording by connecting data sourced from various parties so that the data obtained is said to be valid. the data obtained were analyzed using descriptive stastics techniques. result and discussion result the needs analysis was conducted by distributing questionnaires conducted in inclusive schools in sukabumi. this study aims to find out and obtain information about the implementation of collaboration between teachers and stakeholders in education services for children with special needs in schools providing inclusive education in sukabumi. table 1. results of teacher questionnaire in inclusive schools in sukabumi no. statement sr sl k j tp 1. teachers collaborate with the resource center (slb) in identifying and assessing gdp 0 % 19,3% 48,4% 32,% 0 % 2. teachers collaborate with other professionals in identifying and assessing gdp 0 % 19,3% 48,4% 32% 0 % 3. teachers collaborate with gdp parents in identifying and assessing gdp 19,3% 41,9% 19,3% 9,3% 0 % 4. teachers collaborate with the resource center (slb) in designing learning activities for gdp 0% 21,9% 41,9% 36,% 0% 5. teachers consult with the resource center (slb) in carrying out learning activities for gdp. 0% 21,9% 41,9% 36,% 0% 6. teachers collaborate with each other in carrying out learning activities for gdp with special assistance teachers. 0% 21,9% 41,9% 36% 0% 7. teachers conduct meetings or coordination with parents regarding the development of gdp 19,3% 41,9% 19,3% 19,3% 0 % 8. teachers and parents provide information to each other related to the daily development of children. 22,6% 38,7% 16,1% 19,35% 3,23 % the table above shows that so far teachers have always collaborated with parents in identifying and assessing students with special needs with a result of 41.9%. teachers always build an active relationship with parents in providing information related to their children's development as much as 38.7% and teachers are quite intense in conducting meetings or coordination with parents regarding their children's development as much as 41.9%. from jaya et al., collaboration in education services … 291 these results, it can be seen that the role of parents and teachers is very supportive in children's development both physically and socially. what teachers and parents need to do is work together so that parents can follow the extent of their child's development in school. based on research by blue-banning et al (in heward, 2013) that effective cooperation between schools and parents is characterized by family involvement to achieve common goals, namely for optimal development of children. in the teacher aspect, collaborating with the resource center (slb) in identifying and assessing students with special needs for the priesthood, the results are less than optimal, namely as many as 48.4% of teachers have not collaborated optimally with the source. and teachers have not collaborated with other professionals in identifying and assessing students with special needs with the same percentage of 48.4%. in addition, teachers have not collaborated optimally with the resource center in designing activities and implementing learning with results of 41.9%. teachers are also still lacking in discussions with special assistant teachers with a result of 41.9%. the results of this data show that there are still different responses regarding involvement in making programs, especially service programs for children with special needs. the principle that must be developed in the working relationship between slb and regular schools is partnership and partnership. both parties must have the same perception, namely to work together in providing optimal educational services to students with special needs. in addition, the importance of communication between class teachers and special assistance teachers in inclusive education settings. the existence of class teachers and special assistance teachers still does not seem to be proactive in the problems faced by knak bspecifically needs, there are no regular discussions and learning models used as guidelines (sukadari, 2019) discussion collaboration is the process by which two individuals or groups work together for a common goal, benefiting each other by striving for a desired outcome. the fundamental requirements for collaborative efforts include trust, respect, openness, active listening, clear communication, and risk-taking skills (redita yuliawanti, 2020). good collaboration is needed in inclusive education settings in order to create a conducive school ecosystem (madhakomala, et.al, 2022). collaborativedecision-making and problem-solving for students with special needs are at the core of the implementation of inclusive education itself. (king & bhroin, 2019). students with special needs in inclusive schools are a challenge in implementing flexible learning for special students, so collaboration between teachers and parents and related experts is needed in the implementation of inclusive education(junaidi et al., 2022). collaboration between parents and teachers is very necessary for the success of interventions and learning carried out by teachers in schools. the involvement of parents itself is a factor that can encourage and determine child development to realize optimal learning in children. this is reinforced by wu and brown's opinion that parental participation is one of the important factors that determine the development of children with special needs. the collaboration between teachers and parents aims to build communication between both in monitoring student learning progress. that is, parents do not fully give the responsibility of obtaining good learning outcomes only to teachers, but more than that, parents can continue what students have learned in school to be repeated back at home. the delivery of information related to child development is carried out by communication between teachers and parents, this is very important to continue to be done consistently (mulyana &; restendi, 2022) because it can make parents to help their children learn at home, stimulate their children's development, and support their children significantly. 292 journal of icsar; volume 7, number 2, july 2023, pp. 288-294 a significant impact can be seen from parental involvement in education, this can be seen from the development of children, especially for parents who have children with special needs, playing a role in facilitating the education process. parents' positive views regarding inclusive education can facilitate children's learning needs and positive learning achievements in children (dwiningrum &; wardani, 2021). the role of parents in inclusive education is divided into 3 things, namely (1) parents as decision makers, (2) parents as teachers, and (3) parents as advocates (tejaningrum, 2017). furthermore, the importance of collaboration between teachers and experts such as psychologists, doctors, and therapists is very important in seeking inclusive education, this is needed when teachers collaborate with special assistance teachers in creating learning programs needed by students based on the results of assessments carried out by experts. school support is needed in this case to collaborate with several related parties so that the implementation of inclusive education can run optimally. the importance of management of the implementation of inclusive education in improving the quality of learning services for students with special needs. this can be done with several activities including bringing in a team of experts to provide input to teachers, can be in the form of seminars, training, workshops (fitriani, et.al, 2022). discussions with various relevant experts in inclusive education are important, this is because it will facilitate discussion and sharing knowledge about teacher knowledge related to students with special needs, progress, development of these students, assessment results can be information that can be used in determining the right learning program for them ( hedegaard, et.al, 2018). collaboration between teachers and resource parties, in this case, special schools can also be carried out with cooperation built between schools and special schools in inclusive education settings. in an inclusive context, the purpose of collaboration is to provide opportunities for students with special needs to become meaningful members of their communities (rosia, et.al, 2022). the main factor supporting the success of inclusive education is educators. teacher collaboration is needed because research shows that effective collaboration has a number of benefits including collaboration between teachers contributing to the successful application of innovative, student-centered and collaborative learning methods (king & bhroin, 2019). in addition, collaboration is also needed in detecting students with special needs in schools, this is because by being identified, it is expected that students with special needs have proper accessibility in educational services, it is important for teachers to analyze the results of their main identification by collaborating with related experts (ratih rapisa et al., 2021) class teachers and special guidance teachers are professionals who can work together in inclusive learning settings in the classroom. both need to work together to create optimal educational services for students with special needs. (alfaroqi &; khoirudin, 2020). in addition, special education teachers are also needed in an inclusive education setting because they can assess children with special needs in more detail in order to find out the shortcomings, advantages, and needs of children in accordance with the assessment results so that they can work with class teachers in making learning programs. efforts in handling teacher competency issues in inclusive schools can be done by implementing collaborative learning, so that the role between regular teachers and special assistance teachers can share knowledge and carry out learning for children with special needs in inclusive schools well (alfianita &; supadi, 2021). special guidance teachers also need to interact with relevant experts to coordinate services for students with special needs in inclusive schools. the need to coordinate with class teachers and related services in determining learning programs and cooperate with general teachers in the implementation of classroom learning. special guidance teachers also jaya et al., collaboration in education services … 293 provide reports to parents regarding the stages of development of students with special needs at school. special guidance counselors also have the responsibility to manage the development of individualized learning programs and ensure all aspects of student programs are appropriate to student needs (bettini &billingsly, 2019). conclusion based on the results of the research mentioned above, it can be concluded that collaboration is good enough but needs to be improved. this study examines the implementation of collaboration in inclusive schools in sukabumi by referring to several relevant studies related to inclusive schools. collaboration with external parties (professionals and slb/resource centers is quite good. meanwhile, collaboration between teachers and with parents is good. teachers have started to collaborate with other professionals and teachers in slb but have not been maximized. the collaboration was stopped and rarely carried out during the pandemic. this study illustrates that inclusive education in its implementation process requires support from teachers and related stakeholders in order to run optimally. this is expected to be a reference for the importance of cooperation in the inclusive education process. the importance of teachers working with parents and related experts in the inclusive learning process in schools. references alfaaroqi, k. u., &; khoiruddin, &; m. a. 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(2022). management of inclusive education implementation in improving the quality of learning services for students with special needs. jiip scientific journal of educational sciences, 5(3), 929–938. https://doi.org/10.54371/jiip.v5i3.514 indrianto, n., &; rochma, i. n. (2020). collaboration between teachers in the implementation of learning in inclusive islamic elementary schools. auladuna: journal of islamic basic education, 7(2), 165. https://doi.org/10.24252/10.24252/auladuna.v7i2a6.202 hedegaard-soerensen, l., jensen, c. r., &; tofteng, dmb (2018). interdisciplinary collaboration as a prerequisite for inclusive education. european journal of special needs education, 33(3), 382–395. https://doi.org/10.1080/08856257.2017.1314113 heward, w (2013) the extraordinary child introduction to special education. united states: pearson junaidi, a. r., dewantoro, d. a., shanti, p., & rahmita, g. 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(2021). identification of children with special needs in inclusive schools. in journal of icsar issn (vol. 5, issue 2). rosita, t., suherman, m. m., &; nurhaqy, a. a. (2022). primary school teacher collaboration skills for inclusive education success. service news, 16(2), 75. https://doi.org/10.19184/wrtp.v16i2.23395 santrok, john (2013). child development. singapore: mcgraw hill company setiawan, e., &; cipta apsari, n. (2019). inclusive education: efforts to realize equality and nondiscrimination in the field of education for children with disabilities (add). socio informa, 5(3). https://doi.org/10.33007/inf.v5i3.1776 tejaningrum, d. (2017). parents' perspectives on the implementation of inclusive education in kindergartens. jkp (journal of educational counseling) wardani, k., &; dwiningrum, s. i. (2021). case study: the role of parents in inclusive education in seruma elementary school. academic discourse: educational scientific magazine, 5(1), 69. https://doi.org/10.30738/wa.v5i1.6409 widyasari, p., &; novara, a. a. (2018). the role of teacher teaching strategies in the relationship between teacher efficacy and peer acceptance of students in inclusive schools. journal of social psychology, 16 (2) 62 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 attitude of class teachers to students with autism in inclusive education primary schools indina tarjiah, istiqomah riyanti universitas negeri jakarta, indonesia email: indina.tarjiah@gmail.com abstract: this research aims to determine the attitudes of classroom teachers to autistic students in the inclusive primary schools. the method used is survey research with the population of 15 inclusive primary schools in bekasi. the samples of this research are classroom teachers from 4 inclusive primary schools. data collection techniques were carried out using a questionnaire. data were analyzed using simple descriptive statistics. the results showed that 71% of the teachers have good attitudes, 29% have very good attitudes towards autistic students in inclusive primary schools in bekasi. if the condition of this good attitude continues to be evenly distributed and comprehensive, it can make inclusive education in the city of bekasi run well and successfully. keywords: attitudes, classroom teachers, autism students. inclusive education primary school introduction the quality of teaching staff in inclusive schools has become a fundamental problem because data in the field found that teachers in inclusive schools have a background in general education. this creates problems in the teaching and learning activity due to lack of knowledge and skills of teachers in dealing with children with special needs. the most critical thing in inclusive education is the readiness of schools in implementing the inclusive education itself. one of which is the teachers’ attitudes toward students in schools that provides inclusive education. the teacher’s attitude dramatically determines the success of the implementation of inclusive education because with the right attitude in accepting children with special needs, the teachers will meet the needs of their students optimally by adjusting their needs and abilities in the class. classroom teachers in inclusive schools are very influential in providing education services for students with special needs. there are teachers who give positive responses in accepting autism children in class by making learning programs that are appropriate to the abilities and needs of students, being fair to all students without discriminating one another, and helping to make learning media and teaching materials in accordance with the ability of autistic students. however, there also those who give negative responses to autistic students by ignoring them in the classroom so that their learning objectives are not achieved and giving unfair treatment by generalizing the curriculum used by regular students without decreasing the minimum score for these autistic students. with different characteristics and abilities, it is necessary to create special program for autistic students in schools that provide inclusive education in order to achieve their learning goals which are in accordance with their abilities and needs. from the results of research conducted by popon patimah entitled “the attitudes of teachers against students with autistic disorders” in east jakarta in 2016, it was found that the attitude of teachers towards students with autistic disorders in schools with inclusive education in east jakarta is already good. the implementation of conducive environment in the teaching and learning process can help autistic students to be able to socialize in the surrounding environment. because there have been many studies conducted in jakarta, the researchers are interested in re-examining the classroom teacher’s attitude towards autism in different places with more reliable informants. researchers conducted different studies and make the classroom teachers in inclusive schools to be the trusted informants. researchers surveyed bekasi city where there are 10 schools registered in education office of bekasi as schools which provide inclusive education. when comparing the findings in the field with the results of a survey conducted by popon patimah in 2016, the researchers were interested in proving whether the attitudes of class teachers towards autistic students are getting better or not because the survey by patimah popon in 2016 actually showed good results. in this research, the researchers took part in collecting data as a source of information in evaluating the quality of the implementation of inclusive education in bekasi. the research would observe the attitude of class teachers to autistic students in bekasi. therefore, 63indina tarjiah, istiqomah riyanti, attitude of class teachers to students with autism in . . . . the problem of this research was: how is the attitude of class teachers towards autistic students in inclusive primary schools in west bekasi district, south bekasi district, jatiasih subdistrict, and pondok gede district, bekasi city? the current research has the following objectives: for schools: a) to find out the attitude of class teachers to autistic students in inclusive schools in west bekasi district, south bekasi district, jatiasih subdistrict, and pondok gede district, bekasi. b) as a reference data for schools to increase their knowledge as inclusive schools in west bekasi district, south bekasi district, jatiasih subdistrict, and pondok gede district, bekasi. for teachers: a) as a reference data for educators to increase their knowledge about the attitudes to autistic students in inclusive schools in west bekasi district, south bekasi district, jatiasih district, and pondok gede district bekasi. for researchers: a) to know the facts about the attitude of class teacher towards autistic students in inclusive schools in west bekasi district, south bekasi district, jatiasih district, and pondok gede district, bekasi, b) as reference data for prospective educators before entering the inclusive schools in west bekasi district, south bekasi district, jatiasih subdistrict, and pondok gede district bekasi. for special education students: a) to provide knowledge for students so that they better understand the attitude of class teachers towards autistic students at the inclusive schools in west bekasi district, south bekasi district, jatiasih subdistrict, and pondok gede subdistrict, bekasi. everyone has a different attitude towards certain things (individual objects). attitude shows judgment, feeling, and action towards an object. different attitudes occur because of the understanding, experience, and consideration that someone has experienced in an object. therefore the results of attitudes towards an object are definite (accepting) and negative (not accepting). according to sarwono (2009), attitude is a term that reflects the feeling of pleasure, displeasure or the feeling of mediocrity of someone towards “something”. this “something” can be an object, events, situations, people, or groups. krech, crutchfield, and ballachey formulated three components such as cognitive components, feeling components, and action tendencies. the cognitive component is a person’s trust in an object; therefore a trust depends on whether or not it is pleasant or beneficial and about how to respond accordingly to an object. the feeling component is measured experimentally. the results will show whether an object is perceived as pleasant or not. components of action tendencies refer to the tendency of a person’s actions, both positive and negative towards the object of attitude (sobur, 2003). based on the information described above, the researchers conclude that there are 3 components of attitude, namely the cognitive component related to the thought of knowledge and trust, the active component of real feelings shown to the object, and the conative component which refer to the action on an object. attitude formation occurs because of the social interaction experienced by individuals. in social interaction, there is a mutual relationship that influences individuals and others, and there is a reciprocal relationship that also influences the behavior patterns of each individual as a member of the society (azwar, 2015). azwar quotes katz’s opinion which explains four attitudes functions, namely: (a) the function of self-adjustment which means the attitude of trying to maximize the things that are desired and minimizing things that are not desirable; (b) the function of ego defense protecting against the bitter reality which is an attitude that can reflect personality problems that are not resolved; (c) the function of expression of values which means that attitudes help positive expressions of one’s fundamental values, show off his/her image, and actualize him/herself; (d) the function of knowledge which means the attitude as a scheme, namely a way of structuring so that the world around looks logical and reasonable. this attitude is used to evaluate existing external phenomena and organize them. (azwar, 2015). teachers as professionals at primary education and secondary education are evidenced by an educator certificate. class teacher is someone who leads, organizes, and provides educational services for students in their class. according to the government regulation no. 74/2008 concerning teachers, teachers are professional educators with the primary task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in formal education, primary education and secondary education (supriyadi, 2013). understanding the teacher can be done by comprehending law no. 14 of 2005 concerning teachers and lecturers which declares that national development in the field of education is an effort to educate the life of the nation and improve the quality of indonesian people to be faithful, pious, and noble and acquire the knowledge in science and technology, to be an advanced, just, prosperous society, and to be civilized individuals based on pancasila and the 1945 constitution of the republic of indonesia. it is concluded that a classroom teacher is a teacher who is appointed by the principal and has the task and responsibility to teach, educate, and guide students in order to develop academic and non-academic potential in a classroom during the learning process. in schools that provide inclusive education, educators or teachers consist of classroom teachers, subject teachers, and individual tutors. teachers in 64 journal of icsar; volume 3, number 1, january 2019: 62-68 inclusive schools are teachers with a general education background. they are not prepared to educate children with special needs. it is very possible that they have difficulties to overcome problems in a class with special needs children. therefore, individual tutors are available in inclusive schools (garnida, 2015). the main tasks of a teacher are as follows: (1) mastering teaching materials; (2) implementing teaching and learning programs; (3) implementing, leading, and managing the teaching and learning process, and; (4) assessing learning activities. the roles of a teacher are as follows: (1) as a facilitator who facilitates students in teaching and learning activities; (2) as a mentor who helps students to overcome problems in the learning process; (3) as communicators who communicate with students and the community; (4) as a model who provides good examples so that students behave well; (5) as evaluators who assess the development of their students both affective, cognitive, and psychomotor; (6) as innovators who also disseminate renewal efforts to the community; (7) as cognitive agents who share knowledge, and; (8) as managers who lead groups of students in the classroom so that the learning process successful. however, classroom teachers in inclusive schools have other tasks including: creating a conducive learning climate so that children feel comfortable learning in class / school, compiling and carrying out assessments for all children to know their abilities and needs, preparing individual learning programs (ppi) together with special education teachers, carrying out teaching and learning activities and conducting assessments for all subjects under their responsibility, providing teaching remedial programs, enrichment / acceleration for students in need, and carrying out classroom administration in accordance with their duties. (garnida, 2015). in a book written by ilahi (2016), teachers, as a component in the learning system to improve students’ abilities, has an important role in determining the direction and purpose of a learning process. therefore, a teacher is required to master some abilities and skills related to the learning process, including the ability to master teaching materials, the ability to manage classes, the ability to use methods, media, and learning resources, and the ability to make evaluations, both the processes and the results. these teacher’s abilities should meet the learning principles that have been set by unesco as the four pillars of learning. the role of classroom teacher is very important in the development of their students, so that teachers are required to meet their learning objectives, especially for students with special needs. according to the ministry of national education in 2002, autism is a complex developmental disorder involving communication, social interaction, and imagination activities. autistic children also have problems in the fields of communication, social interaction, sensory disorders playing patterns, and emotions (supena, 2015). prasetyono (2008) explained that autism is a collection of syndromes that interferes the child’s developmental nerves, the diagnosis known from the visible symptoms and indicated by the developmental deviations, such as social interaction, language and communication which exist or are repeated by individuals with autism. it can be concluded from the provided understandings, that children with autism are children who experience disturbances in the brain so that they experience delays in various aspects of development such as language and communication, social interaction, and stereotyped behavior. these delays can be seen during childhood development starting from 0-3 years old. autistic children are characterized by several disorders such as: (a) social interaction, including rejecting or avoiding face to face or eye contact; (b) communication, including speech, language, and communication, such as echolalia (imitating or parroting), communicating with body language, etc; (c) disruption in playing, for example playing monotonously and strangely, such as playing tires on cars and watching them for a long time; (d) sensory disorders, including feeling sensitive to something, such as touch, hearing, light, taste (tongue) or smell; (e) feelings and emotions, such as laughing or crying suddenly, even angrily with no cause; (f) behavioral disorders, such as hyperactivity or even very quiet, do not like change, repeat a particular movement such as walking back and forth, running endlessly, etc. yuwono (2009) in his book revealed some of the characteristics of autistic children that can observed as follows: a) behaviors such as: indifference to the environment, undirected behavior; going back and forth; run; fierce; circling; jumping, etc., attachment to a particular object, rigid routine, tantrum, obsessivecompulsive behavior, and fascination with rotating objects or moving objects, b) social interactions such as: not looking at the eyes, not responding when called, not wanting to play with their peers, playing by themselves, no empathy with the social environment, c) communication and language such as speech delay, no effort to communicate non-verbally with body language, not understanding language, echo (echolalia), and not understanding other people’s speech. 65indina tarjiah, istiqomah riyanti, attitude of class teachers to students with autism in . . . . table 1. list of bekasi city inclusive education supporting schools no name of school information total number of teachers 1. sdn jatimekar i jati asih 20 2. sdn bantar gebang iv bantar gebang 14 3. sdn kali baru iv medan satria 14 4. sdn jatiwaringin iii pondok gede 14 5. sdi iqro pondok gede 33 6. sds permata ananda south bekasi 9 7. sds ypi ‘45 east bekasi 18 8. sds royal weis (mutiara indonesia) west bekasi 14 9. sds citta bangsa jati asih 10 10. sds al izzah medan satria 15 11. sd islam al fajri pekayon 12 13. sekolah batutis al-ilmi pekayon 16 14. sdit darussalam cikunir 36 15. sekolah shibghah akhlak quran (sakura) jakamulya 20 total 245 minister of national education regulation number 70 of 2009 concerning inclusive education defines inclusive education as an educational system that provides opportunities for all students who have physical abnormalities and has the potential for intelligence and / or unique talents to attend education or learning in an educational environment together with students in general (mudjito, harizal, & rimilton 2014) according to stainback, schools that provide comprehensive individual education should accommodate all students in the same class. schools must provide educational programs that are feasible, challenging, but adaptable to the abilities and needs of each student (mudjito, harizal, & rimilton 2014). from the various notions of inclusive education above, the researchers conclude that inclusive education organized by regular schools that accept students with special needs to study with regular students aims at facilitating students to get education services which are far from their place of residence. moreover, schools also adjust curriculum programs and infrastructure to support the abilities and needs of students with special needs. in a book entitled inclusive education concepts and applications, there are several things that need to be examined further about the objectives of inclusive education, namely (a) providing the broadest opportunity for all students who have physical, emotional, mental and social disabilities or have exceptional intelligence and / or talent to obtain quality education according to their needs and abilities; (b) realizing the implementation of education that respects diversity, and not discriminatory for all students ilahi (2016). in organizing inclusive education there several essential components that must be considered, namely: (1) curriculum flexibility (teaching materials). the curriculum includes objectives, materials, learning strategies, media and learning evaluation that must be modified according to the abilities and needs of students with special needs; (2) educators (teachers) are expected to fulfill qualification requirements such as having the ability, skills, and attitudes about the material that are taught, as well as understanding the characteristics of students; (3) the input of students. it is expected that the schools would have information about the initial ability, data, and characteristics of students with special needs in order to assist teachers in designing and implementing learning objectives optimally; (4) environment and the implementation of inclusive schools. the collaboration between parents, teachers, schools and also the government in building a friendly environment for students with special needs is a critical role. in this case, the government has the role of providing special teachers, as well as budgets that help schools in optimizing the implementation of inclusive education; (5) facilities and infrastructure affect the implementation of inclusive education. therefore, it is essential that there are adequate facilities and infrastructure that facilitate students in inclusive schools. methods this is a quantitative research using survey methods. survey method is the best method to obtain data and to collect original data from respondents to describe the state of the population. 66 journal of icsar; volume 3, number 1, january 2019: 62-68 table 2. overall statistics description average median modus skor mak skor min total 121.4 120 113, 114, 119, 121, 127 150 30 cognitive 42.45 41 40, 41 55 11 affective 44.17 45 45 50 10 conative 35.2 35 34 45 9 table 3. distribution of frequency of the overall attitudes of the respondents interval class frequency information 30-53 0 very bad 54-77 0 not good 78-101 0 enough 102-125 25 good 126-149 10 very good figure 1. graph of classroom teacher’s attitude to autistic students the purpose of this research is to find out the empirical data about the attitudes of class teachers to autistic students in inclusive primary schools in west bekasi district, south bekasi district, jatiasih subdistrict, and pondok gede district, bekasi. the research was conducted at the inclusive primary school in west bekasi district, south bekasi subdistrict, jatiasih subdistrict, and pondok gede subdistrict in bekasi area where autistic students are found. this research was conducted for seven months, starting from december 2017 to july 2018. the population in this research was all classroom teachers who taught autistic students in inclusive primary schools in bekasi who are included the following table 1. the selection of the subject of this research used a purposive sample. the researchers determine the research subjects by having a specific purpose. researchers then provided questionnaires only to classroom teachers who teach autistic students in inclusive schools. some schools / teachers that were studied include: 7 teachers of royal well school in bekasi barat sub-district, 8 teachers of jatiwaringin iii elementary school in pondok gede sub-district, 10 teachers of jatimekar i elementary school in jatiasih sub-district, and 10 school teachers shibghah akhlak qur & rs in the south bekasi sub-district where autistic students are found. data analysis techniques were carried out using descriptive statistical analysis. descriptive statistics is used to analyze data by describing the collected data and then drawing conclusions from the research objectives and limiting the problems that have been decided. the steps in the data analysis technique are: a) identifying the highest and lowest scores of the respondents, b) finding the average score from the number of scores obtained, c) searching for the median, d) searching for the mode. after that, it was analyzed to conclude whether the attitude of teachers towards autistic children in inclusive primary schools is good. also, the results of the data analysis were described and then drawn as a conclusion. findings and discussion findings the data of this study were obtained from 35 respondents who are classroom teachers in inclusive schools with autistic students in bekasi. data was presented as a whole in the form of frequency distribution tables consisting of averages, standard deviations, medians, modes, maximum scores, minimum scores, and circle graphs. the description of the data on the attitudes of the class teacher towards autistic students in inclusive schools was integrated with the respondents as a whole from 4 schools which also provide inclusive education in bekasi. the information can be seen in the table 2. based on the table 3 is known that out of 35 respondents in total, there are 25 respondents obtained the highest score in the range of 102 125 which means the attitude of the class teacher to students with autism is good. other 10 respondents who obtained a score of 126 149 are considered very good to students with autism. if described in the diagram, the distribution show in figure 1. the data was obtained from 35 respondents who are the classroom teachers in 4 inclusive schools in the city was associated with 30 items of statements regarding the attitude of class teachers towards autistic students. there are 25 (71%) respondents stated that the attitude of the class teacher to autistic students in inclusive schools is good. as many as 10 (29%) of respondents stated the attitude of the classroom teachers is very good to autistic students in inclusive schoolsin 67indina tarjiah, istiqomah riyanti, attitude of class teachers to students with autism in . . . . bekasi, and no (0%) respondents said that they are not good nor good enough to autistic students in inclusive schools in bekasi. this can give an idea that the attitude of classroom teachers to the autistic students is in the excellent category (71%). therefore, it can be concluded that from the overall results the class teacher already reacts well to the thoughts, feelings, and actions in accepting or rejecting the autistic students in the inclusive schools in bekasi. discussion the findings of the survey have clearly showed that most classroom teachers in bekasi who conduct inclusive education to students with autism have possitive attitudes to the students. the results of this research are similar to the results of other researches within similar topic in which teachers generally held good gestures to their students with autistic disorder (ross-hill, 2009; park & chitiyo, 2011; engstrand & roll-pettersson (2014). however, contrary results were also found in other reseraches of the same issue. alamri and tylerwood (2016) noticed that teachers in saudi prefered to teach students with autism separately and not in inclusive environment. in addition, cassady (2011) also noted that teachers expressed their concerns of not being able to teach students with autism and emotional behavioral disorders. to overcome and prevent other negative attitudes of teachers to students with autism in an inclusive setting, there should be a clear guidance and regulation for educaional institutions. symes and humphrey (2011) suggested that factors inclusing access to expertise, communication within school, and teaching staffs awareness of students autism should be taken into consideration in order to run the teaching and learning activities appropriately. conclusion based on the results of the research from 4 inclusive schools in west bekasi district, south bekasi subdistrict, jatiasih subdistrict, and pondok gede subdistrict, bekasi, the class teachers in teaching autistic students already reacts well to the thought, feeling and action in accepting or rejecting the autistic students in inclusive schools in west bekasi district, south bekasi district, jatiasih subdistrict, and pondok gede district bekasi, especially on the affective dimension of the attitude of teachers to autistic students in inclusive schools. from these conditions, it can be interpreted that the classroom teachers in inclusive schools in west bekasi subdistrict, south bekasi subdistrict, jatiasih subdistrict, and pondok gede subdistrict in bekasi region already have an appropriate reaction in evaluating the aspects in their social environment which are a collection of reactions from feelings, thoughts, and actions that are consistently good for autistic students in the inclusive school. in the cognitive dimension, the classroom teachers are good at understanding the characteristics of autistic students in their class, either the academic aspects, social aspects or emotional aspects. in the affection dimension, the class teachers already have a good emotional response to the existence of autistic students in the classroom who are more concerned with the academic, social and emotional aspects. likewise, with the conative dimension, the class teachers already have an excellent response to the academic aspects, social aspects, the emotional aspects of the autistic students in their class. therefore, it can be concluded that the attitude of class teachers towards autistic students in inclusive schools in west bekasi district, south bekasi subdistrict, jatiasih subdistrict, and pondok gede subdistrict, bekasi is good. the class teachers already have an evaluative reaction to the aspects of their social circle which is a collection of reactions from feelings, thoughts, and actions that are consistent with the autistic students in the inclusive schools. references alamri, a., & tyler-wood, t. (2016). teachers’ attitudes toward children with autism: a comparative study of the united states and saudi arabia. the journal of international association of special education, 16, 14-25. azwar, s. (2015). sikap manusia teori dan pengukurannya.yogyakarta: pustaka pelajar. cassady, j. m. (2011). teachers’ attitudes toward the inclusion of students with autism and emotional behavioral disorder. electronic journal for inclusive education, 2(7), 1-23. engstrand, r. z., & roll-pettersson, l. 2014. inclusion of preschool children with autism in sweden: attitudes and perceived self efficacy in preschool teachers. journal of research in special educational needs, 14(3), 170-179. garnida, d. (2015). pengantar pendidikan inklusif. bandung : pt refika aditama. ilahi, m. t. (2016). pendidikan inklusif konsep dan aplikasi. yogyakarta: arruzz media. mudjito, e., harizal., & rimilton, r. (2014). pendidikan layanan khusus: model-model dan implementasi. jakarta: baduose media. 68 journal of icsar; volume 3, number 1, january 2019: 62-68 park, m., & chitiyo, m. (2011). an examination of teacher attitudes towards children with autism. journal of research in special educational needs, 11(1), 70-78. prasetyono. (2008). serba-serbi anak autis. yogyakarta: diva press. ross-hill, r. (2009). teacher attitude towards inclusion practices and special needs students. journal of research in special educational needs, 9(3), 188198. sarwono, s. (2009). pengantar psikologi umum. jakarta: pt raja grafindo persada. sobur, a. (2003). psikologi umum. bandung: pustaka setia. supena, a. (2015). pengantar pendidikan anak berkebutuhan khusus. jakarta: lembaga pengembangan pendidikan unj. supriyadi, o. (2013). profesi kependidikan. yogyakarta: laksbang pressindo. symes, w., & humphrey, n. (2011). school factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (asd) in mainstream secondary school. journal of research in special educational needs, 11(3), 153-161. yuwono, j. (2009). memahami anak autistik kajian teoritik dan empirik. bandung: alfabeta. journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 8 number 1; doi: http://dx.doi.org/10.17977/um005v8i1p6 6 basic makeup vocational skills program for learners with hearing impairment at special senior high school level anelia muanis*, imas diana aprilia 1 universitas pendidikan indonesia, bandung, indonesia *e-mail: aneliamuanis24@upi.edu, imasdiana@upi.edu abstract: this research is motivated by the learning of cosmetology skills that have not been optimal for children with hearing impairments in skh negeri 02 serang city. this condition is allegedly the result of inappropriate provision of skills that have not considered talent interests and teacher competence that is not qualified in cosmetology skills. the purpose of this study is to formulate a basic makeup skills program for students with hearing impairments at the senior high school level. the approach used in this research is research and development with exploratory mixed method research design and at the program trial stage researchers use experimental methods with a single subject research design (a-b-a). the results of the pilot test of the basic makeup program that has been made show that the program improves students' abilities from an initial score of 25% to a final score of 68%. keywords: vocational skills; basic makeup; children with hearing impairment introduction education is one of the efforts in carrying out the development of reliable human resources as a creator of development cadres who are able to compete in penetrating the limitations and backwardness between underdeveloped countries and developed countries. being a learner and getting a proper education is the right of all individuals without exception for children with special needs, children with special needs have the right to be served according to their abilities, level of need and specificity. this right is also part of what is regulated in the convention on the rights of the child (ratified through presidential decree number 20 of 1990) and law number 23 of 2002 concerning child protection, with various rights to; (1) get equal opportunities and accessibility for ordinary education and special education; (2) receive education, training in a way that allows the fullest possible achievement of social integration; (3) be protected from acts of violence committed by teachers, school managers, or their friends. efforts to optimize the abilities of students with special needs require good teacher competence so that they can meet the needs of each student. mahyatun & suryadi (2022) suggest that the different characteristics of children with special needs require teacher abilities related to how to combine the abilities and talents of each child in the ability to think, see, hear, speak, and socialize aimed at the ultimate goal of learning. this kind of teacher ability aims to provide more focused learning in the independence of students so that they can run their lives and support themselves without special assistance from others after students enter the post-school. efforts that can be made in improving the ability of students are to provide learning that they can use for personal independence, have the potential to build a more independent life after graduating from school or help students achieve achievements in certain fields, namely by learning skills or skills. skills are narrowly defined as practical skills related to the world of work (vocational skills) and broadly defined as life skills (suyanto & jihad). according to the broad based educations team (departemen pendidikan nasional, 2001), life skills are skills that a person has to dare to face life and life problems naturally without http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 mailto:aneliamuanis24@upi.edu mailto:imasdiana@upi.edu muanis & aprilia, basic makeup vocational skills … 7 feeling depressed, then proactively and creatively seek and find solutions so that they are finally able to overcome them. according to the concept, life skills can be divided into two main types, namely: generic life skills, and specific life skills. each type of skill can be divided into sub-skills. generic life skills consist of personal skills and social skills. personal skills include self-awareness skills and thinking skills. according to zulaichah (2018), the objectives of vocational education for children with special needs include developing skills and adapting them to a job. one of the goals of vocational education is to prepare students who have a way of thinking as a skilled workforce (rosyidi, junaidi, & sunandar, 2022). therefore, the vocational education provided to children with special needs must be in accordance with their abilities and be able to apply it in the field of work, of course, jobs that are classified as easy and difficult for children with special needs. in addition, this adjustment will make it easier for children to follow the learning flow well so that the ability of students will gradually increase and educators can develop learning programs following the development of these abilities. in line with the opinion of aulia (2023) in his journal who said that vocational education is a form of effort made by schools to combine practical lessons in the curriculum with the aim of forming students who are competent in knowledge and basic knowledge and skills. one of the children with special needs who has great potential to optimize vocational abilities is children with hearing impairments who can be focused on learning cosmetology skills. deafness is defined as a state of hearing loss in which a person is unable to detect a variety of stimuli, primarily through his sense of hearing (apriliani & aprilia, 2022; sany & wardhani, 2022; ningsih et al., 2022). brueggemann & burch (2006) suggest that skills for children with hearing impairments should be provided according to gender, interests and culture. one example of a skill that adapts to gender is cosmetology, which is generally learned by women. according to tilaar (1995), makeup is the art of beautifying the face by accentuating the beautiful parts of the face and disguising or covering facial flaws so as to better support one's appearance and confidence. currently, there are many makeup activities that are carried out to accommodate the talents of children with special needs including children with hearing impairments, both in the form of competitions or workshops held at national and international levels, this shows that children with hearing impairments are very likely to learn makeup skills considering they have a good visual sense. in addition, children with hearing impairments also have imagination and perseverance that are not inferior to individuals in general. effective learning of basic makeup at school is inseparable from the role of the teacher as a companion when students carry out learning activities. gunadi (2011) argues that the role of teachers in educating children with hearing impairments in schools is certainly very important. the learning strategy applied is not much different from learning children who can hear. however, in learning children with hearing impairments, the visual side that utilizes the sense of sight must be highlighted more. this situation is important for educators to understand in order to optimize the senses of students who function properly so that it makes it easier for students to understand the learning material presented. in general, researchers see a tendency that almost every school has not optimized vocational learning according to the interests of students and prefers to direct students to vocational skills available at school so that sometimes this has an impact on the motivation of students to take part in learning with a good mood. researchers have analyzed that if schools override students' interests or talents in vocational learning, then the goals of vocational learning will not be achieved optimally so that it becomes a separate concern for students because they cannot learn the skills they are interested in and do not achieve optimal results in the vocational learning that is being studied. when associated with the school's 8 journal of icsar; volume 8, number 1, january 2024, 6-17 goal of creating graduates who have competence independently, this will be an inhibiting factor in achieving this goal and will further have an impact on the post-school world of children and form a condition of children who lack skills / skills so that they are not ready to compete in the world of work or produce a work that can support children to live independently. this will be different if the school prepares a vocational skills program that is conceptually and operationally mature with the aim of increasing competence in a particular field and can be used in career development without overriding the interests and talents of students, the result of learning skills is students with professional competence but still with a good mood so that they will be more responsible for what they are doing. special schools (skh) generally provide vocational learning that aims to provide skills for students so that students have independent and useful skills for their future lives. in general, researchers can see that basic makeup learning in skh negeri 02 serang city has not been programmed. based on the results of observations, cosmetology learning has not run optimally due to learning planning that has not been programmed properly. this can be seen by the unavailability of teaching teachers who master makeup skills, learning is only carried out at certain times such as when competitions or events will be held and students who participate are selected students without exploring how makeup learning should be carried out and only learning through videos obtained from social media. the impact is that the implementation of learning has not been able to create graduates who have competence in the field of cosmetology even though cosmetology services can be used as business opportunities or a place to achieve achievements and are classified as prospective skills in the creative industry. as clear evidence, today many people are studying makeup with various types of makeup used according to needs such as stage needs, customs, and many more. not a few people choose the field of cosmetology as a job or a place to channel hobbies to achieve achievements. conceptually, the basic makeup program has never been implemented or carried out in daily learning on a regular basis. when the school will participate in a makeup competition with various types, educators determine students who are deemed capable through tests and hold continuous training, after the competition is over, the training is not carried out again. the learning provided does not fully explore the extent of the ability and develop the potential of students. this research seeks to create a learning program in the form of makeup skills that aims to improve the ability of students, especially in basic makeup competencies. the basic makeup skills learning program begins with training for teachers through workshops and practices that are tailored to the teacher's ability based on the results of the initial assessment. the training program conveys the material provided specifically and practically so that the expected result is that teachers have adequate abilities and a comprehensive picture related to basic makeup that will later be taught to students. based on this background, researchers are interested in conducting research related to the creation of a skills program that focuses on basic makeup. researchers believe that programs that have the potential to develop students' abilities in the future are determined by proper planning and can be based on learning basic makeup skills to teachers as facilitators in implementing learning for students with hearing impairments as an initial step. therefore, researchers seek to find, discover and develop the right formula to develop the potential of learners who can then improve their abilities and equip learners with basic makeup skills so that these skills can be useful for their future lives. method the research was conducted using exploratory mixed method research design. this research was conducted in skh negeri 02 serang city, banten province. the subjects in this muanis & aprilia, basic makeup vocational skills … 9 study were teachers and students with hearing impairments totaling one person at the smakh level. this research tries to answer two clusters of research questions, namely the first cluster "how is the learning of basic makeup skills for students with hearing impairments at the smakh level?". this research question is broken down into three sub-research questions, namely: (a) what is the factual condition of learning basic makeup skills for students with hearing impairment at smakh level? (b) what is the teacher's knowledge and skills on basic makeup? (c) what is the learning program for basic makeup skills for teachers and students with hearing impairment at smakh level? the data obtained through these three subresearch questions are qualitative data about the learning program of basic makeup skills for students with hearing impairment at smakh level. the second cluster of research questions, "is the basic makeup program effective in improving the skills of children with special needs? the data obtained from the second cluster of research questions is quantitative data. at this stage, the researcher uses an experimental method with a single subject research design (a-b-a), which is a design that has three phases, where (a) is the baseline, (b) is the treatment or intervention phase and (a') is the repetition of the baseline, in all three phases several sessions are conducted. in general, this design is applied to explore a phenomenon, identify themes, design an instrument, and then test it. researchers use this design when there are no instruments, variables, and measurement tools for the population being studied, or the researcher is unaware of their existence (creswell, 2010). visually, the design chart can be seen in the following figure chart: qual (data and result) building quan (data and result) figure 1. exploratory mixed methods research design (adapted form creswell, 2010) result and discussion results this research has the ultimate goal of developing a basic makeup skills learning program at skh negeri 02 serang city banten. the data needed in compiling the program is how the factual conditions of the basic makeup skills learning program, how the basic makeup skills learning program. the data was obtained through observations, interviews, and documentation studies conducted at skh negeri 02 serang city banten. the data obtained from the research results are then described and grouped systematically based on the focus of the problem and the research subject, which makes it easier for readers to understand this research. furthermore, the results of this study will be described as follows: 1. factual conditions of learning basic makeup skills a. basic makeup skills learning planning planning for learning basic makeup skills cannot be implemented properly, from the implementation of assessments to making lesson plans, the teacher has not formulated for this because he already has a training module. the teacher recommends the researcher to help make the basic makeup program. b. implementation of basic makeup skills learning based on the results of observations at skh negeri 02 kota serang, basic makeup learning for children with hearing impairments is focused on the smpkh and 10 journal of icsar; volume 8, number 1, january 2024, 6-17 smakh levels but has not been studied in focus and implemented in daily learning like other vocational skills. the school will only provide learning if there are certain activities or events related to makeup so that the creation of this skills program cannot be said to be optimal. the talent of students in the field of cosmetology has not been seen as a whole, the teacher considers that some students show interest in learning cosmetology but there has been no follow-up related to the interests and talents shown by students. the biggest possible obstacle in the implementation of learning is the absence of educators who master cosmetology skills. c. evaluation of learning basic makeup skills for the implementation of learning evaluation of basic makeup skills in skh negeri 02 kota serang banten, it has never been implemented because there is no clear program for this learning, making basic makeup learning activities unrealized. 2. teacher ability in basic makeup a. teachers' knowledge of basic makeup based on the results of observations and interviews conducted by researchers with teachers at skh negeri 02 serang city, it is known that the teacher's knowledge of the use of basic materials commonly used in basic makeup activities is still minimal, especially in the use of basic makeup materials, which include: toner, moisturizer, foundation, powder, eyebrow pencil, eye shadow, mascara and lipstick. in addition to the lack of knowledge of the use of basic makeup materials, teachers also do not really know the use of various forms of make-up tools such as sponges and brushes according to their uses so that they cannot explain to students. b. teacher skills in basic makeup based on the results of observations and interviews conducted by researchers with teachers at skh negeri 02 serang city, it is known that; (1) the teacher has not been able to form the upper and lower eyebrow lines (2) the teacher has not been able to tidy up the eyebrow lines that have been made (3) the teacher has not been able to flatten the center of the eyebrows with an eyebrow brush (4) the teacher has not been able to apply eye shadow evenly on the eyelids starting from the center and then blending into all parts of the eyelids with a brush (5) the teacher has not been able to apply foundation evenly on the face with a sponge. 3. basic makeup program for teachers and students with hearing impairment at smakh level in skh negeri 02 kota serang banten a. for teachers the program for teachers is an effort by researchers to improve abilities in terms of knowledge and skills through semi-workshop activities as a provision in providing basic makeup learning to students. in the workshop the teacher will get, including (1) increase the teacher's understanding of the usefulness of makeup skills both for their own interests or can be developed as a provision for students in the world of work with sharing session activities regarding the usefulness of learning basic makeup skills (2) improve the ability of teacher skills in learning basic makeup by understanding the series of learning activities carried out including sharing about the basic makeup learning series, introducing make-up tools and materials used in makeup learning activities, practicing makeup skills including. using toner, moisturizer, foundation, powder, pencil; using toner, moisturizer, foundation, powder, eyebrow pencil, eye shadow, mascara and lipstick (3) opening the teacher's mindset to understand that makeup skills must be learned and practiced continuously to maximize student abilities the activities carried out are sharing about basic makeup learning must be carried out regularly or continuously. muanis & aprilia, basic makeup vocational skills … 11 after the teacher follows the program provided by the researcher, the researcher then invites teachers and experts (make-up artists) through discussion activities or fgds to validate the basic makeup learning program for students with special high school level hearing impairments that have been formulated based on the results of the initial assessment by the researcher. the results of the fgd (focus group discussion) were used as an evaluation in the program design prepared by the researcher. b. for learners 1) rationale schools are obliged to provide life skills learning, which is oriented towards vocational skills. based on the curriculum in vocational education, the learning system is concentrated on specialized skills and vocations. learners can directly develop their skills according to the needs of the field or field of work they will face. one way to equip learners with hearing impairments in makeup skills to look more attractive is with a basic makeup skills program. this program is given to students with hearing impairments who will take part in skills learning at skh negeri 02 kota serang banten. the material in this program emphasizes the types of skills that are in accordance with the needs of students with hearing impairments. so that by having the ability and expertise in the field of basic makeup, learners with hearing impairments will later have provisions when they enter the community and enter the world of work which requires them to look neat and attractive. 2) vision and mission of the program the vision in this basic cosmetology program is to develop the potential and abilities of students optimally in forming independent and creative individuals. while the mission carried out in the basic makeup program for students with hearing impairments are; a. provide skills education services as optimally as possible according to the needs of students, b. improve the ability of students in the field of basic makeup, c. prepare students with skills so that they can be useful for themselves and society. program objectives in the basic makeup learning program include: a) increasing children's skills, especially in makeup activities so that they understand the function of makeup both for personal interests or related to other things, for example work demands that require children to look attractive. b) as a provision or initial step for children in achieving and creating types of work in the field of cosmetology. c) fostering children's desire to want to improve their abilities in the field of makeup and learn other types of makeup. 3) signs to facilitate the teacher in implementing this basic makeup program then: 1) learning materials are based on the needs of each individual but the time is given simultaneously, 2) learning is more oriented towards direct practice so that students with hearing impairments have qualified skills, 3) the tools and equipment needed are adjusted to the existing school conditions, 4) the assessment given is an assessment of attitude, knowledge and skills (practice). assessment is given in the form of attitude, knowledge and skills (practice) assessment. 4) program implementation strategy 12 journal of icsar; volume 8, number 1, january 2024, 6-17 what is meant by the program implementation strategy is the time used in implementing the program. the implementation of the program will be carried out on the skills lesson schedule which has four lesson hours in 3 (three) meetings each week. the implementation of this skills learning can be done together, but the material of each learner is adjusted to their needs. 5) assessment of learning outcomes assessment of learning outcomes should be followed up with no follow-up. assessment data is very useful for teachers as material for improving learning programs, correcting learning weaknesses, and tutoring activities for students who need it. the assessment of the learning outcomes of basic makeup must be carried out comprehensively, meaning that the abilities measured include cognitive, affective and psychomotical aspects. cognitive aspects include: knowledge, understanding, application, analysis, synthesis, and evaluation proportionally. 4. the effectiveness of the results of the pilot test of the basic makeup skills program for learners with hearing impairments at the smakh level in skh negeri 02 serang city banten. researchers conducted a direct trial of the cosmetology program, this is to ensure that the material compiled in the program is really in accordance with the needs and abilities of students with hearing impairments. for data on the results of the trial, it is shown in the following table; table 1. data from trial results with a-b-a design baseline (a1) sessions basic makeup skill score (%) 1 25 2 25 intervention (b) sessions 1 76,25 2 81,25 3 92,5 4 97,5 baseline (a2) sessions 1 61,25 2 68,75 from the table above we can see that in phase a (baseline-1) which is the initial condition of basic makeup skills getting the same score of 3 for 2 days a week. then in phase b (intervention) shows an increase in scores in 4 meetings conducted despite the ups and downs produced by students in basic makeup skills. however, in the last phase, namely a2 (baseline-2), students' abilities tend to decrease compared to the intervention but increase more than the initial ability (phase a). discussion based on the findings of the research results in the field, the following will discuss matters related to the basic makeup skills learning program at skh negeri 02 serang city banten. 1. factual conditions of learning basic makeup skills for students with hearing impairments at the special senior high school level in skh negeri 02 kota serang banten. the existence of a learning program is very important because it is a series of activities that are agreed upon in order to achieve the competency targets that will be muanis & aprilia, basic makeup vocational skills … 13 expected as stated by mcdavid & hawthorn (2006) defines a program as a meaning relationship that is designed and implemented purposively. a program can be understood as a group of activities intended to achieve one or related several target outcomes. and tayibnabis (2000) argues that: program as everything that someone does with the hope that it will bring results or influence. thus the program can be interpreted as a series of activities that are carefully planned and in their implementation take place in a continuous process, and occur in an organization that involves many people. one example of a vocational program can be realized by forming a learning implementation plan (rpp). rpp is a lesson plan that is prepared by a teacher before carrying out a lesson. rpp is very important because it is a reference in carrying out the learning process (sakirin, 2020). from the results of data collection conducted through interviews, observations, and documentation, it was found that basic makeup learning had not been carried out properly and purposefully. the absence of a learning program can have an impact on the learning process directly such as the difficulty of determining the material in each meeting, determining lesson planning, lesson implementation, evaluation etc., so that the process carried out by the teacher in guiding, assisting, and directing students to have a learning experience can not be achieved properly. because this is not in accordance with abidin's statement (2009) that a learning program is a method/process that is previously planned and directed to achieve goals and is designed to facilitate the learning process. 2. teacher ability in basic makeup the teacher's ability in basic makeup skills at skh negeri 02 serang city banten is still lacking in terms of knowledge and skills. this can be seen during observations and interviews, the teacher has difficulty explaining the use of basic materials used in basic makeup activities, the teacher also does not know the use of makeup tools according to their uses and also the teacher has not been able to explain the use of makeup tools according to their uses. sadirman in rahman (2022) explains nine points about the role of educators in teaching and learning activities including (1) teacher as an informator or as a source of learning for students; (2) teacher as a facilitator or provider of facilities, facilities in the teaching and learning process, for example by creating an atmosphere of conducive learning activities, harmonious with student development, so that teaching and learning interactions take place effectively and optimally. (3) teacher as a motivator in order to provide stimulation, encouragement and reinforcement to develop students' potential, foster self-help (activity) and creativity (creativity), so that there will be dynamics in the learning process. (4) teacher as evaluator or evaluate the results that have been carried out during these learning activities (5) teacher as organizer or manager of academic activities, syllabus, workshops, lesson schedules and others. (6) teacher as director must be able to guide and direct student learning activities in accordance with the aspired goals. (7) teacher as an initiator or originator of ideas in the learning process. the ideas sparked should be creative ideas that can be emulated by students. (8) teacher as transmitter or disseminator of educational wisdom and knowledge. (9) teacher as or mediator in student learning activities. for example, mediating or providing a way out or solution to a problem. in the skills aspect also shows the results that the teacher has not been able to make the upper and lower eyebrows, flatten the middle of the eyebrows with an eyebrow brush, apply eye shadow evenly and also the teacher has not been able to apply foundation evenly on the face with a sponge. this also shows that there are no professional teachers in the field of cosmetology in line with the opinion of surya (2003) professional 14 journal of icsar; volume 8, number 1, january 2024, 6-17 competence is a variety of abilities needed in order to realize himself as a professional teacher. professional competence includes expertise in the field, namely mastery of the material to be taught and its methods and a sense of community with other teachers. 3. basic makeup program for teachers and students with hearing impairment at special senior high school level in skh negeri 02 kota serang banten the learning program is essentially a long-term planning carried out by the teacher to be able to estimate the various actions that will be taken in the classroom or outside the classroom. learning planning needs to be done so that teachers can coordinate various learning components that are oriented (based) on the formation of learner competencies, namely basic competencies, standard materials, learning outcome indicators, and assessment. tarjiah (2017) argues that good learning planning can be started by compiling a syllabus or lesson plan, syllabus is a learning plan made for one semester for certain subjects. the syllabus is made in the form of a matrix (table) which contains 8 components, namely: (1) competency standards, (2) basic competencies, (3) formulation material, (4) success indicators, (5) learning activities, (6) time allocation, (7) resources and learning media, (8) evaluation. the syllabus is made for each subject, in one semester in class. in addition to containing the 8 components above, the syllabus is usually preceded by the identity of the subject. learning implementation plan (rpp) is a learning plan made for one or several times in a particular subject. the lesson plan elaborates more details and operations of the syllabus. the components are written more or less the same as the syllabus rpp. the difference with the syllabus is that the lesson plan is made not in the form of a matrix (table) but a description that extends to the base of the syllabus. this basic makeup skills learning program is formulated based on the results of a qualitative study in the field. the findings of the qualitative study state that skh negeri 02 serang city banten does not yet have a basic makeup skills learning program. therefore, the learning program that will be formulated is more focused on learning basic makeup skills, after the basic makeup learning program is made, the program is shown again to the teacher. the assessment that the teacher gave to the learning program made was very positive, the determination of the material for each session was made carefully according to the material in the training module, so that the program made could be used. the basic makeup skills learning program is the final goal of this research. the birth of the program at this stage is the result of the researchers' reflection starting from the stage of looking at the factual conditions of the basic makeup skills learning program at skh negeri 02 serang city banten, the process of making this basic makeup skills learning program is closely related to the basic elements of the curriculum, namely subject matter objectives, learning experiences and assessment of learning outcomes. the basic makeup skills learning program that has been prepared is expected to develop and improve the competence, creativity and independence of each learner, and can be a reference material and motivation for teacher development in providing good skills teaching, from the aspects of planning, implementing, and evaluating the work of students. 4. the effectiveness of the results of the pilot test of the basic makeup skills program for learners with hearing impairments at the special senior high school level in skh negeri 02 serang city banten. this study aims to develop a basic makeup learning program for teachers and students with hearing impairments at the special senior high school level, and also to determine whether or not there is an effect of the program that has been made with the results of increasing the basic makeup skills of students with hearing impairments at skh negeri 02 serang city. aspects of basic makeup were tested including the application of muanis & aprilia, basic makeup vocational skills … 15 foundation, powder, eyebrow pencil, eye shadow, mascara and lipstick using an experimental method with a single subject research (ssr) a-b-a design. there is a difference in the basic makeup ability scores of students in all phases, where the intervention phase score (b) is greater than baseline-1 (a1) this indicates an increase in score, and is assumed to be the result of the treatment that has been given, but in the baseline-2 phase (a2) the score obtained decreases again. the following is a recapitulation of the results of the basic makeup program trial made into the graph format below. figure 2. test results of the basic makeup program for hearing impaired learners from the research that has been conducted, the researcher feels that there are advantages during this research. the advantages that the researcher felt during this study were that children with hearing impairments quickly understood when learning, looked happy, wanted to continue to try to learn to make and experiment to apply makeup. in addition, the learning process using this basic makeup learning program is more effective and efficient, because the teacher is no longer groping for what material to give. the results of the trial on students with hearing impairments in learning basic makeup skills shown in the baseline 1 and baseline 2 results tables described earlier, show that the program is effective and can be useful and useful, especially for teachers and students with hearing impairments at the special senior high school level in skh negeri 02 of serang city banten. supported by aisyah's research (2023) which examines the vocational skills of deaf children who experience problems in their skills classes, one of which is in makeup, thus this study aims to improve the vocational skills of deaf children's makeup using video tutorial media. this study uses a quantitative approach with the type of research ssr (single subject research), the design used in this study is a-b-a, the first a is the baseline 1 phase, b is the intervention phase, and the second a is the baseline 2 phase. the subject in this study was a deaf student who was in grade ix smplb. it is evident from the data obtained during the baseline 1 (a1) condition that the mean level is 35%, then during the intervention condition (b) the mean level is 60.3 during the baseline 2 (a2) condition the mean level is 82%. the overlap result from a1 to b is 0% b to a2 is 0%. this shows that the ssr method is effective for seeing improvements that occur to students after intervention. 16 journal of icsar; volume 8, number 1, january 2024, 6-17 conclusion the basic makeup skills learning program can be used to improve the ability of basic makeup skills of students with hearing impairments. the results of the learning program trial show an increase in the basic makeup skills of students with hearing impairments, this can be seen from the results of baseline 2 (a2) which has increased its achievement from the previous results, namely baseline 1 (a1) although it is not so big an increase and even stagnant. the results of this achievement are inseparable from the role of teachers who also always support researchers in the implementation of the entire basic makeup learning program. the entire process of learning basic makeup to improve the basic makeup skills of students with hearing impairments is well delivered so that the objectives of the study are maximally achieved. acknowledgement acknowledgments contain appreciation given by the author to those who have played a role in the research, both in the form of financial support, licensing, consultants, and assisting in data collection. especially: 1. dr. imas diana aprilia, m.pd as academic supervisor. 2. dr. oom sitti homdijah, m.pd as a supervisor in the preparation of instruments. references abidin, a. m. (2019). kreativitas guru menggunakan model pembelajaran dalam meningkatkan hasil belajar siswa [teacher creativity using learning models in improving student learning outcomes]. didaktika: jurnal kependidikan, 11(2), 225-238. http://dx.doi.org/10.30863/didaktika.v11i2.168 aisyah, s. (2023). the effectiveness of video tutorials in improving vocational skills for deaf children in slb negeri 1 amuntai. repo-mhs.ulm.ac.id apriliani, l., & aprilia, i. (2022). learning media innovation to improve the ability to remember hijaiyah letters for the deaf. journal of icsar, 6(2), 162-168. http://dx.doi.org/10.17977/um005v6i22022p162 aulia, m. n. (2023). the influence of the teaching factory on the creativity and innovation of vocational learning for student in bandung cicendo special school. journal of education for sustainability and diversity, 1(2), 195–209. https://doi.org/10.57142/jesd.v1i2.57 brueggemann, b. j., & burch, s. (2006). women and deafness: double visions. gallaudet university press. creswell, j. w. (2010). research design: qualitative, quantitative, and mixed approaches. yogjakarta: pt pustaka pelajar. departemen pendidikan nasional. (2001). the concept of life skill education. (book i). tim broad based education. jakarta: depdiknas. gunadi. 2011. mereka pun bisa sukses [they too can be successful]. jakarta : penebar swadaya group mcdavid, j.c. and hawthorn, l.r.l. (2006). evaluation and performance measurement: an introduction to practice. thousand oaks: sage publications ningsih, p., efendi, m., & samawi, a. (2022). improving reading skills of beginning deaf students through global reflective maternal methods controlled learning motivation. journal of icsar, 6(2), 237-249. http://dx.doi.org/10.17977/um005v6i22022p237 rahman, f. r., agustina, i. o., fauziah, i. n. n., & saputri, s. a. (2022). the importance of basic teaching skills to become a professional primary school teacher. jurnal pendidikan dan konseling (jpdk), 4(6), 13265-13274. rosyidi, r., junaidi, a., & sunandar, a. (2022). implementation of vocational skills program for intellectual disabilities: evaluation study with cipp (context, input, process, product). journal of icsar, 6(1), 83-92. http://dx.doi.org/10.17977/um005v6i12022p083 sakirin, s. (2020). improving competence in developing learning implementation plans (rpp) through continuous guidance for min 1 pesisir selatan teachers tp2019/2020. https://doi.org/10.52217/pedagogia .v2i1.521 http://dx.doi.org/10.30863/didaktika.v11i2.168 http://dx.doi.org/10.17977/um005v6i22022p162 https://doi.org/10.57142/jesd.v1i2.57 http://dx.doi.org/10.17977/um005v6i22022p237 http://dx.doi.org/10.17977/um005v6i12022p083 muanis & aprilia, basic makeup vocational skills … 17 sani, y., & wardany, o. (2022). language acquisition on early deaf children with cochlear implants in inclusion kindergarten. journal of icsar, 6(1), 50-58. http://dx.doi.org/10.17977/um005v6i12022p050 surya, m. (2003). counseling theories. bandung: pustaka bani quraisy. tarjiah, i. (2017). the planning of learning model for students with hearing impairments in the elementary school inclusion. in 9th international conference for science educators and teachers (icset 2017) (pp. 56-60). atlantis press. tayibnabis, farida yusuf. (2000). evaluasi program [program evaluation]. jakarta: rineka cipta tilaar, m. (1995). indonesia bersolek, tata rias korektif [indonesia bersolek, corrective makeup]. jakarta: pt grasindo. zulaichah, m. d. (2018). management of vocational education for children with special needs in al azhar sidoarjo special school (doctoral dissertation, uin sunan ampel surabaya). http://dx.doi.org/10.17977/um005v6i12022p050 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p143 143 the effect of learning entrepreneurship courses on pwd students with learning difficulties in a community college as a motivator to venture into business rodziah binti ibrahima,*, norazlin binti adanb, fazlilawati binti fadzila aselayang community college, selangor, malaysia bpolytechnic metro kuala lumpur, kuala lumpur, malaysia *e-mail: rfarhain@gmail.com abstract: the involvement of pwd students with learning difficulties in the field of entrepreneurship should be encouraged, starting from the educational institution level. interest in entrepreneurship needs to be nurtured early during their admission to the learning institution, together with support from the entrepreneurship training unit of the institution. it should also be instilled within the programs by offering them courses that are related to entrepreneurship to train and attract their interest in getting to know more about entrepreneurship while studying at the institution. the government's initiative has been implemented through the ministry of higher education (mohe) by encouraging the development of curriculum and entrepreneurship courses in higher learning institutions. this initiative aims to provide exposure, awareness, skills, and knowledge related to entrepreneurship, cultivate entrepreneurship in students, and subsequently produce graduates who venture into business as a future career. according to the progress report of the plan of action for people with disabilities (pwd) 2016–2022, the number of pwd trainees participating in the community-based rehabilitation (cbr) programs is still unsatisfactory due to the different levels of their disabilities. therefore, it is recommended that different types of skills and entrepreneurship training be offered to pwd students with learning difficulties based on their abilities. in addition, the pwd policy that was formed strongly encourages them to get involved in entrepreneurship, which also prioritises equality rights that have opened up opportunities for pwd to get involved in the business. however, in general, the policy formed is not specified according to their pwd category. therefore, according to their ability, selayang community college has provided systematic entrepreneurship courses in the culinary basic certificate programme for pwd students with learning difficulties. this study was conducted to examine the effect of entrepreneurship courses taught as a motivator for them to venture into business as their source of income. pwd students with learning difficulties taking the entrepreneurship courses at selayang community college were interviewed using a set of interview questions that had been developed. the recorded interview data were then categorised and translated into word form. the main factor based on the results of the interview data is the effect of learning entrepreneurship courses as a motivator for them to venture into business. most respondents are interested in venturing into business and becoming entrepreneurs, continuing the legacy of the family business, and seeking experience working with other entrepreneurs (20). while other respondents have not yet decided to venture into business, 83% of the survey respondents had a high interest in getting involved in the business after their graduation. keywords: entrepreneurship courses, pwd with learning difficulties introduction people with disabilities (pwd) need support, assistance, guide, and guidance to improve various parties' daily economy. therefore, for the younger generation of pwds, education must be implemented, and it must start from schools to educational institutions. moreover, these people should be encouraged to get involved in the business to secure their daily economy for survival. therefore, to inculcate entrepreneurial activities and encourage the disabled to engage in business, even though, in general, several institutions are taking the http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p143 mailto:rfarhain@gmail.com 144 journal of icsar; volume 6 number 2, july 2022 initiative and playing a role in supporting and assisting these people in the development of entrepreneurial skills by offering entrepreneurship courses as a mandatory module in studies. the action plan for persons with disabilities 2016-2022 outlines several actions to increase the chances of the disabled being self-employed and involved in entrepreneurship. to further encourage the involvement of the disabled in business, the field of technical education and vocational training (tvet) is proposed to provide opportunities for the disabled to master basic business skills. to support the government's efforts, the department of polytechnic education and community colleges has taken the initiative to offer several courses for pwd's study programs for the special needs students in certain polytechnics and community colleges. on this basis, selayang community college has also taken the initiative to offer a special skills certificate program to disabled students and support the ipt's entrepreneurial policy by mandating study entrepreneurship courses to these people while in institutions. furthermore, to practice and ensure the effectiveness of the entrepreneurship courses studied, incubator training spaces are specially provided for these disabled students. the teaching staff and alumni guide the implementation of this training course to assist and provide comprehensive support from the management department to the business operations. method a. data collection this study uses a qualitative method by using an interview protocol. the interview will be on the questionnaire questions (rahman & abbas, 2017), which has modified to the form of interview sentences. questions are in malay, which respondents with learning disabilities easily understand. during the study, 24 students with learning disabilities took entrepreneurship courses in the special skills program at selayang community college. the sample of respondents selected are respondents who follow entrepreneurship courses and can provide feedback. interview sessions were conducted individually and recorded. a lecturer role needs to help facilitate communication and interview sessions for low-level thinking respondents. the management capability model (osman & rahim, 2014) has listed three characteristics of managerial capability: (1) information seeking skills, (2) problem-solving skills, and (3) persuasion skills. these three characteristics influenced the tendency to venture into business or entrepreneurship. therefore, this theoretical framework identifies the management ability as shown in figure 1. figure 1. theoretical framework of managing abilities sofi & yassin, the effect of learning entrepreneurship course … 145 b. data analysis the recorded interview data are grouped and analysed based on the study's findings and translated into statements. they are grouped into three skills characteristics, namely information seeking skills, problem-solving skills, and persuasion skills. this statement also grouped to see the tendency to venture into business after taking an entrepreneurship course at selayang community college. result and discussion result(s) a. demographics the respondents comprised 24 students with learning disabilities, 8 girls and 16 boys. the age category ranges from 17 years to 22 years. in addition, the respondents were malays, chinese, and others. table 1 indicates the demographic information of the survey respondents. table 1. respondent demographic responde nt (r) demographic gender age race disability category course r1 – r8 female 20 21 8 malay learning disability entrepreneurship r9 – r24 male 17 21 13 malay 2 chinese 3 others b. managing skills; course success the study found that almost all respondents had moderate managing skills. however, managing skills applied in entrepreneurship courses according to modules or topics that focus on the work process of the coursework. therefore, all the survey respondents took the course according to the work process and instructions from the course lecturers. in addition, respondents search for information related to entrepreneurship courses and review the requirements of the equipment and materials used in the course modules/topics. as a result of this survey, most respondents prefer that they are more comfortable solving problems and finding solutions independently. meanwhile, additional advisory and information services are to be applied when needed. a small group of respondents (2) did not like to ask questions to avoid confusion. however, respondents of the autism category (2) also constantly ask and repeat questions to get certainty. some only (3) carry out tasks according to the instructions. some of these respondents (3) followed the work routine without looking for additional sources of information. despite this, there are still respondents of the autism category who need the support of other colleagues and are entirely dependent on the lecturer. to manage the survey, respondents (17) were confident that they could think and find a solution to the problem without assistance and know the work procedures that need to be solved event of a problem. most survey respondents agreed they tried first and needed help if they could not solve the problem. the study found there was a balance in the persuasive skills category. seventeen of the survey's 24 respondents agreed they could get the support of other partners and try to convince them. half of the respondents agreed with the help of friends who supported the idea and 146 journal of icsar; volume 6 , number 2, july 2022, 143-150 made the respondents feel good about carrying out the training in the entrepreneurship courses learned. the findings showed the information search skills stated by the survey respondents due to the interview data. themes are grouped to table 2, 3 and 4 as follows. table 2. information search skills features sub features number of respondents information search skills without help 17 fully assisted 2 help by situation 5 table 3. problem solving skills features sub features number of respondents problem solving skills understanding the problem 17 finding and trying the solution method on their own 2 follow the instructions and wait for settlement assistance 5 table 4: persuading skills features sub features number of respondents persuading skills strive for support and always try to convince other friends to engage and accept the respondent's ideas in business 17 no attitude to persuading or convincing other friends 7 c. tendency to venture into business all the respondents showed a tendency to venture into business after entrepreneurship. eight (8) respondents are determined to open a business after taking the course and graduating. while four (4) respondents continued their business with their families, eight (8) respondents wanted to find work experience first. four (4) respondents have yet to decide to venture into business after graduation even though they are pursuing an entrepreneurship course at the institution. refer to table 5 for data on the tendency of disabled students to venture into business. table 5: tendency to venture into business features sub features number of respondents tendency to venture into business interested in becoming involved in business 8 continuing the legacy of the family business 4 looking for experience working with other scholars. 8 undecided 4 sofi & yassin, the effect of learning entrepreneurship course … 147 figure 2. part of the entrepreneurship course figure 3. expose skills communication in public figure 4. practice entrepreneurial skills figure. persuasive skills 148 journal of icsar; volume 6 , number 2, july 2022, 143-150 figure 6. undergo training with external entrepreneurs figure 7. practical training and sharing knowledge discussion(s) the findings of this study clearly show that there is management ability in most respondents. they exhibit the characteristics of an entrepreneur in terms of information seeking, problem-solving and persuasive skills. most respondents are interested in venturing into business and becoming entrepreneurs, continuing the legacy of the family business, and seeking experience working with other entrepreneurs. at the same time, other respondents have not yet decided to venture into business. a total of 83% of the survey respondents had a high interest in getting involved in the business after graduation. a study by ortiz garcía & olaz capitan (2021) showed that the ability to persuade has a positive influence on entrepreneurial tendencies. in comparison, information search and problem-solving get a negative impact. in contrast to the findings of this study, information retrieval and problem solving had a positive influence. not only that, but the study also found that respondents have positive characteristics to persuade and convince friends. the tvet technical training that respondents had followed during the entrepreneurship course provided an opportunity to gain experience on the inspired kitchen platform daily, causing them to repeat the experience (muñoz et al., 2019). so, the level of inclination of all the students involved in inspired kitchen and ausome cafe is high. sofi & yassin, the effect of learning entrepreneurship course … 149 figure 8. respondent is ready to be an entrepreneur figure 9. confidence skills in public figure 10. communication practice the institution's efforts to offer entrepreneurship courses to students with disabilities align with the demand (abbas & khair, 2017). to create entrepreneurial culture among students with disabilities. it is also supported by muñoz et al. (2019) requests for the establishment of relevant support programs and resources and disclosures. conclussion it can be concluded that all respondents have management skills and entrepreneurial characteristics at a moderate level, while practicing persuasion skills require them to be more focused to develop self-confidence when dealing with society and competitors later. the study of the effectiveness of entrepreneurship courses for students with special needs at community colleges as a driving factor to venture into business is focusing on students with learning disabilities in semesters 3 of 2020 and 2021. further research can be done on developing entrepreneurship courses for people with down syndrome to produce a positive 150 journal of icsar; volume 6 , number 2, july 2022, 143-150 impact on this group. the study results can support professional bodies, relevant agencies, and ngos for the disabled to play a role in supporting the development of entrepreneurship courses, especially in educational institutions. references abbas, l. n., & md khair, s. n. (2017). entrepreneurial intention among special needs students. pertanika journal of social sciences & humanities. muñoz, r. m., salinero, y., peña, i., & sanchez de pablo, j. d. (2019). entrepreneurship education and disability: an experience at a spanish university. administrative sciences, 9(2), 34. rahman, n. a. a., & abbas, l. n. (2016). kecenderungan pelajar berkeperluan khas di politeknik dalam menceburi bidang keusahawanan. online journal for tvet practitioners, 1(1). osman, c. a., & rahim, h. l. (2014). the relationship of entrepreneurial competencies and entrepreneurial intention of disabled youth: a study on behavioural and managerial competencies. australian journal of basic and applied sciences, 8(23), 62-69. ortiz garcía, p., & olaz capitan, a. j. (2021). entrepreneurship for people with disabilities: from skills to social value. frontiers in psychology, 12, 2481. 20 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 transition services to prepare students with mild intellectual disabilities to be financially independent asep rudi irawan, tjutju soendari, mimin tjasmini universitas pendidikan indonesia, indonesia. email: irawan.roed1@gmail.com abstract: this research aims to describe the implementation of transition services to prepare students with mild intellectual disabilities to be financially independent in special needs school bandung. this research was conducted using a qualitative approach with case study. the research subject was the teachers, teacher coordinators, principals, two parents, and two students with mild intellectual disabilities (id). data were collected using observation, interviews, and documentation and analyzed by data reduction, display, and verification processes. the results of this research described the transition services provided by the school to meet the needs of the students which are 1) self-determination; 2) access to workplace; 3) mutual understanding; 4) knowledge, competence and skills to work. this research concluded that the implementation of transition services in slbc in bandung has not been optimal to prepare students to be financially independent. keywords: transition service, mild intellectual disabilities, financial independence introduction xiao, chatterjee, & kim (2014) revealed that financial independence is very important for a person’s life, both individually and socially. one way to achieve financial independence is to work. rusdiansyah & sujarwanto (2013) stated that the purpose of work is to get a salary, but some people who work are more likely to be only for inner satisfaction. a person can work as an employee, through his own business, or even both (urwin, 2011). the problem of financial independence for a person with intellectual disabilities is still quite worrying. this can be seen from their lack of quantity and quality for working in the competitive field (competitive work). these problems require transition services so a person with intellectual disabilities can get jobs and work adaptively. according to nanda (2014) transitional services is a preparatory program for students with special needs in order to have independence in fulfilling their life needs after the formal education period which is prepared since they were in school. parmenter (2011) stated that the effective transitional services in order to prepare a person with intellectual disabilities to work is a service that is adjusted with their needs. various literature reported that the needs of a person with intellectual disabilities in terms of work are the need for self-determination practice (wagner et al., 2005), the need of access to the workplace (world healt organization, 2011), the need of mutual understanding (world healt organization, 2011), the need of government support, as well as the need of competencies, knowledge and skills (nobutaka & kazufumi, 2012). reviewing transition services, especially in slbc purnama asih bandung, generally found that table 1. tracer study of graduates from special needs school, sidoarjo in 2013 status number (%) job access employed 7 persons 27% • packing crackers at the factory, 1 person (4%) • keeper at an internet cafe, 1 person (4%). • making rugs from patchwork at school, 1 person (4%). • parking attendant, 1 person (4%). • cleaning service at school, 3 persom (11%.). • through parents • through parents • through school • through parents • through school unempolyed 19 persons 73 % just do the activity at home resource: rusdiansyah & sujarwanto (2013) 21asep rudi i, tjutju soendari, mimin tjasmini, transition services to prepare students with . . . . its implementation is not run as above perspective. based on preliminary study, there were some common problems in the implementation of transition service in this school that is important to be resolved. the problems referred to are: the school has not involved the children in various decisions, such as in iep discussion meetings which makes the student does not understand the obstacles and potential in themselves; schools have not fully established partnerships with various work places; teachers are not optimal in conducting child development assessments; meetings to discuss the actual conditions of children have not yet routinely performed (iep meetings), and have not established communication with the work places to socialize the child’s condition; career preparation is limited to vocational training without adjusting to the competencies needed by employment. based on the explanation above, it becomes important to explore more comprehensively the implementation of transitional services for students with intellectual disabilities in that school. thus, the potential and obstacles that occur from that implementation can be analyzed. the result of this research is useful for determining policy and future planning. supported the assertion that all policies should be based on factual conditions in the field are obtained based on research (world healt organization, 2011). method this research used a qualitative approach. the qualitative approach is one type of approach in research that aims to describe and explore a phenomenon so as to form a complete synthesis (natawidjaja & alimin 2007). the place used as a setting in this study is purnama asih special need school for students with intellectual disabilities in bandung. the school was chosen because problems were discovered in the implementation of transition services that demanded further exploration. participants in this study were teachers, parents, two students with mild intellectual disabilities and school principals with the setting of senior high school level in grade 2. participants in this study were selected using purposive sampling technique. namely sample selection techniques with certain considerations (sugiyono, 2015). researchers became instruments in this study. data were collected by interviews with teachers, parents, school principal, and teacher coordinators. observations were made to see the learning actvitied conducted by the teacher. data were analyzed by data reduction, display, and verification processes (miles & huberman,1994) findings and discussion findings the results of this research describe four major themes, namely: 1) services provided to meet the needs of students with intellectual disabilities for selfdetermination, 2) services provided to meet the needs of student with intellectual disabilities for access to the field of work, 3) services provided to meet the needs of student with intellectual disabilities for mutual understanding, 4) services provided to meet the needs of the needs of student with intellectual disabilities of knowledge, competence, and skills to work. the results are as follows: the services provided by school to meet the needs of student with intellectual disabilities of selfdetermination practice this section describes the services provided by the teacher in improving self-determination ability in the student with intellectual disabilities in high school level in grade 2. these themes include the way of the teacher to improve students’ work motivation, understanding work skill, and the ability in choosing a job. at the level of perception, the teacher believes that work motivation for students with intellectual disabilities is strongly influenced by their emotional feelings and depends on the extent of the students’ obstacle/ disability. this is in line with at’s statement as the teacher who said, “motivation to work for students with intellectual disabilities is different depending on their mood (feelings) and on the severity of the disability. if the mood is good that day, he can follow the learning process, but if he is not in a good mood, he cannot follow it”. this condition has made the teacher to think that there is no more way to motivate children. motivation a teacher had difficulties to find a varied approach to motivate students with intellectual disabilities due to lack of references reviewed by the teacher. at stated that she had not found a special book that discussed how to make students with intellectual disabilities have the desire, hope, or interest in working after graduation. “so far i have not found a special book that discusses how to improve work motivation for them (students with intellectual disabilities). i only find a book about how to educate them in general”. however, the training that the teacher followed has tried to equip teacher how to improve work motivation for students with intellectual disabilities which are integrated with vocational education. according to at’s statement, “i only attended vocational training at teacher professional education centers. i was taught 22 journal of icsar; volume 3, number 1, january 2019: 20-27 several types of vocational, vocational concepts, and vocational teaching techniques for students with intellectual disabilities. i think there are already ways to improve work motivation for them. it is like allowing a student to try, to make the student independent when doing vocational tasks, and to make sure the student do their task on vocational learning until they are finished”. the lesson plan for developing motivation on students with intellectual disabilities is integrated into each thematic design of learning. at stated that “for me motivation is an attitude. so that in learning any theme, the teacher needs to motivate students”. specifically, the materials that are mostly related to work motivation is during vocational learning. work motivation will be indispensable in the learning because, in vocational learning, students must complete certain tasks “perhaps the most related is the material on vocational learning. where children will be taught certain types of work. for example, if there is vocational slipper sandals, makeup, and salted eggs”. meanwhile, observations found that teachers did not provide opportunities for students to complete prevocational learning, such as in cooking class. students are only given the opportunity to do certain tasks such as peeling onions or washing vegetables. the teacher told students that she is concerned about their safety in operating cooking utensils. in addition, the teacher revealed that she was worried that the students’ hands were not clean so the teacher asked them to just sit down and most of the cooking tasks were done by the teacher. in addition, the fact that the students work slowly when cutting vegetables, frying, mopping, washing dishes, making cakes makes the teacher reluctant to wait so that they give help quickly. understanding related to work in general, teachers have a perspective that it is difficult to find suitable work for students with intellectual disabilities, as at mentioned: “ i don’t have the idea what job that is proper for them”. thus, from that perspective, a school does not facilitate students to apply for a job. it is line with an’s statement as the principle “because to apply is almost impossible with consideration of students’ barriers and we have no idea what companies can accept them”. the teacher stated that two students in this research (dw and ar) cannot get a job. based on the observation, those students were able to mop, wash dishes, and cook (cut vegetables and fry). however, the teacher argued that their speed in completing those tasks was not enough to work as employees. the school focuses more on providing vocational skills that are expected to be useful for life after graduation. the teacher believed that the skills already owned can be used by the students to open their own businesses instead of applying for existing jobs / becoming employees for business owners. thus, in this school, they are more directed to provide certain skills. hopefully, the skills can be used by them to earn income. like opening their own business but it is returned again to the state of the environment and family. providing the understanding of work is only limited to introducing various professions that are easily identified by students in their daily lives. even so, an abstract profession like an accountant was not introduced. “it is difficult for children to understand abstract professions, which are not pictured in uniforms such as accountants, etc. thus, the professions can only be taught in clear uniforms” (at’s statment). learning about profession or jobs are not intended to meet the needs of students in terms of obtaining jobs and working adaptively. the teacher mentioned the reason is there is no specific list of professions or jobs that students can apply for. in its implementation, the material taught includes several types of specific work or profession that can clearly be seen, such as the doctor’s profession, police, army, etc. according to that purpose, understanding of profession or jobs can be used by children functionally in everyday life. the example is when the student get sick, they know where they can find for help. in teaching the profession the teacher uses various available media, either by pictures, videos, or directly inviting the children around the school to see various professions. usually, the teacher teaches about the profession as much as possible, so the child can get an overview of the profession being taught. the services provided by school to meet the needs of student with intellectual disabilities of access to the workplace. the principal stated that during the leadership period the principal had previously prepared long-term targets which are written in the school strategic plan. the school strategic plan stated that in 2020 the school wants to establish relationships with workplaces. “it is stated that in 2020 the school wants to establish relationships with fields of work and facilitate students to enter the workforce. we are also targeting the existence of a post-school mentoring program such as distribution and supervision ” (an’s statment). however, this long-term target is not yet a priority achievement at this time. this is due to the lack of resources to manage the plan to achieve these goals. “we have not reviewed it because there are other priorities. for example, because the workforce here is limited so that the teacher concurrently becomes an administration and it drains their energy, time, and focus. morover, the school principals must often attend official invitations whether it involves new policies or financial problems. in 2013, the school had worked with stalls in the surrounding market to sell salted eggs by students. however, due 23asep rudi i, tjutju soendari, mimin tjasmini, transition services to prepare students with . . . . to the facts that they are not profitable, even causing a lot of harm, the collaboration is ended. this is because many eggs break while making salted egg and it takes a long time to make them. for now, the principal has not discussed again how to establish relationships with fields of work. “since my leadership, honestly there has been no meeting to discuss the fate of children in the future related to their work” (an’s statement). services provided by school to meet the needs of student with intellectual disabilities of mutual understanding. this section intends to explain how the services provided by schools in building a common understanding regarding students with intellectual disabilities. this understanding includes shared understanding between parents, students, teachers, and the fields of work. this can be seen from the process of preparing the iep meeting, discussing the iep, and communicating with the field of work. data in this section were obtained from interview and documentation techniques. the interview was conducted on april 10, 2018, with the teacher of class xi for about 1 hour, while studying the document was done by analyzing the results of assessment and iep. iep planning the teacher stated that the preparation of the iep began with the assessment process. the assessment aims to collect information in depth related to the profile of the student. assessment is carried out by the teacher once a year. “at the beginning of the new academic calendar, the teacher conducts an assessment to find out the profile of the student and then compiles a learning program that matches the student’s profile.” after the assessment process, iep was prepared. in compiling the iep, the teacher does not involve various partiesbecause it is seen as her authority as a teacher. “the preparation is carried out by the class teacher without any interference from other parties. usually, if the teacher previously did the preparation of the iep, the new teacher who is responsible of the student in the coming year will ask the student’s development to the previous teacher. “many teachers are still confused to adjust the assessment results with the applicable curriculum. the curriculum has provided guidelines with standards that are far beyond the students’ cempetences. in fact, if the teacher is creative, the teacher can discuss the curriculum and profile of the student. but the teacher admits that they have no time to analyze the common thread between the themes that exist in the curriculum with the student’s actual condition. iep meeting the progress of achieving the goals in the iep is then reported and discussed with parents. this discussion is held in meetings every semester, incidentally, and once every three months. at revealed “at this school, there are several meetings that aim to discuss children. first, there are three months parenting incidental consultation where parents can ask the students’ development to the teacher, and when the academic report is distributed once a semester”. the meeting participants are parents, teachers, and resource persons. usually, the guest speakers are invited such as from the health profession, an education academic, or psychologist. informants were brought in on an incidental basis (in accordance with funding). teachers stated that meetings to discuss the stduents every three months are often constrained by parents’ attendance so the meeting iss not performed properly. in addition, the agreement is often violated by parents. as an example, when the teacher says that students need to be taught at home related to self-development, parents do not do it. the teacher stated, “in fact, good education is possible if there is cooperation between education provided by teachers and parents”. however, it seems that parents are more passive about this matter. eventually, it became very rare. communication with the workplace this school has cooperated with several business places. in establishing such cooperation, of course, there is a communication that explains how the student looks like. however, this was no longer conducted because of the limited number of teachers. as the principle stated, “around 2013, we worked together with bottle cap manufacturers and stalls to distribute salted egg products made by our schools”. in that year, the teacher communicated with the workplace by directly coming to the company and offering cooperation. the teacher showed the video to the workplace as evidence that their student can work. “at that time the communication method was between a teacher from this school who came directly to the company and offered cooperation while showing the work of the students. likewise the salted eggs, a teacher came to a market to ask permission to save the students’ work products in their stalls. it has been running for a few months but it is no longer done because of lack of resources at school” (principle’s statement). services provided by school to meet the needs of students with intellectual disabilities of knowledge, competence, and skills to work in this section, researchers explore three major themes namely vocational education, career education, and internship. according to various theories, this should be a service available in schools to prepare students with intellectual disabilities to work. data were obtained from interview and observation. the interview was conducted on 10 april 2018 to the vocational teacher coordinator for about an hour, the observation was done by seeing the implementation of vocational learning. 24 journal of icsar; volume 3, number 1, january 2019: 20-27 vocational education the vocational tasks taught in this school are making sandals, making flowers, and motorcycle washing services in front of the school. the selection of vocational tasks is based on the curriculum, available teaching staff, and the complexity of the process. “making flowers is based on the vocational curriculum to make simple souvenirs. making sandals and washing motorcycles are based on the availability of teachers. these vocational tasks are chosen because they are not too complex so they can be taught to children” (statement of vocational teacher coordinator). vocational activities in this school consist of pre-vocational and vocational. pre-vocational is all activities in order to prepare students to be ready for vocational training. the activities include cooking in the school kitchen, cleaning the school, shopping at the market, plant nurseries, and making salted eggs. all of these activities are taught through thematic learning. until now such activities can still be carried out. as for vocational activities, such as making slippers, making flowers, and motorcycle washing services in front of the school, are held 3 times a week after 11 o’clock with separate/vocational learning. in 2012 2013 the vocational learning went well. the teacher described, “learning activities are held by a professional teacher in their field. the activities can take place according to the schedule set by the school”. after the learning activities, the teacher tries to channel students’skills. the results of student crafts and clipper sandals are sold at an exhibition and to teacher or parents. motorcycle washing services are opened 3 times a wekk every morning to noon in front of the school. morover, various exhibitions on sandals and flower craft conducted by this school is well known. however, after the three vocational teachers have moved their workplaces, the learning activities have decreased. sometimes vocational learning takes place according to a predetermined schedule. “this is because other teachers do not have the skills in the specific field and they are more focused on administrative tasks. even in early 2018, vocational learning did not work at all”. in addition, the implementation of vocational learning in this school was not led by professionals. when students can take lessons from professionals in their fields, they will also have the professional skills, and finally can earn a decent income. based on the summary of the results of interviews with the teacher coordinator, the unavailibity of professionals is due to: a) obstacles experienced by students with intellectual disabilities who are difficult to follow the learning process. most students are lazy, unable to do most of the activities, lack of desire to work , and low motivation; b) lack of school funding because it only comes from students’ monthly tuition fees and government funding assistance once a year; c)lack of teaching staffs which is caused by the prohibition to recruit new teaching staffs. because the current teaching staffs also work as administrative staffs, they have limited background on thematic and vocational learning; d) lack of professionals. the three teaching staffs who were responsible for the vocational training had moved to different workplaces in 2014 so after that, it was very difficult to do vocational learning. even in early 2018, vocational was not working; e) problems of effectiveness and work efficiency. in 2013 when vocational activititt in washing motorcycle services was still running, the school opened services for parents to wash their motorbikes at school with students with intellectual disabilities as the workers. however, they need 3 hours just to wash one motorcycle which make it not possible to become a business. it’s the same as flower craft. finish one flower craft took up to one week and was only sold at a price of rp 50,000. the rp 15,000 had to be divided to 4 children. therfore, this also cannot be directed into a business. based on a summary of interviews with teacher coordinator, this school has not implemented an apprenticeship program, due to the fact that students still cannot work independently, both for mobilization and working on the actual work settings. they still need supervision and assistance. they also need to be escorted to work and picked up after they are done. this needs the helps from many teachers while the resources are limited. another reason for not implementing the program is that the school does not have any teachers or members who can focus on opening relationships with many work placesthe class teachers tend to focus more on learning process and will not want to collaborate because that is not part of their assignments. it would be better if there are different staffs/members whise job is to make collaboration with work places. discussion teachers need to translate concretely the importance of work so that students with intellectual disabilities can get a related and concrete picture of work. thus, they can determine their own fate more effectively based on their understanding of certain jobs. according to ernanto et al. (2015), students are said to understand a certain type of work to a minimum level if they know the name of a particular job, know the location of a particular workplace, know the technical picture of a particular job, and and know everything that needs to be prepared to work in a particular profession. the results of the research conducted in this school showed that the provision of information related to work for students with intellectual disabilities is limited to knowing the names and tasks of various professions through images and videos. in addition, the professions that are introduced are not possible to be achieved by the students, such as 25asep rudi i, tjutju soendari, mimin tjasmini, transition services to prepare students with . . . . the profession of soldiers, doctors, and police. this is considered sufficient if they only use the information functionally, for example when they are sick, they are expected to know where they are going to seek help. however, this is less applicable to work needs. seva & mahmudah (2017) reported that a person with intellectual disabilities can work in screen printing, wood rubbing furniture, corporation stewards, and waitresses in food stalls. in addition, tracer studies conducted by rusdiansyah & sujarwanto (2013) found they can also work in cracker factories, as parking attendants, school cleaning personnel, and make mats in a sheltered workshop. this proves that there are still professions that are possible to be achieved by them. based on (wagner et al., 2005) research (meg & ann, 2011), a person with intellectual disabilities will do the best in their jobs only if they know what the works are. therefore, experts recommended that transitional services are directed toward developing the ability to decide their own self-determination or at least make other people’s decisions as their decision as well. in other words, they need to be invited to be able to choose certain types of work with careful consideration. based on vatland et al. (2011), students are said to be able to choose certain types of work if they know the barriers and potentials themselves, students mention the type of work they expect, and students explain the reasons for choosing a particular type of work. however, in slb c purnama asih, the implementation of learning was dominated by one-way lecture methods without the teacher asking questions that were reflective. learning only ends at the stage where the students mentioned the names and tasks of various professions without being associated with their intellectual dissabilities, so that they can only understand various types of professions but not know what is right for them, what they need to prepare, and why they need to choose certain type of work. rusdiansyah & sujarwanto (2013) reported that students with intellectual disabilities who get a job are able to carry out tasks but have problems with motivational aspects. therefore, it is important to increase the work motivation of students with intellectual disabilities. nuryanti (2011), mentioned that a good indicator of work motivation is that students can motivate themselves, take initiative and have high feelings and commitment, can complete a work, have a strong will to work, are able to work with or without supervision, are oriented towards the goals or results of work, are always on time, and are discipline. however, in slbc purnama asih, the opportunity for students to finish their tasks was limited. often, teacher dominated the job to complete the students’ tasks. for example in the cooking class, most of the cooking tasks were done by the teacher. thus, the students do not accustom to having good motivation in working. wehmeyer and shogren (2012) stated that in teaching the practice of self-determination, teachers need to focus on the strengths of students with intellectual disabilities to then design appropriate learning. however, based on the results of this research, it can be found that at the perception stage, the teacher is still focusing on the severity of the type of child disability rather than on the solution. this perception is consistent with aspects of motivation, understanding work, and selection of work that should be developed in students with inteleectual disabilities. the teacher considers that there is no other way to develop these aspects if the students’ disabilities are classified as severe. thefore, in this perception, the practice of determining fate is considered low (lazzar, et al., 2015) misunderstandings about the inability of people with disabilities to do work are important reasons for their continuing unemployment and if employed to be excluded from opportunities for promotion in their careers (world healt organization, 2011). often the workplace is difficult to believe that intellectually disabled people can work. this condition is an obstacle for them to get a job. therefore, many parties need to provide awareness for the work environment related to intellectual disabilities conditions and their rights at work (batavia & beaulaurier, 2001). according to nobutaka and kazufumi (2012), the abilities needed to perform a task can be divided into two types. the first is innate abilities, such as personality, character, and talent, and acquired abilities. the second is knowledge and skills such as vocational skills including sewing, cleaning, or cooking. as for innate abilities that are closely related to the quality of work are the mentality, attitudes toward work, obsessions, and work motivation. this type of ability can also be called competence. thefore, in terms of intellectual disabilities, these two types of abilities have to be acquired by students with intellectual disabilities. in another word, they need to be equipped with competencies, skills, and knowledge to work. even so, the facts show that learning that leads to the acquisition of skills (vocational education) does not work. according to the school, this is due to obstacles in students with intellectual disabilities. the researcher often heard that teachers complained about limited abilities on students added with lack of teaching staffs, lack of professional staffs, problems of effectiveness, and work efficiency. in addition, habituation that leads to mental work is minimal and there is no apprenticeship program that leads to the application of knowledge, mentality, and skills. learning process leads more to information and academic acquisitions (shuey & willson, 2017). 26 journal of icsar; volume 3, number 1, january 2019: 20-27 table 2. problem of transition sevice implementation in slbc purnama asih bandung no problem 1 learning about jobs is limited to knowing the names and tasks of various professions through images and videos 2 opportunity for students to finish their task was limited. often, teacher dominated the works to complete students’ tasks 3 teacher focuses on the obstacles of students 4 skills that are taught by the school is not relevant with the workplace 5 school just focuses on how the student can implement their skill to open their own business with their family but not focus on how to apply in the work field that already exists. 6 the school does not do intensive communication with the company. resource: based on result and discussion the school cannot establish cooperations with workplaces because of lack of teachers who can be given this responsibility. the teachers have tobe administrators at the same time so that it is difficult for them to be mobile. in ideal conditions, resources should be directed to the interests of the students and to a specific task to build cooperatine with some workplaces. wehmeyer and shogren (2012) found that the head of career guidance in schools with special needs otsuka, japan has collaborated with workplaces. the forms of cooperation offered such as internship programs, professional visits to schools, and company visit. practically, the problem in the implememtation of transition service in this school can be seen in table 2. conclusion financial independence in this research is defined as a condition where a person with intellectual disabilities can get a job and with that job they can earn some income to meet their primary needs. transitional services are needed to achieve this condition. effective transition service has to be concerned on the needs of a person with intellectual disabilities to work adaptively. those needs are the need of self-determination practice, the need for mutual understanding, the need for access to the fields of work, and the need for the provision of competencies, knowledge, and skills. the school that was oberseved in this research have not been optimal in meeting these needs because of the constraints on several aspects, such as teacher perceptions that still focused on students’ barriers, the lack of the teachers, uncooperative employment, ineefective vocational training, and habits that lead to work motivation. it is suggested that, for the school, the school should provide a learning process that gives a more realistic picture of work such as company visit, professional visit, the internship with a certain job which is proper with student’s condition. for the teachers, they should give opportunity to students to complete their tasks form the beginning until the end. if the students find difficulties, the teacher should give a guidance. it is better to give the verbal guidance first and then the gestural guidancet. if students still can not understand, practical guidance is also good. in the field of work, the teacher should focus on the potential of the student and what they can do best. the school should also assess the kinds job exists in the field and is proper for the student. diversity need to be embraced. it means not every student and their family can open their own business. thus, the school should prepare student to apply to works that are available. lastly, it is better if the school has a special staff whose job is to communicate with companies. references batavia, a. i., & beaulaurier, r. l. (2001). the financial vulnerability of people with disabilities: assessing poverty risks. the journal of sociology & social welfare , 28(1), 139.-162. ernanto, b., baga, l. m., & sunarti, e. (2015). pengaruh penerapan budaya perusahaan terhadap motivasi kerja dan kinerja karyawan di pt. rekayasa industri. jurnal aplikasi bisnis dan manajemen (jabm), 1(1), 1-11. lazar, c. m., black, a. c., mcmahon, t. j., o’shea, k., & rosen, m. i. (2015). ambiguity in determining financial capability of ssi and ssdi beneficiaries with psychiatric disabilities. psychiatric services, 66(3), 279-284. meg, g., & ann, d. (2011). transition education for adolescents with intellectual disability from. handbook of adolescent transition education for youth with disabilities routledge. miles, m., & huberman. a. (1994). qualitative data analysis (2nd ed). london : sage publication ltd. nanda, d. s. (2014). pelaksanaan program transisi ke pasca-sekolah bagi tunagrahita ringan di slbn center payakumbuh. jurnal penelitian pendidikan khusus, 3(3), 557-563. natawidjaja, r., & alimin, z. (2007). pendidikan bagi guru pendidikan luarbiasa (2nd ed). jakarta : dikti. nobutaka, k., & kazufumi, k. (2012). the significance of career education in special needs education and background of the development of a “career planning matrix (draft)” for students/ students with intellectual disabilities. nise bulletin, 11(12), 45–61. 27asep rudi i, tjutju soendari, mimin tjasmini, transition services to prepare students with . . . . nuryanti, (2011). motivasi dan kepuasan kerja karyawan. jurnal ekonomi universitas riau, 19(03), 98-102. parmenter, t. (2011). promoting training and employment opportunities for people with intellectual disabilities: international experience. rusdiansyah, f., & sujarwanto. (2013). tracer study :dunia kerja anak tunagrahita pasca sekolah smalb se-kabupaten sidoarjo. e-journal unesa : jurnal pendidikan khusus, 6 (6), 1–7. seva, n., & mahmudah, s. (2017). studi deskriptif peluang kerja anak tunagrahita pasca smalb. jurnal pendidikan khusus, 9(3), 1-12. shuey, k.m., willson, a.e.,2017. trajectories of work disability and economic insecurity approaching retirement. the journals of gerontology: series b, 1-11. sugiyono, p. (2015). metode penelitian kombinasi (mixed methods). bandung: alfabeta. urwin, p. (2011). self-employment, small firms and enterprise. institute of economic affairs monographs, research monograph, (66). vatland, c., strickland-cohen, k., loman, s., doren, b., horner, r., & walker, h. (2011). promoting self-determination for adults: a practice guide. retirado a, 22. wagner, m., newman, l., cameto, r., garza, n., & levine, p. (2005). after high school: a first look at the postschool experiences of youth with disabilities. a report from the national longitudinal transition study-2 (nlts2). online submission. wehmeyer, m. l., & shogren, k. a. (eds.). (2012). handbook of adolescent transition education for youth with disabilities. routledge. world healt organization. (2011) world report on disability. retreived on www.who.int. xiao, j. j., chatterjee, s., & kim, j. (2014). factors associated with financial independence of young adults. international journal of consumer studies, 38(4), 394-403. journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 8 number 1; doi: http://dx.doi.org/10.17977/um005v8i1p65 65 associated factors that supporting toilet training for children with intellectual disabilities: a systematic review siti jaleha*, ahcmad hufad, imas diana aprilia, sunardi universitas pendidikan indonesia, bandung, indonesia e-mail : *sitijaleha@upi.edu, achmadhufad@upi.edu, masdiana@upi.edu, nardilembang@upi.edu abstract: the basic aspect that must be mastered by children with intellectual disabilities before mastering other self-development skills is doing toilet training independently. learning for children with intellectual disabilities in carrying out toilet training activities requires a separate technique and needs to pay attention to the factors that support the success of the program. this study aims to describe the associated factors that support toilet training for children with intellectual disabilities. this study uses a qualitative approach with a type of literature review research that seeks to describe the related factors that support toilet training for children with intellectual disabilities. this literature review was conducted from august to december 2022 using prisma. the authors conducted searches in online databases with large repositories of academic studies and fully accessible by the authors. the results showed that: (1) the toilet training program was made based on the results of an assessment containing the abilities, needs, and potential of children with intellectual disabilities, (2) knowledge and intervention skills possessed by parents provide a great opportunity for successful toilet training for children , and (3) there is collaboration between parents and teachers regarding the implementation of toilet training. the success of toilet training for children with intellectual disabilities is influenced by many factors so that the toilet training process requires intensive assistance, especially for parents. keywords: toilet training; children with intellectual disabilities; associated factors; systematic review. introduction children with intellectual disabilities are children who experience intellectual disorders, whereas academic conditions are below the average of a normal child (sartinah, sri, & pamuji, 2023). children with special needs who are intellectually limited which affect on intelligence, mental, and motor skills are referred to as intellectually disabled children (karya, 2022; putri, et al., 2022; effendi, et al., 2022). children with intellectual disabilities have the urge to develop from a dependent position to an independent position (astati, 2010). children with intellectual disabilities who are independent will act confidently and will not always rely on the help of other people or adults in acting (astati, 2010). independence is defined as an attitude characterized by self-confidence and regardless of dependency. children with intellectual disabilities who are independent will be able to carry out their own activities without relying much on others. independence develops apart from being influenced by intrinsic factors (the growth and maturity of the individual itself) as well as by extrinsic factors (through the process of socialization in the environment where the individual is located). intrinsic factors such as individual maturity, level of intelligence and extrinsic factors are things that come from outside the child such as the treatment of parents, teachers and society (astati, 2010). in the process of growing independence, the abilities of children with intellectual disabilities are different from the abilities of children in general, given their limitations. to develop the independence of children with intellectual disabilities, it is necessary to have self-development activities that seek to help children with intellectual disabilities become independent. organizing education for students with intellectual disabilities is basically to http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 mailto:sitijaleha@upi.edu mailto:achmadhufad@upi.edu mailto:masdiana@upi.edu mailto:nardilembang@upi.edu 66 journal of icsar; volume 8, number 1, january 2024, 65-75 make them independent (ratnengsih, et al., 2021). in order to realize this independence, teachers need to make maximum efforts in carrying out a series of activities that support the independence of children with intellectual disabilities (astati, et al., 2010). children with moderate intellectual disabilities experience barriers in intelligence, so the target of developing their independence must of course be formulated according to their potential, so that it can be said that independence for children with intellectual disabilities is a match between their actual abilities and the potential they have. achieving independence for children with intellectual disabilities cannot be interpreted the same as achieving independence for children in general. one of the things that concerns parents and teachers is the independence of children in using the toilet, so that toilet training is needed by both parents at home and teachers at school. to get maximum results in toilet training, especially regarding children's independence, there are at least several factors that need to be considered in influencing children's independence, namely the environment, parenting from parents and education (santrock, 2003, p. 145-146). caring for children with intellectual disabilities often requires considerable effort from parents (yoneda & miura, 2021). the results of a preliminary study conducted at slb negeri 3 banjarmasin in banjarmasin city on 35 children with intellectual disabilities, found that 21 children were not able to use the toilet, 19 children were unable to clean themselves after urinating and 24 children were unable to clean themselves after defecating. most children have the habit of using disposable diapers both when doing activities at home and when traveling. as an effort to overcome the low independence of intellectual disabilities in toilet training, researchers are interested in examining factors related to the success of learning toilet training for intellectual disabilities. method this study uses a qualitative approach with a type of literature review research that seeks to describe the related factors that support the success of toilet training for children with intellectual disabilities. sources of data in this study were journals, books, research results starting in 2012. this literature study was conducted from august to december 2022 using the prisma (preferred reporting items for systematic reviews and metaanalyses) reporting guidelines. based on these guidelines, there are several steps in this study: 1) define the eligibility criteria; 2) define information sources; 3) study selection; 4) data collection process; and 5) selection of data items. figure 1. describes the steps of this research in conducting a systematic review. jaleha et al, associated factors that supporting toilet training… 67 figure 1. prisma flowchart result and discussion results learning for children with intellectual disabilities learning for children with intellectual disabilities must be contextual, meaning that the implementation of learning follows the context that will be taught and relates to the goals to be achieved. to carry out functional, relevant and contextual learning, teachers can develop several learning models (browder, hudson, & wood, 2013 in supena & hasanah, 2020). there are several different approaches parents should take when implementing home-based learning for children with intellectual disabilities. parents should work closely with the school to follow directions, make changes, and adapt to identify resources at home for daily home and learning activities (srivastava, de boer, & pijl, 2017). here, parents and students must learn and understand each other. not only that, the conditions of each house also affect learning in children with intellectual disabilities. therefore, it is hoped that parents and children can learn from each other. schools must also help solve problems with activities at home (srivastava, de boer, & pijl, 2015). one of the effective learning models applied to children with intellectual disabilities is the project-based individual model. this model can facilitate various differences in the characteristics of children with intellectual disabilities that accommodate their learning styles. this also has a positive effect on children with intellectual disabilities and emphasizes the learning of vocational skills according to the implementation stages that have been simplified by the teacher. the use of projects can generate interest in learning for children with intellectual disabilities so that it is easier to understand the learning material presented (supena & hasanah, 2020). 68 journal of icsar; volume 8, number 1, january 2024, 65-75 the project-based learning model is child-centered and provides meaningful learning experiences for children. children's learning experiences and concepts are built on the products produced in a project-based learning process. in a project-based model, children understand content and develop skills in children to play a role in society (bron & barrio, 2019; eckardt, craig, & kraemer, 2018; parker, 2020). for children with intellectual disabilities, the project is more directed at vocational skills in soft skills and hard skills. these vocational skills aim to equip children to have abilities that can be used to meet their daily needs after completing formal education. these skills are in self-development, sewing, cooking, simple arithmetic, and so on. functional learning is defined as learning that is useful in life (supena & hasanah, 2020). implementation of toilet training the achievement of bladder and bowel control is an important developmental milestone and toilet training is an overview of a number of different practices aimed at helping children become independent (breinbjerg & kamperis, 2021). toilet training is an attempt to train children to be able to control urination and defecation (khoiruzzadi and fajriyah, 2019). toilet training is one form of sex education for early childhood, so that children are able to use the toilet properly (hayati & suparno, 2020). in order for children to improve their toilet training skills, it is necessary to continuously train children (hayati & suparno, 2020). the purpose of toilet training is to train children to be independent in toileting, introduce uncleanness from an early age, identify items in the toilet and teach bowel movements and bowel movements correctly (khoiruzzadi & fajriyah, 2019). toilet training in general can be carried out for every child who has started to enter a phase of independence in children (keen, 2007, p. 292; wald, 2009, p. 295). independence is a condition where a person can try and do something on his own awareness and effort, and he is not easily dependent on others (siswanto, kholidah, & minarti, 2010, p. 195). in toddler-age children, they experience three phases, namely: the autonomic phase (children can take their own initiative and are able to do everything on their own, but rather show their own desire to reject something they don't want and try something they want), the anal phase (the child enters the toilet training period), and the preoperational phase (children begin to be able to make simple judgments about objects and events around them (musfiroh & wisudaningtyas, 2014, p. 159). independence must be trained and developed in children as early as possible so as not to hinder further child development tasks (yamin & sanan, 2010, p. 94). by instilling independence will prevent children from being dependent on other people, and most importantly in growing children's courage is done by providing motivation for children to continue to learn new knowledge through supervision of both parents at home and teachers at school (khoiruzzadi & fajriyah, 2019 ). there are two forms of child independence, namely physical independence and psychological independence (nurfalah, 2010, p. 13). physically, children are able to take care of themselves, such as simple examples of going to the toilet, urinating, defecating, ablution, and bathing. meanwhile, psychologically, that is, children dare to toilet train independently, and children do not hesitate to ask teachers at school for help during toilet training (khoiruzzadi and fajriyah, 2019). based on the theory above, it can be concluded that toilet training is an attempt to train children to be able to control defecation or urination activities according to the place, identify items in the toilet and teach proper urination and defecation. independence in toileting should be introduced to children as early as possible. effective toilet training can be taught to children aged 24 months to 3 years, because children aged 24 months have the language skills to understand and communicate jaleha et al, associated factors that supporting toilet training… 69 (khoiruzzadi & fajriyah, 2019). in carrying out urination and defecation training in children requires preparation both physically, psychologically and intellectually through this preparation it is hoped that children will be able to control defecation and urination (yektiningsih & infanteri, 2016, p. 47). implementation of teaching and learning activities begins with: planning at the planning stage, the teacher projects what actions will be carried out in a lesson by organizing and establishing teaching components, so that the objectives of the content, methods and techniques, and evaluation become clear and systematic (suryana, 2016, p. 218). planning is carried out the day before the activity is carried out based on the theme, which has previously been designed starting from activities for one year, determining the theme, dividing the theme in each semester, selecting activities for sub-themes up to the students' daily program (khoiruzzadi & fajriyah, 2019). starting from welcoming students, activities before entering class, marching together, core activities until the time to go home and evaluate (khoiruzzadi & fajriyah, 2019). implementation implementation of toilet training can be done through several methods, namely the method of storytelling, hands-on practice, and the method of habituation. the storytelling method used for toilet training activities aims to make children understand what the teacher means about toilet training learning that children will do, and children will be interested in the books used by teachers (khoiruzzadi & fajriyah, 2019). this is very effective for teachers to do, because children aged 2-3 years are more interested in interesting stories coupled with pictures (silranti & yaswinda, 2019, p. 39). so that children will be much more enthusiastic in participating in toilet training. in terms of cognitive development, children aged 2-3 years enter the operational stage (berk, 2012, p. 30). and one of the characteristics of children at the age of 2-3 years is perceptually bound, that is, children judge something what they see or hear. apart from that, centration, that is, the child focuses his attention on the characteristics that are most attractive to the child (ibda, 2015, p. 32–33). in addition, children's behavior in toilet independence is also based on direct observation, so according to bandura, imitation and modeling are carried out (suryono & haryanto, 2012, p. 88). so here the teacher's role is very urgent in explaining what children need to do when they want to urinate, defecate, perform ablution, bathe, and so on related to activities in the toilet. the teacher sets an example and provides stimulation to children, so that children imitate what the teacher does in the toilet (khoiruzzadi and fajriyah, 2019). in addition, teachers need to motivate children so that children remain enthusiastic about participating in toilet training (khoiruzzadi & fajriyah, 2019). the method is taught directly (practice), namely the teacher gives directions to children to use toilet training directly in the bathroom (khoiruzzadi & fajriyah, 2019). from giving practical assignments directly, the teacher will know the child's development in toileting (khoiruzzadi & fajriyah, 2019). in addition, direct assignments with practice will develop children's independence (rochwidowati & widyana, 2016, p. 63; silranti & yaswinda, 2019, p. 60). the use of the habituation method is also seen as the best alternative, so that children remember and want to repeat it the next day (khoiruzzadi & fajriyah, 2019). the use of the habituation method is a method that really helps the child to remember what the child has done that day, then it will be repeated the next day and so on until the child memorizes it by himself (khoiruzzadi & fajriyah, 2019). the habituation method is used so that children do not quickly forget and try to get used to learning in the toilet that is good and 70 journal of icsar; volume 8, number 1, january 2024, 65-75 right (iswantiningtyas & raharjo, 2016, p. 62; silranti & yaswinda, 2019, p. 39). according to pavlov, from habituation carried out by children, reinforcement is also needed in the form of repetitions (soekamto & winaputra, 1997, p. 37) from the toilet training. efforts to make it easy to help children understand toilet training material by providing concrete media, such as picture story books or cartoon videos related to toilet training (ratne, purwaningsih, & apriatmoko, (2019). as piaget's opinion (santrock, 2011) children aged 2-7 years are still in the pre-operational stage. where at this preoperational age children begin to learn with symbols, children begin to explain what they see with pictures and words. so a teacher needs media to help communicate material about toilet training to early childhood easily (hayati & suparno, 2020). evaluation assessment evaluation, namely giving assignments; assignments can be independent or group. in relation to learning toilet training, children are given the task of identifying items in the toilet and practicing directly about urinating and washing hands properly (khoiruzzadi & fajriyah, 2019). the indicators used to see the success of toilet training are physical readiness which includes the age of the child and the child's ability to walk, sit, squat and jump (hayati & suparno, 2020). furthermore, self-restraint activities which include the child's ability to express his desire to urinate and defecate both verbally and non-verbally, and keep his pants dry from urinating and defecating (hayati & suparno, 2020). next is self-mastery which includes the child's ability to go to the toilet on his own, the child's ability to open and put on his own clothes, the child's ability to urinate and defecate in its place (toilet), the child's ability to clean himself and flush his bladder and bowel movements, and the child's ability to clean their hands after urinating and defecating (hayati and suparno, 2020). discussion factors affecting toilet training there are several factors that influence the readiness of toilet training in children, namely physical, mental, psychological readiness and parents' readiness (iskandar & sari, 2017). there are some children who show signs of toilet training readiness at the age of 18-36 months, but there are also children who are ready earlier or later than that age. this is what will cause parents to be unsure when to start toilet training their children and demand that their children be able to do toilet training (kessler, 2012). basically the age factor in children plays an important role in the success of toilet training, if toilet training is carried out on children of the wrong age, the child will refuse to do toileting. the age for achieving optimal toilet training skills is 24-36 months (islamiyah & anhusadar, 2022). according to gilbert (2012), the average age of children mastering toilet training is 35 months for girls and 39 months for boys, almost 90% of children can control their bladder during the day, namely at the age of 3 years, about 90% children usually stop wetting the bed at the age of 5-6 years, while others can only do it a few years later. according to rahmi (2012) effective toilet training can be taught to children aged 18-36 months, but does not rule out the possibility of teaching it to children up to the age of 5 because at that age children have language skills to understand and communicate. toddlers have a strong desire to imitate their parents. in indonesia, cases of children who still wet the bed up to the age of 6 reach 12%. this is caused by the lack of awareness of parents and adults in teaching toilet training to children from an early age. hidayat (2010) said that jaleha et al, associated factors that supporting toilet training… 71 toilet training independence that is not taught from an early age will make it more difficult for parents to teach their children when their children get older. toddler aged children (1-3 years) experience three phases, namely, the phase of autonomy and doubt or shame in this stage of the development of children's abilities, namely learning to eat or dress themselves. the anal phase in this phase is the time for the child to be trained to defecate or toilet training (training to urinate in its place). the preoperational phase is where the child begins to imagine something but is not yet logical, here the role of the parents is to direct firmly in a logical and correct direction so that the child understands (pulungan, et al., 2017). there are several signs that a child is able to control the urge to urinate and defecate which can be used as a reference, including physical, mental and psychological readiness. while the readiness of the parents themselves includes knowing the child's readiness to urinate and defecate, providing time and not experiencing familial conflict or stress. the american association of paediatrics recommends starting training when a child shows certain signs of readiness, including physical, emotional, and behavioral accomplishments. (breinbjerg & kamperis, 2021). however, learning to use the toilet cannot be done until the child is able and willing, the child must learn to recognize these needs, learn to hold large or small water until he can do it himself in the toilet without the help of others (khoiruzzadi & fajriyah, 2019). most toddlers are not ready, both physiologically, namely the ability to control urination and digestion (rahayuningsih & rizki, 2012, p. 274). teachers need to carry out continuous habituation until children are truly able to be independent (iswantiningtyas & raharjo, 2016, p. 62; silranti & yaswinda, 2019, p. 39) in carrying out their activities in the toilet. in addition, the teacher's positive treatment of children is also a success in making children become independent (anggraeni, 2017, p. 45). teaching toilet training to children requires several stages, such as: getting the child used to using the toilet to defecate so that the child quickly adapts, routines are needed especially when the child seems to have the urge to defecate, the child is allowed to sit at certain times every day, especially 20 minutes after wake up and finish eating, it is intended that early childhood get used to the schedule for defecating (pramono & risnawati, 2018). the role of parents at home and the role of the teacher at school largely determines the independence of children in carrying out their activities in the toilet (anggraeni, 2017, p. 45; rahayu & firdaus, 2015, p. 68; salahudin, pebrianti, & maulana, 2018, p. 59 ). parents and teachers should also become companions for children who are practicing, so that children feel excited about toilet training (önen, et. al., 2012). according to jayanti (2014) shows that there is a close relationship between the mother's role and the success of toilet training independence in early childhood, this is emphasized by syahid (2013) showing that there is a significant relationship between the level of knowledge of mothers about toilet training and the implementation of toilet training in children toddler age. this research has been carried out by many previous researchers. the results of murhadi's research explained that the success of toilet training conducted by mothers or child caregivers was influenced by several factors, namely parents' knowledge about toilet training 69%, parental education about toilet training 54%, and the use of diapers in children is still high 78.3 %. where from the results of the study it was found that the percentage of respondents who had a negative attitude was more who did not do toilet training. this is because mothers who have a negative attitude towards toilet training are not motivated to do toilet training because mothers think using pampers is more effective and instantaneous so that mothers do not feel bothered (murhadi, et al., 2019). 72 journal of icsar; volume 8, number 1, january 2024, 65-75 parents' knowledge of teaching toilet training to their children will have a major impact on children's independence (bukhari, et a., 2017, p. 86; istianah, indanah, & farida, 2014, p. 28). likewise with teachers in training children's independence through toilet training. therefore, parents and teachers can work together to help children develop their personality and independence (dhamayanti & yuniarti, 2006, p. 19). in obtaining good and correct knowledge about toilet training, parents and teachers need to seek this information either through reading books or guide modules about toilet training (iryanti & kamsatun, 2016, p. 34) and from other people such as counseling programs from experts such as midwives (musfiroh & wisudaningtyas, 2014, p. 157). delay in the success of toilet training in children causes delays in defecation control. the impact of delayed bowel control is increasing the prevalence of impaired elimination function, urinary tract infections, enuresis (wetting the bed), constipation, refusing to toilet, encorepsis (impaired bowel control) and impaired self-esteem (meilisa, 2022). the active role of parents in the development of their children is needed, especially when they are still young (suherman, 2010). the success or failure of toilet training depends on the readiness that exists in the child and the role of the parents. efforts that can be used in developing children's independence are the active role of parents in creating the home environment as the first social environment experienced by children, where children are gradually able to escape from dependence and absolute protection from their parents (gunarsa, 2010). the success of toilet training is inseparable from the role of parents in implementing toilet training on a daily basis. it is important for parents to provide reinforcement when their child shows progress in toilet training, that is, a child who is successful will be motivated to do the same thing the next day so that he will unconsciously turn it into a more sedentary behavior (radina, 2020). the success of children in toilet training is also influenced by the role of parents in communicating with children. parental communication that is too weak or too strong will affect children's actions in toilet training. several studies have shown that children who are just starting to learn to use the toilet over the age of 3 tend to wet the bed more often until school age (howe & walker, 1992). using diapers for too long in children can also have a negative impact on children's readiness for toilet training. with the habit of using diapers, a child will get comfort from that habit, thus making it difficult for children to leave dependence on using diapers (islamiyah & anhusadar, 2022). the use of diapers is related to the success of toilet training but does not have a significant relationship with the incidence of enuresis. parents should consider the use of diapers and other predisposing factors in reducing the incidence of enuresis in children at their developmental age (subardiah & lestari, 2019). conclusion the success of toilet training in children with intellectual disabilities is influenced by several factors. the supporting factors for the implementation of toilet training learning are (1) the existence of cooperation between the parents of students and the school or a mutual agreement with the learning. parents will compensate their children for learning toilet training at home according to what is taught at school; (2) the age of readiness of the child influences his ability to accept the applied toilet training learning; (3) communication between parents and children. parental communication that is too weak or too strong will affect the child's actions in toilet training; (4) providing reinforcement to increase children's motivation; and (5) habituation that is continuously carried out, habituation that is continuously carried out aims to make it easy for children to do toilet training, and so that children can easily remember. the inhibiting factors in learning toilet training are (1) jaleha et al, associated factors that supporting toilet training… 73 the age of the child who is not yet mature enough to do toilet training. readiness of immature children to do toilet training at school; (2) parents who are still dependent on using diapers/pads for their children; and (3) parents' incompatibility with schools that have provided toilet training lessons (parents who depend on using diapers/pads for children. people around children also greatly influence the success of toilet training for children, because the biggest support system is the person who is around the child to support and provide support to children and parents in carrying out toilet training. therefore, cooperation from all parties to support the success of toilet training. toilet training abilities in children with intellectual disabilities can develop well if given the opportunity through training that is carried out continuously and carried out from an early age. references anggraeni, a. 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(2021). japanese parents’ explanations of disabilities to siblings of children with intellectual and developmental disabilities. journal of icsar, 5(1), pp.1-13 http://dx.doi.org/10.17977/um005v7i12023p125 https://doi.org/10.1097/mpg.0b013e31817efbf7 8 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 implementation of solutions-focused counseling (sfc) to improve student motivation: a single subject research lintang setiono, marjohan, marlina universitas negeri padang email: lintangsetiono@gmail.com abstract: this research aims to examine the effectiveness of solution-focused counseling to improve student learning motivation. the research is conducted using single subject research design. the research subjects were five eight-grade students who have very low learning motivation. the instruments for data collection are learning motivation scale, interview, and observation. the data were analyzed using descriptive analysis. the findings indicated that the counseling effectively improves student learning motivation. based on the research findings, it is suggested that counselors apply sfc in counseling both in individuals and in groups. keywords: solution-focused counseling, learning motivation, single subject research introduction motivation is an absolute requirement in learning. students who learn without or lack motivation will not succeed maximally. motivation is very important in learning activities because with motivation it can encourage the spirit of learning, and conversely, lack of motivation will weaken the spirit of learning (budiono, degeng, & ardhana, 2016; rehman & haider, 2013; sardiman, 2012). learning motivation is an energize, direct, and persevering behavior that drives selfmotivation to try to fulfill the overall needs of learning (sustain behavior)(santrock, 2011). (ormrod, 2014) further stated that motivation increases perseverance in learning at school. based on these descriptions, it can be interpreted that learning motivation is the overall driving force in students that lead to learning activities, which ensures the continuity of learning activities so that the activities desired by the students are achieved. the aspects examined in this study are: diligence in doing the tasks, resilience in solving problems and obstacles independently, having the urge to learn, and showing interest in learning(mcclelland, 1987; neviyarni & irianto, 2016; sardiman, 2012). students who have low learning motivation will bring negative behavior to themselves. the behaviors that appear are like; ditching, lazy learning, doing assignments, having no desire to know, not caring about its value, not eager to learn in class, getting bad grades, etc. (neviyarni & irianto, 2016; nuzliah, 2015; sardiman, 2012) based on the results of interviews with subject teachers in smp negeri 13 padang, it was revealed that many viii graders had low learning motivation. this can be seen from students often leaving the classroom during learning activities, students often sleep in class, students pull out of class, students are ignorant of their achievement, and many students do not do the assignments given by the teacher. furthermore, from the results of interviews with counselor in smp negeru 13 padang teachers, the obtained data revealed that the handling of low learning motivation in students had been less optimal because every week there was only 1 hour of counseling in each class. counselors feel that the services provided are not optimal due to the limited time and interest of students to follow the service. in addition, the services provided are informative about new things, and emphasize the discussion of the problem (problem-talk) and the background of the problem (history), so that the session used becomes more and longer. handling problems in students with low motivation are still basically dominated only by giving training and problem-talk (wiyono, 2013). one of the weaknesses of training is determining the ultimate goal in the hands of the counselor when in fact every student has the ability to be able to measure the success achieved (corey, 2009; neukrug, 2011; seligman, 2006). in addition, limited time in the school environment is also considered less effective because counselors have to deal with various problems that exist in the school environment which take a lot of time. in this regard, the counselor must look for a more effective and efficient approach to counseling. 9lintang setiono, marjohan, marlina, implementation of solutions-focused counseling (sfc) . . . . table 1. results of measurement for each session students baseline (a) intervention (b) follow up (a’) session 1 session 2 session 3 session 4 session 1 session 2 session 3 session 4 session 5 session 1 session 2 session 3 session 4 af 16 15 16 15 19 23 28 32 36 34 35 35 36 ab 15 16 16 16 18 21 29 32 37 38 37 39 38 gl 16 15 16 15 18 23 28 31 35 37 38 38 37 ag 16 15 16 15 17 22 29 34 36 36 36 35 36 rz 15 16 16 16 18 23 27 32 33 35 33 33 34 intervention is eliminated. a’s ‘follow-up phase’ is a control phase to find out changes so that conclusions can be drawn as to whether solution-focused counseling can improve student learning motivation. the subjects of this study were eighth-grade students using purposive sampling technique. before the implementation of this research was carried out, they were given a learning motivation scale to capture potential research subjects. based on the scale of learning motivation, there were 8 students who became prospective subjects in the very low category. furthermore, interviews were conducted with teachers and observations were made to students to establish the subject members. based on the results of interviews and observations, it was decided that there were 5 subjects for the research. the other 3 students had to be aborted based on the teacher’s recommendations and the observations of the researchers. the instrument in this study was the treatment material instrument that contains sfc treatment procedures and data collection instruments namely observation and interview guidelines. target behavior and measurement of behavioral behavior are learning motivation: (1) diligent in learning and facing assignments, (2) resilient in facing learning difficulties, (3) having encouragement/desire to learn, and (4) showing interest in learning. measurement of behavioral targets used observation sheets and interviews filled in by the authors and class teachers during the baseline, intervention, and follow-up phases. findings and discussion findings measurements were made using two (2) data collection tools namely observation and interviews in order to get a representation of student learning motivation conducted in the baseline (a), intervention (b), and follow-up (a ‘) phases. the following measurement results for each session of the five students are shown in the following table 1. soedjito (2014) states that the sfc model is suitable for schools because this approach focuses on students’ strengths and abilities rather than their weaknesses. the focus of the sfc approach is futureoriented and solutions rather than looking for the cause of the problems. sfc is more efficient and realistic to do in school settings than other approaches. the results of the study by trepper et al. (2006) showed that sfc is effective in elementary, middle school and college students. de jong & berg said “solution-focused therapists view clients as wanting to change, and therapists do their best to help bring about change” (shaff, 2012). according to the above description, it can be interpreted that the sfc approach focuses on what the client wants, and the role of the counselor is to help reazling what the client wants. the implementation of sfc focuses more on the solution-talk and the ultimate goal of the counseling process is in the hands of clients who have the ability to solve their own problems(bannink, 2007; iveson, 2002; sumarwiyah, zamroni, & hidayati, 2015) based on the overall study described, the researcher assumes that the sfc approach is effective to be used in school settings. this is also one reason the researchers are intrigued to test the effectiveness of the use of the sfc approach in school settings, especially to improve student learning motivation. method this research used experimental research with single subject designs. this design is used to study human behavior individually intensively. single subject does not mean that the subject is only 1 (one) person. it is usually between 3 (three) to 5 (five) people, even though only 1 (one) person is possible (sugiyanto, 1995). the design chosen in this study was the a-b-a baseline (a) -intervention (b) -follow up (a ‘) model (barlow et al., 2007). a is an embodiment of the baseline condition, b is a manifestation of conditions after getting intervention or treatment, and a’ is a condition after treatment or 10 journal of icsar; volume 3, number 1, january 2019: 8-14 graph 1. frequency of af learning motivation in baseline, intervention a nd follow-up phases 0 5 10 15 20 25 30 35 40 s es i 1 s es i 2 s es i 3 s es i 4 s es i 1 s es i 2 s es i 3 s es i 4 s es i 5 s es i 1 s es i 2 s es i 3 s es i 4 s co re l ea rn in g m o ti v at io n learning motivation trend mean level graph 2. frequency of ab learning motivation in baseline, intervention and follow-up phases 0 5 10 15 20 25 30 35 40 45 s e s i 1 s e s i 2 s e s i 3 s e s i 4 s e s i 1 s e s i 2 s e s i 3 s e s i 4 s e s i 5 s e s i 1 s e s i 2 s e s i 3 s e s i 4s c o re l e a rn in g m o ti v a ti o n learning motivation trend mean level graph 3. frequency of gl learning motivation in baseline, intervention and follow-up phases 1. af based on the graph 1, it shows the change in the frequency of af learning motivation in the baseline phase obtained by the stability range score of 2.4, the mean level of 15.5, the upper limit of 17.9, and the lower limit of 13.1, while the stability trends are in the stable category of 100%. besides, based on the interview that the researcher did with the counselor, it was concluded that af showed less serious behavior in learning. af is lazy to do assignments given by the teacher. af also feels that it is cooler to play with his peers than to study. this condition is reinforced by truant behavior for not making assignments. af also often appears sleepy/is sleeping in class when the lesson takes place. therefore, af was given sfc intervention and obtained a stability range score of 5.4, mean level 27.6, an upper limit of 33, lower limit of 22.2, with a tendency to the stability of 80%. based on these data it can be concluded that student’s learning motivation has increased in the sfc intervention phase of 36-19 = 17. also, af showed changing behavior from the baseline phase where af began to appear serious in making the assignments given by the teacher, seemed enthusiastic about the material given by the teacher, and showed great interest in the material. after the intervention was complete, a followup was given to see the af condition after the intervention. achievement of the stability range score of 5.4, mean level 35, an upper limit of 40.4, a lower limit of 29.6. in this follow-up phase, af condition appears to be stable with the acquisition of a stability tendency score of 100%. it can be concluded that there is no change in af conditions after intervention and remains in high criteria. 2. ab based on the baseline phase in graph 2, the stability range score was 2.4, the mean level was 15.75, the upper limit was 18.17 and the lower limit was 13.35. while the stability trends are in the stable category of 100%. in addition, based on the results of the interview, it was revealed that ab often pulled out of class and often asked for permission to go to the bathroom. ab also seemed very lazy to learn, ab felt bored with the classroom environment or the lessons given by the teacher. it can be concluded that encouragement and interest in learning ab are very lacking. thus, ab was given sfc intervention and obtained a score of intervention stability range of 5.55, a level means of 27.4, an upper limit of 32.95, a lower limit of 21.85, with a tendency to the stability of 40%. based on these data it can be concluded that student learning motivation has increased in the sfc intervention phase of 37-18 = 19. moreover, ab showed behavior that changes from the baseline phase in which ab is committed to increase motivation to learn by means of seriousness in learning. to overcome laziness in the classroom, ab made a unique and interesting note, so ab does not get bored quickly. ab also proposed to teachers to study in other places such as prayer rooms, parks, and other places to support fun learning. follow-up was given to see ab’s condition after the intervention. the follow-up outcome score in the stability range was 5.85, the mean level was 38, the upper limit was 43.85, the lower limit was 32.15. in this follow-up phase, it seems that ab condition was stable with the acquisition of a stability tendency score of 100%. it can be concluded that there is no change in the condition of ab after the intervention and remains in the high criteria. 11lintang setiono, marjohan, marlina, implementation of solutions-focused counseling (sfc) . . . . graph 4. frequency of ag learning motivation in baseline, intervention and follow-up phases graph 5. frequency of rz learning motivation in baseline, intervention and follow-up phases 3. gl based on the baseline in graph 3, the range of stability scores on the baseline was 2.4, mean level 15.5, an upper limit of 17.9 and lower limit of 13.1, while the tendency of stability is in the stable category of 100%. in addition, the results of interviews with counselors revealed that gl often seemed desperate in learning. previous counselors had counseled with gl, and it was revealed that gl was not interested in learning even though for gl learning was important. that is the reason why gl did not have enthusiasm in learning. when having a school assignment, gl often did not do it and gave excuses. gl also rarely made lesson notes. if the teacher asked gl to go forward to answer a question, gl often answers he cannot do it. based on the interview results above, it can be concluded that gl has a low learning motivation. accordingly, sfc intervention was performed and obtained a score of intervention stability range of 5.25, mean level 27, an upper limit of 32.25, a lower limit of 21.75, with a tendency for the stability of 20%. based on these data it can be concluded that student learning motivation has increased in the sfc intervention phase of 35-18 = 17. based on interviews with gl, it was revealed that gl will be serious in learning by working on the questions given by the teacher. no matter how difficult the questions are by gl will try to work on them. if gl doesn’t understand then gl will ask friends or teachers. gl will also try to find material that has not been understood by creating study groups. , with the help of friends in groups, gl feels to have a more effective learning. after the intervention was complete, follow-up was given to see the gl condition after the intervention. follow-up results were respectively 37, 38, 38, 37 with a stability range of 5.7, mean level of 37.5, an upper limit of 43.2, a lower limit of 31.8. in the follow-up phase, it appears that gl condition was stable with the acquisition of a stability tendency score of 100%. it can be concluded that there is no change in gl condition after intervention and it remains in high criteria. 4. ag in the baseline phase in graph 4, the stability range score of ag was 2.4, the mean level was 15.5, the upper limit was 17.9 and the lower limit was 13.1, while the stability trends are in the stable category of 100%. the results of the interview with the counselor revealed that ag was a quiet student in the class. ag even rarely gave opinions during discussions. ag’s friends often complained of being in one group with ag. based on an interview with ag, it was revealed that ag did not have a school interest, but parents wanted him to go to school. ag wants to do business. therefore, ag is lazy to study, and ag goes to school without sincere intentions from himself. subsequently, sfc interventions were performed and obtained a score of 5.4 stability interventions, level mean 27.6, upper limit 33, lower limit 22.2, with a tendency for the stability of 20%. based on these data it can be concluded that student learning motivation has increased in the sfc intervention phase of 36-17 = 19. in addition, after the intervention, an interview with ag was carried out and it was found that ag would be more enthusiastic in learning. ag realized that he was quiet, but ag was committed to be active in class, especially when discussing with friends. ag’s enthusiasm for school would be further enhanced, because ag realized that business requires knowledge and skills in communication. it can be trained by learning science and communication interactions in schools. after the intervention was complete, follow-up was given to see ag’s condition after the intervention. the result of the stability range was 5.4, the mean level was 35.75, the upper limit was 41.15, the lower limit was 30.35. in this follow-up phase, it appears that ag condition was stable with the acquisition of a stability tendency score of 100%. it can be concluded that there is no change in ag condition after intervention and remains in high criteria. 5. rz based on the baseline results in graph 5, it obtained that rz had a stability range score of 2.4, the mean level of 15.75, the upper limit of 18.15, and the lower limit of 13.35, while the stability trends are in the stable category of 100%. 12 journal of icsar; volume 3, number 1, january 2019: 8-14 graph 6. frequency learning motivation in group in baseline, intervention and follow-up phases the results of interviews with teachers revealed that rz was indifferent to his learning outcomes/ achievements. it appeared in rz’s daily learning process, such as by cheating on exams, often leaving class, not interested in getting new material, and frequent sleeping during lessons. the results of interviews with rz also revealed that he felt lazy with learning. for rz, learning was boring. rz also conveyed many people who are successful even without learning. so it can be concluded that rz feels less interested in learning and there is no interest in learning. therefore, rz was given interventions 1, 2, 3, 4, sfc and obtained scores of 18, 23, 27, 32, 33, with a range of intervention stability of 4.95, mean level 26.6, upper limit of 31.55, lower limit of 21.65, with a tendency to stability of 40%. based on these data it can be concluded that student learning motivation has increased in the sfc intervention phase of 33-18 = 15. in addition, the results of interviews with rz revealed that rz would be enthusiastic in learning because rz realized that learning achievement must be obtained by having high learning motivation. he agreed to be more enthusiastic in class to solve his problem in cheating, leaving class, and other problems. . rz also realized that the success of others who are in school and who are not in school are different. after the intervention was completed, a followup was given to see the post-intervention rz condition with a stability range of 5.25, mean level 34, an upper limit of 39.25, a lower limit of 28.75. in the follow-up phase, it appears that rz condition was stable with the acquisition of a stability tendency score of 100%. it can be concluded that there is no change in rz conditions after the intervention and remains in the medium criteria. discussion group analysis this section explain the results of the dynamics of the development of the subject of the intervention (client) thoroughly, graph 6. this analysis explains the development of the dynamics of increasing student learning motivation by providing solutionfocused counseling interventions. the score obtained is the measurement results from the instruments of data collection namely, observation guidelines and interview guidelines. trends, levels, and variability show students’ learning motivation increases with the provision of solution-focused counseling the findings from this research at the baseline phase (a) did not have a significant difference in scores even though the average score among groups were different. this is regardless of the validity that affects the subject in the study. the description is supported by hepner, wampold, and kivlinghan (2008) explaining that validity can be interpreted as the level of accuracy/ validity of a study. validity that is likely to have an influence on the condition of the subject of this study includes internal validity and external validity. internal validity assumed to affect the subject of this research are: history, past events experienced by the subject, cambell & stanley (ross & morrison, 2004), maturity, the occurrence of changes both biologically and non-biologically that can affect the subject (kazdin, 2003; marlina, 2014), procedures, the occurrence of boredom affecting test results (rosnow, & rosenthal, 2005). furthermore, some assumptions of external validity that influence the subject of the study, among others: reactive settings, refers to the emergence of something new from the subject such as decreased interest, learning motivation or fatigue (kazdin, 2003), in addition multiple treatments become a threat to validity this external refers to a research situation where (1) the sample is given more than one experimental intervention (or independent variable) in the same study or (2) the same individual participates in more than one study (pedhazur & schmelkin, 2013; marlina, 2017). in the intervention phase (b) shows an increase in student motivation before and after the sfc treatment. based on the results of the study, it showed the changes in student motivation in individuals and groups in the baseline phase (a) and follow-up phase (a ‘) of sfc intervention. supporting the description of the research results, (fanaei, gorji, & abedi, 2014) in their research report revealed that sfc is effective in increasing internal and external learning motivation in students in iran. this research finding was support by the result conducted by lewis & osborn (2004) and burg and mayhall (2002) that sfc was a novel method for engaging students motivation. ermawati (2010) in her research also said that therapy focuses on solutions increased learning motivation in class x of high school students. the findings from previous researchers who examined students’ motivation strengthen the results of this study. but in this research process, researchers used or combined the solution-focused counseling 13lintang setiono, marjohan, marlina, implementation of solutions-focused counseling (sfc) . . . . approaches. the results found that the application of counseling focuses on effective solutions increased student motivation. solution-focused counseling (sfc) is an approach built on the potential of counselees who are actually able to construct solutions to the problem. the sfc is a counseling approach which is influenced by postmodern thinking in counseling through two main activities, namely consciousness raising and making choices in alleviating problems. this sfc counseling is focused on improving the solution of each client’s problems, focusing on solution-talk and directing on what steps the counselee will do later on with the problems inherent in his life so that the session becomes concise and concise. in the sfc application, the counselor must focus on the solution so that the counselee’s problems are solved. in educational settings, sessions used are usually three to six sessions (davis, & osborn, 2000; lines, 2006) this is consistent with the results of the study of littrel et al 1995 in the school student population, the number of counseling sessions was three times (kelly, wood, & mansell, 2013; macdonald, 2007) solutionfocused counseling is not a quick fix, but counseling is designed to be limited to focusing on an intervention short-term session plan that aims not to completely cure but only to regulate the client on what is done (davis, & osborn, 2000; lines, 2006). this is in line with the purpose of counseling, namely “service assistance by professionals to someone or a group of individuals to develop kes and the handling of kes-t with a focus on independent individuals who are able to control themselves” (prayitno, 2017). therapeutic change factors are basically summarized into four factors and have a percentage of contribution to changes in the counselee. (bertolino et al., 2002) the four factors are: (1) 40% extratherapeutic factors for improvement and change in the client, (2) relation factor 30%, (3) 15% expectation factor, (4) special technical factor 15% sfc. thus it can be concluded that changes or problem-solving are more common in the client, not solely derived from approaches or counseling techniques. it’a also supported by research finding strong et al. (2008), that the many ways or modalities available to a counselor when working with clients. in other words, it can be concluded that humans basically have the ability and strength to solve the problems they experience so they can achieve prosperity in their lives. conclusion based on the research results it can be concluded that the counseling focusing on effective solutions increases student motivation. the effectiveness of sfc to increase student motivation is marked by an increase in scores from low to high results from the accumulation of observation and interviews, data overlap between the baseline phase and the follow-up phase of 0%, and the occurrence of a positive trend line. the sfc is an approach built on the potential of counselees who are actually able to construct solutions to the problem, and it is a counseling approach which is influenced by postmodern thinking in counseling through two main activities, namely consciousness raising and making choices in alleviating problems. in the sfc application, the counselor must focus on the solution so that the counselee’s problems are solved. references bannink, f. p. 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(2nd ed.). upper saddle river: new jersey: pearson education, ltd. shaff. s, r. (2012). theories of psychotherapy and counseling concepts and cases. (b. c. learning, ed.). soedjito, t. m. (2014). application of solutionfocused brief therapy (sfbt) to enhance high school students self-esteem: an embedded experimental design. international journal of psychological studies, 6(3), 96–105. strong, t., pyle, n. r., devries, c., johnston, d. n., & foskett, a. j. (2008). meaning-making lenses in counselling: discursive, hermeneuticphenomenological, and autoethnographic perspectives. canadian journal of counselling, 42(2), 117-130. sugiyanto. (1995). metodologi penelitian. (u. press, ed.). surakarta. sumarwiyah, s., zamroni, e., & hidayati, r. (2015). solution focused brief counseling (sfbc): alternatif pendekatan dalam konseling keluarga. jurnal konseling gusjigang, 1(2). 234-242 trepper, t. s., dolan, y., mccollum, e. e., & nelson, t. 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(2013). keefektifan konseling kelompok singkat berfokus solusi untuk meningkatkan motivasi berprestasi siswa smk. universitas negeri malang. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p175 175 a study on the experience of the visually impaired in an effort to minimize stereotypic behaviour through self-management: barriers and support mohammad anwar*, donni prakosha, tias martika sebelas maret university, surakarta, indonesia *e-mail: anwar@fkip.uns.ac.id abstract: this study aims to explore aspects that support and hinder the development process of self-management skills for visually impaired children in order to minimize stereotypic behavior that can interfere with the learning process in special schools. there are 30 visually impaired children as the subjects of the research. data were collected through surveys, semi-structured interviews and they were analyzed by using content analysis methods. the results showed that the cause/inhibitory aspect included a slight stimulus that could be caused by a lack of socialization and social isolation so that the visually impaired seek additional stimuli through repetition of behavior, limited physical activity, and inadequate support/assistance from parents/teachers. while aspects that support the development of self-management for the visually impaired in minimizing stereotypic behavior are the support of school and college facilities, support from peers, and increased awareness of teachers, parents and academics on the important role of selfmanagement for them. keywords: stereotypic behaviour, visually impaired, barriers, support introduction every child born in the world has advantages and disadvantages. both advantages and disadvantages in children will have an impact in everyday life. this applies to all children, including children with special needs. each type of child with special needs also has their own advantages behind the special needs they experience. visually impaired is one of them. visually impaired people are individuals who have lost part or all of their visual abilities and even though they have used special aids but still have obstacles in all aspects of life such as physical, academic, mobility (anwar, prakosha, supriyadi, & nastiti, 2021). visually impaired people include total blind individuals and individuals with limited vision that they cannot utilize their remaining visual abilities (sutjihati, 2012). the inability/limitation of the visually impaired in seeing causes the appearance to be secondary in terms of academic, social, emotional, and behavioral aspects. not all of these impacts were investigated. this research is focused on examining the unique behavior of the visually impaired as a result of their special needs. this unique behavior is often referred to as stereotypic behavior. stereotypic behavior has various forms, for example, eye-pressing behavior, stomping feet, hitting head, swinging hands, leaning body, rubbing eyes, shaking head, shaking body, and so on. farran in tarsidi (2010:15) found that the inability of the visually impaired to adapt to the environment led to social rejection. this social refusal can lead to the behavior of the visually impaired who isolates themselves from the environment, resulting in stereotypic behavior and often performs repetitive and stereotyped play activities. the researchers' preliminary study found that 36.5% (35 children) had severe and disruptive stereotypic behavior, 45.8% (44 children) had low-intensity but still disturbing stereotyped behavior, and 17.7% (17 children) http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p175 176 journal of icsar; volume 6, number 2, july 2022, 175 178 do not have stereotypical behavior. so it can be concluded that 79 out of 96 children have stereotypical behavior that interferes with the development of social skills and learning success at school. stereotypic behavior of the visually impaired has an impact on learning activities in the classroom so that the learning outcomes obtained are not optimal. stereotypical behavior of visually impaired children tends to be higher in frequency than low vision. this study aims to explore aspects that support and hinder the process of developing self management skills for visually impaired children in order to minimize stereotypic behavior that can interfere with the learning process in special schools. so the need for this research is very important and urgent to provide teachers and schools proper data and descriptions as an effort to identify, minimize/reduce, and take appropriate service steps/strategies for the stereotypical behavior of the visually impaired so that the learning process can run well. this study qualitatively examines two variables, namely barriers and support related to efforts to minimize the stereotypical behavior of the visually impaired. this is in line with the results of research by okungu, shirley, & pogrund (2019) which found that parental support, appropriate learning strategies, and good suggestions can provide significant development of learning potential for the visually impaired. finally, research found that barriers and supports have an important role in minimizing the stereotypical behavior of the visually impaired. method central java is one of the provinces in indonesia that has the most complete special education services for children with special needs and is intended for various types of children with special needs. including educational services for visually impaired children, in special schools (slb) for the visually impaired, state special schools, and inclusive schools. the study population was 96 children with visual impairment who had stereotypical behaviour and 22 teachers who had a bachelor's degree in special education. sampling used is purposive sampling based on the criteria that have been determined by the researcher. the results of purposive sampling were 30 children with visual impairment and 10 teachers. only 10 teachers can be used as research subjects since they meet the criteria, namely teachers with special education qualifications with expertise in educational services for visually impaired children. although the number is only 10, the data from the teacher is sufficient to represent because the data is secondary data used by researchers to support the findings from the primary research data. the research data was collected by using observation/survey, documentation, and semistructured interviews. the process of developing the instrument begins with the preparation of a grid that is adapted to the research objectives, then the instrument is tested. the test was conducted to ensure that the instrument is valid and reliable. the validation used was content validation, appearance validation, and predictive validation. where the researcher makes judgments to the measurement experts and evaluates learning which is followed by appearance validation process by reading/checking the appearance and language used in the instrument. as well as predictive validation to be able to provide different values for different individuals based on criteria that have been predicted for the future. instrument reliability was done by test-retest, equivalent, and a combination of the two. based on these steps, the research instrument was declared valid and reliable so that it was feasible to be used in research. furthermore, the process of analyzing qualitative research data was carried out through data reduction, data presentation, conclusion drawing and data verification. anwar, prakosha, & martika, a study on the experience of the visually impaired … 177 result and discussion this research has succeeded in finding important data related to the types of stereotypic behaviour of the visually impaired, the causes, obstacles and support in an effort to minimize the visually impaired. of course, to be able to recommend forms of support, it is necessary to know the forms of stereotypic behaviour, the main causes of their behaviour, and the obstacles that have led to efforts to minimize stereotypic behaviour of the visually impaired. the stereotypic behaviour of people with visual impairment that was found in 30 visually impaired children was quite varied, but eye-pressing behaviour was ranked first with 11 children. table 1 and 2 are the form and quantity of stereotypical behaviour of the visually impaired description. table 1. the form and quantity of stereotypical behaviour of the visually impaired no form of stereotypical behavior total 1 eye pressing 11 2 wiping eyes 7 3 swinging hands 4 4 hitting head 3 5 shaking head 2 6 leaning body 2 7 banging hands on table 1 total 30 table 2. the average frequency of appearance of stereotypic behavior in 1 lesson hour (30 minutes) no form of stereotypical behavior average 1 eye pressing 3 2 wiping eyes 3 3 swinging hands 2 4 hitting head 1 5 shaking head 2 6 leaning body 1 7 banging hands on table 2 based on the data from the 30 visually impaired people, 7 forms of stereotypic behaviour emerged during the research process. on average, each person with visual impairment has 1 form of stereotypic behaviour. however, it was found that there were 3 research subjects who had more than 1 type of stereotypic behaviour, namely the subject "a8" had the behaviour of pressing the eyes and wiping the eyes, the subject "a21" had the behaviour of wiping the eyes and leaning over, and the subject "a24" had the behaviour between swinging arms and banging hands on the table. based on the results of teacher observations and interviews, the stereotypical behaviour of children with visual impairment appears due to several things. although not all appear at the same time and trigger. these stereotypical behaviours appear when they feel bored, depressed, disappointed, afraid, embarrassed, angry, and their efforts to fill spare time. this finding is in line with the results of scholl's (2003) research which found that the lack of adequate sensory stimulation so that children use their own bodies for stimulation and activity, this causes the emergence of stereotypic behaviour. thurrell & rice in hallahan and kauffman (2014) explain that the visually impaired tend to try to overcome the deficiency by stimulating themselves in other ways as a result of the low experience of the sense of sight. the results also show that the cause/inhibitory aspect includes a small stimulus that can be caused by a lack of socialization and social isolation so that the visually impaired seek additional stimulation through repetition of behaviour, limited physical activity, and inadequate support/assistance from parents/teachers. there are various approaches that 178 journal of icsar; volume 6, number 2, july 2022, 175 178 teachers and schools can use to minimize stereotyped behaviour, one of which that is often used is self-management. to make self-management can run well with satisfactory results, it is necessary to support from school facilities, support from peers, and increase the awareness of teachers, parents and academics on the important role of self-management for them. the findings of this study have important meaning for researchers, teachers, schools and future researchers. the results of the research in general have been able to identify the form, causes of stereotypic behaviour, inhibiting factors and supporting factors in efforts to minimize stereotypic behaviour. however, this research has a limited scope so it is possible to find other forms of stereotypic behaviour of the visually impaired. this research has not studied in depth the correlation between these factors. therefore, it is hoped that further researchers can conduct research on the correlation between the forms of stereotypical behaviour, causes, barriers, and the necessary support. conclussion based on the results and discussion, it can be concluded that the limited vision and stimulation of the visually impaired sense of sight can trigger the emergence of stereotypic behavior by using their own body for stimulation and activity. there are various forms of stereotypic behavior of the visually impaired because each child with visual impairment has different forms of initiation of behavior for stimulation and activity. it is clear, that this stereotypical behavior can hinder the learning process in schools. therefore, teachers and schools can overcome the inhibiting aspects and increase the supporting aspects that have a positive impact on the success rate of self-management programs to minimize the stereotypical behavior of the visually impaired. acknowledgements this research was able to run well thanks to the help of several parties. on this occasion, the research team would like to thank all members of the research team who have dedicated themselves during the research process and writing this article. thanks are also conveyed to special schools for the visually impaired and inclusive schools that have students with visual impairment in solo raya area who have been willing to become partners in research activities that contribute to licensing, providing research sites, and providing input during the research process. furthermore, thanks are also conveyed to the research assistant students who participated during the research data collection process. this research can be carried out with the support of an adequate research budget, so we also thank the institute for research and community service (lppm) sebelas maret university (uns) surakarta which has provided funding support for this research. references anwar, m., prakosha, d., martika,t., nastiti,i.2020. the development of anwar's hole braille system (ahobs) for students with visual impairment. the 4th international conference on learning innovation and quality education (icliqe 2020), https://doi.org/10.1145/3452144.3452224. new york: icps acm hallahan, kauffman, & pullen. (2014). exceptional learner an introduction special education. usa: pearson education. okungu, p.a., shirley,n.g., pogrund, r.l. (2019) accomodation needs for teacher who are blind and teach students with visual impairment. journal of visual impairment & blindness vol 113 no. 3 scholl, geraldine t. 2003. foundations of educations for blind and visually handicapped children and youth. usa: american foundation for the blind sutjihati, s. (2012). psikologi anak luar biasa. bandung: refika aditama anwar, prakosha, & martika, a study on the experience of the visually impaired … 179 tarsidi,d .(2010). dampak ketunanetraan terhadap perkembangan keterampilan sosial anak. universitas pendidikan indonesia. 27 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 number 1, january 2020: 27-34 involvement of children with special needs in learning in inclusive schools dwitya sobat ady dharma, hermanto universitas negeri yogyakarta, yogyakarta, indonesia email: dwityasobatadydharma.2017@student.uny.ac.id, abstract children with special needs who process in inclusive education organizing schools (sppi) often seem left out not to develop their best potential, are shackled with labels, and marginalized socially and academically. this negative impression can be minimized by increasing the involvement of children with special needs in learning. however, many schools still do not know the level of involvement of children with special needs in sppi. this study aims to determine the level of involvement of children with special needs in learning by using an intrinsic case study approach to nine children with special needs with a variety of mental retardation, autistic, slow learner, disabled and low vision in semester 1 of 2018/2019 academic year at an sppi. this article describes the level of student involvement in terms of cognitive, emotional, and behavioral aspects. the results showed that the level of involvement of children with special needs varied greatly depending on cognitive abilities and the environment’s role in creating creative learning. keywords: student involvement; learning; children with special needs; inclusive school introduction student engagement is said to be a meta-construct (christenson, reschly, & wylie, 2012; fredricks, filsecker, & lawson, 2016; winstone et al, 2016) which consists of different types of engagement, such as motivation and self-regulation (reschley & christenson , 2012; martin & tores, 2016). this metaconstruct of student engagement consists of behavioral, emotional, cognitive (lester, 2013) and academic (reschly & christenson, 2012) aspects, each of which has a tendency to be positive or negative (trowler, 2010). for children with special needs, positive involvement in class often does not occur because they have low self-regulation which has an impact on the ability to interact which affects the lack of involvement in inclusive classes. the low self-engagement ability of children with special needs must be improved by modifying the environment. this is supported by various reasons, namely that children’s disabilities affect their involvement in academics and behavior (reschly & christenson, 2012), children with special needs are unable to measure their own abilities (sinclair, christenson, & thurlow, 2005), and the environment has a strong influence. shape student attitudes (schunk, 2012). increasing the involvement of children with special needs in inclusive classes can be done with various strategies, must be followed by creative initiatives, consider individual circumstances from the start, develop models with research, and need to be identified and practiced with various approaches. the involvement of children with special needs can be seen from the motivation and learning methods that try to conquer challenges (woolfolk, 2017). involvement in learning is also related to school and learning which is identified with academic involvement, motivation (intrinsic and extrinsic), and self-efficacy. according to fredricks (2016), this engagement has two indicators, namely psychological investment in learning and the use of cognitive strategies. emotional involvement during learning can be measured by asking questions related to emotional experiences experienced at school, such as feelings of pleasure or anxiety. fredricks et.al (2011) also describes that emotional involvement has three indicators, namely emotional reactions at school, a sense of belonging, and values. these three indicators are interconnected so that the measurements taken must be carried out holistically. the involvement of children with special needs during learning in regular schools must be increased. responding to this expectation, many regular schools have begun to design learning that accommodates all students by applying various learning methods with various strategies and media. these various efforts sometimes succeed in accelerating children with special needs to achieve learning goals, but the goals achieved are only fictitious because they do not have the nature of sustainability. this is because (1) schools do not know the level of involvement of children with special needs in the classroom, (2) many schools do not make and implement rpi, (3) the scaffolding is not systemized so that children with special needs depend on special education teachers, and (4) there is no continuous progressive plan for children with special 28 journal of icsar; volume 4, number 1, january 2020: 27-34 needs so that the lessons learned have a lower level than children without special needs. the involvement of children with special needs is influenced by the acceptance of the school environment which will have an impact on the motivation to stay involved in the classroom. schools can easily make plans to increase engagement if the authentic situation of children with special needs related to involvement in the classroom can be known. motivation to stay involved will develop which will eventually lead to cognitive, emotional, and behavioral activity, so research is needed to describe the real conditions of children with special needs. excavation of this information is the right strategy to determine and design scaffolding so that it can optimize potential, besides that it can also develop the independence of children with special needs, synergize and collaborate between teachers and students. efforts to activate the involvement of children with special needs can be started from the beginning of learning. class teachers must know the students’ zpd areas by making initial observations, for example by looking at student portfolios (impedovo, ligorio & mclay, 2018), conducting questions and answers (danish et.al, 2017), and making continuous observations (guseva & solomonovich, 2017). knowing the zpd area is important so that students do not find it too easy to learn the material and not so difficult that they feel frustrated. for children with special needs with cognitive barriers, activeness in learning must continue to be monitored because it affects the learning process which results in zpd not being able to develop optimally. vygotsky (2017) explains that at the point of development, there are certain circumstances where the child is able to do and there are parts that are too difficult to do. the part between this threshold area is then referred to as the zone of proximal development (zpd) which can be maximized with various supports (danish et al, 2017; impedovo, ligorio & mclay 2018) in the form of instructions, reminders, encouragement, or examples (woolfolk 2017). the support given to children with special needs is adjusted to the level of cognitive development, children’s limitations, and the child’s social environment so that the abilities developed are still within the child’s zpd. scaffolding in learning according to fisher and frey (2010) is divided into four parts, namely questioning, prompting, cueing, and explaining and modeling. the questioning section is used to check understanding, the prompting section to facilitate students’ cognitive and metacognitive processes, the cueing section to maintain student focus and avoid partial errors, and the explaining and modeling section which is intended for students who still cannot complete the task. these four sections are carried out sequentially with the hope of helping students complete learning tasks which in the end can work independently. learning in inclusive classes provides many opportunities for children with special needs to be able to increase competitiveness according to their capacities. this has a logical consequence that the learning carried out must be oriented towards individual competencies that are built collectively. lichtinger & kaplan (2015) stated that the learning motivation of children with special needs will be built if they are in an inclusive environment. student involvement has a very broad meaning, for example student involvement in social institutions, schools, classrooms (skinner & pitzer, 2012), involvement at home (veiga et al, 2012), student involvement in curriculum, instruction, peers, and the school community. (martin & torres, 2016). student involvement is seen as a multidimensional aspect that includes emotion, behavior, and cognitive (lester, 2013; fredricks, 2016). based on this view, the involvement of students referred to in this discussion is in the context of a class called classroom engagement (skinner & pitzer, 2012) especially for students with special needs in inclusive classes. cognitive involvement according to fredricks, blumenfeld, & paris (2004) consists of two aspects, namely child psychology and the use of cognitive abilities to determine the learning strategies used. psychological aspects include student motivation and self-regulation in learning that are interrelated to solve learning challenges that require students to continue learning. cognitive aspects are also related to selfregulation, metacognitive, and applicable strategies when children learn. this cognitive engagement is measured by asking students about these indicators (fredrick, 2014). for children with special needs, measuring cognitive involvement can use scaffolding that is simple, interesting, and easy to understand. this engagement tool is in the form of simple pictures so that children with special needs are able to do self-assessment so that active learning can be achieved. the indicators should be separated between engagement and noninvolvement items so that trends are visible. students’ emotional involvement consists of attitudes, interests, and values, mainly related to positive or negative interactions with the school, other students, and teachers (fredricks, blumenfeld, & paris, 2004). emotional engagement creates a connection with the school and builds students’ desire to be involved in learning and school activities. according to woolfolk’s (2017), to create emotional involvement in learning can be done by fostering a connection in learning, increasing student interest, reducing anxiety, and making learning fun. emotional involvement is 29dwitya sobat ady dharma, hermanto, involvement of children with special needs in... related to self-perception and confidence that shows knowledge, attitudes, values, skills, and attributes that are characterized by emotional intelligence abilities. behavioral involvement consists of positive behavior, involvement in learning, and participation in school activities (fredricks blumenfeld, & paris, 2004). students who are behaviorally involved will try to comply with applicable norms by acting positively, for example following class agreements (woolfolk, 2017), completing assignments, and coming to class with the necessary equipment. involvement in learning, for example concentrating, paying attention to instructions, asking questions, and contributing to class discussions. for children with special needs with learning difficulties, intrinsic motivation will emerge if the environment provides an impetus to develop in a massive system. during learning, various adjustments to instructions are needed, such as modifications and omissions that are adapted to the child’s condition. this adjustment must still provide space for children with special needs to develop optimally (woolfolk, 2017) while still paying attention to the zpd and characteristics of children. a pleasant learning environment will open students’ interest to a higher level so that it is likely that student activity will be maintained until the learning objectives are achieved. learning that is designed must be creative and involve students and encourage students to develop their abilities to the fullest. to encourage and support the progress of involvement, it is very necessary to use scaffolding that is of the nature of recognition so that it is hoped that children with special needs will gradually be able to be actively involved as a result of habituation. method the research method used is qualitative research with case study type. a case study is an intensive study that aims to understand a larger unit (baskarada, 2014), interested in a phenomenon (crowe et al, 2011) in a real-world setting (yazan, 2015) that seeks to capture what happens without any environmental modification (neale, thapa & boyce, 2006). the author chooses to use an intrinsic case study because the object is not accompanied by a theoretical development goal, but is limited to understanding a particular case because it is considered to attract interest in an inclusive school in yogyakarta in the odd semester of the 2018/2019 academic year. this study uses three units of analysis, namely cognitive involvement, emotional involvement, and behavioral involvement during learning. the subjects of this study were nine children with variations of one low vision child in grade 12 being male, three mentally retarded children in grade 8 and 9 being male and female, three autistic children in grade 9 and multi 10-11 being male. -male and female, and two male slow learners in grade 9 who were all selected purposively. data collection techniques using observation and interviews. observations were made on nine children with special needs with the domains of cognitive, emotional, and behavioral involvement. interviews with teachers were conducted with five teachers with questions about the results of observations to get reinforcement on observations. document analysis is also carried out by analyzing student work and psychological notes. the data analysis technique uses quantitative data in the form of scores from observations with thematic analysis with coding which in the end will get a percentage score for each domain of involvement. this quantitative data is strengthened by qualitative data in the form of anecdotal records and the results of interviews with five teachers with the initials s, n, a, b, and f. the analysis will be explained in an explanatory descriptive manner designed to explore and clarify the involvement of children with special needs and then describe in detail. the description in question is to describe in detail the involvement of children with special needs in learning and explanations to get a deeper understanding of the symptoms that appear. the triangulation used is source triangulation which compares and double-checks information from different sources. the stages of this research are making a case study protocol, carrying out case studies, analyzing case study results, and drawing conclusions. finding and discussion student involvement has a very broad meaning, for example student involvement in social institutions, schools, classrooms (skinner & pitzer, 2012), involvement at home (veiga et al, 2012), student involvement in curriculum, instruction, peers, and the school community. (martin & torres, 2016). student involvement is seen as a multidimensional aspect that includes emotion, behavior, and cognitive (lester, 2013; fredricks, 2016). based on this view, the involvement of students referred to in this discussion is in the context of a class called classroom engagement (skinner & pitzer, 2012) especially for students with special needs in inclusive classes. children with special needs with cognitive barriers are often unable to blend in socially so that it will hinder their cognitive development. this condition requires “cultural tools” as cognitive development aids to solve higher problems such as reasoning and problem solving (woolfolk, 2016). these cultural tools can be in the form of language that can be understood by abk, either through writing (symbols) or other signs such as simple gestures. 30 journal of icsar; volume 4, number 1, january 2020: 27-34 table 1. cognitive engagement indicators cognitive engagement psychological investment in learning readiness to learn. like challenges understanding mastery learning use of cognitive strategies using meta-cognitive abilities using deep learning strategies figure 1. cognitive engagement score (in percent) cognitive engagement. cognitive involvement according to fredrick, blumenfeld, & paris (2004) consists of two aspects, namely child psychology and the use of cognitive abilities to determine the learning strategies used. psychological aspects include student motivation and self-regulation in learning that are interrelated to solve learning challenges that require students to continue learning. cognitive aspects are also related to self-regulation, metacognitive, and applicable strategies when children learn. cognitive student involvement can be seen from motivation and learning methods that try to conquer challenges (woolfolk, 2017). this cognitive engagement is also related to school and learning which is identified with academic involvement, motivation (intrinsic and extrinsic), and self-efficacy. according to fredricks (2014), cognitive engagement has two indicators, namely psychological investment in learning and the use of cognitive strategies. this cognitive engagement is measured by observing students regarding these indicators (fredricks, 2014). for children with special needs, the measurement of cognitive involvement can use a simple check list with indicators that are separated between engagement and non-involvement items so that tendencies are visible. observations of cognitive engagement were carried out on nine children with varying needs. observations on nine children were carried out in learning settings with different subjects so that authentic symptoms in children would appear cognitive involvement in learning has a score that varies depending on the cognitive state of children with special needs. children with special needs with cognitive barriers will tend not to be involved cognitively, for example, do not have the concept of learning readiness, do not like learning challenges, do not know the completeness of learning, are not able to do self-monitoring, and are not able to do elaboration. children with special needs with cognitive barriers are often unable to blend in socially so that it will hamper their cognitive development. this condition requires “cultural tools” as cognitive development aids to solve higher problems such as reasoning and problem solving (woolfolk, 2017). these cultural tools can be in the form of language that can be understood by children with special needs, either through writing (symbols) or other signs such as simple gestures. the involvement of children with special needs in the classroom is an important element to check whether students benefit from the learning community or not. according to koka (2016), good cognitive abilities can maintain their involvement during activities. for children with special needs who have less cognitive development, self-monitoring is difficult because they have low self-esteem, limited memory skills (alloway, 2013), lack of initiative (goldin, 2013), and have limited attention (tamm et al, 2013). under these conditions, making tools that can increase engagement can be implemented in learning, especially for children with special needs who have cognitive barriers. for children with special needs who do not have cognitive barriers, they can be cognitively involved in class and compete with regular students. in order for regular students to be more involved in learning, bae & kokka (2016) explained that there are relevance (contextual), authenticity (real world problems), autonomy, higher order thinking skills, collaboration, and self-assessment. the relevance of learning can be helped by making connections with students’ lives and interests so that it will lead to active involvement when doing assignments. in the authentic aspect, it can be emphasized by making connections with real problems encountered so that the knowledge learned can be applied. in the aspect of autonomy, involvement will be built by providing opportunities for students to make decisions that can be collaborated with aspects of higher order thinking skills (analyzing, interpreting, and manipulating) and conducting self-assessments so that students can reflect on the learning done by revising the work. emotional involvement of mentally disability children. students’ emotional involvement consists of attitudes, interests, and values, mainly related to positive or negative interactions with the school, other students, and teachers (fredricks, blumenfeld, & paris, 2004). 31dwitya sobat ady dharma, hermanto, involvement of children with special needs in... happy, interested, anxious and know the concept of participating in activities. for children with special needs with cognitive disabilities, there is a tendency that they are always happy in any situation because they do not understand the concepts of joy and sadness, try to be involved in learning but do not understand group rules, and have pseudo-activity. in people with autism, the value of emotional involvement has a relatively low score because they are not able to discriminate emotions. attracting the involvement of abk emotionally can be done by providing a special stimulus at the beginning of learning that aims to grab the attention of students (chatib, 2011). this stimulus in education is called apperception which creates alpha waves. the alpha wave condition is the most illuminating (brilliant) stage of a person’s creative process (chatib, 2011). the alpha state is in a state of balance, namely when a person’s nerve cells shoot electrical impulses simultaneously and also rest simultaneously so that a balance arises which results in a person’s relaxation. by including students in their thoughts and emotions, it creates a network and shared ownership or the ability to understand each other so that student involvement can occur during the learning process.. behavioral engagement. behavioral involvement consists of positive behavior, involvement in learning, and participation in school activities (fredricks, blumenfeld, & paris, 2004). students who are behaviorally involved will try to comply with applicable norms by acting positively, for example following class agreements (woolfolk, 2017), completing assignments, and coming to class with the necessary equipment. involvement in learning, for example concentrating, paying attention to instructions, asking questions, and contributing to class discussions. the behavioral involvement of children with special needs in the inclusive class is closely related to the behavior of the teacher in the class. proactive teacher relationships are expected to provide positive student engagement in the classroom. teachers must have competence in communication, working cooperatively, managing conflict, giving and seeking help, and managing change. if teachers can manage the class well, abk is expected to be involved by providing positive behavior, not behaving in a disruptive manner, being involved in learning, and being involved in broader activities such as extracurricular activities. behavioral involvement of children with special needs in inclusive classes is strongly influenced by children’s motivation. for children with special needs with learning difficulties, intrinsic motivation will emerge if the environment provides an impetus to develop in a massive system. table 2. emotional engagement indicator emotional engagement emotional reactions in the classroom, school, and teacher joy, interested, bored, anxiety, sadness opt-in liked by other people feel included feeling respected at school value perceiving that work/school is important perceiving that the task is useful for the future perceives that the task is interesting. figure 2. emotional engagement score (in percent) emotional engagement creates a connection with the school and builds students’ desire to be involved in learning and school activities. according to woolfolk (2017), to create emotional involvement in learning can be done by fostering a connection in learning, increasing student interest, reducing anxiety, and making learning fun. this emotional involvement can be seen by observing related to emotional experiences experienced at school, such as feelings of pleasure or anxiety. according to fredricks, blumenfeld, & paris (2004), emotional involvement has three indicators, namely emotional reactions at school, a sense of belonging, and values. these three indicators are interconnected so that the measurements taken must be done holistically. emotional involvement is related to self-perception and confidence that shows knowledge, attitudes, values, skills, and attributes that are characterized by emotional intelligence abilities. for crew members who have below average intelligence, this process will be difficult. emotional involvement in learning for abk students without cognitive barriers tends to be stable. abk without cognitive barriers are able to respond to various kinds of emotions that occur such as sad, 32 journal of icsar; volume 4, number 1, january 2020: 27-34 table 3. behavioral engagement indicators behavioral engagement positive behavior following class rules completing the task come to class with the necessary equipment. no disruptive behavior not ditching don’t mess up engage in learning participate concentration attention participate in extracurricular activities engage in sports get involved in the school club get involved in school organization figure 3. behavioral engagement score (in percent) during learning, various adjustments to instructions are needed, such as modifications and omissions that are adapted to the child’s condition. this adjustment must still provide space for abk to develop optimally (woolfolk, 2017) while still paying attention to the zpd and the characteristics of the child. the behavioral involvement of children with special needs is influenced by the acceptance of the school environment which will have an impact on the motivation to stay involved in the classroom. if children with special needs are socially accepted, the motivation to stay involved will develop which will eventually lead to cognitive, emotional, and behavioral activity. learning with fun situations is the right strategy regarding the interaction process between crew members and their environment so that activity can be maintained optimally. activities that are designed as much as possible can encourage, activate, and allow children to learn in a fun way so that they can optimize their potential, besides that they can also develop and practice communication skills, need each other, synergize and collaborate between students. of the two engagement domains previously observed, behavioral engagement has a relatively higher score. this is because the learning environment is designed to be fun and opens students’ interest to a higher level so that student activity will be raised. the learning designed is quite creative and involves students so as to encourage students to develop their abilities to the fullest. to encourage and support the progress of involvement, a recognition scaffolding can be added so that it is hoped that children with special needs will gradually be able to be actively involved as a result of habituation. this behavioral engagement can be enhanced by environmental modification. this is supported by various reasons, namely that children’s disabilities affect engagement in academics and behavior (reschly & christenson, 2012) and the environment has a strong influence on students’ attitudes (schunk, 2012). increasing the involvement of children with special needs in inclusive classes can be done with various strategies, must be followed by creative initiatives, consider individual circumstances from the start, develop models with research, and need to be identified and practiced with various approaches. some of the challenges that can be observed when observing the involvement of children with special needs in the cognitive, emotional, and behavioral domains are, (1) the variations of children with special needs are very diverse, so researchers make focused observations so that the results obtained are accurate, (2) it takes a long time to observe to determine the accuracy of the results obtained. obtain the correct data, (3) to avoid researcher bias, the researcher conducts observations by withdrawing and does not make direct contact with children with special needs, (4) researchers feel that the findings obtained are too many so that they must be refocused on the research objective, namely wanting to know conditions of crew involvement in the three engagement domains. this is necessary to anticipate the development of new issues and issues that are important and support research, (5) when interpreting the data cross checking is required as an effort to avoid being trapped by researchers from one perspective. this is done to produce valid and accurate research. conclusion cognitive involvement in learning has a score that varies depending on the cognitive state of children with special needs. children with special needs with cognitive barriers do not know the concept of learning readiness, do not like learning challenges, do not know complete learning, are not able to do self-monitoring, and are not able to do elaboration so they will tend not to be cognitively involved. emotional involvement in learning for children with special needs without cognitive barriers tends to be stable. children with special needs without cognitive barriers are able to respond to various kinds of emotions that occur such as 33dwitya sobat ady dharma, hermanto, involvement of children with special needs in... sad, happy, interested, anxious and know the concept of participating in activities. for children with special needs with cognitive barriers, there is a tendency that they are always happy in any situation because they do not understand the concepts of joy and sadness, try to be involved in learning but do not understand group rules, and have pseudo-activity. in people with autism, the value of emotional involvement has a relatively low score because they are not able to discriminate emotions. of the two engagement domains previously observed, behavioral engagement has a relatively higher score. this is because the learning environment is designed to be fun and opens students’ interest to a higher level so that student activity will be raised. learning is designed creatively and involves students so as to encourage students to develop their abilities to the fullest. reference alloway, t. p., bibile, v., & lau, g. 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(2015). three approaches to case study methods in education: yin, merriam, and stake. the qualitative report, 20(2), 134-152. retrieved from http://nsuworks.nova.edu/tqr/vol20/iss2/12 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p151 151 development of augmented reality media based on cybernetic learning theory to stimulate spatial abilities andriyani andriyani*, joko lianto buliali, yudhiakto pramudya universitas ahmad dahlan, yogyakarta, indonesia *e-mail: andriyani@mpmat.uad.ac.id abstract: hearing impairment students have limited vocabulary and have difficulty understanding abstract terms, which affects learning the concept of a plane solid figure that they know at school. deaf students tend to have difficulty perceiving objects from a certain point of view and understanding the relationship between these objects in a particular space. these difficulties affect students' spatial abilities and require special handling in the form of learning-oriented to the learning process, not learning outcomes. the learning process itself can be determined by information systems such as the basis of cybernetic theory and supported by information technology-based interactive learning media. therefore, this study aims to develop augmented reality media based on cybernetic learning theory to stimulate valid and practical spatial abilities of deaf students. the research and development model carried out in this study is the borg and gall model, which has systematic and descriptive steps for practical problems in teaching through applied research. researchers collected data through validation questionnaires and student response questionnaires. data analysis was carried out qualitatively and quantitatively. the augmented reality media developed here can be said to meet the criteria of validity and practicality based on the results of the product feasibility test. this media has also proven to be a solution in helping teachers to stimulate the spatial abilities of deaf students through a meaningful learning process determined by a technology-assisted information system. keywords: augmented reality, cybernetic, spatial abilities introduction geometry is a branch of mathematics in which learning basic concepts is better known to students through informal knowledge with the object of play than other mathematics branches (andriyani & juniati, 2020). according to hwang et al. (2009), implementing the concept of learning geometry uses a lot of physical models, especially concepts related to measuring length, surface area, and volume. however, geometric concepts are also taught without the need to see the physical form of geometric shapes so students must be able to construct these shapes in their minds by using a particular ability called spatial ability (arifin, et al., 2020). spatial ability is a student's capacity to recognize and describe objects/patterns received by the brain (jayantika et al., 2013). in detail, linn & petersen (1985) and lohman (1993) also argue that spatial ability is a mental process when students perceive, store, remember, create, change visual images and communicate spatial shapes. therefore, a person's spatial ability will show his ability to understand the perspective of space and dimensions (achdiyat & utomo, 2018). furthermore, achdiyat & utomo (2018) explain that spatial abilities require left-right understanding, perspective understanding, geometric shapes, connecting spatial concepts with numbers, and the ability to transform from visual images mentally. in line with this, according to rynhart (2012), the spatial ability will generate, store, retrieve and transform three-dimensional images, so they are well structured. meanwhile, geometry problems are often encountered in school mathematics learning, which is difficult for students to solve because solving these problems requires spatial ability. http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p151 152 journal of icsar; volume 6 , number 2, july 2022, 151 157 the emergence of geometric problem-solving difficulties that require spatial ability is closely related to the low achievement of these abilities in learning. this low achievement because spatial abilities require left-right understanding, perspective understanding, geometric shapes, an association of spatial concepts with numbers, and the ability to mentally transform from visual images (achdiyat & utomo, 2018). with good spatial conceptualization, students will find it easier to understand concepts and solve mathematical problems, especially problems related to the creation of shape imagination in students' minds as well as in the form of three-dimensional objects, as well as the problem when imagining geometric object position experiencing a geometric transformation to then accurately predict the actual shape from a certain point of view (gunur et al., 2019). the spatial ability of students in indonesia is still relatively low. this fact can be seen from the results of research related to the low spatial ability of students, which has implications for their geometry learning achievement, such as arcat's research (2014) on the low spatial ability of junior high school students due to the abstract characteristics of geometry that require visualization; research by mulyadi et al. (2015) and siswanto (2016) about the low spatial ability of students due to lack of imagination in visualizing the components of shapes and errors in transforming them; hutagalung & harahap (2018) and siswanto & kusumah (2017) research on the problem of the low spatial geometry ability of students because the geometry learning model is still conventional; and research by usman et al. (2020) about the low spatial ability of students which causes difficulties in learning geometry. the low spatial ability, which has implications for difficulty in learning geometry for most students, also occurs in students with special needs, such as the deaf, who still have hearing and communication limitations, but still have a sense of sight (buliali et al., 2021). these physiological abnormalities certainly affect the success of knowledge achievement in learning geometry for deaf students, which are mostly slower than students in general. in contrast, students' success in learning can be determined by internal factors that come from the students themselves and external factors such as teacher learning strategies. therefore, it is not enough to lecture to instill concepts in geometry learning with an expository method. but, teachers must combine several learning strategies, such as the use of technology in the learning process in the classroom, so that students be assisted in obtaining visualization of geometric material and not only receive theoretical knowledge. combining learning strategies organized by utilizing technology with information processing will be more effective (indrawati in trianto (2010)). this strategy is because learning with information processing emphasizes how a person thinks and imagines and how it impacts on ways of processing information (siswanto & kusumah, 2017). one of the things included in this information processing learning is cybernetic learning (salim & maryati, 2017). in cybernetic learning, the teacher helps students achieve their learning goals effectively by enabling the elements of cognition, especially the mind element, to understand external stimuli through the information processing process. in processing information systems to facilitate the delivery of material, especially geometry, that requires visualization, supporting learning media is needed so that teachers can manage their learning classes well. to help the learning process, teachers need to develop a learning media that can encourage students to be more interactive and fun and also motivate students to play an active and independent role (salim & maryati, 2017). in this case, augmented reality technology can be used as a choice to facilitate interactive learning media for deaf and deaf students through visual illustrations (buliali et al., 2022). with augmented reality, students' perceptions of reality become more prosperous so that objects that were initially difficult to imagine become visualized in real terms. therefore, this study aims to andriyani, buliali, pramudya, development of augmented reality media … 153 develop augmented reality media based on cybernetic learning theory to stimulate valid and practical spatial abilities of deaf students, especially the concept of a plane solid figure. method this research is included in research and development using the borg and gall model, which has systematic and descriptive steps for practical problems in teaching. this research procedure refers to the development stage of the borg and gall model (gall et al., 2003), which consists of four stages: the preliminary form of product development stage, the preliminary field testing stage, the main product revision stage, and the main field testing stage. because this research is a follow-up study, the research and information gathering stages, as well as the planning stage, have been carried out by researchers conducting preliminary research related to needs analysis in the previous year. meanwhile, operational product revisions, operational field trials, final product revisions, and the socialization and implementation stages cannot be carried out due to restrictions on school activities during the covid pandemic and time constraints. the research subjects involved in this study were 17 deaf students at slb negeri 2 bantul, yogyakarta. the research instrument consisted of an instrument for assessing the validity and practicality of learning media. the instruments to evaluate the validity of learning media experts consist of 15 questions regarding presentation, display, and compatibility aspects. the instruments for assessing the validity of educational experts consist of 13 questions regarding aspects of the appropriateness of content and language. the practicality assessment instrument consists of 8 questions regarding effectiveness, interaction, efficiency, and creativity (zahroni, 2019). the validity and practicality assessment instrument uses a likert scale with five answer choices. in this study, responses, comments, and suggestions given by validators and students will be analyzed qualitatively and used as a reference for making improvements to the product. while the results of the validity assessment from media experts and material experts and the results of practicality assessments from students will be processed from qualitative data using a likert scale into percentages with the percentage formula adapted from (arikunto & jabar, 2009). the percentage of the assessment is then interpreted into the product assessment criteria as presented in table 1. table 1. criteria for assessment of development products achievement rate qualification information 91%-100% very good no revision 81%-90% good no revision 71%-80% enough revision 61%-70% deficient revision 0%-60% very deficient revision both the validity criteria and the product's practicality are obtained if the average score of the questionnaire assessment results meets the minimum criteria of 'good'. result and discussion result(s) 154 journal of icsar; volume 6 , number 2, july 2022, 151 157 1. develop preliminary form of product stage at this stage, the researcher designs learning media based on the results of the needs analysis carried out in the research and information collecting stage and the planning stage in the previous year. learning media that had previously been designed by starting with making a flowchart about the application to be developed. the application developed based on the flowchart that has been made cannot stand alone so that the learning media developed consists of three components, namely the augmented reality application as the application, and the guidebook as a guide for teachers. then the design of the learning media is realized in development. to help students' spatial imagery, the learning media displays digital elements that can visualize these geometric abstract materials using markerless augmented reality (ar) technology. this markerless ar technology tracks real objects around students as marker objects, thus the media displays animated geometric objects in real-time. designing of learning media into application prototypes is carried out by java programming language and openjl es, so the application can be implemented on android. furthermore, learning media in this form of application can be used without internet connection access (offline). 2. preliminary field testing stage this stage began with an assessment of the feasibility of the product in terms of the substance of material and media design by the validator. three validators carried out the feasibility assessment of each material and media product with relevant expertise in learning materials, learning media and practitioners. the assessment of the validity of the learning material by the validators is presented in table 2. table 2. product validation results by material experts total score category validator-1 84 very good validator-2 79 good validator-3 83 very good total average 82 very good in table 2, it is known that the average value of the three material expert validators is 82, which means that the augmented reality media developed has met the very valid criteria in terms of the construction of material content so that it is feasible to be used as a learning medium. in contrast, the results of the assessment of the validity of the media by the validator are presented in table 3. table 3. product validation results by media experts total score category validator-1 98 very good validator-2 102 good validator-3 107 very good total average 102 very good table 3 above shows that the average value of the three media expert validators is 102, which means that this augmented reality media has met the very valid criteria in terms of media so that it is feasible to be used as a learning medium. the results of the validator's assessment, both in terms of material and media, indicate that the product has met the validity andriyani, buliali, pramudya, development of augmented reality media … 155 of a development product. in addition to validation by experts, the researcher also tested the product on a limited basis with two students for advice. 3. main product revision stage the product that has been validated is then revised according to suggestions from experts and student suggestions in a limited field test. the revision includes the size of the letters and the color of the writing that accompanies the illustration of the appearance of the flat side space. in addition, researchers must also add an instruction menu that contains an explanation of how to scan 3-dimensional objects and open 3-dimensional webs. 4. main field testing stage after the product was revised, the researcher tested the product in the main field. the test is carried out by implementing the product on a broader learning scale for 7 (seven) meetings. at the end of the meeting, the researcher gave a questionnaire that students had to fill out regarding their responses as users of the product developed in this study. the average score of the assessment/student response to the use of this product is 85.71, which means that the student's assessment of the product is included in the very good category. thus, the product developed in this study can be said to have met the practicality of product development and is suitable for use as a medium for learning mathematics. discussion(s) based on the results of the validation and main field tests above, it can be seen that the augmented reality media developed in this study is feasible regarding the validity and practicality of a learning media. deaf students respond very well to the use of this media in learning the concept of a plane solid figure that has been difficult for them to imagine the space. augmented reality media visualization helps students stimulate their spatial abilities to the concept of a plane solid figure that is abstract. augmented reality media in this study is used to support learning activities in visualizing the space of a plane solid figure, not only in theory but also given direct experience through computational practice-oriented to cybernetic learning theory related to information system processing to facilitate the delivery of learning material to students. this is in line with the nature of learning management based on cybernetic learning theory, which leads to the teacher's efforts to help achieve student learning goals effectively by enabling students' cognitive elements to understand external stimuli (i.e., real motorcycle taxis being explored) through processing-information and transfers-learning in a real-life environment (rachmad, 2011; thobrani & mustafa, 2012). an important focus in cybernetic theory-based learning is the use of technology in the learning process to obtain fast and precise information so that students' spatial abilities are increased, and teachers' creativity can be encouraged through information technology-based learning. the usefulness of augmented reality media accommodates teachers' creativity in integrating technology in education and increases students' understanding of geometric concepts through visual illustrations of geometric object models around them. the student response questionnaire results show that the student's positive response is because, in its implementation, this media can activate students in learning. from the various statements used in assessing student responses, it appears that the majority of students' answers are happy to use augmented reality interactive media in learning, interested in following the next geometry lesson, and clearly understand the concept of a plane solid figure visualized by augmented reality technology, and feel uncomfortable. students also aren't bored from getting hands-on experience by exploring objects around them with this media's usefulness. thus, learning becomes more effective, and this can't be separated from the role of the teacher in preparing 156 journal of icsar; volume 6 , number 2, july 2022, 151 157 and designing learning according to the characteristics and needs of students. in this case, the teacher is the party who best understands all the potential in the school environment, the suitability of the learning strategies used, and the competencies/abilities that need to be provided to students. on the other hand, to face the challenges of the 21st century, teachers must have digital skills and creative thinking other than skills in leadership, communication, emotional intelligence, entrepreneurship, global citizenship, team working, and problemsolving. because in this era of society 5.0, teachers must be driving teachers who can initiate change in their students, take action without being prompted and continue to innovate in meaningful learning. the positive response of students regarding understanding abstract geometric concepts assisted by visualization of augmented reality technology shows the usefulness of augmented reality media in illustrating geometric objects from various points of view (projection relations), geometric objects in space (spatial relations), also distance conversion which has been difficult to students imagine. this condition shows that using augmented reality media has positive implications in stimulating students' spatial abilities when learning the material for a plane solid figure material. several research results support this, ie. nasution et al. (2016) and sugiarni et al. (2018) about positive changes in students' spatial abilities after using learning media. conclussion the augmented reality media based on the cybernetic learning theory developed in this study has met the valid and practical criteria. the validity of augmented reality media is shown by the results of assessments from media experts and material experts with very valid categories. the practicality of augmented reality media is seen in the positive student responses to learning using the media. these results indicate that the developed augmented reality media can be used to support the improvement of students' spatial abilities in learning geometry. this means that augmented reality media can be used as an alternative to teaching geometry based on cybernetic learning theory, especially the concept of a plane solid figure. the researcher hopes that there will be further research that will look at the effectiveness of this media in improving students' spatial abilities or further development in spatial geometry learning for deaf students who have limited vocabulary and knowledge as an implication of their disability. references achdiyat, m., & utomo, r. 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(2019). pengembangan mobile learningmenggunakan adobe flash pada pelajaran narrative text di smp elkisi mojokerto. nidhomul haq: jurnal manajemen pendidikan islam, 4(1), 90– 103. journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 8 number 1; doi: http://dx.doi.org/10.17977/um005v8i1p85 85 curriculum modification to improve counting fraction ability on slow learner children arif prawira*, misdayani, ira ocktavia siagian, tazul arifin, endang rochyadi universitas pendidikan indonesia, bandung, indonesia *e-mail: arifprawira001@upi.edu, misdayani@upi.edu, ira.ockta@gmail.com, tazul.arifin49@gmail.com, endangrochyadi@upi.edu abstract: not every student gets a learning system that suits their abilities. therefore, teachers need to know the stages of modifying the curriculum so that it is according to the abilities of students. this study aims to find the stages of modifying the merdeka curriculum at the elementary school level in the form of a learning program design in mathematics into fractional material that is adapted to the needs of students with learning disabilities. the research was conducted using the research and development research method, the development model carried out in this study used the addie model (analysis, design, development, implementation, and evaluation). the subjects in this study were one fifth-grade teacher and one slow learner who was in fifth grade at sdn 195 isola, bandung city. the results of the research found that after the modification of the curriculum, the subject's math score increased from 29 to 100. in addition, the subject dared to answer questions when asked to repeat the elements of fractions, another impression that the subject did not feel distinguished in giving teaching material. keywords: curriculum modification; mathematics; addie; slow learner. introduction indonesian education aims to develop the potential of students to become human beings who believe in and fear god almighty, have a noble character, are healthy, knowledgeable, capable, creative, independent, and become citizens of a democratic and responsible state (republic of indonesia government regulation no. 19, 2005). to realize this, there are several important components, namely that education must be nondiscriminatory, education can know the interests of the child, the best interests of the child, survival and development and respect the opinion of the child. efforts to improve and improve the quality of education never seem to stop. many reform agendas have been, are being implemented, and will be implemented. various innovative programs have participated in enlivening education reform (majid, 2005). one of the latest improvement efforts in the curriculum carried out by the ministry of education of the republic of indonesia is to create a merdeka curriculum. the merdeka curriculum is a curriculum with diverse learning. the merdeka curriculum focuses on essential content so that students have enough time to explore concepts and strengthen competence (curriculum and learning center team, 2022). however, updating the curriculum will be more meaningful if followed by changes in learning practices inside and outside the classroom. indicators of curriculum renewal are shown by changes in learning activity patterns, selection of educational media, and determination of assessment patterns that determine educational outcomes. it's just that, in practice in the field many teachers do not fully understand how the stages of modifying the curriculum must be passed. of course, any modification of the curriculum must be adjusted to the ability of students. each student has uniqueness and different abilities in absorbing the information provided by the teacher. this difference is caused by many things, whether it comes from http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 mailto:arifprawira001@upi.edu mailto:misdayani@upi.edu mailto:ira.ockta@gmail.com mailto:tazul.arifin49@gmail.com mailto:endangrochyadi@upi.edu 86 journal of icsar; volume 8, number 1, january 2024, 85-95 oneself such as cognitive abilities, interests, and talents. some come from outside, such as efforts made by parents to improve students' learning abilities, and teaching techniques provided by teachers. therefore, the teacher must have expertise in determining student profiles that describe their abilities and obstacles before designing a program. in ordinary society, three labels are often given to students, namely "smart", "ordinary", and "stupid". however, this label is not completely correct because it was not carried out with the correct identification and assessment references. meanwhile, slow learners are students who are often considered to be a big challenge for teachers because they are considered slow in learning, especially in subjects that involve cognitive skills, such as mathematics. this is because slow learner children generally have an iq score below the average, which is between 70 and 90 (amir & nani, 2013). slow learner children have low mastery of the material, even though the material is a prerequisite for the next lesson, so they often have to repeat it. their intelligence is indeed below average, but they are not incapable children, they just need to struggle hard to master what is required in regular classes (mubiar, 2011). as for the struggle of slow learners in understanding the subject matter, it must be supported by various parties, the media, and modified material to suit their abilities. by identifying and assessing a teacher, a teacher can find student profiles that contain abilities, barriers, and needs as material for modifying the curriculum, so that they can find the right formula for making subject matter for slow learners, especially those that require reasoning such as mathematics. fractional material is one of the materials in mathematics lessons in phase c of the merdeka curriculum, in grade five of elementary school. however, for slow learner children, this material can be an obstacle that is very difficult to overcome. this is because solving problems in mathematics requires cognitive, whereas cognitive is a weakness of slow learner children. with each stage of modification to the merdeka curriculum, teachers can find student profiles and adjust learning materials and teaching techniques so that slow learners can better understand mathematics, especially fraction material at grade c or grade five. method the approach to this research is the research and development approach. with a focus on developing the merdeka curriculum in phase c or fiftrh grade which is adapted to the abilities of students. this research was conducted with one teacher and one slow learner in class v at sdn 195 isola, bandung city. this study uses the addie research model (analysis, design, development, implementation, and evaluation). the addie model is one of the models commonly used in the instructional design field as a guide to producing an effective design (aldoobie, 2015). analysis stage the analysis phase in the study was conducted on one fifth-grade teacher and one slow learner. data were obtained by conducting interviews with teachers regarding the design of the mathematics learning program given to students, the teaching methods provided, and the conditions of class v where it was suspected that there were students who had to learn difficulties viewing program profiles and exploring initial data related to students' abilities with disabilities study. for students the process of extracting data is carried out using classical observation, then an assessment is carried out to obtain data in the form of student profiles consisting of abilities, barriers, and needs. prawira et al, curriculum modification to improve counting … 87 design stage after obtaining the program profile and student profile, the next step is to design a learning program that is in accordance with the merdeka curriculum used by sdn 195 isola. development stage the next stage is to develop a learning program in the form of a design learning program for mathematics, material for calculating fractions that are adjusted to the profile of students who are identified as slow learners. implementation stage the implementation stage is the development stage in the form of a learning program design that has been designed by the researcher and implemented on the subject. evaluation stage the fifth stage is an evaluation of the results of development implementation in the form of a learning program design. at this stage, a re-check was carried out on the development of the merdeka curriculum in grade v or phase c mathematics, especially in the matter of calculating fractions result and discussion result the implementation of inclusive education must be supported by a positive school climate to be carried out properly and effectively. a positive school climate for inclusive education must be rooted in the core values that every school believes in and is reflected in every school's actions in general. a positive school climate has certain criteria to support the implementation of inclusive education. these criteria must be met so that inclusive education can run well (wulan & sanjaya, 2022). one of the supporters of implementing an inclusive school climate can be seen in the use of the curriculum used for students in the school. the curriculum used in inclusive schools must be able to adapt to the basic abilities of each student, therefore schools must be able to adopt the national standard curriculum, namely the merdeka curriculum by modifying the curriculum according to the profile of students at school. identification and assessment are important keys in the adjustment or modification between the merdeka curriculum and student abilities. identification activities can be carried out on students with learning disabilities by using an academic test identification tool based on their ability class which produces information on students' initial abilities in terms of reading, writing, and arithmetic abilities. assessment activities can also be carried out to collect data on students with learning disabilities that will be used to make decisions on what type of services will be provided to these students. (anggriana, 2022). analysis stage at the analysis stage, the data mining process was carried out in the form of a learning system and class conditions for the class v teacher, as well as an identification process carried out on class v students at sdn 195 isola, bandung city. identification is the initial activity that precedes the assessment process to find children who experience obstacles both in developmental aspects and academic aspects. identification is the first step and is very important to mark the appearance of abnormalities or difficulties in children with special needs (yusuf, 2005). meanwhile, according to swassing, identification has two concepts, namely screening and actual identification (yuwono, 2015). the term identification of children with special needs is intended as an attempt by teachers, parents, and other education personnel to find out whether a child has 88 journal of icsar; volume 8, number 1, january 2024, 85-95 50,5 52 100 70 82 45,5 82 79 75,5 50,5 52 100 67 70 74,5 73 91 45,5 73,5 70 73,5 60,5 90 94,5 80,5 60,567,562,5 0 20 40 60 80 100 a sy a ad s a h m a m l a s a rs a z cw d a h d c d a d fs r g rw h ff p jt a kp f kt pg m s m bt m fi n ph pp f rr s vr p yn zg p zr d zb j va lu e student initials writing identification value growth/developmental abnormalities/deviations (physical, intellectual, social, emotional/behavioral) compared to normal children of his age. identification activities can be carried out by teachers or professionals related to the use of standard or non-standard tools/instrumentation developed by the teacher or related professionals. student identification at this stage, data collection was carried out by carrying out classical identification using academic tests, where the test questions came from the basic competencies of the merdeka curriculum from levels v, iv, iii, and ii with aspects of reading, writing, and arithmetic by the curriculum used in sdn 195 isola. graph 1. reading identification value graph 2. writing identification value graph 3. math identification value 50,5 52 100 70 82 45,5 82 79 75,5 50,5 52 100 67 70 74,5 73 91 45,5 73,5 70 73,5 60,5 90 94,5 80,5 60,567,562,5 0 20 40 60 80 100 a sy a ad s a h m a m l a s a rs a z cw d a h d c d a d fs r g rw h ff p jt a kp f kt pg m s m bt m fi n ph pp f rr s vr p yn zg p zr d zb j va lu e student initials writing identification value 55 35 58 71 45 35 90 58 61 35 42 65 52 48 68 58 58 23 45 58 48 61 87 58 55 29 61 68 0 20 40 60 80 100 a sy a ad s a h m a m l a s a rs a z cw d a h d c d a d fs r g rw h ff p jt a kp f kt pg m s m bt m fi n ph pp f rr s vr p yn zg p zr d zb j va lu e student initials math identification value prawira et al, curriculum modification to improve counting … 89 from the results of the identification that has been carried out, it is obtained that out of a total of 28 students in class vb sdn 195 isola, bandung city, in the aspect of reading, there are 5 students with an independent level, 21 students with an instruction level, and 2 students with a frustration level. in the writing aspect, there are 11 students with an independent level, 13 students with an instruction level, and 4 students with a frustration level. in the arithmetic aspect, there are 2 students with independent level, 16 students with instruction level, and 10 students with frustration level. from these data, it can be concluded that there are still students who have not mastered some or a combination of the material in aspects of reading, writing, and arithmetic. there is also one student with the initials ms who has not mastered all of these aspects with the lowest score being in the numeracy aspect with a score of 23. based on the results of the interviews, the teacher saw that ms tended to be late compared to other friends in academic terms, but in terms of motor skills ms was able to keep up with other friends. based on the identification results where ms is included in the frustration level category in all aspects of assessment, it is estimated that ms is classified as a child with special needs, a slow learner. and by analyzing the items it is estimated that the ability of ms is in class ii sd, for this reason, an assessment will be carried out related to the arithmetic aspect by developing an instrument for class ii sd assessment questions to further look at error variants and strategy variants from ms in solving problems. after conducting interviews with teachers and identification, the next step is to carry out the assessment process. "assessment (assessment) is to give value to the quality of something. not only giving answers about what, but more directed at answering how or how far a process or an outcome is obtained by a person or a program" (zainul & mulyana, 2007, as cited in fajri, yuliati, & budyawati, 2020, p. 17). table 1. subject profile no. aspect ability obstacle need 1. count operation students can calculate subtraction without borrowing techniques students do not understand the concept of subtraction with borrowing techniques students need explanations and exercises related to the concept of subtraction with borrowing techniques 2. geometry students can identify flat shapes students do not understand the elements of a flat shape students need an explanation of concepts related to flat wake elements in more detail 3. numbers concept students do not understand the concept of fractions students need explanations related to the concept of fractions and are strengthened by doing exercises on presenting fractions the following are the results of an analysis of children's abilities in learning mathematics: from the results of the assessment, it was found that ms had not been able to understand subtraction, multiplication, presenting fractions 1/2, 1/3, and 1/4 which correspond to parts of a whole concrete object, and classifying plane shapes based on their characteristics. 90 journal of icsar; volume 8, number 1, january 2024, 85-95 ms can be categorized as a child who has learning difficulties, namely a slow learner, ms is a student who is slow in the learning process and has intellectual potential slightly below normal, so ms requires a longer learning time than other children of his age. this is proven, during the assessment process to calculate multiplication questions, ms still uses his fingers to calculate multiplication numbers. slow learners lack concentration, retention, and level of abstract thinking compared to children of their age. slow learners are children with below-average intelligence whose thinking skills and scholastic performance develop more slowly than other children in general (government of puducherry directorate of school education samagrra shiksa, 2019). slow-learner children in some ways experience obstacles or delays in thinking, responding to stimuli, and social adaptation but are still much better than those with mental retardation. slow learner children need a longer and more repetitive time to be able to complete academic and non-academic tasks and therefore need special education services or extra assistance to be successful. slow learner children need more time to accept a new concept or complete assignments when compared to their peers, so slow learner children can still study in public or regular schools but need intensive assistance (mumpuniarti, 2011). the mathematics learning needs of slow learners in elementary schools include arithmetic problems in operating numbers and achieving cumulative numbers in numbers that are not by class standards. ms's ability in grade ii elementary school mathematics learning material is good, but children experience difficulties and errors in subtracting numbers using the borrowing technique and in determining the value of fractions, both of these are because the child does not understand the concept of subtraction using the borrowing technique and does not understand the concept of fractions. the child also experiences an error in answering in determining the number of flat wake elements (angles, vertices, sides), because they do not understand the characteristics of flat wake. based on the results of the analysis, it shows that children do not understand learning about the concept of subtraction by borrowing, and the concept of flat wake characteristics. and children have not yet received material about the concept of fractions in detail. this was due to the covid-19 pandemic where the implementation of teaching and learning activities took place virtually. during the process of carrying out the assessment, several other findings were found, including those related to the child's behavior in solving the assessment questions given. children lack confidence when their peers are around, but children become confident when they are only with the teacher. the second finding is that the child's actual ability is quite good, shown when the teacher explains mathematical concepts that the child answers incorrectly and the child can understand quickly. this proves that children's abilities will be better and optimal if they continue to be taught and trained to complete learning assignments consistent with the guidance of parents and teachers. teacher identification teacher identification is carried out to see class conditions, learning situations, the way the teacher teaches, and how active students are in class. identification refers to the teaching module (ma) used by the teacher and guidelines for observing the implementation of learning to determine the suitability of the teacher teaching with the teaching module (ma) used. the material to be delivered is based on ma mathematics class v material on geometric volumes. from the results of observing learning activities in class, data was obtained that in practice the teacher carried out learning activities based on the ma that prawira et al, curriculum modification to improve counting … 91 was already available. teachers do not independently create special programs for students with disabilities. from the identification results, the teacher only explained in front of the class by using the lecture, question and answer, and assignment methods. the teacher explains several examples of questions to students and then answers them together and the teacher only gives a few examples. after explaining, the teacher immediately gave the questions to the students to do the practice questions. there are no learning media to attract students' attention, even though geometry material is very abstract material and requires media. design stage during the learning process in the classroom, of course, there will be differences in abilities between students. this difference in ability can be influenced by many factors, both from within the child such as iq level, learning style, interests, and others. in addition, there are external supporting factors that also contribute to learning abilities, such as the way the teacher teaches, supportive learning media, and systematically arranged lesson plans. as can be seen from the results of the previous numeracy identification, there are differences in the learning abilities of fifth-grade students at sdn 195 isola, bandung city. however, if you look at the data, there are students with the same ability level, namely 16 students with instruction level abilities. therefore, these students can be given the same program design as students with independent level abilities, only when in practice these students are given more attention so they can understand the material provided. therefore, at the design stage, the learning plan can be adapted to the generally accepted curriculum and can be carried out classically. the curriculum used as a reference is the merdeka curriculum phase c or equivalent to class v which is used at sdn 195 siola, bandung city. development stage at this stage, the development and modification of the merdeka curriculum were carried out to suit the profile of children's needs, namely inserting reduction material in phase b and geometry and fraction material in phase a in the merdeka curriculum. and using class ii sd teaching materials on the merdeka curriculum. as well as providing remedial, especially on materials that have not been mastered. the general objective of developing and modifying this curriculum is to reduce the gap in the abilities of students who have slow learner learning disabilities and those who do not have learning disabilities is to reduce the gap in abilities and values between the two. therefore made a special purpose. in particular, the design of the learning program that will be given to subjects has four main objectives, namely students can explain the addition of two fractions with different denominators, students can identify problems related to adding two fractions with different denominators, students can explain the elements of fractions (numerator and denominator), and students can identify fractions in everyday life. the program design created for learning activities for children with special needs will be translated into a learning implementation plan which includes the results of aligning student ability profiles with the current curriculum. 92 journal of icsar; volume 8, number 1, january 2024, 85-95 table 2. indicators of learning steps activity activity description introduction (10 minutes) • the teacher invites students to pray before and after the lesson. • the teacher explains the learning objectives to students about operating fractional operations. • the teacher gives students examples in life-related to fractions with different denominators. *(ms is given a new understanding of the concept of fractions) • the teacher assists students in planning and preparing learning activities about operating fractional operations. • the teacher guides students to prepare the things needed to carry out activities core ( 55 minutes) observe • the teacher guides students to form groups of 4 people. • the teacher directs students to observe the learning pictures • with their groups, students learn to equate the denominator of two fractions with different denominators. *(ms indicates denominator and quantifier positions) • the teacher directs students to answer questions about adding fractions with different denominators. *(ms records the numerator and denominator of each fraction that appears) ask • the teacher facilitates students to ask questions related to how to add and subtract fractions with different denominators. *(ensure ms understanding in identifying numerator and denominator) try • the teacher directs students in observing how to calculate the subtraction of fractions with different denominators. • the teacher accompanies students to complete practice questions reasoning • the teacher accompanies students in concluding how to determine the common denominator of two fractions with different denominators. • the teacher directs students to answer questions communicate • the teacher directs students to convey their work in front of the teacher and friends. closing (15 minutes) • the teacher reflects on the results of learning about the operation of fractional numbers. • the teacher evaluates the addition of fractions with different denominators and assigns students to study the next material. • the teacher informs the next material, namely the subtraction of two numbers with different denominators. implementation stage implementation is carried out classically, with the teacher's role as a facilitator which means that the teacher is not the only source of information in the classroom. the teacher also includes game content while learning activities are carried out, which can make the situation in the class more lively, the teacher can still control the class when it starts to not be conducive, two-way interactions can still be carried out and it is hoped that students will not feel pressured. the content of the game is to use a game to call attention, for example the practitioner calls "hey", and students answer with "hello" and vice versa. after that, the teacher carried out a prayer activity led by the class leader, and the teacher said that what would be studied in class was mathematics, with the material understanding fractions. in addition, the teacher also motivates with a reward in the form of praise for each student who dares to express an opinion. for core activities, because the teacher is not the only source of information, to reduce gaps in understanding the material being taught, students are divided into small groups, where each group member has students who have independent level, instruction prawira et al, curriculum modification to improve counting … 93 level, and frustration level abilities. during the learning process, there is a tendency for each group to ask questions to the teacher, and when there are members who have slow learner learning barriers, group members who already understand explain it back to students with slow learners. to make it easier to understand fractional material, the teacher and students make the media that will be used from paper material which is cut into several parts according to the number of questions. in closing activities, the teacher becomes a facilitator for students to be able to conclude and provide responses to learning outcomes. evaluation stage furthermore, an evaluation of the results of the design of the learning program was carried out as a result of the modification and development of the mathematics curriculum with fractional material by conducting tests and asking for opinions from the subjects. the test results after modifying the merdeka curriculum are as follows: graph 4. mathematical final test result in the formative test at the end of implementation, the results obtained from 28 students were 3 students scored 60, 13 scored 80, and 12 students scored 100. for ms got a value of 100 from the questions that have been adjusted about the elements of fractions. in addition, the results of interviews with subjects found that ms, which has slow learner barriers, feels enthusiastic about following each learning path, and as a result, he understands everything. direct teacher explanation, understanding of fractions increases. this is evidenced by the results of a formative assessment where the subject can answer all questions that aim to be able to measure the ability of ms to understand the elements of fractions. this shows that methods and curricula that are appropriate to students' abilities, it can improve the ability of students who experience learning barriers to better understand the mathematical material being taught. (dico & hastuti, 2023). discussion the mathematical ability of elementary school students in indonesia is still relatively low, this applies at every level from grade one to grade six. there are many things that affect the lack of numeracy skills of elementary school students in indonesia, one of which is because so far students have been taught to do mathematics learning activities manually, and teachers do not have innovations in mathematics teaching techniques that can adapt to the times and the development of current student learning patterns. this causes students not to feel interested in learning mathematics with any material because they feel that 94 journal of icsar; volume 8, number 1, january 2024, 85-95 mathematics is boring and confusing, which in turn makes students' math skills in indonesia very low (raharjo, 2021). of course, this is a serious problem, because math skills are very important in the application of students' daily lives. therefore several things can be done by mathematics teachers to overcome students' inability in mathematics, such as modifying the curriculum so that students can achieve learning objectives according to their abilities, improving teaching techniques so that students become more interested in mathematics, and can correlation between lessons and everyday life (nurfatanah, 2018). for slow learners students learning mathematics can be a much more difficult problem compared to other students. this is because the internal factors of slow learner students have a low level of intelligence, and often slow learner students have a low level of self-confidence because they feel unable to follow the existing learning process. in addition, external factors can also affect slow learner students in learning mathematics. external factors that can affect the ability to learn mathematics of slow learner students are the economic limitations of parents which can result in no motivation to learn because there is no encouragement or support from parents such as the availability of adequate learning facilities and services at home. then the facilities at school can also be an external factor that can affect the ability to learn the mathematics of slow learner students, this is because it can make teachers lack supporting media such as teaching aids that can facilitate the understanding of slow learner students in understanding mathematics subject matter, for example, fraction material (afan, 2021). this is in line with the results of the research that has been done, where when the learning process takes place, slow learner students cannot understand the concept of fractions in mathematics. this can be caused by the intelligence abilities of children below average, as well as the lack of support that can improve the ability of slow learner students at sdn 195 isola to be able to understand fraction material. the external factors that support the ability of the subject are the economic conditions of families who have low incomes and the inability of families to teach subjects to understand mathematics subject matter, especially fractions. in addition, also because at the beginning of the research, there was no modification of the curriculum carried out by the teacher, and the lack of teaching media such as visual aids made the subject unable to understand fractional material. conclusion from the results of the study, it can be concluded that the condition of students' initial abilities is the teacher's starting point in conducting learning. the heterogeneity of students needs to be considered by the teacher in choosing learning models and methods so that learning becomes fun and has an optimal impact on students. learning is a process of interaction between students and educators and learning resources in a learning environment. learning is assistance provided by educators so that the process of acquiring knowledge and knowledge occurs, as well as giving attitudes and beliefs to students. therefore, conducting assessments on students and evaluating learning regularly and continuously needs to be done by the teacher before carrying out the learning process to the next stage. the program design that will be made should refer to the curriculum that is currently being implemented and be aligned with the abilities and needs of the child. the need to modify the learning that will be carried out aims to optimize children's abilities so that it is hoped that children can take part in learning according to their needs without putting aside the abilities that children have achieved. prawira et al, curriculum modification to improve counting … 95 acknowledgement thank to our lecturer prof. endang rochyadi for all guidance that he give. we would also like to thank our friends and family for their love and support during this research process references majid, abdul. (2005). rencana pelaksanaan pembelajaran (mengembangkan standar kompetensi guru) [learning planning (developing teacher competency standards)]. bandung barat: remaja rosdakarya. afan, imam tantowi. (2021). analisis kemampuan pemahaman matematis pada siswa slow learner [analysis of mathematical understanding ability in slow learner students]. jurnal inovasi pendidikan matematika (jipm), 3(2). doi: 10.37729/jipm.v3i2. aldoobie, n. (2015). addie model. american international journal of contemporary research, 5(6), 68. amir, & nani, t. (2013). pendidikan anak berkebutuhan khusus lamban belajar (slow learner) [education for children with slow learning disabilities]. jakarta timur: luxima metro media. anggriana, t. w. a. (2022). teachers’ efforts in improving children’s learning disability. proceeding of international conference on special education in south east asia region, 1(1), 66–77. retrieved from https://educationcenter.id/journal/index.php/icsar/article/view/29 dico, a. m., & hastuti, w. d. (2023). math educational game (gema) based on cai (computer assisted instruction) in learning simple counting for mentally impaired students. journal of icsar, 7(3). zainul, a., & agus mulyana. (2007). evaluasi dan asesmen di sekolah dasar [test and assesment at elementary school]. south tanggerang: universitas terbuka. fajri, d. n., yuliati, n., & budyawati, l. p. i. (2020). analisis pelaksanaan asesmen perkembangan anak [analysis of the implementation of child development assessment]. jurnal edukasi, 7(1), 17-21. government of puducherry directorate of school education samagra shiksha. (2019). remedial teaching for slow learners. republic of indonesia government regulation no. 19 of 2005 on national education system of law no. 20 of 2003 on natonal education system. yuwono, ismantoro dwi. (2015). penerapan hukum dalam kasus kekerasan seksual terhadap anak [application of law in cases of sexual violence against children]. jakarta: medpress digital. mubiar, a. (2011). problems and innovation of learning; guide for teachers, counselors, psychologists, parents, and educational personnel. bandung: refika aditama. mumpuniarti, r. s., & cahyaningrum, e. s. (2011). kebutuhan belajar siswa lamban belajar (slow learner) di kelas awal sekolah dasar daerah istimewa yogyakarta [learning needs of slow learner students in early grades of elementary schools in the special region of yogyakarta]. artikel penelitian. pendidikan luar biasa fakultas ilmu pendidikan universitas negeri yogyakarta. nurfatanah. (2018). kemampuan pemecahan masalah matematika siswa sekolah dasar [problem solving skill mathematics of elementary school students]. prosiding seminar dan diskusi nasional pendidikan dasar. raharjo, i. (2021). faktor kesulitan belajar matematika ditinjau dari peserta didik [the factors of perfection in learning mathematics in view of students]. journal for lesson and learning studies, 4(1). curriculum and learning center team. (2022). hal-hal esensial kurikulum merdeka di jenjang sd [various aspects of the merdeka curriculum for primary schools]. jakarta: direktorat sekolah dasar. wulan, r., & sanjaya, w. (2022). developing positive school climate for inclusive education. journal of education for sustainability and diversity, 1(1), 54-66. https://doi.org/10.57142/jesd.v1i1.6 yusuf, m. (2005). asesmen perkembangan anak dengan hambatan intelektual [developmental assessment of children with intellectual disabilities]. jakarta: departemen pendidikan nasional. https://educationcenter.id/journal/index.php/icsar/article/view/29 https://doi.org/10.57142/jesd.v1i1.6 23 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 23-25 teachers perception on the management of inclusive education in elemantary school agus pratomo andi widodo, achmad hufad, sunardi universitas pendidikan indonesia, indonesia e-mail: andi.pkh.student@upi.edu abstract: the problem in this study was motivated by the difficulty of the teacher in implementing the inclusive education, which have been held since 2017 at the sungai andai 3 elementary school in banjarmasin. this study aims to describe the teacher’s perception of the implementation of inclusive education in sungai andai 3 elementary school banjarmasin, which covers 3 aspects according to the research questions, including: teacher perceptions of the basic concept of children with special needs, teacher perceptions of the education for children with special needs, and teacher perceptions of facilities and infrastructure. this study uses a type of qualitative research with a descriptive approach. information about the perceptions of each respondent was revealed through questionnaires with 22 statements and indepth interviews as data collection techniques and documentation. data analysis techniques in this study are data reduction, data presentation, and conclusion. the teacher referred to in this study is a class teacher and subject teacher, as well as gpk or shadow teacher without any background of special education. this study was conducted on 23 respondents who teach at sungai andai 3 elementary school in banjarmasin . the results of the study are related to the purpose of the study that the teacher’s perception of the basic concept of children with special needs was “good”. while the teacher’s perception of children with special need’s education and infrastructure facilities was “enough”. therefore, it is concluded that the teacher’s perception of the implementation of inclusive education in sungai andai 3 sdn banjarmasin was “good”. keywords: perception, teacher, inclusive education. introduction basically, inclusive education is a concept that appears to provide a solution to the problems in education, but the problem in its implementation efforts are always popping up. one of the problems is about the educators, namely teachers, subject teachers and shadow teachers (gpk) who do not have the background of special needs education. therefore, these educators are assumed to have difficulties in the field because their knowledge and abilities are limited to the general field they have mastered or have never even received material about inclusive and education material concerning children with special needs that can support their professional work. thus, the scientific requirements of a regular teacher’s knowledge are actually not sufficient to solve problems that might arise when schools try to conduct inclusive education. they will automatically need more guidance or knowledge in education services in the field of specialization that will connect with inclusive education (alghazo et al., 2003; forlin et al., 2001; bailey, 2004). the presence of diverse perceptions often makes the teachers feel confused, from positive to negative perceptions that appear in the educational staff. these things can adversely affect attitudes and behavior in carrying out their profession as a teacher. therefore, to be able to change a person’s behavior then it must start from changing their perceptions or thoughts about something. although the implementation of inclusive education has legality and has full support from the government, there is still a diversity of perceptions that show a negative view of the implementation of inclusive education. (kustawan, 2012). teachers’ perception in the implementation of inclusive education in this study is the voice of teachers who agree and disagree about the implementation of inclusive education which includes: basic concept of children with special needs, the education of children with special needs, and facilities and infrastructure in the implementation of inclusive education at the schools where they work . sungai andai 3 elementary school banjarmasin is a school located in the city of banjarmasin in the province of south kalimantan, the sub-district of north banjarmasin, the village of sungai andai which was established in 2012. the school has only been running for 6 years (meaning this year they will have their first alumni). the school is one of the schools that participated in the implementation of inclusive education, by accepting children with special needs. however, it is still relatively new because it has only run for about one year. the school has ventured to be inclusion although it is still fairly new and continues to increase its construction. based on observations, it was seen various kinds of responses that appeared in the field related to the implementation of inclusive education. 24 journal of icsar; volume 3, number 2, july 2019: 23-25 table 1. teachers’ perception of children with special needs. wind results aspect answer strongly agree agree disagree strongly disagree teacher’s perception for implementation of inclusive education 1. teacher’s perception of basic concepts of children with special needs. 66.5% 26.7% 6.8% 0% 2. teacher’s perception of children with special needs’s education 39.5% 53.3% 7.2% 0% 3. teacher’s perception of facilities and infrastructure 26.1% 50.7% 18.8% 4.4% whereas according to kustawan (2012), each teacher must have the ability to identify students and prospective students to know all the students and focus more on knowing whether there are children with special needs who need to get educational services that suit their needs. in this case, it is important for a teacher to understand the diversity of characteristics of the students, so that planning and learning activities can be done based on the needs of the students. therefore, the teacher needs to instill a good perception and view the diversity of the characteristics of the children that differences are not a problem and because inclusive education is education for all. it is the teacher who must try to find solutions to meet the educational needs of their diversed students by digging deeper information and establishing good cooperation with all. teacher’s perception of children with special needs’s education the learning plan for the implementation of identification and assessment turned out to have been done well in sungai andai 3 elementary school banjarmasin. however, this has only been done by gpk who do not have any background in special needs education. on the other hand, class teachers and subject teachers do not participate in it, so they do not know the process well. this makes it difficult for classroom teachers and subject teachers to provide educational services that are in accordance with the needs of those in the school. the provision of education for children with special needs in sungai andai 3 elementary school banjarmasin uses the ktsp curriculum but has not been able to accommodate or adapt to children with special needs. therefore, the application of the curriculum for children with special needs is same as regular students (on average) while individual learning programs (ppi) was planned and carried out by special education teachers. the learning process has not been able to be adjusted to the needs of children with special needs in the school. moreover, the assessment also uses the same kkm (minimum standard of completion) as children in general, table 1. various non-aligned responses create confusion and problems in the implementation of inclusive education in the school. therefore, it becomes an interesting thing to be a research which is to describe “teachers perception on the implementation of inclusive education in sungai andai 3 elementary school banjarmasin “. method this study used a qualitative research approach and included a type of descriptive research to explain the conditions that appear as they are (antonak, 1980; findler et al., 2007; loo, 2001; rao, 2004). this type of research was chosen because the researchers tried to describe teacher perceptions for the implementation of inclusive education in sungai andai 3 elementary school banjarmasin which is located at jalan karya karya komplek kayu bulan blok c-5 rt. 62 rw.03 banjarmasin utara kelurahan sungai andai, south kalimantan province. the subjects in this study were teachers, including a class teacher, subject teacher and gpk who are not from special education background. the technique used was the questionnaire, interview, and documentation. the validity of the data used includes; extension of observation, persistence of observation, and member check. findings and discussion teacher’s perceptions of the basic concept of children with special needs in fact, the teachers at sungai andai 3 elementary school in banjarmasin have not all known the classification of children with special needs. although most of them indicated that they knew who are children with special needs, they did not know children with special needs more deeply in terms of the background and needs of each child with special needs. they accept children with special needs in the class but do not understand the characteristics of children with special needs. 25agus pratomo a w, achmad hufad, sunardi,teachers perception on the management of inclusive . . . . according to kustawan and hermawan (2013), the scope of an inclusive organizing curriculum is a public school curriculum, but in certain cases adjustments and modifications are made according to the obstacles and needs of children with special needs. in addition, adjustments to the crew are needed. therefore, information and direction are essential to improve the teacher’s perception of education for children with special needs, so that they are not always generalized with children in general. broadly speaking related to the above problems, collaboration between special education teachers is needed especially in terms of lesson planning which includes: follow-up from the results of identification and assessment, individual learning programs, learning processes and customized standard of completion, and the use of flexible and able curriculum to accommodate crew members. teacher’s perception of facilities and infrastructure at sungai andai 3 elementary school, banjarmasin, the support system for facilities and infrastructure is inadequate. this is evidenced by the absence of a special class due to insufficient school finance. some media are still limited and cannot be used for children who have various characteristics and needs. physical accessibility of the school includes: school yard, six classrooms, and toilet. there is also unavailability of special school signs for children. for the non-physical accessibility, special education teachers have just been offered as human resources who are considered to have competence in teaching children with special needs. facilities and infrastructure are important factors in supporting the successful implementation of inclusive education. facilities and infrastructure are everything that can facilitate the implementation of an activity. if it is associated with the concept of inclusive education, facilities and infrastructure to support the education for children with special needs include: learning media, special classes, as well as physical and non-physical accessibility especially for students who have visual, physical and movement barriers. in 2012 leprosy, law no. 4 of 1997 concerning persons with disabilities, accessibility is the facility provided for persons with disabilities to realize similarities and opportunities in all aspects of life and livelihood. therefore, perceptions of facilities and infrastructure need to be straightened out. this provides benefits not only for children with special needs, but also aims to make it easier for all people, such as to support the implementation of learning and to improve sense of independence. in addition, supporting physical and non-physical accessibility will play a strategic role in providing opportunities and facilities for children with special needs. conclusion the results of the study are related to the purpose of the study that the teacher’s perception of the basic concept of children with special needs can be said “good”. also, the teacher’s perception of education for children with special needs and infrastructure facilities can be said “enough”. therefore, it is concluded that the teacher’s perception of the implementation of inclusive education in sungai andai 3 sdn banjarmasin was “good”. references alghazo, e. m., dodeen, h., & algaryouti, i. a. (2003). attitudes of pre-service teachers towards persons with disabilities. college student journal, 37(4), 515–522. antonak, r. f. (1980). a hierarchy of attitudes toward exceptionality. the journal of special education, 14(2), 231-241. bailey, j. (2004). the validation of a scale to measure school principals’ attitudes toward the inclusion of students with disabilities in regular schools. australian psychologist, 39(1), 76-87. findler, l., vilchinsky, n., & werner, s. (2007). the multidimensional attitudes scale toward persons with disabilities (mas) construction and validation. rehabilitation counseling bulletin, 50(3), 166-176. forlin, c., jobling, a., & carroll, a. (2001). preservice teachers’ discomfort levels toward people with disabilities. the journal of international special needs education, 4, 32-38. kustawan, d. (2012). pendidikan inklusif & upaya implementasinya: pedoman teknis penyelenggaraan permendiknas no. 70, tahun 2009. pt luxima metro media. kustawan, d., & hermawan, b. (2013). model implementasi pendidikan inklusif ramah anak. jakarta: pt. luxima metro media. loo, r. (2001). a psychometric re-analysis of the interaction with disabled persons scale. canadian journal of behavioural science/revue canadienne des sciences du comportement, 33(4), 245-250. rao, s. (2004). faculty attitudes and students with disabilities in higher education: a literature review. college student journal, 38(2), 191-199. 10 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 number 1, january 2020: 10-13 stimulation techniques in increasing dysaudia children’s ability to speak fonem konsonan apico alveolar santi komaladini universitas pendidikan indonesia, bandung, indonesia email: syantikkom@upi.edu abstract: the tongue is one of the most important articulators in the language of sound. the tongue makes various sounds, both vowels, and consonants, that produce words and sentences. children in their siblings experience an inability to hear difficulties in their auditory feedback. hearing disability causes their articulation abilities to be very limited. articulation is an important component of verbal communication. articulation has a close relationship with phonology and other aspects of communication. therefore, use the right media to help pronounce the sentence more easily stimulated when speaking, it is necessary to practice articulation for them. sweet spatulas are made to help the tip of the tongue so that it is indeed a compilation of words containing alveolar apico phonemes. the results showed an increase in children’s ability to articulate words containing alveolar apico both in front, middle, and back of the baseline session compared to using sweet tongue spatula media. increasing dysaudia child’s ability shows sweet taste stimulation on the tip of the tongue that can stimulate the brain, which provides the tip of the tongue for movement and movement in articulation that produces the words needed keywords: tongue; dysaudia; articulation; sweet tongue spatula; apio alveolar phoneme introduction saying thoughts in the form of speech or also called oral communication is an important thing to have. children are generally able to quickly reflect on their ideas in one word made by several phoneme sounds both vowels and consonants. so fast and precise in supporting the tools they say. good coordination between the flow of air from the lungs used, how to drain and make pressure on their motor organs, produce good language and articulation. children in children increase hearing disability so that difficulties in doing so provide information and make reciprocal communication. this makes it difficult for them to develop their speech and language skills, because it requires the right technique in doing the articulation exercises. this exercise is the basis developed in children to be able to communicate verbally. reality in children with disabilities has limitations in developing expressive language skills. the articulation test results performed on students showed that there were still many substitutions (substitutions) for phoneme sounds, omission (disappearance) of phoneme sounds, distortion (coding) phoneme sounds, and additions (refinement) phoneme sounds when he searched for keywords a person with a disability holds responsibility for the potential owned by kayu (in augustia & kristiana, 2016) stating that ‘children and adolescents with disabilities have a strong willingness to survive, grow, and learn. an individual who improves physical disability, has more willingness and ability that is stronger than normal people in general, to support a strong ability to survive, grow and learn, requires strong self-confidence too, with high self-confidence, someone who can support will be able to show their abilities that may exceed normal people in general. the results of previous studies conducted by suparno (2003) showed an increase in articulation in the majority of subjects (86.36%) after learning the articulation activities in children with disabilities. data obtained from other studies conducted by dewanti and friends in 2013 in class vii students of smp in bandar lampung, showed that there was a significant relationship between self-confidence in communicating with students’ interpersonal communication. physical perfection is the initial capital for an individual to achieve and gain access to be accepted in the community, but based on several studies conducted at the department, it is not a barrier for a person to optimize the potential that exists in him. “vehicles” that transport nakna from within thoughts, ideas, concepts, and attitudes, in the form of sounds, words, phrases, and sentences, are principally articulations (pranindyo, 2000). articulation exercises require the right techniques and media, one of which is the taste stimulation technique that has been developed by the author in correcting the speech made by students in the audience. 11santi komaladini, stimulation techniques in increasing dysaudia children’s ability to speak fonem... this technique refers to the phonetic placement method that has been done for a long time in practicing the verbal language skills of students in the community and is based on the results of assessment of students’ articulation abilities that are different from each other. according to van and irwin (1958), in pranindyo (2000); the sense of touch and motion that occurs in the oral cavity will be fed back to the brain after going beyond processing (perception). this sensation will be more important when maintaining or maintaining the truth of articulation compared to when learning articulation. based on the expert’s opinion, the innovation made by the author is that tongue spatel media used when performing articulation exercises consists of four different types of flavors for each different receptor point on one of the articulator organs namely the tongue, thus the sensation will stimulate the brain to feedback in the form of verbal language. according to the big indonesian dictionary, the tongue is a body part in the mouth that can move motion easily, the point is to lick, taste, and speak. whereas according to biology, the tongue is one of the five sense organs possessed by humans. tongue is one part of our body that is very sensitive and has a function as a taste bud, as a tool for feeling and the organs that we use to turn back food when chewing. tongue has a map. a tongue map is a concept that shows that certain parts of the tongue can taste certain basic tastes. the tongue mapping of the four basic tastes is as follows: a) sweet taste is felt at the top or tip of the tongue. b) saltiness is felt on the front edge of the tongue (left and right side). c) sour taste is felt on the back of the tongue (left and right side). d) bitter taste is felt at the base of the tongue. every word spoken is influenced by the correct position and pressure of the tongue to be heard clearly. therefore, the author tries to use the tongue spatel four flavor media to help stimulate the tongue as an articulator organ to be able to make the right movements when students are spoken to by saying each phoneme so that it can form a word properly. in this regard, three kinds of language sounds that students must learn about as a basis for forming the right words are vowels, voiceless consonants, and voiced consonants. vowel phoneme namely phoneme a, o, u, e, i. vocal phonemes can be formed by the movement of the tongue either forward or backward, when the tongue moves forward the front vowels i and e can be produced. but when the tongue moves behind the back vocal phoneme, namely a, o, and u will be produced. likewise seen from the gap between the ceiling and tongue, can be small or large. based on this, including narrow vowels are u and i, while field vowels are e, o, and a. besides vocal phonemes, bilabial phonemes are also divided into several groups, including bilabial consonants (p, b, m), semi vowel consonants (w), labiodental consonants (f, v), alveolar apico consonants (t, d, n, l ), alveolar sibilant apico (s, z), alveolar apico roll consonants (r) palatal lamino consonants (c, j, ny), dorsovelar consonants (k. g, ng), and glotal consonants (h) based on the background above, the author tried to do articulation exercises using a taste stimulation technique on the tongue using a tasteful tongue spatel medium. the formulation of the problem that is the focus of this activity are: 1) how do you know the articulation errors that occur in students in the audience?; 2) how do you do articulation exercises using the tongue stimulation technique?; 3) what are the results of articulation exercises using the tongue stimulation technique? the purpose of this study was to find a picture of how to improve verbal communication skills through articulation improvement exercises with tongue stimulation techniques using tongue spatel 4 taste media. the benefits generated from this research for writers as speech therapy are finding the right techniques in improving children’s verbal communication skills in children, and becoming a model for other schools in implementing the development of special pkpbi programs, in developing verbal communication models for children in children. for the department of education, it provides an overview of one particular pkpbi program learning model that can be adopted and developed by other schools in need. method the method used in this study is single subject research or single subject research, with a cross variable multiple baseline design. the object of the study was b, a child disaudia 12 years old female sex. the dependent variable in this study is the ability to pronounce alveolar apico consonants. while the independent variables are the ability to pronounce the front, middle and back alveolar apico consonants. the study was conducted by taking baseline data every day for 3 meetings for the ability to pronounce the middle alveolar apico consonant every day for 5 meetings, and for the ability to pronounce the rear alveolar apico consonant every day for 7 meetings by performing articulation tests saying words containing phonemes front, middle and back alveolar apico consonants. after the baseline data is obtained it enters the intervention stage. this intervention phase is also carried out until all variables reach the meeting until day 20. 12 journal of icsar; volume 4 number 1, january 2021: 10-13 table 1. results of asessment of initial articulation capability fonem apico alveolar n s o d a information /t-/tangan √ taaa /-t-/tutup √ tutup /-t/kabut √ abul /d-/ daun √ laun /-d-/ dada √ chaacha /d-/ ahad √ aih /n-/ nangka √ aci /-n/ nanas √ aih /-n/ makan √ maa /l-/ lari √ ari /-l-/ palu √ papatu /-l/ kapal √ apal findings and discussion this program is based on the results of the articulation test given individually to the previous subject, which shows that the subject experiences articulation problems (substitution, omission, and distortion of alveolar apico) so that the sound of the language spoken is still not clearly heard. the implementation of the action is the implementation of the plan that has been made. this stage takes place with predetermined steps. the author asks the subject to mimic the words with alveolar apico phoneme elements (t, d, n, l). alveolar apico is a consonant formed by the tip of the tongue where the pressure touches or approaches the alveolum. in the initial baseline session (3 meetings) the ability of the subject to pronounce a word that contains normal frontal alveolar apico phoneme elements, before undergoing substitution, the n-front is distorted, and the front undergoes omission, for the ability of the subject to pronounce the word contains phoneme elements normal middle, is undergoing substitution, is currently experiencing distortion, and is undergoing substitution. whereas for the ability of the subject to pronounce words containing the phoneme-t back element experience substitution, the back -d experiences omission, -n behind normal, and -l back is normal. there is only a slight difference in the fourth meeting when the subject says a word containing the middle alveolar apico-normal phoneme, but the fifth meeting returns to substitution. however, when the intervention was carried out there was an increase in articulation ability both in the front, middle, and back alveolar phoneme this shows the sense of stimulation provided through the use of sweet tongue spatars that can help the subject control the articulation point on the tip of the tongue which needs to be stressed in articulating show in table 1. the results of the initial articulation assessment showed that the subject’s ability to pronounce the front apico alveolar consonant phonemes in words; tan the results of the initial articulation assessment showed that the subject’s ability to pronounce the front apico alveolar consonant phonemes in hand words: tangan (normal), daun (substitution with the phoneme l), nangka (distortion so correct) and lari (omisi). the subject’s ability to pronounce middle apico alveolar consonants in close (normal), dada (substitution with the phoneme ch), nanas (distortion so aih), and palu (substitution into patu). the ability to pronounce increased ability to increase the front alveolar apicoon phoneme by 75%, middle as much as 50%, and rear by 50%. (normal), daun (substitution with the phoneme l), nangka (distortion so correct) and lari (omisi). the subject’s ability to pronounce middle apico alveolar consonants in close (normal), dada (substitution with the phoneme ch), nanas (distortion so aih), and palu (substitution into patu). the ability to pronounce increased ability to increase the front alveolar apicoon phoneme by 75%, middle as much as 50%, and rear by 50%. conclusion articulation errors that occur in children in children can be known by assessing the ability of articulation, through which phonemes that experience substitution, omission, distortion, and additions can be known, and used as a basis for intervention articulation exercises using the tongue stimulation technique, carried out when helping children and say phonemes that still experience substitution, omission, distortion, and addition by helping the subject position the tongue at the right articulator point using a wooden spatel with sweet taste, so that the tongue become more stimulated and able to make proper movements and pressures in producing the right phoneme sound so that it is meaningful. the results of the articulation exercise using the tongue stimulation technique carried out for 20 times this meeting experienced a significant increase in the ability of the subject to pronounce the front alveolar apicoon phoneme by 75%, on the ability of the subject to pronounce the middle alveolar apicoon phoneme by 50%, and the subject’s ability to pronounce phonemes rear alveolar apicoids as much as 50%. 13santi komaladini, stimulation techniques in increasing dysaudia children’s ability to speak fonem... references augustia, u. a., & kristiana, i. f. (2017). studi kasus tentang gambaran proses pengembangan kepercayaan diri pada anak tunarungu [case study about the overview of confidence development process in deaf children. jurnal empati, 5(1), 74-77. pranindyo, ki. (2000), metoda-metoda terapi bidang artikulasi [articulation field therapy methods]. jakarta: akademi terapi wicara-ybw, klinik bina wicara “vacana mandira”. retrivied from repository.upi.edu > t_pkkh_1006984_ chapter3.pdf van riper, c., & irwin, j. v. (1958). voice and articulation. prentice-hall. suparno. (2003). upaya peningkatan kecakapan artikulasi anak disaudia dengan model pendekatan vibrasi audio tactile (vat) [efforts to improve articulation skills in children with disaudia with audio tactile vibration (vat) approach model]. yogyakarta: fakultas ilmu pendidikan universitas negeri yogyakarta pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p162 162 learning media innovation to improve the ability to remember hijaiyah letters for the deaf lia apriliani*, imas diana aprilia universitas pendidikan indonesia, bandung, indonesia *e-mail: lia24apriliani@gmail.com abstract: deaf people have difficulty in remembering things that are abstract so it is absolutely necessary learning media that can help the subject matter more concrete. the purpose of this study is to prove the effectiveness of bhilar learning media in improving the ability to remember hijaiyah letters in deaf people. the research uses a quantitative approach to the single subject research (ssr) method of a-b-a design. the subjects of this study were dn (12 years old) and oc (11 years). based on the results of data processing, the baseline phase level mean 1 (a1) was obtained in the dn subject by 18.43% and oc by 15.62%. mean intervention phase level (b) in dn subjects was 67.22% and oc was 58.89%. mean baseline phase level 2 (a2) in dn subjects by 95% and oc by 86.87%. then it can be concluded that bhilar learning media proved effective in improving the ability to remember hijaiyah letters because bhilar learning media uses visual imagery that forms mental images of information. keywords: adobe flash media; ability to remember; hijaiyah letters; deaf child introduction deafness can be interpreted as a state of hearing loss that results in a person unable to capture various stimuli, especially through his sense of hearing (somantri, 2006: 93). this confusion has an impact on language and speech skills (somad and hernawati, 1995: 35). delphie (2006: 104) states that "there is a close relationship between the absence of hearing and the deterioration of one's language development". memory is the ability to associate, store, and reawaken experiences (somad, 1995:12), the ability to associate the ways in which we retain and draw experiences from the past for use today (tulving & craik, 2000). hijaiyah or arabic letter is a letter that has existed for a long time that is used by muslims all over the world to read the quran. the number of hijaiyah letters that are generally known to be 28 letters, ق ف غ ع ظ ط ض ص ش س ز ر ذ د خ ح ج ث ت ب ا and "lam alif" so as to make the number" ء" but there is an addition of the letters ي ـه و ن م ¹ ك 30 letters (musa, 2012). learning media is everything that can be used to channel messages (learning materials), so as to stimulate the attention, interests, thoughts and feelings of students in learning activities to achieve certain learning goals (jennah, 2009: 2) bhilar is one of the learning media that uses adobe flash. adobe flash is a software that has the advantage of offering extensive interactivity (olivier, 2010: 1), multimedia software developed by macromedia to create animation, entertainment, and interactive website sunyoto (2010: 1), and included in multimedia-based learning media that processes animation (daryanto, 2010: 53). the results of a preliminary study at slb negeri cicendo bandung city obtained data that deaf students in class iv only know 5 letters hijaiyah ( خ ا ج ا ت ا ب ا ا ا). this is not in accordance with the basic competence of pai class 3 and 4 scope of the qur'an and hadith http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p162 apriliani & aprilia, learning media innovation to improve … 163 which states that deaf children are able to know the letters of the qur'an (recite, write, and read) and know the verses of the qur'an (reading and writing). as explained earlier that the letter hijaiyah is a letter in arabic (quran) that is rarely used in everyday conversation. for deaf children, this hijaiyah letter is abstract and difficult to remember so a special way to petrify them is needed. one of the special ways that is intended is by the attachment of meaningful elements (ormrod, 2009: 300). this hijaiyah letter is attached to objects that are commonly seen by children in everyday life whose shape is almost similar to the hijaiyah letter. for example, shoes-tho, banana-ro, and moon-da. to help the abstraction power of deaf children who are lacking, then presented visual projection of these objects which according to dewhurst (1994) is declared very effective for storing information. gunawan (2019) created a hijaiyah letter recognition application for early childhood. agusten, supriyatin, and sa'diyah (2015) made an application for hijaiyah letters and arabic numerals, yudhistira & widiarina (2019) made an application to recognize hijaiyah letters and numbers and equipped with games. rosmaidah & destiana (2017) created an interactive animation learning to know hijaiyah letters. applications that have been made as large as possible for children in general by displaying hijaiyah letters have been named fathah / kasroh / dhomah. researchers have not seen apps made specifically for deaf children involving objects commonly seen in everyday life. based on this, researchers tried to create a computerbased bhilar learning medium that involves objects commonly seen in everyday life for deaf children using the single subject research (ssr) method of a-b-a design. method researchers use a quantitative approach of experimental methods with a single subject or single subject research (ssr). the ssr design used in this study is a-b-a. the procedure for implementing the a-b-a design in this study is to first determine the behaviour to be changed as a target behaviour that can be observed and measured, in this case the child's ability to remember 16 hijaiyah letters that have similar shapes and fathah values. the subjects in this study were 2 4th grade light deaf students at slb negeri cicendo bandung city who were located on cicendo street number 2 babakan ciamis village, west java province zip code 40117 telephone number 022-4211855. the instruments used in this study are objective writing tests (matching and short stuffing) and oral tests. validity test through expert-judgement (assessment carried out by experts or experts who are competent in their fields). the data collection techniques used in this study are with objective write tests (matching and short stuffing) and oral tests. the objective test that researchers use is the non-guessing formula (without guessing formula). each correct answer is given a score of 1 and the wrong answer is given a score of 0. the oral test that researchers use is a rating scale (multilevel scale). the scale of the assessment criteria in this study is 0 if the child is not able to answer, 1 if the child answers but is wrong, 2 if the child is able to hint and read hijaiyah letters with help, 3 if the child is able to hint and read hijaiyah letters without assistance. the data that has been processed is then analyzed. the method used in analyzing the data of the results of this study using direct observation of the data displayed in tables and graphs. the data that has been collected, then analyzed with certain calculations that can be accounted for naturally. this calculation is done by analyzing the data in conditions and between conditions. the components that must be analyzed under conditions are (1) condition length (2) directional tendency, (3) level of stability (stability level), (4) rate of change (level change), (5) data trace (data path), and (6) range (range). while the components of analysis between conditions include (1) variables that are changed, (2) changes in directional tendencies, (3) changes in stability and effect, (4) changes in data levels, and (5) overlapping data (overlap). 164 journal of icsar; volume 6, number 2, july 2022, 162 168 result and discussion result(s) baseline 1 (a1) is the condition in which measurements of target behavior are carried out in a natural state before any intervention is given (sunanto, et al.., 2006: 41). baseline 1 (a1) is done by providing research instruments with memory skills in the form of writing tests (matching and writing hijaiyah letters) and oral tests (reading) to dn and oc subjects for four sessions where one session is 20 minutes long. intervention (b) is the condition when an intervention has been given and the target behavior is measured under that condition" (sunanto, et al.., 2006: 41). the intervention was carried out using bhilar media of hijaiyah letters for nine sessions where one session duration was 40 minutes. baseline 2 (a2) is the condition in which measurements of target behavior are carried out in a natural state after any intervention" (sunanto, et al.., 2006: 44). baseline 2 (a2) is done by providing the instrument research on the ability to remember hijaiyah letters in the form of writing tests (matching and writing hijaiyah letters) and oral tests (reading) to dn and oc subjects for four sessions where one session duration is 20 minutes. figure 1. development of ability to remember hijaiyah letters dn subjects figure 2. development of ability to remember hijaiyah letters oc subjects apriliani & aprilia, learning media innovation to improve … 165 analysis in conditions is the analysis of data changes in a condition e.g. baseline conditions or intervention conditions" (sunanto, 2006: 68). table 1. visual analysis results under dn subject conditions no. condition a1 b a2 1. length of condition 4 9 4 2. estimated directional tendency + 3. stability tendency stable 75% variable 11,11% stable 100% 4. data traces + 5. stability and range levels stable 17,5%-21,25% variable 20%-100% stable 90%-100% 6. level change 17,5%-17,5% 0% (=) 100% 20% 80% (+) 100% -90% 10%(-) table 2. visual analysis results under oc subject conditions no. condition a1 b a2 1. length of condition 4 9 4 2. estimated directional tendency + 3. stability tendency 100% stable 22,22 % variable 100% stable 4. data traces + 5. stability and range levels stable 15%-16,25% variable 15%-91,25% stable 82,50%-91,25% 6. level change 16,25% 15% 1,25 (-) 91,25% 15% 76,25% (+) 91,25% 82,50% 8,75%(-) analysis between conditions is a change between conditions, for example from baseline conditions to intervention conditions. condition comparison subject b/a1 a2/b number of variables dn 1 1 oc changes in tendencies and their effects dn + + oc change in stability dn stable to variable variable to stable oc level change dn 20% 17,5% 2,5% + 100% 100% 0% = oc 15% 15% 0% = 91,25% 91,25% 0% = data overlap dn × 100% = 11.11% × 100% = 0% oc × 100% = 11.11% × 100% = 0% 166 journal of icsar; volume 6, number 2, july 2022, 162 168 discussion(s) to help the process of remembering hijaiyah letters, researchers displayed images that children usually see in everyday life that are almost similar in shape to hijaiyah letters. this refers to ormrod (2009: 283) which states that one way to learn declarative knowledge in order to get into long-term memory is by visual imaging (visual imagery). here is an overview of bhilar learning media. figure 1 figure 2 figure 3 figure 4 figure 5 figure 6 figure 7 figure 8 figure 9 figure 10 figure 11 figure 12 image explanation: 1. sign in to the adobe flash program. on the first screen are provided 2 options, study or practice. children are asked to choose a learning menu first. if clicked, it will appear as on the second screen. 2. before learning, children are asked to pray first so that the learning process becomes more blessed. then click the button indicated by the arrow and it will appear as in the 3rd screen. apriliani & aprilia, learning media innovation to improve … 167 3. on the 3rd screen, 16 images of objects are provided that are almost similar in shape to hijaiyah letters. if the child clicks on one of the images, then the image will enlarge while the other image will disappear. 4. for example, on the 3rd screen the selected image is a boot, then the image will enlarge while the other image will disappear from the screen. if the child clicks on the image indicated by the arrow, a skeleton of hijaiyah will appear. look at the image on the 4th screen 5. to bring up the framework of this hijaiyah letter can be done over and over again until it feels enough. if the child clicks on the image shown by the arrow, then the child will be guided how to write the correct hijaiyahاtho(ط ا)ا letter. look at the image on the 6th screen 6. howاtoاwriteاtheاletterاhijaiyahاthoا(ط ا)اcanاbeاdisplayedاrepeatedlyاuntilاitاisاenough.ا afterاpayingاattentionاtoاhowاtoاwriteاtheاletterاhijaiyahاtho(ط ا)ا with the correct fathah value, then the child is asked to write the hijaiyah letter on the paper that has been provided. after writing on the sheet of paper, the child is asked to click on the image designated by the arrow. 7. after clicking on the image designated by the arrow, the childاwillاlearnاhowاtoاreadاtheا hijaiyahاletter.اonاthisاscreenاisاdisplayedاhijaiyahاletters,اlatinاletters,اandاmakhrojulا imagesاofاthoاlettersا.(ط ا)اinاaddition,اthereاisاalsoاtheاsoundاofاtheاletterاtho(ط ا)ا which can be sounded over and over again. return to screen 3 which displays 16 images of objects whose shape is almost similar to the letter hijaiyah by clicking the button indicated by the arrow. the process of the other 15 images is the same as that described in points 4, 5, and 6. 8. after all the images are selected, it will be given a game to mature the child's memory by clicking on the exercise menu. here's the initial look after clicking on the exercise menu. click "start" and a new screen will appear. 9. the child is asked to read the question and then choose an answer. 10. if the child's answer choice is correct, as mille image will appear that says "correct" and the child can proceed to the next question by clicking the button indicated by the arrow. 11. if the child's answer choice is wrong, it will appear a sullen smile image that says "wrong" and automatically the child cannot proceed to the next question because the button indicated by the arrow becomes inactive. 12. after completing the 16 existing questions, a complete view will appear visual shading forms a mental picture of an object or idea can be a very effective method of storing information (dewhurst et al, 1994). the mnemonic technique presented by solso, et al. (2007: 226) was also proven to increase the storage and retrieval of information in memory. the technique used is the keyword method and attachment of meaningful elements (a technique of attaching meaningful visual or verbal organization-a form, word, sentence, rhythm, poetry, or story that is familiar to information). learning media can be used to attach meaningful elements and interactive visual projection, namely bhilar. bhilar using adobe flash belongs to the category of interactive multimedia where users can choose freely what is desired for the next process (daryanto, 2010: 51). this interactive advantage is what other learning media do not have. this research is also supported by other studies such as nisa nurmalani and musjafak assjari (2017) which stated that the use of adobe flash media affects the ability to read hijaiyah letters in cerebral palsy children. the method used is single subject research with aba design with descriptive statistical data collection techniques and displayed in graphic form. however, this turned out to be contrary to dalhayat, kurniaman, and septyanti (2021) who stated that there was no influence of adobe flash-based interactive media on the ability to listen to pgsd students in the class of 2018 fkip university of riau. his 168 journal of icsar; volume 6, number 2, july 2022, 162 168 research used the pre-experimental design method with the form of one group pretest-posttest design design. conclussion based on the results of processing and analysis of the data as a whole, bhilar learning media proved effective in improving the ability to remember hijaiyah letters of deaf children. references agusten, d., supriyatin, w., & sa'diyah, r. (2018, august). design hijaiyah letter application and arabic numerals as an interactive learning media using adobe flash cs 5.5. in sentra proceedings (seminar on technology and engineering) (no. 1). daryanto. (2010). learning media. yogyakarta: gava media. dalhayat, na, kurniaman, o., & septyanti, e. pengaruh media interaktif berbasis adobe flash terhadap kemampuan mendengar mahasiswa pgsd fakultas pelatihan guru dan pendidikan universitas riau. jurnal pajar (pendidikan dan pengajaran) , 5 (3), 634-642. delphie, bandi. (2006). learning of children with special needs. bandung: pt. refika dewhurst, s. a., & conway, m. a. (1994). pictures, images, and recollective experience. journal of experimental psychology: learning, memory, & cognition, 20, 1088-1098. doi: 10.1037/02787393.20.5.1088 gunawan, w. (2019). android-based app development for hijaiyah letter recognition. journal of informatics, 6(1), 69-76. jennah, r. (2009). learning media. yogyakarta: ash-shaff moses, a. i. (2012). al and hijaiyah letters. retrieved december sunday, 2014, from pesantren ulil albab: http://www.ulilalbab.wen.ru nurmalasari, nisa & musjafak assjari. (2017). the influence of adobe flash media usage on the ability to read hijaiyah letters of cerebral palsy children at slb d ypac bandung. journal of pajar (education and teaching), 18(1), 80-86. https://doi.org/10.17509/jassi.v17i1.7662 olivier, leslie. (2010). creating learning media: macromedia flash 8 training module. paper on the training of bpk penabur teachers. bandung. ormrod, jeanne. (2009). educational psychology: helping learners grow and develop. jakarta: erlangga. rosmaidah, ida & destiana, henny. (2017). interactive animation design learns to know hijaiyah letters at tkq al-khoiriyah.journal of computer engineering amik bsi, 3(1), 100-105. https://doi.org/10.31294/jtk.v3i1.1350 solso, et al. (2007). cognitive psychology. jakarta: erlangga. somad, permanarian and tati hernawati. (1995). ortopedagogic deaf child. jakarta: ministry of education and culture. somantri, sutjihati. (2006). child psychology is amazing. bandung: pt refika aditama. sunanto, juang, et al. (2006). research with a single subject. bandung: upi press. sunyoto, adi. (2010). adobe flash +xml= rich multimedia application. yogyakarta: andi. tulving, e., & craik, f. i. (eds.). (2000). the oxford handbook of memory. oxford university press. yudhistira , r. j., & widiarina, w.(2019). android-based hijaiyah letter recognition interactive animation. journal of computer engineering, 65-70. doi:10.31294/jtk.v5i1.4287 1 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 1-8 the level of support for successful learning in inclusive primary school in banjarmasin amka, dewi ekasari kusumastuti universitas lambung mangkurat, banjarmasin, indonesia email: amka.plb@ulm.ac.id abstract: the purpose of this study is to provide an overview of the level of support for successful learning in inclusive primary schools in banjarmasin. it reviewed three aspects of success support, namely: institutional aspects, teacher aspects, and aspects of facilities and infrastructure. these three aspects are very essential to support the success of inclusion learning that researchers believe makes a strong contribution. the approach in this study was a quantitative approach with survey research. the data sources in this study were 10 inclusive primary school principals in the city of banjarmasin and secondary data sources were documentation, photos, records of results of activities and letters. data collection techniques in this study were observation and documentation. the data were analyzed using descriptive statistical analysis. this research was conducted by selecting 10 samples of inclusive primary schools in banjarmasin city. the results indicate that the level of support for successful learning in banjarmasin inclusive primary school in terms of teacher aspects is 44%, 46% for institutional aspects, and 10% for facilities and infrastructure aspects. this means that the level of support for teacher aspects and institutional aspects is included in the category of moderate support, while the level of support for infrastructure and facilities is included in the category of very low. keywords: the level of support, learning success, inclusive. introduction the european commission and the united nations declare that inclusion is about the distribution of social justice and equal opportunities in education, as a prerequisite for the development of a fair society (european commission, 2010; united nations, 2006). this statement was reinforced by permendiknas no. 70 of 2009 which describes the definition of inclusive education, namely the system of providing education that provides opportunities for all students who have abnormalities and have the potential of intelligence and / or special talents to participate in education or learning in an educational environment together with students in general. inclusive education is not just for students residing in urban areas. benefits of inclusive education for students with severe disabilities and their nondisabled peers have been well-documented (carter & hughes, 2006; downing & peckham-hardin, 2007; fisher & meyer, 2002; foreman et al., 2004; peck et al., 2004) and therefore, the area of the country in which a student receives services should not hinder access to these benefits. in order to realize inclusive education, it is important to know that inclusive education has a very broad scope. yusuf et al (2017) stated that inclusive education covers a very wide range of aspects, including school culture. therefore, inclusive education management is an education system that involves all aspects of school management (curriculum, learning, assessment, student, personnel, infrastructure, community participation and finance), and school management functions (planning, organizing, actuiting, & controlling) (yusuf et al., 2017). regarding the scope of a very broad aspect in inclusive education, there are a number of things that have not been implemented optimally in accordance with the statement of (yusuf et al., 2017). that many of the factors behind inclusive education have not been implemented optimally. (1) inclusive education as a new paradigm, still bringing pros and cons to society (sunardi, 1997); (2) inclusive education is seen as adding new burdens to principals and teachers (sunaryo, 2009) , (3) the absence of clear compensation for schools that provide inclusive and non-existent education (sunaryo, 2009); and (4) unavailability of management guidance and measurable guidance to determine the success and non-success of inclusive education (yusuf, 2012). in connection with the statement above grant and jones-goods (2016), explained the condition of inclusive education in cyprus (in the south of turkey) that the main shortcomings regarding the implementation of inclusive education in cyprus, according to the interviewees and in consistence with other research findings (grant and jones-goods, 2016; 2 journal of icsar; volume 3, number 2, july 2019: 1-8 hodkinson, 2012), include inadequate teacher training, a non-existent curriculum, deficient infrastructure, lack of equipment and supporting material and the peers’s attitude. based on the above explanation about the problem or can be said to be an inhibiting factor in the implementation of education, since teachers’attitude and practices then seems to constitute key factors for exclusion, it seems important to design inspiring teacher training programmes that focus on combating segregating ideologies, labelling and marginalising stereotypes, particularly regarding children with cognitive disabilities. in this way, teachers may become able to see the person, not the disability and appreciate diversity. at a second phase, inspired teachers may be trained regarding inclusive teaching practices, such as differentiation and universal design for learning. finally, teachers may be encouraged to become self – reflective and critical practitioners that recognise and combat by themselves the exclusive features of their attitudes and practices. in this way, the inclusive future for disabled children may be eventually built (armstrong et al., 2016; plows et al., 2017). it seems then the teacher’s attitudes and practices may play a twofold role regarding inclusion. thus inclusive teaching practices, i.e. the ones that correspond to disabled student’s need, promote quality learning and facilities participation and personal improvement. in contrast, practices that do not accommodate diversity create disabling settings, i.e.situations of discrimination and marginalisation that promote underachievement and inferiority (hodkinson, 2012; shevlin, winter, & flynn 2013). in addition to the aspects of the teacher, the aspects of facilities and infrastructure had a very large impact on the successful implementation of inclusive education in accordance with pivik’s statement that the schools pre-sented specific needs as regards infrastructures, which required adaptation to remove architectural barriers that colud hinder access to learning and aducational activities for student with motor disability (pivik, 2010). there is one other aspect that is also very important and often creates problems in the process of implementing inclusive education, valeo (2008) stated that the study of support systems in the implementation of inclusive education conducted, among others found that there are differences in perceptions between teachers and administrators in the implementation of inclusive education. master is frustrated by the demands of the curriculum and time constraints. cooperation between classroom teachers and special mentors is also not optimal. based on this, it can be seen that the coverage aspect of inclusive education is very broad so that in its implementation it must pay attention to these aspects. problems that often arise in the process of implementing inclusive education in the field are many related to teachers, facilities and infrastructure, and school institutions. therefore, researchers are interested in conducting further research on these three aspects to get an idea of the level of support for successful learning in banjarmasin inclusion primary school. method this study was conducted in 10 banjarmasin city inclusive schools, including: sd antasan besar 7, sdn al firdaus banjarmasin, sdn benua anyar 8, sdn benua anyar 4, sdn antasan kecil timur 4, sdn kuin cerucuk 1, sdn kuin selatan 3, sdn kelayan timur 5, sdn pasar lama 6 dan sdn pekauman 3 banjarmasin. the reason for choosing a research location in the city of banjarmasin was due to the decision of the development team of the inclusive education working group of the south kalimantan education office, which determined the city of banjarmasin as a pilot city for inclusive education. the approach used in this study is a quantitative approach to the type of survey research. alsa (2004) suggests that quantitative research is research that works with numbers, whose data is a number (score or value, rank, or frequency), which is analyzed using statistics to answer specific research questions or hypotheses, and to make predictions that certain variables affect other variables. in connection with this, the selection of this quantitative approach is considered to be in accordance with the problems to be investigated because it is not too concerned with the depth of data or analysis. researchers are more concerned with aspects of the breadth of data so that data or research results are considered to be a representation of the entire population. in addition, this study quantitatively describes the level of support for successful learning in banjarmasin inclusion primary school by examining 10 samples of primary schools providing inclusive education in the city. the source of the data in this study is 10 school principals in the banjarmasin city inclusive primary school and secondary data sources, namely documentation, photos, questionnaires, notes on the results of activities and letters. data collection techniques in this study were interviews, observations, and questionnaires, and documentation. in this study, data analysis was carried out by descriptive statistical analysis techniques. the process of data analysis occurs simultaneously or alternately which means that in the process of data analysis starting from data collection to data analysis itself. in conducting an analysis of the data collected to reach a conclusion, the researcher performed both processing and analyzing calculations manually from formula calculations and assistance from the ibm spss statistics 2.0 software program (statistical product and service solution). 3amka, dewi ekasari k, the level of support for successful learning . . . . table 1. the analysis results of teacher readiness contribution to successful learning support in inclusive primary schools in banjarmasin based on questionnaire results number school name score of acquisition maximum scorel percentage readiness category 1 sdn antasan besar 7 21 24 88% very good 2 sdn al firdaus banjarmasin 20 24 83% very good 3 sdn benua anyar 4 18 24 75% good 4 sdn benua anyar 8 17 24 71% good 5 sdn pekauman 3 banjarmasin 15 24 63% good 6 sdn antasan kecil timur 4 13 24 54% moderate 7 sdn pasar lama 6 13 24 54% moderate 8 sdn kelayan timur 5 12 24 50% moderate 9 sdn kuin cerucuk 1 11 24 46% moderate 10 sdn kuin selatan 3 11 24 46% moderate findings and discussion findings this study aims to provide an overview about the level of support for successful learning in inclusive primary schools in banjarmasin. the results showed that the level of support for successful learning in inclusive primary school in banjarmasin was viewed from teacher aspects, institutional aspects, and infrastructure aspects as follows: the analysis results of teacher readiness contribution to successful learning support in inclusive primary schools in banjarmasin based on questionnaire results support for successful learning in inclusive primary schools in banjarmasin can be seen from the contribution of teachers readiness and related parties in the school in preparing and implementing an service system of inclusive education, such as: (a) the number of special education teacher (gpk) in schools is proportional to the number of special needs children that must be served, (b) the available special education teacher has education qualification as bachelor degree or diploma iv, (c) the available special education teacher has competencies as expected, (d) regular teachers have additional experience and competencies in the education sector of special needs children, (e) regular teachers have a positive attitude towards inclusive education demonstrated by a real effort to be able to handle special needs children according to their needs, (f) regular teachers hold regular meetings with gpk to get the best service for special needs children, (g) existing special education teacher shows positive performance in accordance with school expectations, (h) the opportunity to gain increased competence in inclusive education for regular teachers is very wide open, (i) schools provide psychologists to help organize inclusive education, (j) the school provides therapist staff according to the needs of the special needs children (k) schools provide health workers to serve all students. the results of the analysis in the eleven points above are described in table 1. the data in table 1, illustrates that there are two schools that get teacher readiness contribution in very good categories, including: sdn antasan besar 7 and sdn al firdaus banjarmasin, three schools that received teacher readiness contributions in good categories included: sdn benua anyar 4, sdn benua anyar 8 and sdn pekauman 3 banjarmasin dan five schools that received teacher readiness contributions in moderate categories included: sdn antasan kecil timur 4, sdn pasar lama 6, sdn kuin cerucuk 1, sdn kelayan timur 5 and sdn kuin selatan 3. the analysis results of readiness contributions in institutional matters to the level of support for successful learning in inclusive primary schools in banjarmasin based on questionnaire results support for successful learning in inclusive elementary schools in banjarmasin can be seen from readiness contribution in institutions matters to implement the service system of inclusive education, such as: (a) schools legality as inclusive education providers, (b) the school assigns one teacher as the inclusion program coordinator, (c) the formulation of vision, mission and school objectives illustrates the strong desire to implement the values of inclusive education, (d) the school has a written work program to implement inclusive education, (e) the inclusive work program is contained in the school work plan, (f) the school coordinates and delegates tasks to the teacher in the implementation of inclusive education programs, 4 journal of icsar; volume 3, number 2, july 2019: 1-8 tabel 2. the analysis results of readiness contributions in institutional matters to the level of support for successful learning in inclusive primary schools in banjarmasin based on questionnaire results number school name score of acquisition maximum scorel percentage readiness category 1 sdn antasan besar 7 32 35 91% very good 2 sdn al firdaus banjarmasin 30 35 86% very good 3 sdn benua anyar 4 27 35 77% good 4 sdn pasar lama 6 24 35 68% good 5 sdn pekauman 3 banjarmasin 24 35 68% good 6 sdn kuin cerucuk 1 23 35 66% good 7 sdn benua anyar 8 20 35 57% moderate 8 sdn kelayan timur 5 20 35 57% moderate 9 sdn kuin selatan 3 17 35 49% moderate 10 sdn antasan kecil timur 4 15 35 43% moderate (g) the school conducts control, monitoring and supervision of the implementation of the inclusion education program, (h) the school provides learning facilities and infrastructure in accordance with the types of needs of special needs children for the smooth running of teaching and learning activities of students with special needs, (i) schools complete facilities and infrastructure for mobility and accessibility for the convenience of special needs children in attending education, (j) the school provides guidance to teachers to improve competence in carrying out inclusive education programs, (k) the school provides special education teachers according to their needs, (l) schools collaborate with parties outside the school in order to better implement inclusive schools, (m) schools explore funding sources to support the implementation of inclusion programs, (n) schools specifically provide regular budgets to finance the operations of inclusive schools, (o) the school evaluates the process and results of implementing an inclusive education program, (p) the school makes an annual written report on the implementation of the inclusion program, (q) the school submits an annual written report as an inclusive school to the district / city education office. the analysis result on the seventeenth points above are described in table 2. the data in table 2, illustrates that there are two schools that have readiness contribution in institutional matters in very good categories, including: sdn antasan besar 7 and sdn al firdaus banjarmasin, four schools that received readiness contributions in institutional matters in good categories, including: sdn benua anyar 4, sdn pasar lama 6, sdn pekauman 3, and sdn kuin cerucuk 1 and four schools that received readiness contributions in institutional matters in moderate categories, including: sdn benua anyar 8, sdn kelayan timur 5, sdn kuin selatan 3, and sdn antasan kecil timur 4. the analysis results of readiness contributions in facilities and infrastructure matters to the level of support for successful learning in inclusive primary schools in banjarmasin based on questionnaire results support for successful learning in inclusive primary schools in banjarmasin can be seen from the readiness contribution in facilities and infrastructure matters to implement the service system of inclusive education, such as: (a) the school has a source room (special class) that is equipped with equipment, media and adequate learning resources, (b) the school building has been equipped with special facilities that are accessible to special needs children, (c) schools have facilities to support special needs children mobility according to the type of disorder, (d) schools provide accessible bathrooms or toilets for wheelchair users, (e) the school has adequate learning aids according to the needs of special needs children, (f) the school provides wheelchairs, (g) the school provides white sticks for the blind, (h) the school provides braille writing tools. the analysis results of the nine points above are described in table 3. the data in table 3, illustrates that there are two schools that receive readiness contributions in facilities and infrastructure matters in moderate categories, including: sdn al firdaus banjarmasin and sdn benua anyar 4, two schools that received readiness contributions in facilities and infrastructure matters in less categories, including: sdn antasan besar 7 and sdn kuin selatan 3 and six schools have received readiness contributions in facilities and infrastructure matters in very less categories, including: sdn benua anyar 8, sdn pasar lama 6, sdn antasan kecil timur 4, sdn kuin cerucuk 1, sdn kelayan timur 5, and sdn pekauman 3 banjarmasin. the criteria for assessing the readiness category of the three aspects and categories of support for successful learning in banjarmasin inclusive primary school show in table 4. 5amka, dewi ekasari k, the level of support for successful learning . . . . tabel 3. the analysis results of readiness contributions in facilities and infrastructure matters to the level of support for successful learning in inclusive primary schools in banjarmasin based on questionnaire results number school name score of acquisition maximum scorel percentage readiness category 1 sdn al firdaus banjarmasin 8 16 50% moderate 2 sdn benua anyar 4 8 16 50% moderate 3 sdn antasan besar 7 6 16 38% less 4 sdn kuin selatan 3 5 16 31% less 5 sdn benua anyar 8 3 16 19% very less 6 sdn pasar lama 6 1 16 0,6% very less 7 sdn antasan kecil timur 4 0 16 0% very less 8 sdn kuin cerucuk 1 0 16 0% very less 9 sdn kelayan timur 5 0 16 0% very less 10 sdn pekauman 3 banjarmasin 0 16 0% very less table 4. assessment criteria of readiness categories on third aspects and categories of support for successful learning in inclusive primary schools in banjarmasin criteria level of achievement very less 0% 20% less 21% 40% moderate 41% 60% good 61% 80% very good 81% 100% tabel 5. comparison between levels of support for teacher aspects, institutional aspects, and facilities and infrastructure aspects in each inclusive school in banjarmasin school name level of support in teacher aspects level of support in institutional aspect level of support in facilities and infrastructure sdn antasan besar 7 41% 42% 17% sdn al firdaus banjarmasin 38% 39% 23% sdn benua anyar 4 37% 38% 25% sdn benua anyar 8 48% 39% 13% sdn pekauman 3 banjarmasin 48% 52% 0% sdn antasan kecil timur 4 56% 44% 0% sdn pasar lama 6 44% 56% 1% sdn kelayan timur 5 47% 53% 0% sdn kuin cerucuk 1 41% 59% 0% sdn kuin selatan 3 36% 39% 25% total persentase 436% 461% 104% based on the table 4, results of the above research, the comparison between the support level of teacher aspects, institutional aspects and facilities and infrastructure aspects in each school can be calculated by the calculation formula as follows: the support level of aspect a in school x = (persentage of aspect a in school x) / (persentage of aspect a + persentage of aspect b + persentage of aspek c in school x) the calculation results are explained in the table 5. in the table 5, it has been explained about the comparison between the support level of teacher aspects, institutional aspects, and facilities and infrastructure aspects in each inclusive school in banjarmasin quantitatively so that it is known as follows: 6 journal of icsar; volume 3, number 2, july 2019: 1-8 figure 1. comparison between levels of support for teacher aspects, institutional aspects and facilities and infrastructure aspects (1) sdn antasan besar 7 obtained a moderate level of support for the teacher aspects and institutional aspects, while the support level of facilities and infrastructure aspects is in very less categories, (2) sdn al firdaus obtained a level of support for less categories on teacher apects, institutional aspects and facilities and infrastructure aspects, (3) sdn benua anyar 4 obtained a level of support in the category of less on the teacher aspects, institutional aspects and facilities and infrastructure aspects, (4) sdn benua anyar 8 has a moderate level of support for the teacher aspect, the level of support for the less category on the institutional aspects, and the level of support for the category is very less in facilities and infrastructure aspecs, (5) sdn pekauman 3 banjarmasin obtained the support level of the moderate category on teacher aspects and institutional aspects, while facilities and infrastructure aspects obtained a very less level of support for the category, (6) sdn antasan kecil timur 4 obtained the support level of the moderate category on the teacher aspects and institutional aspects, while facilities and infrastructure aspects received a very less level of support for the category, (7) sdn pasar lama 6 obtained the support level of the moderate category on the teacher aspects and institutional aspects, while facilities and infrastructure aspects gained a very less level of support for the category, (8) sdn kelayan timur 5 obtained the support level of the moderate category on teacher aspects and institutional aspects, while in facilities and infrastructure aspects the level of support for the category was very less, (9) sdn kuin cerucuk 1 obtained the support level of the moderate category on teacher aspects and institutional aspects, while in facilities and infrastructure aspects the level of support for the category was very less, (10) sdn kuin selatan 3 obtained a level of support in the category of less on the teacher aspects, institutional aspects and facilities and infrastructure aspects. regarding the table above it is also known about the total percentage in each aspect. the percentage data is processed quantitatively to illustrate the comparison between the level of support of the teacher aspects, institutional aspects and facilities and infrastructure aspects as a whole. the calculation formula is as follows: level of support for overall aspects a = (total percentage of aspect a) / (total percentage aspect a + total percentage of aspect b + total percentage of aspect c). the calculation results of the comparison between the level of support of the teacher aspects, institutional aspects and facilities and infrastructure aspects as a whole are described in the figure 1. based on the figure 1, it is known that the level of support for teacher aspects is 44%, institutional aspects 46%, and facilities and infrastructure aspects 10%. this means that the level of support for teacher aspects and institutional aspects is included in the category of moderate support, while the level of support for aspects of infrastructure and facilities is included in the category of very less support. regarding the results of this study, that the effectiveness of supporting the implementation of inclusive education is determined by the readiness of the school concerned. the ability of the school to establish cooperation with other parties is one of the most decisive factors. some of the factors that determine include: (1) have a network of cooperation with other relevant institutions, (2) provide special education teachers (gpk) set by the school, or teachers who are seconded from other institutions, for example from extraordinary school (slb), (3) provide supporting facilities that are easily accessible to all children, (4) the school socializes inclusive education to all parties involved. facilitators were suggested to be identified. it is in order to improve accessibility and promote full participation. the facilitators focused on three areas: (a) environmental modifications, (b) social/policy changes, and (c) institutional resources (pivik et al., 2002) furthermore, continued that the pattern of resource support in education units providing inclusive education is almost no different from the pattern of resource support in other education units. in general, the pattern of support for the implementation of inclusive education is grouped into two. school internal support and external school support. internal school support is the support provided by all citizens inside the school, including principals, teachers, and other school residents (garnida, 2009). in connection with the discussion above, the most important support from the principal is the leadership of the school. the character and leadership style of school leaders greatly determine the success of the school. the principal is a very important education leader because the principal is directly related to the implementation of the education program in the school. other internal support comes from the teacher. competent and 7amka, dewi ekasari k, the level of support for successful learning . . . . professional teachers can manage learning in inclusive classes. the next is support from the culture and school climate. the perceptions and social habits of all school members are one of the factors that influence the school climate in question (garnida, 2009). meanwhile, external school support includes support from the government, the community, and the existing schooling system. government support is represented through relevant agencies, including the directorate of slb development, pppptk tk and plb (special education), and the district / city education office. the community consists of parents, school committees, professional institutions such as therapists, doctors, and / or psychologists. other community groups that are expected to help are non-governmental organizations (ngo). support from the school system includes policies related to the implementation of inclusive education, curriculum availability (garnida, 2009). the implication is that a methodology for developing inclusive practices must take account of such social processes of learning that go on within particular contexts. it requires a group of stakeholders within a particular context to look for a common agenda to guide their discussions of practice and, at much the same time, a series of struggles to establish ways of working that enable them to collect and find meaning in different types of information (ainscow & sandill, 2010). conclusion the level of support for successful learning in inclusive primary schools in banjarmasin in terms of teacher aspects is 44%, institutional aspects 46%, and facilities and infrastructure aspects 10%. this means that the level of support for teacher aspects and institutional aspects is included in the category of moderate support, while the level of support for aspects of infrastructure and facilities is included in the category of very less support. in connection with that, the level of support for aspects of infrastructure needs to get the focus of special attention from the government and related parties because it gets the lowest percentage and the difference is very far from the other two aspects. while for the teacher and institutional aspects, the percentage score is almost the same so that it is included in the category of moderate support, this means that support for these two aspects already exists, but it is not optimal so that cooperation from various parties is needed to optimize it for regular schools that are preparing for inclusion as well as schools providing inclusion education. this research is an initial research focused on the level of learning support inclusive primary school. furthermore, more comprehensive research is needed including an evaluation of learning support. references ainscow, m., & sandill, a. (2010). developing inclusive education systems: the role of organisational cultures and leadership. international journal of inclusive education, 14(4), 401– 416. doi:10.1080/13603110802504903 alsa, a. (2004). pendekatan kuantitatif dan kualitatif serta kombinasinya dalam penelitian psikologi. yogyakarta: pustaka pelajar armstrong, f., armstrong, d., & barton, l. (2016). inclusive education: policy, contexts and comparative perspectives. routledge. carter, e. w., & hughes, c. (2006). including high school students with severe disabilities in general education classes: perspectives of general and special educators, paraprofessionals, and administrators. research and practice for persons with severe disabilities, 31(2), 174-185. downing, j. e., & peckham-hardin, k. d. (2007). inclusive education: what makes it a good education for students with moderate to severe disabilities?. research and practice for persons with severe disabilities, 32(1), 16-30. european commission. (2010). european disability strategy 2010-2020: a renewed commitment to a barrier-free europe. brussels: european fisher, m., & meyer, l. h. (2002). development and social competence after two years for students enrolled in inclusive and self-contained educational programs. research and practice for persons with severe disabilities, 27(3), 165-174. foreman, p., arthur-kelly, m., pascoe, s., & king, b. s. (2004). evaluating the educational experiences of students with profound and multiple disabilities in inclusive and segregated classroom settings: an australian perspective. research and practice for persons with severe disabilities, 29(3), 183-193. garnida, d. (2009). sistem dukungan (supporting system) dalam penyelenggaraan pendidikan inklusi. bandung: departemen pendidikan nasional pusat pengembangan dan pemberdayaan pendidik dan tenaga kependidikan taman kanakkanak dan pendidikan luar biasa grant, m. c., & jones-goods, k. m. (2016). identifying and correcting barriers to successful inclusive practices: a literature review. journal of the american academy of special education professionals, 64-71. hodkinson, a. (2012). all present and correct: exclusionary inclusion within the english educational system. disability and society, 27(5), 675-688. 8 journal of icsar; volume 3, number 2, july 2019: 1-8 peck, c. a., staub, d., gallucci, c., & schwartz, i. (2004). parent perception of the impacts of inclusion on their nondisabled child. research and practice for persons with severe disabilities, 29(2), 135-143. pivik, j., mccomas, j., & laflamme, m. (2002). barriers and facilitators to inclusive education. exceptional children, 69(1), 97– 107. doi:10.1177/001440290206900107 pivik, j. r. (2010). the perspective of children and youth : how different stakeholders identify architectural barriers for inclusion in schools. journal of environmental psychology, 30(4), 510517. plows., vicky., & whitburn, b. (2017). inclusive education: making sense of everyday practice. rotterdam: sense publisher shevlin, m., winter, e., & flynn, p. (2013). developing inclusive practice: teacher perceptions of opportunities and constraints in the republic of ireland. international journal of inclusive education, 17(10), 1119-1133. sunardi. (1997). kecenderungan dalam pendidikan luar biasa. jakarta: ditjen dikti depdiknas. sunaryo. (2009). manajemen pendidikan inklusif (konsep, kebijakan, dan implementasinya dalam perspektif pendidikan luar biasa). bandung : jurusan plb fip upi bandung. united nations. (2006). convention on the right of persons with disabilities. retrieved from http://www.un.org/disabilities-/convention/ conventionfull.shtml. valeo, a. (2008). inclusive education support systems: teacher and administrator views. international journal of special education, 23(2), 8-16. yusuf, m. (2012). kinerja kepala sekolah dan guru dalam mengimplementasikan pendidikan inklusif. jurnal pendidikan dan kebudayaan, 18(4), 382393.. yusuf, m., sasmoko, s., & indrianti, y. inclusive education management model to improve principal and teacher performance in primary schools. in proceeding of international conference on art, language, and culture (pp. 226-237). 79 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 trainee teachers level of willingness for inclusive education nancy anthony, mohd hanafi mohd yasin universiti kebangsaan malaysia, malaysia. email: nba99_2000@yahoo.com abstract: every student at the teacher education institute (ipg) has now been given an inclusive education course so they know about its implementation at school. therefore, this research looks at how far the willingness of new teachers to be placed in schools with inclusive education. it was conducted in ipg in sabah which involved 50 trainees from 5 different courses and took the inclusive education subject. it is a survey of quantitative reviews and uses questionnaires for data collection. the data were analyzed using statistical packages for the social science (spss) to see the frequencies, percentage and mean descriptive analysis. besides, five trainee teachers from five different courses were interviewed to identify barriers that may interfere with the trainee teachers’ willingness for inclusive education. the results showed that 86 % of the trainee teachers are ready to accept special need students without prejudice and 84 % are willing to approach and recognize special needs students in their classroom. the findings also showed that there was no significant difference in the readiness of the ipg trainee in the implementation of inclusive education based on gender namely t = -0.270 with p = 0.811 greater than 0.05 (p <0.05). the trainee teachers should be able to meet the needs of students with disabilities in school. the success of inclusive education rests on teacher preparation gearing towards inclusive education. however, continuous guidance is essential to help produce qualified teachers, especially in understanding the underlying philosophy of inclusive education. keywords: trainee teachers of ipg, inclusive education, willingness introduction the demands on schools and teachers are becoming more complex as society now expects schools to deal effectively with different student background to promote tolerance and social cohesion, to respond effectively to special need students, to use new technologies and to keep pace with rapidly developing fields of knowledge and approaches to student assessment. teachers, therefore, need confidence in their ability, knowledge and skills in inclusive education to meet the challenges that they will encounter in the present school climate. hence, every student at the teacher education institute (ipg) in malaysia has now been given an inclusive education course so they will know about its implementation at school. changes in education and in society place new demands on the teaching profession that require teachers not only to acquire new knowledge and skills but also to develop them continuously. ipg trainees need to possess pedagogical skills as well as specialist knowledge to their subjects, have sufficient incentives throughout their careers to review their learning needs and to acquire new knowledge, skills and competence, be able to teach key competences and to teach effectively in heterogeneous classes, engage in reflective practice research and also be autonomous learners in their own long professional career development. inclusive education course is seen as an absolute main factor which directly relates and contributes to the process of producing and training teachers so that they can be wellequipped and professionally qualified to competently teach all students, both with and without special needs in practice. according to the incheon declaration (united nations educational, scientific and cultural organization) morrissey (2012) it is clearly stated that there must be an assurance for all teachers to be welltrained and sufficiently recruited to possess professional qualifications, have their own empowerment and motivation and receive support under the systems which are well-supplied, productively governed and efficient so they are well-prepared and fully-equipped with sufficient knowledge and skills to deliver good quality education and enhance the learning outcomes of all students. this partial statement is a result of a new vision of education for all for the next era towards 2030, which will concentrate on ensuring good quality education that is not inequitable, yet inclusive and promoting life-long learning chances for all. the purpose of this study was to look at how far the willingness of new teachers to be placed in school on inclusive education. 80 journal of icsar; volume 3, number 1, january 2019: 79-83 figure 1. wallace reflective theory table 1. the level of willingness of ipg trainee teachers mean score interpretation 1.00 – 2.33 low 2.34 – 3.66 moderate 3.67 – 5.00 high the purposes of this study are: (1)to explore trainee teachers’ willingness towards inclusive education; (2) to identify trainee teachers ‘willingness towards the implementation of inclusive education based on gender; (3) to identify barriers that may interfere with trainee teachers’ willingness for inclusive education. the theoretical framework of this study is based on wallace reflective theory, wallace and bau (1991) as in figure 1 which shows that there is an association between the knowledge based on the existing experience of the teacher and the knowledge received through training because the teacher will relate that the received knowledge and experiential knowledge are two important sources of knowledge in professional practice. according to wallace, it is interdependent with each other to enable teachers to be more willing to carry out their professional duties, especially in the preparation of inclusive education at primary level. method this study was descriptive and was carried out using questionnaires adapted from monahan, marino and miller (2006), and was modified to answer the research questions. the questionnaire was aimed to obtain information regarding the willingness of ipg trainee teachers in conducting inclusive education. each respondent’s response was collected and consolidated to be analyzed by likert method. the set of completed questionnaires was submitted to special education lecturers to obtain the expertise of the expert so that the content of the questionnaire is in line with the objectives and questions of the study. to determine the reliability of the instrument, the researcher conducted a pilot study on 10 trainee teachers in the kota kinabalu district. the reliability value for every aspect tested had high reliability of 0.92 to 0.96 and this value was accepted because of its high reliability of more than 0.05. in this research, researchers have chosen ipg trainee teachers from various courses who took inclusive education subject. a total of 50 respondents have answered the questionnaires set. part a: background of trainees respondents are required to complete information, options and have practicum training. part b: the likert scale questionnaire item was used as it can give a more accurate picture of respondents’ responses. all respondents’ answers were analyzed using spss software while the method used was mean comparison and descriptive analysis. in analyzing the data and looking at the level of willingness of ipg trainee teachers in the implementation of inclusive education, the scores were divided into three levels, namely low, medium and high. the mean value was based on ahmad (2002) and is interpreted in table 1. besides that, five trainee teachers from five difference courses were interview. an interview guide, consisting of 4 open-ended questions with probes was used to gather information from each trainee. findings and discussion findings this section deals with the demographic of the study as well as the willingness of ipg trainers to the implementation of inclusive education. the following are the demographic information of the respondents involved in the study. a total of 50 respondents responded to the questions. 15 (35%) respondents are male and 35 (65%) are female. 12 (24%) from the special education course, 12 (24%) from islamic religious education course, 10 (20%) from science course, 8 (16%) from kadazandusun language course, and 8 (16%) from malay language course . 81nancy anthony, mohd hanafi m y, trainee teachers level of willingness for inclusive education . . . . trainee teachers’ willingness towards inclusive education table 2. the willingness level of the ipg trainer on implementation of inclusive education no. statement strongly disagree disagree less agree agree very agree mean interpretation 1 i understand the concept of inclusive education 3 (6 %) 1 (2 %) 19 (38 %) 2 (4 %) 25 (50 %) 3.48 moderate 2 i am willing to meet the needs of special needs students to produce quality learning. 2 (4 %) 1 (2 %) 0 (0 %) 34 (68 %) 13 (26 %) 3.60 moderate 3 i am willing to make the reforms in the classroom for the needs of students with special needs. 1 (2 %) 3 (6 %) 16 (32 %) 25 (50 %) 5 (10 %) 3.52 moderate 4 i am willing to talk with a special education teacher to discuss about special education students who are in an inclusive class. 2 (4 %) 3 (6 %) 5 (10 %) 35 (70 %) 5 (10 %) 3.72 high 5 i am willing to approach and recognize special education students who are inclusive in my class. 1 (2 %) 2 (4 %) 5 (10 %) 38 (76 %) 4 (8 %) 3.78 high 6 i am willing to take courses to improve understanding and skills in an inclusive class. 2 (4 %) 5 (10 %) 14 (28 %) 25 (50 %) 4 (8 %) 3.40 moderate 7 i am willing to give full attention to special education students in my class. 2 (4 %) 5 (10 %) 4 (8 %) 35 (70 %) 4 (8 %) 3.62 moderate 8 i am ready to accept special needs students without prejudice to them. 1 (2 %) 1 (2 %) 5 (10 %) 38 (76 %) 5 (10 %) 3.84 high 9 i think that teaching special needs students in an inclusive class brings problems in teaching and learning sessions. 24 (48 %) 13 (26 %) 4 (8 %) 5 (10 %) 4 (8 %) 3.16 moderate 10 i am willing to innovate in my teaching to attract students to study in an inclusive class. 4 (8 %) 3 (6 %) 4 (8 %) 35 (70 %) 4 (8 %) 3.62 moderate total 3.57 moderate n = 50 table 2 shows that every item that has the highest mean is that trainee teachers are ready to accept special needs students without prejudice to them (mean = 3.84) remained at a high level. in terms of frequencies and percentages, it indicated a total of 38 (76 %) respondents expressed agree, a total of 5 (10 %) stated very agree, as much as 5 (10 %) stated less agree, 1 (2 %) disagree and 1 (2 %) stated strongly disagree. items that have the lowest mean is trainee teachers think that teaching special needs students in an inclusive class brings problems in teaching and learning sessions (mean = 3.16) at a moderate level in terms of frequencies and percentage indicate a total of 4 (8 %) stated very agree, 5 (10 %) agree and a total of 4 (8 %) expressed less agree. 13 (26 %) respondents stated disagree and 24 (48 %) strongly disagree that teaching special needs students brings problems in the teaching learning sessions. 82 journal of icsar; volume 3, number 1, january 2019: 79-83 students with diverse background. these teachers also took a service-learning program to enhance their knowledge regarding inlcusive education. the effectivenes of an inclusive education is affected not only by teachers’ knowledge but also their attitudes. this argument is in line with the result of the research by dapudong (2014). it is also suported by sharma et al. (2015) who believe that teachers’ attitudes also determines the success of the implementation of inclusive education. costello, and boyle (2013) noted positive attitudes towards inclusive education in pre-service students who enrolled in post-graduate program. however, the implementation of inclusive education will not run accordingly without the support from the government. the legislation will keep the commitment of schools conducting inclusive education, and the policy will help to give guidance for all stakeholdres (sharma et al., 2015; hay et al., 2001). conclusion based on the results of the research, an inclusive education program to prepare ipg trainees should be improved to meet the need to produce quality teachers. dissemination of the latest information, collaborating with other agency such as schools with inclusive programs is crucial to prepare them for inclusive education in the future. therefore, continuous support is essential to build high self-esteem among the trainee teachers. it was further asserted that teachers who previously took special education modules or programs appeared to respond towards inclusion of special needs children in a positive way. overall, this study has reviewed the willingness of ipg trainee teachers to the implementation of inclusive education. continuous efforts are necessary to ensure the implementation of inclusive education can be successfully carried out. references ahmad, j. (2002). pemupukan budaya penyelidikan di kalangan guru di sekolah: satu penilaian [inculcation of research culture among teachers in schools: an evaluation]. the national university of malaysia. al-zyoudi, m. (2006). teachers’ attitudes towards inclusive education in jordanian schools. international journal of special education, 21(2), 55-62. costello, s., & boyle, c. (2013). pre-service secondary teachers’ attitudes towards inclusive education. australian journal of teacher education, 38(4), 8. table 3. t-test analysis: the mean difference in the level of ipg trainee teachers willingness towards the implementation of gender-based inclusive education gender n mean sd df t p male 15 3.54 0.538 48 -0.270 0.81 female 35 3.58 0.438 -0.248 total 50 significant level < 0.05 h0: there is no significant difference in the mean of trainee teacher willingness based on gender. to answer the second objectives of this study, the t-test was used to see the differences in the level of preparedness of ipg trainee teachers towards the implementation of inclusive education. the test results are as in table 3. the results of the analysis in table 3 show that there is no significant difference in the mean of readiness level of the ipg trainee teachers based on gender towards the implementation of inclusive education. the value of t = -0.270 with p = 0.811 is greater than 0.05 (p <0.05). hence the null hypothesis is accepted. this shows no significant difference in the willingness of ipg trainee teachers in the implementation of genderbased inclusive education. the findings of this research also contradict to the research conducted by al-zyoudi (2006) which found that female teachers were more positive and prepared for the implementation of inclusive education than male teachers. to answer the third objective, the analysis of the interview is presented as found that respondents of the research indicated that they lack skills required for inclusive classroom setting. whenasked about the availability of resource materials in the inclusive education course one of the participants stated that there are differences among courses about the available equipment of teaching students with disabilities. the interview also revealed the sentiments shared by respondents. discussion from the results of the above findings, it is found that these trainee teachers are very welcome to the opportunity to teach in an inclusive setting. similar result was found in a study conducted by mergler (2017) where preservice teachers showed a willingnes to support 83nancy anthony, mohd hanafi m y, trainee teachers level of willingness for inclusive education . . . . dapudong, r. c. (2014). teachers’ knowledge and attitude towards inclusive education: basis for an enhanced professional development program. international journal of learning & development, 4(4), 1-24. hay, j. f., smit, j., & paulsen, m. (2001). teacher preparedness for inclusive education. south african journal of education, 21(4), 213-218. mergler, a., carrington, s. b., kimber, m. p., bland, d., & boman, p. (2017). exploring the value of service-learning on preservice teachers. australian journal of teacher education, 42(6), 69-80. monahan, r. g., marino, s. b., & miller, r. (1996). teacher attitudes toward inclusion: implications for teacher education in schools 2000. education, 117(2), 316-321. morrissey, f. (2012). the united nations convention on the rights of persons with disabilities: a new approach to decision-making in mental health law. european journal of health law, 19(5), 423-440. sharma, u., simi, j., & forlin, c. (2015). preparedness of pre-service teachers for inclusive education in the solomon islands. australian journal of teacher education, 40(5), 103-116. wallace, m. j., & bau, t. h. (1991). training foreign language teachers: a reflective approach. cambridge university press. 32 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 teachers’ attitude towards the learning achievement of students with learning disabilities in inclusive schools marlina, tika hendrawati, grahita kusumastuti universitas negeri padang, indonesia email: marlina.muluk@gmail.com abstract: students who have learning disabilities are more often to get poor learning outcomes. one of several factors that affect the learning outcome is the teacher’s attitude. the research aims at finding the students’ opinions on teacher’s attitude towards the learning outcomes of students with learning disabilities in inclusive primary schools. this research applies quantitative approach. data were collected using questionnaire and analyzed descriptively. the results showed that teachers accept the learning achievements of students with learning disabilities in cognitive aspect (77.93%), affective aspect (80.50%), and conative aspect (77.92%). keywords: teachers’ attitude, learning achievement, children with learning disabilities. introduction learning outcome or learning achievement is a part that can be used as a benchmark of students’ abilities to achieve the learning objectives. according to the opinion of dimyati & mudjiono (2006), learning outcome is the result of the interaction between learning and teaching. the achievement of high scores on each of the subjects can be interpreted as well-achieved learning outcomes. on the contrary, low achievement on the subjects is the result of bad learning. all people have the desire to achieve a good learning outcome because a good learning outcome is one of the indicators of successful learning process. however, in reality, not all students have a good learning outcome. in general, factors that affect the learning outcomes are divided into two kinds namely internal and external factors (sugihartono, 2007). one of the external factors is the teacher. the teacher is the most important factor in education and learning (ulug et al., 2011). therefore, teachers indirectly affect the learning outcomes of their students. one of the influences of teachers to students is the attitude of the teacher. the attitude of teachers who are full of warmth and acceptance is desired by each student. the student will feel comfortable and calm in their learning process when the relationship with the teacher is good, but if the students have a bad relationship with the teacher, usually they will be lazy or even have low motivation to learn. this is in line with the opinion by ataunal (2003), who stated that positive communication of teachers with students will give positive influence to students in the learning outcome. the attitude of a good teacher can also improve the spirit and motivation of students in learning. yavuzer (2000) also stated that the basic principle in teaching is to support students and expect positivity to the students with the aim to motivate them. high motivation will give a good learning outcome (ulug et al., 2011). motivation will show the persistence, desire, effort of the students to achieve the learning outcomes (susandi & khaerudin, 2015). the figure of a good teacher both in words and in deeds is every student’s desire, including students with learning difficulties. students with learning difficulties are basically as smart as other children (kemp, smith, & segal, 2017; marlina, 2015). however, the achievements of students with learning difficulties can be below average if not supported by appropriate learning that supports their barriers. the teacher as a facilitator needs to understand the barriers of students with learning difficulties. therefore, the learning process can be formulated according to the needs of these students and expected to achieve the learning goal. based on the survey results, it can be seen that, basically, the teacher had to make an effort to improve the learning outcomes of their students. some of the teachers even created chants to encourage students in learning and used media that are interesting for their students. based on the results of the interview with some of the students, it was found that students prefer to learn with teachers who have a fun personality. therefore, this study aims to find out the attitude of teachers on the learning outcomes of children with learning difficulties from aspects of cognitive, affective, and conative. the results of this research revealed how far teachers understand students with learning difficulties and how to treat these students through their learning outcomes. 33marlina, tika hendrawati, grahita k, teachers’ attitude towards the learning achievement . . . . table 1. teachers’ attitude toward students’ learning outcomes reviewed by cognitive aspects no statement of beliefs toward the attitude alternative answers statements yes periodically no f % f % f % 1. the teacher asks me repeat the lesson at home. 55 74,33 16 21,62 3 4,05 2. the teacher says that actually i could have got a better grade 59 79,73 12 16,22 3 4,05 3. the teacher says that i will not go to the next class because of bad grades. 16 21,63 15 20,27 43 58,1 4. the teaches doubts my exam grade. 20 27,02 24 32,43 30 40,55 perceptual reaction about attitude 5. the teacher appointed me as the leader of a group study. 31 41,89 9 12,16 34 45,95 6. i rarely chat with the teacher. 17 22,97 43 58,1 14 18,92 7. the teacher remained silent when i was teased by my friends 8 10,82 15 20,27 51 68,91 8. the teacher asks me to answer the question in front of the class. 32 43,25 28 37,83 14 18,92 methods participants in this study were students with learning difficulties in fifth grade at an inclusive school in pauh, padang. participants were selected to provide accurate data for this study. considerations of the selection of participants, among others, are as follows: (1) students who have difficulty in learning based on the observation, interviews with teachers, and an identification tool for children with special needs; (2) as mentioned earlier, students with learning difficulties who sit in class v at an inclusive school in pauh padang. the attitude of the teachers is assessed based on the aspects of cognitive, affective, and conative. instruments of teachers’ assessment are given to students with learning difficulties because the attitude of the teacher was experienced by the student. data collected was analyzed by descriptive quantitative. data was formulated in frequency distribution and then described to draw the conclsuion. findings and discussion findings data about teachers’ attitudes was obtained from questionnaires that were given to the students with learning difficulties, which consists of three aspects, namely: (1) cognitive, (2) effective, and (3) conative toward learning outcomes. teachers’ attitude toward students’ learning outcomes reviewed by cognitive aspects the cognitive aspect consists of a person’s beliefs about the true or false for attitude object. the findings of the research showed that from cognitive aspects, the students argued that most of the teachers (77,93%) have good attitudes and accept the learning outcome of students with learning disabilities. more results are presented in table 1. based on table 3, it can be interpreted that most of the students (74,33%) stated that the teacher always told students to repeat the lesson at home. most of the students also (79.73%) stated that their teacher said that students with learning difficulties can get a better grade. most of the students (58,1%) mentioned that the teachers never said that students with learning disability will not pass the class because of bad grades. most of the students (40,55%) stated that when they have good grades, the teacher does not believe that the result is actually their own efforts. almost half of the students (45,95%) stated that they were never trusted as the leader of the group study. most of the students (58,1%) stated that sometimes they chat with the teacher. most of the students (68,91%) stated that the teacher remained silent while they were teased by their friends. some of the students (43,25%) stated that the teacher always asks him to work on the problems in front of the class. 34 journal of icsar; volume 3, number 1, january 2019: 32-36 table 2. teachers’ attitude towards students’ learning outcomes reviewed by affective aspects no statements towards affective alternative answer statements yes periodically no f % f % f % 1. the teacher is frustrated if i have a low grade 22 29,73 13 17,56 39 52,71 2. the teacher said i was stupid 5 6,76 11 14,86 58 78,38 3. the teacher is happy if i have a good grade 62 83,7 4 5,41 8 10,82 physiological reactions towards attitude 4. the teacher frowns when i have many wrong answers 25 33,78 23 31,08 26 35,15 5. the teacher gives me two thumbs up if i have good grades in an exam 47 63,52 19 25,67 8 10,81 6. the teacher looked at me with a doubtful face. 10 13,52 38 51,35 26 35,13 7. the teacher rubd my head when they give me advice to be more diligent in learning. 40 54,56 29 39,19 5 6,75 table 3. teachers’ attitude toward students’ learning outcomes reviewed from the conative aspect no the statement of behavior intention statements alternative answer yes periodically no f % f % f % 1. the teacher asked me to learn at home. 54 72,98 18 24,32 2 2,7 2. the teacher does not care if i repeatedly get bad grades. 8 10,81 12 16,22 54 72,97 3. the teacher let me learn by myself without my friends’ help. 17 22,97 26 35,14 31 41,89 behavior regard to the attitude 4. the teacher did not guide me when working on a difficult subject. 8 10,82 25 33,78 41 55,4 5 the teacher uses unique media while giving a lesson. 15 20,27 39 52,7 20 27,03 6. the teacher calls my parents when i have bad grades. 32 43,25 20 27,02 22 29,73 7 the teacher does not suggest me to follow additional tutoring outside the school. 17 22,97 15 20,27 42 56,76 teachers’ attitude toward students’ learning outcomes reviewed by affective aspects the affective component concerns about the emotional problems of a person against the attitude. data analysis showed that almost all of the teachers (80,50%) have good attitude and accept the learning outcomes of students with learning disabilities. detailed information of the results is presented in table 2. based on table 2, it can be interpreted that most of the students (52,71%) stated that teachers are not frustrated when students with learning disability have low grades. moreover, most students (78,38%) mentioned that the teacher did not say that students with learning disability are stupid. almost all students (of 83.7%) stated that teachers are happy when students with learning disability have a good grade in the exam. less than half of the students (33,78%) argued that the teacher frowns when students with learning disability have a lot of wrong answers. most of the students (63,52%) stated that the teachers give two thumbs up when students with learning disability have a good grade in the exam. however, most of the students 35marlina, tika hendrawati, grahita k, teachers’ attitude towards the learning achievement . . . . (51,35%) stated that the teacher saw the students with a doubtful face. around half of the students (of 54.56%) stated that the teacher rubbed their heads when they give advice to be more diligent in learning. teachers’ attitude toward students’ learning outcomes reviewed from the conative aspect. conative aspects show how the behavior or tendency to behave of a person related to the attitude that they are faced. the findings of the study showed that the majority of teachers’ attitude (77,92%) is good and accept the learning outcome of students with learning disability. the results are presented in table 3. based on table 3, it above can be interpreted that most of the students (72,98%) stated that the teacher always asked the students to learn at home with other family members. most of the students (72,92%) stated that they were not allowed get bad grades. almost half of the students (41,89%) mentioned that the teacher asked other students to help their peers in learning. also, more than half of the students (55,4%) stated that teacher guided students while working on a complicated question. similarly, around half of the students (52,7%) said that sometimes the teachers use unique media in the learning process. they also stated that the teacher always call their parents if they have bad grades. most of the students (56,76%) stated that teachers advise students to attend tutoring outside the school. discussion based on the research findings on the attitude of the teacher towards students’ learning outcomes, it was found that the majority of teachers is acceptable to students who often get bad grades in their learning outcome. definition of attitude, according to azwar (2015) is a form of evaluation or feeling. attitude is also defined as a way of viewing something (muellerleile, 2005). attitude toward an object is a feeling of receiving and supporting (favorable) or a feeling of rejected, not supportive and not impartial. moreover, as an individual, all the actions of the teachers will be imitated by their students, so that the figure of a teacher must be good and positive. everything that a teacher does, in attitudes and teaching methods, can greatly influence students’ attitude (yara, 2009). students’ attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers’ emotional support and classroom organization. (blazar & kraft, 2017). the attitude of teachers correlated positively and significantly with students’ academic performance (ekperi, onwuka, & nyejerime, 2019) based on the findings, most of the teachers show a positive attitude and accept all students, particularly students with learning disability. data obtained shows that teachers have accepting attitude in supporting their students, especially students with learning disability to get better learning outcomes. teachers also understand the characteristic of their students so that they can understand and accepting what students get in class. it could be the experience of the teacher that makes them to be more understanding and can follow up the learning outcome with intervention, such as advising students to attend tutoring outside the school. this is in line with marlina (2017) who suggests that teachers’ teaching experiences are related to their attitudes. this finding in line with ekperi et al. (2019) and also abudu & gbadamosi (2014). the treatment conducted in the form of small things, for example showing warmth to students through good communication and interaction. this is in line with results of the research by abudu & gbadamosi (2014) which argued that teachers must develop positive relationships with students and student activity which supports the teaching and learning process and student participation in the classroom. furthermore, teachers have to understand more about students’ characteristic and the problem they encountered in learning process (novembli, marlina, & martias, 2015). by understanding the characteristics of students with learning disability, the empathy, knowledge, attitude and behavior of teachers and others members in school can improve well so that teachers and other school members can serve students with special needs (kusumastuti & choiri, 2016). teacher attitude and familiarity play a role in cultivating relationships in the classroom environment.. teacher factors can have profound impacts on various learning outcome of the students with adhd (sherman, rusmusen & baydala, 2008). teachers’ characteristics contribute to students’ performance (hanushek & rivkin, 2010; todd & wolpin, 2003). in addition, having humorist sense and full of warmth can make the students feel comfortable and make them feel easy to receive any lesson given by the teacher. admittedly, there is a teacher who is not liked by the students at a school. the attitude of teachers influences their development in school, for example, it affected their learning outcomes. if the teacher has bad behavior, students will not be comfortable to interact with the teacher, and it can break the students’ motivation to learn. then on the lessons that are actually easy to understand, students will find it more difficult to grasp. the negative feeling is a phase towards the positive behavior. based on the research, it is known that most of the teachers already have and show the accepting attitude towards the students, especially students with learning disability who have a bad grade in learning. 36 journal of icsar; volume 3, number 1, january 2019: 32-36 conclusion based on data analysis and discussion it can be concluded that: in the cognitive aspect, students argue that most of the teachers (77,93%) are kind and acceptable to the learning outcomes of students with learning disability. in an effective aspect, the majority of the teachers (80,50%) are also kind and acceptable to the learning outcomes of students with learning disability. in a conative aspect, students stated that most teachers (77,92%) are kind and acceptable to the learning outcomes of students with learning disability. references abudu, k. a., & gbadamosi, m. r. (2014). relationship between teacher’s attitude and student’s academic achievemnt in senior secondary school chemistry. a case study of ijebu-ode and odogbolu local government area of ogun state. wudpecker journal of educational research, 3(3), 35-43. ataunal, a. (2003). nicin ve nasil bir ogretmen? (why and what kind of a teacher?). ankara: milli egitim vakfi yayinlari. azwar, s. (2015). sikap manusia teori dan penerapannya. yogyakarta: pustaka pelajar. blazar, d., & kraft, m. a. (2017). teacher and teaching effects on students’ attitudes and behaviors. educational evaluation and policy analysis, 39(1), 146-170. dimyati., & mudjiono. (2006). belajar dan pembelajaran. jakarta: pt rineka cipta. ekperi, p., onwuka, u., nyejirime, w. 2019. teachers’ attitude as a correlate of students’ academic performance. international journal of research and innovation in social science (ijriss), 3(1), 205-209. hanushek, e. a., & rivkin, s. g. (2010). generalizations about using value-added measures of teacher quality. american economic review, 100(2), 267-71. kemp, g., smith, m., & segal, j. (2017). learning disabilities and disorders. retrieved from https:// www.helpguide.org/ kusumastuti, g., & choiri, a. s. (2016). knowledge and behavior of regular students toward students with disabilities in inclusive school. european journal of special education research, 1(3), 20–28. marlina. (2015). asesmen anak berkebutuhan khusus pendekatan psikoedukasional. padang: unp press. marlina. (2017). teacher’s attitude and peer acceptance to children with special needs in inclusive primary schools. in proceedings of the 9th international conference for science educators and teachers (icset), 245–252. muellerleile, j. (2005). attitude vs aptitude. retrieved from http://www.4vqp.com/images/062305_ attitude_vs_aptitude.pdf. novembli, m. s., marlina, m., & martias, m. (2015). layanan proses pembelajaran pada anak berkesulitan belajar. jurnal penelitian pendidikan khusus, 4(1), 1–14. sherman, j., rasmussen, c., & baydala, l. (2008). the impact of teacher factors on achievement and behavioural outcomes of children with attention deficit/hyperactivity disorder (adhd): a review of the literature. educational research, 50(4), 347360. sugihartono. (2007). psikologi pendidikan. yogyakarta: uny press. susandi, n. k. a., & khaerudin, t. (2015). toward teachers, motivation and learning achievement: the case of indonesian efl students. linguistika: buletin ilmiah program magister linguistik universitas udayana, 22, 76–93. todd, p. e., & wolpin, k. i. (2003). on the specification and estimation of the production function for cognitive achievement. the economic journal, 113(485), 3-33. ulug, m., ozden, m. s., & eryilmaz, a. (2011). the effects of teachers’ attitudes on students’ personality and performance. procedia-social and behavioral sciences, 30, 738-742. yara, p. o. (2009). students attitude towards mathematics and academic achievement in some selected secondary schools in southwestern nigeria. european journal of scientific research, 36(3), 336-341. yavuzer, h. (2000). okul cagi cocugu (school age child). istanbul: remzi. 16 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 16-22 “isutan jarat” a traditional game to improve perception and autism concentration in the barito riverside imam yuwono universitas lambung mangkurat, indonesia e-mail: imam.plb@ulm.ac.id abstract: the difficulty of finding media to play in the barito riverside stream, affects the low level of autistic children in the development of perception, attention, and communication because of those aspects. this study aims to determine the effectiveness of traditional games isutan jarat to help the development of autistic children. the single subject research method with the design of cross variable multiple baselines are used to reveal the effect of treatment or intervention on the target behavior. the results of data analysis show that the traditional game isutan jarat effective line is used to improve the perception, attention, and concentration of autism. based on the findings of this study, it is recommended that the isutan jarat game is used as an alternative play media for autistic children in the barito riverside stream. keywords: autism, isutan jarat, perception, concentration. introduction the low attention and perception of autistic children who live in the baito riverside are one of them is the lack of playing media in these areas. older education levels and lifestyles on the river banks will also trigger the development of autistic children. the term autism comes from the greek “auto” (alone) or someone who shows symptoms of life in his own world (wright et al., 2014). autism is a developmental disorder of brain function that includes the social field and the effective function of verbal (language) and non-verbal communication, imagination, flexibility, the scope of interest, interest, cognition, and attention. research has shown that individuals with asd struggle with peer relationships (vicki et al., 2018). locke, ishijima, kasari, and london (2010) found individuals with asd experienced an increase in feelings of loneliness and lower quality of friendship compared to colleagues who usually developed. this is also confirmed by the opinion of bott et al. (2006) autism is a disorder of pervasive development in children characterized by the presence of disturbances and delays in the fields of cognitive, language, behavior, communication and social interaction. the behavior that arises from autistic children is very unique because each child has distinctive characteristics (kouklari et al., 2018). in certain cases, the autistic child is very passive (silent) sitting quietly, confused and eyes empty, angry for no reason, paying attention to an object is very excessive. the feelings and emotions of an autistic child are unstable, this can be seen from the behavior of laughing, sending tears or anger for no reason, often raging uncontrollably (temper tantrums) especially when not getting something they want . autistic children have disorders in sensory perception including feelings of sensitivity to light, hearing, touch and smell and taste from mild to severe such as biting, licking, kissing toys or any object (arnett et al., 2018; schultz, 2005; webb, neuhaus & faja, 2017; rostron, 2010). paying attention to this condition, we need a media game that can influence the development of perception, attention, and concentration. in turn, autistic children not only think visually but also think verbally. some studies reveal that playing is a world of children so that with the game it can be used as an intervention for autistic children, especially in terms of knowing the environment and developing cognitive, affective and psychomotor abilities. play is a complex phenomenon that occurs naturally for most children. they move through various stages of play development and able to add complexity, imagination, and creativity to their thought processes and actions when playing (woodard, & chung, 2018). isutan jarat is a traditional game that is often played by children in the riverside area which is a game that can stimulate thought, vision and hearing simultaneously. the game of isutan jarat is a type of game that requires the function of the sense of sight and hearing and concentration and perception where the location of the hide is hidden. isutan jarat is the name of a traditional game that developed in the south kalimantan area. the name builds from isutan and jarat, this isutan is probably from the word ‘usutan’ which means ‘looking for’. while ‘jarat’ is the term of banjarese for straps with knotted ends for trapping or binding (like lasso straps in america). 17imam yuwono, “isutan jarat” a traditional game to improve perception and autism concentration . . . . table 1. scores in the baseline phase (a) perception ability” perceive autistic children ability 1st session 2nd session 3rd session 4th session total score 3 3 2 2 10 intervention (b) giving treatment (treatment) that is a condition when the intervention has been given and the target behavior is measured under certain conditions (wang & tsao, 2015). (a) subjects are entered into the room like at the baseline; (b) condition the subject to take part in the game isutan jarat. this treatment is carried out for 15 minutes in the form of stretching games to stimulate the ability of perception, attention, and concentration. in the game isutan jarat played by 4 children, these four children split into their respective sand areas to hide their paths, the technique of hiding this line determines the shrewdness of each child in playing stretch, there is a hiding lane with a winding end so the opponent is difficult to guess the actual location of the line. the line that you want to hide is buried slowly with rather thick sand so it’s not visible. the end of the rope that has no jars is left outside to pull it later. the step of looking for a lane: first determine who the sand heap will be searched first, after which each child sticks his blade into a pile of sand to guess where it is. if all the children who turn to look for have inserted the blade then that has an interesting distance so that it will be found out who managed to guess the landing. the player who succeeds in the blade will get caught in the gap. and so on, each player takes turns guessing the opponent’s opponent. c. after the treatment is complete, the inventor measures the subject’s perception ability; (d) measurement of attention ability, by giving instructions to the subject consisting of five instructions: called names, sitting, standing, see this, here. in this attention measurement, the subject is seen and observed whether or not when given instructions from inventor there is eye contact and also how long subyke will make eye contact. then intervals of 5 minutes were carried out again by the treatment process by playing a piece of jute to take data on concentration ability. findings and discussion findings the results of the study describe the level of perception, attention and concentration ability of the subject both before and after the intervention using the traditional game isutan jarat. the research data are listed in the form of tables 1 and figure 1. so the isutan jarat means to look for a rope that is bajarat (has a snare). in this game, each player tries to find other players who are hidden sticking sticks/wood/ bamboo in the sand. this game actually guesses where the jarat in the sand is. the location of this game is usually on the banks of the river at low tide or in the yard that has a lot of sand. the jokes game has nothing to do with certain types of ceremonies or events. free play time can be played at any time if in the village the children will play it in the afternoon before taking a bath in the river. the number of incumbent players has a minimum of two people and as many as four people. two people are needed because there will be a tide position (which hides the line) and an up position (who is looking for a hole). four people were felt enough because it would be too crowded which could cause confusion. the play equipment is based on the original game, which is a rope from banana tree fibers and wooden blades from bamboo or other types of wood. the dried banana tree is usually seen by its fiber, this part is taken by the children to make ropes. while the blades are made of wood or bamboo, which is slightly pointed with no more than the arms. method this study uses single subject research (ssr) method which is an experimental method that is carried out using a single subject. the purpose of the study was to determine the effect of an intervention on the behavior you wish to change. this research does not require to be generalizable, because loyal people behave differently from others. the subject of the study was a child who was suspected of experiencing symptoms of autism in the bantara area of the barito river. the design used is a cross variable multiple baseline type. according to wang & tsao (2015) the design of cross variable multiple baselines is a research design to change behavior with an intervention that is expected to have an effect on two target behaviors (target behavior) or more. the target behavior in this study is the ability of perception, attention, and concentration. this design basically consists of two stages of conditions, namely: baseline a (initial observation), which is taking subject data before being given treatment or treatment. the subject is observed and the data is taken repeatedly so that the subject’s initial ability will be seen. (a) bbbb; (b) nnnnnn; (c) nnnnnn. 18 journal of icsar; volume 3, number 2, july 2019: 16-22 table 2. intervention data (b) perception ability perception ability of autistic children s.5 s.6 s7 s8 s9 s10 s11 s12 s13 s14 s15 s16 jml 7 7 8 9 8 9 10 11 11 11 11 11 105 figure 1. graph trend of baseline phase (a) perception ability figure 2: graph trend of the baseline phase (a) to the intervention phase (b) perception ability figure 3. graph change of data in the baseline phase (a) to the intervention phase (b) based on table 1, the score obtained by the subject in the first session 3, the second 3 sesion and fourth sessions are 2. thus the trend toward the graph in this baseline phase is decreasing. this can be seen in figure 2. the level of stability of changes in data obtained results by 75%, it shows that the subject data is in a stable condition. then the intervention phase is done. based on table 2 the results of the score in the intervention phase indicate that the fifth and sixth sessions of the score are obtained 7. the seventh session of the eighth session rises to 9. then in session nine, it drops again to 8. sessions ten, eleven and twelve increase to 9.10 and 11 while the eleventh session score until the sixteenth session score was stable, in 11. the trend toward data in the baseline phase tended to decrease while the intervention phase tended to rise. as shown in the figure 2. figure 2 shows that the baseline phase (a) of the subject decreased in the third, and the fourth session, but the score was stable 2. although the baseline was conducted in only four sessions the stability of the data was apparent, this meant that intervention could continue. 19imam yuwono, “isutan jarat” a traditional game to improve perception and autism concentration . . . . table 3. scores in baseline phase (a) attention ability attention ability of autistic children 1st session 2nd session 3rd session 4th session total score 4 4 3 4 15 table 4. intervention data (b) attention ability attention ability of autistic children s.5 s.6 s7 s8 s9 s10 s11 s12 s13 s14 s15 s16 jml 5 5 7 5 7 7 6 7 8 8 8 8 81 figure 4. graph trend of baseline phase direction (a) attention ability figure 5. graph trend of the baseline phase (a) to the intervention phase (b) attention ability in the intervention phase (b) which was conducted in 12 sessions, there was a significant increase. this can be seen from the change in data in the baseline (a) phase condition is -0 and in the intervention phase the data changes by +3, while the change in data between the conditions obtained by the subject is +6 or it is said that the data changes are improving. based on figure 3, it appears that there is a change in perceptual abilities after being given an intervention using the game isutan jarat. in the baseline phase (a) the ability of the subject’s average perception is 2.75. while after intervention the perception ability increased by 6.75. this shows that the game isutan jarat can improve the perception ability of autistic children. based on table 3 scores obtained by the subject in the first session 4, the second 4 and the second session 3 and fourth equal to 4. thus the trend toward the graph in this baseline phase is decreased. this can be seen in figure 4. the level of stability of changes in the data obtained results of 80% it shows that the data subject is in a stable condition. then the intervention phase can be done. based on table 4 the results of the score in the intervention phase indicate that the fifth and sixth sessions of the score are obtained 5. the seventh session of the eighth session drops to 5. then in session nine and ten go up again to 7. session eleven and twelve scores 6 and 7. more stable in a score of 8. the trend in the direction of the data in the baseline phase is slightly decreased while the intervention phase tends to rise. in figure 5 shows that the baseline phase (a) of the subject decreased in the third session, but the score was stable 4. although the baseline was conducted in only four sessions the stability of the data was apparent, this means that intervention could continue. in the intervention phase (b) which was conducted in 12 sessions, there was an increase in scores. this can be seen from the change in data in the baseline (a) phase condition is -0 and in the intervention phase the data changes by +3, while the change in data between the conditions obtained by the subject is +6 or it is said that the data changes are improving. 20 journal of icsar; volume 3, number 2, july 2019: 16-22 table 5. score in the baseline phase (a) “concentration ability” concentration ability of autistic children 1st session 2nd session 3rd session 4th session total score 3 2 2 2 9 table 6. intervention data (b) “concentration ability” concentration ability of autistic children s.5 s.6 s7 s8 s9 s10 s11 s12 s13 s14 s15 s16 jml 6 6 7 7 8 9 12 13 13 13 13 13 81 figure 6. graph change of attention data in the baseline phase (a) to the intervention phase (b) figure 7. graph trend of baseline phase direction (a) concentration ability figure 8. graph tendency of the baseline phase (a) to the intervention phase (b) concentrate ability 21imam yuwono, “isutan jarat” a traditional game to improve perception and autism concentration . . . . figure 9. graph change in concentration data in the baseline phase (a) to the intervention phase (b) based on figure 6, it appears that there is a change in perceptual abilities after being given an intervention using the game isutan jarat. in the baseline phase (a) the subject’s average attention ability is 2.75. while after intervention the perception ability increased by 6.75. this shows that the game isutan jarat can increase the attention ability of children with autism. based on table 5 scores obtained by the subject in the first session 3, and the remaining sessions 2. thus the trend towards the graph in this baseline phase is decreasing. this can be seen in figure 7. the level of stability of changes in the data obtained results of 80% it shows that the data subject is in a stable condition. then the intervention phase can be done. based on table 6, the results of the scores in the intervention phase show that the fifth and sixth sessions of the score are obtained. the next session continued to increase until the score was stable 13. the trend of data directly in the baseline phase decreased slightly while the intervention phase tended to continue to rise. listed in the following figure 8. in figure 8 shows that the baseline phase (a) of the subject decreased in the second session but the score was stable 2. although the baseline was only conducted in four sessions the stability of the data was already apparent, this meant that intervention could continue. in the intervention phase (b) which was conducted in 12 sessions, there was an increase in scores. this can be seen from the change in data in the baseline (a) phase condition is -0 and in the intervention phase the data changes by +3, while the change in data between the conditions obtained by the subject is +6 or it is said that the data changes are improving. based on figure 9, it appears that there is a change in perceptual abilities after being given an intervention using the isutan game. in the baseline phase (a) the subject’s average attention ability is 2.75. while after intervention the ability to concentrate increased by 6.75. this shows that the game isutan jarat can increase the concentration ability of autistic children. discussion the concentration power of autistic children can be developed through play (woodard, & chung, 2018; irwin et al., 2014). there are games that are repeated from the simplest to the ones that are difficult to stimulate children’s perceptions (schultz, 2005; falkmer et al., 2016; kennedy & adolphs, 2012). according to him, autistic children are very easily divided (distributed) with a variety of media or colors that are striking in a room, eye contact that has not been well directed, tantrums, tend to parrot with what is heard, and easily hysterical when hearing a loud voice. the game of autistic children will focus more on concentration (rofi’ah, 2016). because playing is an activity that makes children feel happy and not forced to think. game therapy influence the concentration ability of autistic children during the learning process and interact with the teacher. autism has cognitive, language, social interaction, and behavior barriers. therefore it is necessary to practice through play that is encouraging. concentration is the main key to one’s success. if someone can focus his mind to concentrate, then all the potential he has will be explored to the fullest. beside that, play activities can increase excitement and relate to children’s emotions. conclution the traditional game isutan effective line is used to improve the perception, attention, and concentration of autism. based on the findings of this study, it is recommended that the snare isutan game be used as an alternative medium for autistic children in the barito river basin. references arnett, a. b., hudac, c. m., deschamps, t. d., cairney, b. e., gerdts, j., wallace, a. s., ... & webb, s. j. (2018). auditory perception is associated with implicit language learning and receptive language ability in autism spectrum disorder. brain and language, 187, 1-8. 22 journal of icsar; volume 3, number 2, july 2019: 16-22 bitsika, v., arnold, w. m., & sharpley, c. f. (2018). cluster analysis of autism spectrum disorder symptomatology: qualitatively distinct subtypes or quantitative degrees of severity of a single disorder?. research in developmental disabilities, 76, 65-75. doi: 10.1016/j.ridd.2018.03.006. bott, l., brock, j., brockdorff, n., boucher, j., & lamberts, k. (2006). perceptual similarity in autism. the quarterly journal of experimental psychology, 59(7), 1237-1254. falkmer, m., black, m., tang, j., fitzgerald, p., girdler, s., leung, d., ... & falkmer, t. (2016). local visual perception bias in children with high-functioning autism spectrum disorders; do we have the whole picture?. developmental neurorehabilitation, 19(2), 117-122. doi:10.3109/17518423.2014.928 387. irwin, j., preston, j., brancazio, l., d’angelo, m., & turcios, j. (2014). development of an audiovisual speech perception app for children with autism spectrum disorders. clinical linguistics & phonetics, 29(1), 76–83. doi:10.3109/02699206. 2014.966395. kennedy, d. p., & adolphs, r. (2012). perception of emotions from facial expressions in highfunctioning adults with autism. neuropsychologia, 50(14), 3313-3319. kouklari, e. c., tsermentseli, s., & auyeung, b. (2018). executive function predicts theory of mind but not social verbal communication in school-aged children with autism spectrum disorder. research in developmental disabilities, 76, 12-24. doi: 10.1016/j.ridd.2018.02.015 locke, j., ishijima, e. h., kasari, c., & london, n. (2010). loneliness, friendship quality and the social networks of adolescents with high functioning autism in an inclusive school setting. journal of research in special educational needs, 10(2), 74-81. rofi’ah. (2016). pengaruh permainan uno modifikasi terhadap kemampuan mengenal konsep bilangan pada anak autis. universitas negeri surabaya. rostron, j. (2010). on amodal perception and language in art therapy with autism. international journal of art therapy, 15(1), 36-49. doi: 10.1080/17454831003751024. schultz, r. t. (2005). developmental deficits in social perception in autism: the role of the amygdala and fusiform face area. international journal of developmental neuroscience, 23(3), 125-141. doi: 10.1016/j.ijdevneu.2004.12.012. wang, j. e., & tsao, f. m. (2015). emotional prosody perception and its association with pragmatic language in school-aged children with highfunction autism. research in developmental disabilities, 37, 162-170. doi: 10.1016/j. ridd.2014.11.013. webb, s. j., neuhaus, e., & faja, s. (2017). face perception and learning in autism spectrum disorders. the quarterly journal of experimental psychology, 70(5), 970-986. doi: 10.1080/17470218.2016.1151059. woodard, c. r., & chung, j. (2018). feasibility of a play-based intervention set for toddlers with autism. research in developmental disabilities, 80, 24-34.. doi: 10.1016/j.ridd.2018.05.010. wright, c. a., wright, s. d., diener, m. l., & eaton, j. (2014). autism spectrum disorder and the applied collaborative approach: a review of community based participatory research and participatory action research. journal of autism, 1(1), 1-11. doi: 10.7243/2054-992x-1-1 26 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 26-31 song-based reading module and learning through playing approach for children with learning disabilities hanifah sabina, vincent pangb, muhammad idris bullare@baharic ainstitut pendidikan guru kampus keningau, sabah, malaysia b,cuniversiti malaysia sabah, 88400, kota kinabalu, sabah, malaysia e-mail: hanifahsabin68@gmail.com abstract: reading skills are essential skills since early childhood education. for children with disabilities in learning (cwdl), specific reading-learning methods should be provided with regard to the problems faced by the children. hence, this concept paper provides an alternative in teaching and learning using the modul riang ria membaca (mrrm) based on songs and learning approach through playing. this study used a literary research method to obtain data for the development of reading modules for children with learning disabilities. the findings of the study were the “riang ria reading module” and the suggestion of the implementation of a fun and meaningful early reading instruction for cwdl. the use of songs as well as the integration of hands-on activities in the form of physical games creates an atmosphere of teaching and learning that can attract attention and focus of students with learning disabilities. keywords: modul riang ria membaca (mrrm), song, learning through play, students with learning disabilities. introduction humans acquire wisdom and knowledge in various ways, and reading is one of them. reading skills is also one of the fundamental sources of knowledge and the foundation of self-development towards becoming a knowledgeable human being (jamain, 2011). reading is the key to all of wisdom and knowledge. it is an important skill in all subjects. jamian (2011) also explains that reading and writing capabilities are a range of skills that are fundamental in the process of effective teaching and learning in various disciplines in the school. for some children, mastering the reading skills may be an activity that is simple and fun. there are even children capable of expanding their ability to recognize and read words they have never seen before as they enter the early stage of education. however, studies conducted by the national joint committee on learning disabilities (njcld) found that 20 to 30 percent of children had reading difficulty. in fact, respondents in a longitudinal study, consisting of children with learning disabilities (cwdl), acknowledge that reading is the most difficult thing they do in their lifetime. this cwdl is a special group that needs special education areas to help increase the potential for their inability in learning (anizam et al., 2013). according to the individuals with disabilities education act (idea) in cortiella and horowitz (2014), cwdl has disruption in one or more psychological processes involved in understanding or using language, speaking or writing, nuisances that may be apparent in imperfect listening ability, thinking, speaking, read, write, spell, or do math calculations (cortiella and horowitz, 2014). as a result, those who are also known as slow learners face self-conflict as a substantial decline in aspects of self-esteem, self-concept and motivation to learn due to their failure to master skills compared to their classmates. thus, the failure to read well is getting worse due to the absence of effective teaching strategies and the opportunity to learn, and this has long-term effects for students (mohamed, yasin and majid, 2012). children with special needs are categorized into three classes: 1) those with visual disabilities 2) those with hearing and speaking disabilities and 3) those with learning disabilities and autism. these children with special needs are the ones who have problems with the learning process at regular school settings. they need specialized education and services to develop their own potential and development (sofi et al., 2010). therefore, the special education division (bpkhas) under the ministry of education sets up specific design to provide educational programs for the three types of disabilities namely hearing, visual and learning disabilities (lokman and nurul, 2010). figure 1 shows the various disability groups in this country. 27hanifah s, vincent p, muhammad i b,song-based reading module and learning through playing . . . . figure 1. type of disability in malaysia hearing disabilities visual disabilities learning disabilities level of hearing • low • moderate • high • low vision) • blind • down syndrome • autism • dyslexia • slow learner • hyperactive • cleft lip and palate • epilepsy • mental retardation table 1. number of students with learning disabilities from 2012 to 2016 class 2012 2013 2014 2015 2016 preschool 641 662 690 714 680 primary school 28,839 29, 391 28, 985 30, 833 29, 739 secondary school 19,462 21, 274 21, 796 24, 399 23,185 total 48, 942 51, 237 51, 471 55, 946 53, 613 source: nor najihah et al., 2018. table 2. comparison of reading achievement for students with ld and students without ld grade 4 very poor basic mastery smooth excellent learning disabilities 69 % 20% 9% 2% without learning disabilities 27 % 35% 28% 9% grade 8 very poor basic mastery smooth excellent learning disabilities 60% 31% 8% 1% without learning disabilities 18 % 43% 35% 5% source: national assessment of educational progress, reading grade 4 and 8 national results, 2013. in malaysia, the number of special education students continues to grow year after year. a significant increase particularly in the category of children with learning disabilities (cwdl) shows that the problem is getting serious. in order to help students with special needs, the department of special education has established special education schools or schools that carry out special integration education programs or inclusive education programs. table 1 shows an increase in the number of students with disabilities in malaysia from 2012 to 2016. next, the comparison of achievement in reading performance for cwdl with those without learning disabilities (bp) children performed in the united states shows significant performance differences between the two groups. the findings of the national assessment of educational progress are shown in table 2. the failure to master the reading skills that existed at the early stage of education will continue and become more severe if there is no effective teaching strategy taken early on (mohamed, yasin and majid, 2012). cwdl who does not master reading skills will face the higher risks of failing in the school system (white, 2012). every child is entitled to equal and quality education (kementerian pendidikan malaysia, 2013). however, it cannot be denied that cwdl has extraordinary features in mental aspect, sensory capacity, and communication capability or social behavior. in addition, these groups also have different growth and developments as compared to normal children (mohamed, 2005). moreover, these groups have trouble paying attention, and collecting or processing information received in their memory. consequently, they have trouble understanding abstract concepts, and they are weak in the ability to understand written symbols such as alphabet and numbers. in the social aspect, cwdl are passive and refuse to participate in teaching and learning activities. this has to do with the problem of selfconcept and low self-esteem. according to mohamed (2005), because these children have difficulty to focus, 28 journal of icsar; volume 3, number 2, july 2019: 26-31 they have difficulty processing information, completing tasks and others, causing them to face socio-emotional problems. as a result, these children will distract other peers. therefore, cwdl needs a different teaching and learning approach than normal children. the teaching modules, the fun-based reading module (mrrm) were developed by the researchers to assist cwdl to master early reading skills. mrrm uses song and music as well as learning approaches through play in the teaching of reading. past studies have shown the importance of using songs and music in reading. umul (2014) explains that the song in the singing activity is an alternative to learning the language because the song is an art product that contains beautiful language elements, art elements that can be enjoyed and can give a sense of taste. according to majid (2002), children respond naturally to music sounds and they are happy to express themselves through songs and music. furthermore, a study by kindermuzik’s abc music & me (seg measurement, 2013) suggests that the use of songs with musical exercises has a positive effect on the development of brain function. the study found that increased brain function had a very significant effect on the development of children’s language. benefits of using songs are obtained in seven aspects: enhancing oral proficiency, listening skills, enhancing new vocabulary, sensitivity to phonology and phonemes, sensitivity to printed word detection, helping children with special needs and thus providing opportunities for family involvement (seg measurement, 2013). furthermore, cognitive psycholinguistic theory is the basis of mrrm’s construction, emphasizing that every child born has a natural language ability known as lad (language acquisition device). every baby born in this world has different capabilities of learning everything in the environment by using their senses. this statement is supported by cortiella and horowitz (2014) director of ld resources national center for learning disabilities in cortiella and horowitz (2014) that learning problems are not a prescription for failure, but with proper teaching methods, guidance and support, there is no limit to the achievement by cwdl. hence, psycholinguistic theorists have presented four levels of taxonomy of thought in reading activity -literal level, interpretation, assessment and assimilation. however, in this module, the researcher focuses only on the literal level and interpretation in accordance with the capabilities and requirements of the cwdl. in the mrrm there are seven teaching units and reading studies that focus on literary level and interpretation. this module is composed of two sub modules, the first of which is pre-reading skill consisting three units. the second part is the activity of recognizing letters covering four units comprising alphabet letters, vowels and differentiating uppercase and lowercase letters. the learning approach through play was chosen as an alternative teaching method to cwdl. learning through play is more encouraging through fun and child-centered learning (white, 2012). fun is the key to any learning process inside or out of the classroom. it is supported by piaget’s cognitive development theory and vygotsky’s social development theory explaining that play is important for children. according to piaget and vygotsky, play contributes to cognitive and social development of children (essa, 2011). essa (2011) play is a child’s task and children need the support and guidance of other individuals to help them master the skills while interacting. the types of games used in mrrm are physical and social games. jasmi (2012) emphasize reading techniques that associate a sound that is taught with a relevant action. according to him, this technique can improve memory, vision and hearing while making learning sessions more fun and active. mrrm also takes into account the application of vygotsky’s cognitive development theory. this theory is based on four main domains: (1) influencing social interaction in development, (2) scaffolding, (3) modeling, and (4) difference between the works of (zpd) independent children with the work through the help of others). the concept of scaffolding and zpd is ideal for helping children with special needs. the greatest contribution of this theory is the emphasis on the sociocultural nature of the development and learning process. vygotsky believes that higher mental functions generally arise through communication or collaboration between fellow socialists before the mental function is absorbed in individuals (syamsul, 2010). this study will be carried out to achieve four objectives and answer four predefined research questions. the objectives of the study are (1) identifying the level of reading ability of year one cwdl. (2) identifying the impact of mrrm on students’ ability to recognize symbols and forms; (3) identifying the impact of mrrm on abilities of students to identify and pronounce alphabet and (4) identifying the impact of mrrm on cwdl’s interest in reading teaching and learning. therefore, this study is aimed at preparing an early reading teaching concept paper by applying mrrm teaching modules to cwdl (in-kind) in the integrated special education program class in keningau, sabah, malaysia. the appropriate use of teaching strategies along with the support of teaching aids (bbm) and continuous support is aimed at improving the achievement of the cwdl. 29hanifah s, vincent p, muhammad i b,song-based reading module and learning through playing . . . . table 3. content and skills aspects in mrrm sub module(sm) unit & learning standard activity song learn through play sm1: mastering prereading skill a. recognizing object (object equation) recognizing object equations (various objects have similarities for example the shape and color of the objects are provided in the draw card) song: i have friends social game associative play wonderful brain b. recognizing objects (objects difference) recognizing object difference (various objects have different shapes and colors) song: book face physical games play the dough to produce a variety of shapes and colors c. name the object (in the class) naming various objects found in the class books, pencils, chalkboard, drink bottles and so on song: come to school social and physical games acting an object symbol d. naming the object (outside of class) name various objects found in school parks such as flowers, stones, leaves, insects and so on. song: see my garden social games and physical games play cooperative train to the botanical gardens sm2: learn alphabet a. identify the alphabet pronounce the guided alphabet song: riang ria abc social games and physical games (acting out the symbol of each alphabet) b. pronouncing vowels pronounce the vowels song: aieou horey-horey social games (cooperative) and physical games– movement and percussion c. identifying uppercase and lowercase letter differentiate lowercase letters and uppercase letters song: riang senada physical games and social games – play the flour dough to produce pairs of capital and lowercase letters method in preparing this paper, the researcher used the literary research method to identify the problems and needs for developing the teaching module for children with learning disabilities in low-grade learning. the same method is used to obtain relevant data to develop mrrm teaching module as well as suggestions on the implementation of early teaching instruction for children with learning disabilities. findings and discussion contents and skills for mrrm are compiled with reference to the 3m foundation of special education (learning problem) for year 1 (kementerian pendidikan malaysia, 2015). mrrm is developed with the preparation of content based on content and learning and the skill levels from easy to difficult. the preparation of songs and the preparation of play activities are tailored to the objectives and skills to be achieved. the implementation of teaching and learning is in a small group of between two to three people to ensure each cwdl is actively involved. subsequently, the allocation time for each unit and activity is recommended for 30 minutes. however, in order to meet individual needs, teaching and learning in the special education program (learning problem) is flexibly developed in accordance with the education (special education) regulations 2013, 8 (1) (c) stating that teaching and learning methods and techniques, the time allocated for every activity, activity structure and bbm are according to the special education curriculum (kementerian pendidikan malaysia, 2015). the allocation of teaching and learning duration using the mrrm teaching module is for eight weeks. table 3 shows the aspects of content and skills in mrrm. conceptual implementation of mrrm teaching and learning figure 2 shows the implementation process of teaching and learning reading using mrrm. individual teaching plan (itp) must be provided for each involved cwdl. the preparation of itps should take into account the individual capability of each cwdl. the teaching and learning process will be implemented using the teaching materials as well as bbm proposed in the mrrm. the song and music materials will use the videos and slides that have been provided. after the singing activity, students will perform game activities as a reinforcement of early reading activity. assessment to assess the achievement of learning objectives of each cwdl can be implemented throughout the teaching and learning session or after the implementation of teaching and learning. finally, teachers need to reflect on the achievement of the objectives of teaching and learning and identify the strengths and weaknesses of teaching and learning that have been implemented and then propose improvements to the future teaching and learning. 30 journal of icsar; volume 3, number 2, july 2019: 26-31 figure 2. the implementation concept framework of teaching and learning using mrrm conclusion in line with the national education philosophy, every child needs education to develop the potential of each individual. however, there are still cwdl groups who need special education due to their lack of character. hence, this paper proposes the application of reading teaching using songs and music as well as learning concepts through play provided in the mrrm module which is expected to provide an alternative teaching for fun reading to cwdl. it is hoped that this mrrm will not only enhance the interest and motivation of cwdl in early reading but can help increase the level of mastery of early reading skills as an essential skill in every child. subsequently, the use of mrrm as a material and method of early reading instruction for cwdl contributes materials and teaching alternatives to special education teachers, especially to teach those with learning disabilities. in addition, mrrm is also intended to be used for visual impaired children because singing and music are still relevant for this category. by doing some modifications to the materials and activities, games like flour processing are still suitable for use with the guidance of teachers and facilitators. furthermore, this concept paper is expected to enrich the ideas and suggestions for planning specialization activities for special education teachers at the district education office and state education department. reference jamian, a. r (2011). permasalahan kemahiran membaca dan menulis bahasa melayu murid-murid sekolah rendah di luar bandar. jurnal pendidikan bahasa melayu. 1(1), 1-12. anizam, m. y., manisah, m. a., & amla, m. s. (2013). pendidikan vokasional pelajar berkeperluan khas kearah memenuhi pasaran pekerjaan. in proceeding of the international conference on social science research, icssr (pp. 4-5). cortiella, c., & horowitz, s. h. (2014). the state of learning disabilities: facts, trends and emerging issues. new york: national center for learning disabilities essa, e. l. (2011). introduction to early childhood education (6th edt.). los angeles: wadsworth, cengage learning. mohamed, j. k. a. (2005). pendidikan khas untuk kanak-kanak istimewa. bentong: pts professional publishing sdn. bhd. mohamed j. k. a., yasin, m. h. m., & majid, r. a. (2012). pelaksanaan pengajaran kemahiran membaca dan menulis dalam bahasa melayu bagi murid prasekolah bermasalah pembelajaran. jurnal bahasa melayu. 2(2),111-127.; jasmi, k. a. (2012). metodologi pengumpulan data dalam penyelidikan kualitatitif dalam kursus kementerian pendidikan malaysia. (2013) ringkasan eksekutif. pelan pembangunan pendidikan malaysia (2013 -2025). kementerian pendidikan malaysia. (2015). kurikulum standard sekolah rendah pendidikan khas (masalah pembelajaran). asas 3m. dokumen standard kurikulum dan pentaksiran tahun 1. putrajaya. lokman, t., & nurul, q. m. (2009). faktor-faktor yang mempengaruhi keberkesanan pendidikan khas teknik dan vokasional untuk golongan orang kurang upaya di tiga buah politeknik. universiti teknologi malaysia. seg measurement. (2013). improving student language and literacy skill: a study of theefectiveness of the abc and me. music and program.retrived from: https://www.kindermusik.com/schools/ kinder musik-curriculum-works/ 31hanifah s, vincent p, muhammad i b,song-based reading module and learning through playing . . . . sofi, n., rohana, h., & amirmudin, u. (2010). falsafah pendidikan kebangsaan memperkasa peranan pendidikan teknik vokasional dan pendidikan khas. edupress. universiti teknologi malaysia. syamsul, b. t. (2010). psikologi pendidikan berbasis analisis empiris aplikatif. jakarta: kencana prenada media group. umul, k. (2014). pemanfaatan lagu sebagai pilihan bahan belajar bahasa. jurnal aktual, 1(2), 12-17. white, r. e. (2012). the power of play: a research summary on play and learning. rochester: minnesota children’s museum. majid, y, a. (2001). pendidikan muzik. kursus pendedahan pendidikan khas peringkat negeri perak. kedah: harvard suasana hotel. 41 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 41-47 the accessibility analysis for the special needs students in lambung mangkurat utomo, suratno universitas lambung mangkurat, indonesia e-mail: utomo.plb@ulm.ac.id abstract: the accessibility of building and environment is a part of the effort to fulfill the rights for disabilities. the people with disabilities is that every person who have the physical impirment, intelectual, mental, and also the sensoric for a long time which obstacle their interaction with the environment to fully participate. this research conducted to identify the condition and the availability of the building and environment in lambung mangkurat university. this research are conducted in 24 point of location which spread on 11 faculties in banjarbaru and banjarmasin regio and using the qualitative method and descriptive-analitic approach.the data collection technique in this research is that observation, measurement, and direct interview to the subject of the research. the result of this research will be a recommendation that can be a consideration to the stake holder to fulfilling the right of disabilities regarding the building and environment ini lambung mangkurat university. keywords: students with disabilities, accessibility, building and environment. introduction as we know that every citizen have a right to get the education for the rest of their life. this is no exception for citizens of persons with disabilities as stipulated in law number 8 of 2016. the right to education for persons with disabilities includes the right to get quality education in education units in all types, paths and levels of education in an inclusive and special manner, having similarity opportunities to become educators or education personnel in education units in all types, paths and levels of education, have the same opportunities as providers of quality education in educational units in all types, paths, and levels of education, and to get adequate accommodation as students. in line with the above, it has been regulated regarding special education and special service education in universities in the republic of indonesia permenristekdikti no. 46 of 2017 in order to expand opportunities and improve the quality of special education and special service education for students in universities. with this set of policies, it can be seen that the government is currently working to give attention to the fulfillment of the rights for persons with disabilities. one of the efforts made by the government is the promotion of the partition and empowerment program for students with special needs and persons with disabilities by appealing to university leaders not to restrict them from participating in the new student admissions process in 2017. in implementing policies related to students those with disabilities, of course, have consequences that must be accepted by universities. lambung mangkurat university is one of the higher education institutions that has implemented the aforementioned policy by accepting students with special needs in 2017. the students with special needs who are undergoing lectures include 8 students consisting of 5 students with hearing impairments, 1 disabled student , 1 blind student, and 1 autistic student in the special education study program, faculty of teacher training and education. in 2018, lambung mangkurat university received 2 students with special needs with a distribution of departments, 1 student in the teaching and education faculty history education study program, while 1 other person was in the law faculty. whiteneck, harrison-felix, mellick, brooks, charlifue, & gerhart stated that a person with disability may face three types of barriers: environmental, attitudinal, and technical. environmental barriers are barriers that environmentally limit persons with disabilities from accessing and using public facilities. attitudinal barrier means discriminating a person with disability through people’s attitude, ideas, and assumptions (e.g., assuming a person with communication disorder cannot understand you). electronic or technical barrier happened when a technology cannot be reformed into another format accessible by assistive devices. gilson also state that even though law enforce eliminating such barriers, some universities are physically inaccessible (alsalem and doush, 2018). the essential aim of inclusive higher education is to grant physical, psychological, and social accessibility in teaching and learning in finnish higher education institutions (heis), so that everyone has the same right and access to study regardless of one’s characteristics (karhu, 2014). in order to succeed in inclusive higher 42 journal of icsar; volume 3, number 2, july 2019: 41-47 education in accordance with the policies and regulations set out above, the consequences of higher education are not only limited to accepting students with special needs, but more than that universities are also obliged to provide services or facilities needed by students with special needs. these services and / or facilities as accommodation for students with special needs undergo lecture activities. one service or facility that can accommodate students with special needs is physical and non-physical accessibility. both of these are a necessity for students with special needs, and their availability is one of the fulfillment of rights for students with special needs. the provision of physical and non-physical accessibility in the campus environment will not reduce the academic community’s rights. on the contrary, the availability of accessibility both physically and non-physically will facilitate all academics. in line with this, indonesia basically has a policy that regulates the establishment of buildings and buildings, which includes law no. 28 of 2002 concerning building buildings which then the implementation regulations are elaborated through government regulation no. 36 of 2005. the two laws and regulations contained in the implementation of the provision of accessibility or convenience for persons with disabilities. based on the considerations regarding the regulation above, it is necessary to have technical guidelines for facilities as well as optimizing the regulation of the requirements for the ease of buildings and the environment. this was stated in minister of public works regulation no. 30 / prt / m / 2006 concerning facility technical guidelines and accessibility in building and environment buildings, and regulation of the minister of public works and public housing of the republic of indonesia no. 14 / prt / m / 2017 concerning ease requirements for building buildings. in the law of the republic of indonesia no. 28 of 2002, building is a physical form of the results of a construction work that is united with its place of domicile, partially or entirely above and / or in the land and / or water, which functions as a place for human activities, both for residential or residential areas, religious activities, business activities, social activities, culture, and special activities. the description in the pu ministerial regulation. no. 14 / prt / m / 2017, the environment is an area around a building or group of buildings that can be accessed and used by everyone. in its construction, buildings and environments are equipped with infrastructure and facilities, these facilities are the provision of facilities that suit the needs of all age groups and persons with disabilities to provide accessibility for users and visitors to activities in buildings. visitors are all people other than permanent users of buildings, while persons with disabilities are those who experience physical, intellectual, mental, and / or sensory limitations for a long time who experience obstacles and difficulties in interacting with the environment to participate fully and actively. the accessibility is an amenity that is provided for all people to realize the same opportunities that in this case are the use of buildings and the environment. dalam (jefri, 2016) the principle of accessibility in providing access to infrastructure and facilities, including: (1) salvation, that is, every building which is of a general nature in a built environment, must pay attention to safety for everyone, (2) ease, that is, everyone can reach all places or buildings that are general in an environment, (3) usability, that is, everyone must be able to use all places or buildings that are general in an environment, (4) independence, that is, everyone must be able to reach, enter and use all public places or buildings in an environment without the need for help from others. persons with disabilities have accessibility rights, this is stated in law no. 8 of 2016, which includes the rights to getting the accessibility to utilize public facilities and get decent accommodation as a form of accessibility for individuals. an important element in the accessibility of buildings and the environment included in the republic of indonesia public works and housing peraturan menteri no. 14 / prt / m / 2017 covering facilities and infrastructure. the facilities for managing the building functions include stairs, ram, elevators, stair lifts, escalators, and / or walking floors. in addition, the completeness of the infrastructure and facilities for the use of buildings in these regulations includes the worship room, dressing room, lactation room, toilet child care (tpa), hand sink, shower, urinal, trash can, communication and information facilities, waiting room, control equipment and equipment, signs and markers, meeting points, parking lots, automatic parking systems, and surveillance camera systems. accessibility refers to ‘the degree to which an environment, service, or product allows access by as many people as possible, in particular people with disabilities’ according to world health organization [who]; world bank 2011) at (chiwandire and vincent, 2017). ‘accessibility’ entails making it possible for ‘persons with disabilities to live independently and participate fully in all aspects of life’. signatories to the convention are thus obliged to take appropriate measures to ensure to persons with disabilities access, on an equal basis with others, to the physical environment, to transportation, to information and communications, including information and communications technologies and systems, and to other facilities and services open to or provided to the public. as chanika stated that participation also depends on physical access, such as the shape and design of buildings (magreth, 2016) amka (2018) stated that even though the national government regulations have been issued nationally 43utomo, suratno, the accessibility analysis for the special needs students . . . . to implement inclusive education in higher education, but if the policy is not implemented, then that’s policy does not affect changes as desired. it means the students with special needs cannot be served well to get the oppurtunity to access the higher education. in its application, the provision of accessibility to buildings and the environment has a major impact on persons with disabilities which include individuals or groups with motor and mobility barriers, individuals or groups with visual impairments, and seniors (elderly people). as gandiya (2016), most of buildings that do not have ramps and handrails which give difficlty to people with disability to access the buildings. buildings constructed must be fully accessible to students with disabilities. in addition, alterations to buildings must “to the maximum extent feasible” be “readily accessible to and usable by handicapped persons.” according to kurniawan, (2014) several requirements that must be fulfilled in providing accessibility for the three individuals or groups are as follows: (1)wheelchair users, all types of furniture are placed in a place that allows it to be reached; meet the minimum minimum area requirements; providing elevator facilities to address rooms with mileage that inhibits wheelchair users and provides ramps in facilitating wheelchairs to reach the destination; the floor surface is made of smooth and hard material, (2) persons with visual impairments (blind), areas must be easily identified; avoid open-plan areas that are too broad by using furniture; the corridor is on the right; the room is made bright, glare free, and without shadow; square-shaped room to facilitate front-rear and right-left orientation; the door must open from a busy circulation area with a non-busy circulation area; important elements, such as reception desks, stairs, elevators and toilets, must be placed in a clear and predictable place; provision of orientation instructions that arise; provision of handrail equipped with british information; use of broken glass on wall and door elements using glass; visual markers equipped with audio markers; and consistent acoustic creation throughout space, (3) older people, endangered areas must be removed; completing accident prevention features (handlers and / or antislip); accessible bathroom equipped with a bench; and provide orientation tools (signs etc.) there is a high level of variability across institutions in the ways they meet these needs, as institutions are differently resourced and differentially prioritize accessibility. some of the ways higher educational institutions may provide meaningful access include provision of auxiliary aids or services (i.e. provision of a sign language interpreter or a screen reader), modification to nonessential academic requirements (i.e. allowing a student to complete an exam orally rather than in writing or have additional time to complete exams), reasonable adjustments to policies, procedures or practices (i.e., increasing number of allowable absences, exception to no-pet policy). ultimately, ensuring access is not simply an issue of legal compliance, but a reflection of an institution’s commitment to creating educational settings in which all learners can participate, develop, and contribute (thurber and bandy, 2017). this research is an effort to identify the actual conditions regarding building and campus environment through surveys which include observation of facilities available in the campus environment, interviews with building managers related to accessibility, advocacy of services to building managers, and the results of audit surveys on campus environment facilities at lambung mangkurat university. the results of this study are expected to be a recommendation and consideration for stakeholders who are stakeholders at lambung mangkurat university in fulfilling the rights of persons with disabilities related to the accessibility of buildings and campus environments. method this study uses a qualitative method with a descriptive-analytic approach, according to sugiyono dalam (ufie, 2013) qualitative methods are used to obtain deep data and a data that contains meaning. this research was conducted by empirical observation through the process of observation, measurement and interviewing to the parties concerned. primary data collection in this research is carried out by direct measurement and observation to identify the actual conditions of buildings and the environment. in addition, data collection is also carried out by indepth interviews with building managers and the environment to find out in detail about the policies and efforts of stakeholders in meeting the accessibility of buildings and the environment in the managed area. the object of this research is all elements of the building and the environment found at lambung mangkurat university which includes lecture rooms, public facilities, and supporting facilities. buildings and environments are scattered in all locations as many as 11 faculties and the main public facilities are located at the center of the academic activity area located at lambung mangkurat university. the results of data collection are then identified and reduced according to the research conducted. procedures and technical processing of research data includes several steps, including: (1) sort and classify collected data; (2) provide a code (coding) on the data collected; (3) confirming data to data takers to obtain; (4) analyzing data in accordance with the research objectives. 44 journal of icsar; volume 3, number 2, july 2019: 41-47 table 1. accessibility elements of building and environment no. element of accesibility minimum standard 1. the gates • the signpost • difable symbol • guiding block/ warning block 2. pedistrian sirculation • the minimal of width of one direction sirculaiton 130 cm, for two direct 180 cm • slope of line 50-70 • road surface (stable, strong, and weather resistant) • road texture (non slippery surface) • guiding block/ warning block • pedestrian free of barriers • pedestrian edge about 10 cm wide, 15 cm wide along the pedestrian path. 3. guiding sirculation • the width of sirculation at least 120 cm • tile texture • warning texture 4. parking area • signs with disabilities • difabled symbols (wheelchair) in the parking area • the width parking lot at least 375 cm • the access of the main door are available • the distance to the entrance max. of 60 m • connecting with the ramp • connecting with pedestrian • guide sirculation/ warning • railing handle • guiding block/ warning block 5. drop out area • minimum width of 360 cm • maximum length of 600 cm • connecting with ramp in pedestrian path • maximum slope of 50 • there are signs for disability 6. ramp • minimum width of 80-90 cm • there is bordes of 120 cm in every length of 900 cm • there is a guide lane • there is a handrail in every sides • non-slippery surface • guiding block/ warning block 7. hall/ lobby • there is signpost • guiding block/ warning block • counters/ information (minimum lower height of 65 cm, maximul heigt up of 85 cm) • table (minimum lower height of 65 cm, maximul heigt up of 85 cm) and places to sit • corridor and door • ramp stump (minimum height of 10 cm) • stairs (maximum footing height of 15 cm, footing width of 27-30 cm) 8. door • minimum width of 90 cm • the handle height is easy t reach with the maximum of 110 cm • open direction (sliding) • the doors with 1800 45utomo, suratno, the accessibility analysis for the special needs students . . . . 9. lift • the buttons with letters appear/ braille + voices • the height of buttons (90-120 cm) • there is a handle in lift (maximum height of 80 cm) • non-slippery floors • the minimum width room of 140x140 cm • lighting • emergency exit 10. toilet • the signpost • open direction • door with minmimum width of 90 cm • toilet seat (heigth of 50 cm) • handrail 11. the sink • the sink height of 95 cm (the sink of 85 cm, tap water from the sink of 10 cm) • maximum the sink room width of 120 cm (conditional) • the sink sticks or hangs on the wall • the type of faucet is not swivel 12. electric socket • maximum height of 90 cm • the clamp plug next to the plug 13. supporting facilities the trash bin • maximum height of 60 cm • the type of trash bin is swing table • maximum height of 85 cm • the minimum free space around the the table of 140 cm cupboard • maximum height of 120 cm • the sign are using appear letter (braille) • using contrast colour • the position is not disturbing the sirculation path figure 1. research flowing the data that has been analyzed is then concluded and important things that can be considered are recommended to the relevant stake holders in order to fulfill the accessibility of buildings and the environment in the next development and improvement. findings and discussion analysis of accessibility of buildings in the university of lambung mangkurat is carried out by the process of observation, measurement, and interviews. the instrument used in the process of collecting data is an elaboration of regulations or regulations that have governed the accessibility of buildings and the environment. in this case the instruments used include 1) observation instruments related to the availability and conditions of the accessibility elements in buildings and the environment; 2) interviewing instruments for building management and the environment regarding understanding, commitment, regulation, implementation, monitoring and evaluation, and reference to accessibility of buildings and the environment as a form of knowledge mapping and advocacy for the procurement of facilities and; 3) audit instruments that contain measurement activities on the conditions of accessibility of buildings and the environment. according to (cox, murray, pay, robertson, i., tallintire, and webster, 2009) when considering inclusivity in higher education building design, thought should be given to the various environmental and cultural barriers that can be encountered. barriers can include inaccessible or inappropriate main campus buildings, circulation areas, accommodation, social spaces and amenities, and poor teaching and learning environments. inclusive building design aims to remove barriers and enable the environment to be used by everyone without the need for much individual customisation. 46 journal of icsar; volume 3, number 2, july 2019: 41-47 figure 2. the availability of building and environment facilities in lambung mangkurat university figure 3. the condition of building and environment facilities in lambung mangkurat university figure 4. the interview with manager of building and environment in lambung mangkurat university based on the diagram on figure 2. basically 9 of 13 element of building and environment accessibility at 25 location point which spreading in two regios still not available in lambung mangkurat university. based on the survey, we can know that the accessibility often met in the new buildings rather than the old buildings. that’s cases related with the statement of (chard and couchmaking, 2010) that old buildings accessible to all and preserving their heritage can be a difficult and costly task. there does not appear to be a correlation between age of a building and problems with access for disabled people. some of the original, but modernised buildings have excellent access and design, other buildings, constructed inrecent years have considerable access problems. the condition of building and environment can be known from the figure 3. that shown that 11 of 13 element of accessibility still categorized as not access. with regard to higher education accessibility for students with disabilities, barriers include physical, architectural, service deliveries, provisions of learning materials and equipment, attitudinal and cultural influences. apart from the multitude of barriers that affect the education of students with disabilities, physical barriers are visibly challenging these students. free movement in the university campuses is assumed to be the right stated by idea. tirussew and tirussew & ellena state that accessible classrooms, dormitories, halls, dining rooms, recreational areas, library, service delivery units, dormitories, exit passageways in emergency situations are all elements of physical accessibility, however these basic conditions are not adequately met (muzamil, 2018). based on the result of interview with building and environment manager who one of stake holder which most important to realize the right fulfillment of building and environment accessibility, the diagram shows that the rate of manager building and environment understanding about disabilities and also their rights are catogorized quite high. in the terms of commitment related to the readiness of the realization of accessibility for persons with disabilites, building managers have sufficient willingness to implement regulations that basically have no regulatory products in each faculty and campus environment. the unavailability of regulations governing the accessibility of buildings at the faculty level has impacted to the effort to realize the accessibility of buildings, so that there is no monitoring-evaluation agendas. and also the buildings cannot be referrence as a suit building. those result relate with the statement of raue & lewis that a few of the barriers cited by institutions as preventing the implementation of universal design include limited resources for training on accessibility issues, the expense of purchasing new technologies, and other competing priorities on campus (mcginty, 2016). conclusion the survey of buildings and environment accessibility at lambung mangkurat university has only been conducted at 23 points. not all building position points are surveyed because of limited time, fund, and energy. however, it can be concluded that all of buildings (old buildings) and the environment are almost had same result. based on the result of survey which conducted at 24 point of location, it is stated that there are still many buildings (special facilities or public facilities) that are not in accordance with the specification of technical accessibility. 47utomo, suratno, the accessibility analysis for the special needs students . . . . from 23 points of locations of survey the buildings are still difficult for people with disabilities, especially for wheelchair users, crutches, and blind people. there are still many places that are not facilitated by ramps or elevators as a substitute for ladders or other media, making it difficult for persons with disabilities to be able toaccess them independently or with help of others. from 24 point of locations the most complete facilities for persons with disabilities is that the postgraduate buildings, but most of them still not fulfilling the standards yet. the policy makers states that they have a high commitment to implementing the regulation of accessibility, but they are constrined by the absence of work programs which related to the accessibility, funding, and also the technical knowledge. references alsalem, g., & doush, i. a. 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(2013). kearifan lokal (local wisdom) budaya ain ni ain masyarakat kei sebagai sumber belajar sejarah lokal untuk memperkokoh kohesi sosial siswa (doctoral dissertation, universitas pendidikan indonesia). 37 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 level of augmentative and alternative communication knowledge and skills among special education teachers for autistic students in primary school shuhada abdul ghani, suziyani mohamed national university of malaysia, 43600 bangi, selangor, malaysia. email: shuhada@siswa.ukm.edu.my abstract: supplementary and replacement communication or augmentative and alternative communication (aac) is needed to replace the voices of autistic pupils who have difficulty communicating throughout the learning and facilitating process (pdpc) in the classroom. the teacher’s proficiency in communication skills can enhance and develop positive learning behaviours of autistic pupils throughout the learning process. this research aims to identify augmentative and alternative communication skills among special education teachers for autistic pupils in the classroom. a total of 73 special education teachers throughout malaysia were selected as the respondents for thy research. the data obtained in the form of percentage shows the knowledge and skills of teachers in implementing aac. overall, this research shows that the level of knowledge and skills of teachers in implementing aac in the classroom is still moderate and requires training. keywords: knowledge, skills, augmentative and alternative communication, autism introduction united states national research council (2001), formulated strategies by providing support, and augmentative and assistive tools to meet the needs of special needs pupils (tobergte & curtis, 2013). this education policy was entrusted to special education teachers throughout the country to implement these skills during the pdpc process at the schools. this policy is in line with the approach of the malaysia education blueprint 2013-2025 that assigns a great role to the teachers as a leader in the classroom. the teachers need to provide a good example to their students, and often serve as a role model for young people (blueprint, 2013). students with verbal communication problems have two difficulties regarding language. first, they cannot express what they want to communicate through the speech; and second; they have difficulty to understand the speech of others. if this situation cannot be traced at the beginning of schooling, they will be left behind in their education. they will also be left behind in many other aspects related to verbal communication. it makes it difficult for these pupils to live a good social life with their peers at school (jang et al., 2011). autistic pupils experience communication difficulties at home and school. it complicates and restricts their positive behaviour in delivering their wants. according to american psychiatric association (2016), autism is defined as mix inability, and it is usually seen among children below 12 years old. this condition is caused by the effects of neurological disorders that interfere with brain function. this situation will make it difficult for them to live their daily life at home and at school. according to mustonen et al. (1991), augmentative and alternative communications are the methods and tools that can enhance existing verbal communication skills. thus, students with communication problems including speech need specific learning attention. council (2001), classified communication disability intoe two main divisions that aree attention merger and use of symbol. while porter (2002) and kuder (2003) classified aac into non-verbal and verbal to replace sound and voice, social difficulties, communication disabilities and behavioural problems. american speech-language-hearing association defined aac as a form of communication using gestures, sign language, electronic devices, photographs, speech instruments or written communications. a study on the communication of autistic individuals has been done over the past ten years. data released by the malaysian psychiatric association in 2008 estimated that 1 out of 500 children in malaysia had autism spectrum disorder and statistics shows that about 47,000 malaysians had autism. of these, 4 or 5 people of 10,000 patients were experiencing pure autism that results in loss of ability to understand the surroundings but themselves, and this number is expected to grow year by year. almost (70%) of children with autism have a problem of mental retardation at different levels, causing their learning process to be slow, difficult to interact, experiencing communication disorders and having behavioural problems. the aac method has been widely practised in developed countries, and the outcome demonstrates a great improvement in the learning behaviour progress of autisticsstudents. according to sigafoos & mirenda (2002), aac components include communication 38 journal of icsar; volume 3, number 1, january 2019: 37-42 techniques, symbol systems and communication skills by the needs of students. various aac methods can be used including non-aided aac such as sign language, body movement, facial expression and fingerspell, and aided aac that is communication using additional tools such as pictorial communication systems and high-tech communication systems (ganz, 2014). non aided aac communication techniques do not require external and mobile support tools. this technique utilises methods such as speeches, sign language, gestures and facial expressions. it requires the ability, memory, sign language skills and creativity that sometimes it is difficult to learn. light & drager (2002), stated that aided aac is a technique that utilised support tools and requires detailed procedures for its maintenance. the support tools range from simple to sophisticated electronic devices that have a complex system. this technique requires real devices such as laptops, cell phones, ipads, ipods, go talks, hip talks, partner 4, tech talk, tech scan and voicepal pro. this technique is also easy to use and easy to fit according to the difficulty and ability level of thesstudents. it can generate more complex messages than the user’s language capabilities and can communicate from a distance (zlatanova, 2002; kuder, 2003). there are many communication aids available in the classroom but are not utilised due to lack of awareness, no initiative or lack of creativity among teachers (pilgrim, bledsoe, & reily, 2012). undoubtedly, educating special needs children is very challenging and demands a high level of patience and commitment from the teachers (hamzah, 2014) thus to attract the interest of autistic pupils with various behavioural problems to study is a challenging task. not all teachers were exposed to the use of sign language and pictures as a communication mode and consequently impact student learning (aini & hanifah, 2015). in addition to behavioural and communication problems, autistic students show progress regarding motor, cognitive, and social developments. their ability in self-reliance is different from other normal children. students with disabilities who are in this special education class have a better chance of success following to the module provided such as collaborative learning, co-operative teaching, peer guidance and innovative educational system scheduling implemented comprehensively in the classroom (abbeduto et al., 2004). autistic students have a different behavioural disorder from normal students. they experienced complex developmental issues regarding socialisation, behaviour and communication skills. they usually cannot get along with other students and often cause behavioural problems. some autistic students never communicate and do not want to follow the learning process in the classroom. when an identified autistic student fails to speak and communicate properly, intervention and alternative augmentative communication skills are required to improve communication skills (son et al., 2006) both acc systems were simultaneously available and the child could select which one of the two systems to use. there was little difference between pictureexchange and voca in terms of acquisition rates. two children demonstrated a consistent preference for picture-exchange and the third showed a preference for the voca. both speed of acquisition and system preference should be considered when designing aac interventions for children with autism and related developmental disabilities. it is impossible to achieve pdpc without effective communication in the classroom (cooper & simonds, 2007). some of the autistic pupils sleep all day in the classroom without following any learning activities, and this is very detrimental to the potential that should be polished among them. noraini, zamri, & zahara (2012), also pointed out that most teachers at integrated special education for learning difficulties class (ppki) do not receive extensive training and exposure to address the communication skills problem between the teachers and the pupils. this finding is supported by ghani and ahmad (2014) that stated autistic students usually have communication disorders, problems in social interactions, sensory disorders, play patterns disruption and emotional behaviours. according to the american psychiatric association (2016), these autism disorders range from three main areas of stereotyping and restricted social interaction, communication and behavioural distortion. it is imperative for a special education teacher to understand and apply the appropriate communication methods during the pdpc, including the use of technology appropriate to the learning needs of learners with learning difficulties (rabi, 2015). this study decided on two research objectives: (i) to identify the level of aac communication knowledge and skills among teachers of learning difficulties special education; (ii) to identify the level of aac communication teaching skills among teachers of learning difficulties special education method this research adopted a survey methodology to identify the level of aac communication knowledge and skills among the special education teachers. according to creswell and creswell (2017), a study conducted using the survey method can collect data directly from the subjects and could generalise the population. a survey using a questionnaire instrument was chosen because it is easy to administer and easy to process. 39shuhada abdul g, suziyani mohamed, level of augmentative and alternative communication. . . . table 1. acc knowledge items among teachers of integrated special education for learning difficulties no. items yes (%) no (%) 1. able to differentiate between augmentative and alternative communications 53 47 2. understands augmentative communication as a replacement communication 68 32 3. understands augmentative communication as a supplement communication 72 28 4. understands that aac can be implemented without assistance (unaided) 33 67 5. understands that aac can be implemented with assistance (aided) 54 46 6. understands that aided aac can be implemented using low technology 56 44 7. understands that aided aac can be implemented in the classroom 64 36 8. understands that unaided aac can be implemented outside the classroom 56 44 9. understands the use of smartphones 97 3 10. understands the use of ipad 79 21 11. understands the use of laptop 97 3 12. understands the use of go-talk 32 68 13. understands the use of communication boards 56 44 14. understands the use of communication books 64 36 15. understands the use of the picture exchange communication system (pecs) 50 50 16. proficient in searching for information using the internet 95 5 17. proficient in using google application to look for pictures 95 5 18. proficient in uploading pictures online 90 10 19. proficient in uploading audio online 71 29 20. proficient in uploading videos online 76 24 21. proficient in uploading videos using youtube 72 28 findings and discussion findings aac is a method that anyone can use including individuals who cannot speak or have speech problems (millar, light, & schlosser, 2006). the aac is a communication method that can be used to analyse the effectiveness and outcomes of its implementation in the classroom (santrock, 2011). this study looked at the knowledge level of special education teachers in obtaining the best teaching skills method throughout the pdpc process. if the students with verbal communication difficulties can be identified early, teachers can plan and provide alternative communication to get them engaged and gain understanding during pdpc (harding et al., 2011). this section discusses the findings of questionnaires that answer questions related to augmentative and alternative communication knowledge among teachers of integrated learning difficulties special education. findings are detailed out in table 1. findings from the questionnaire showed an increase in internet knowledge (95%), proficiency in using the laptop (97%) and smartphones (97%). however, (47%) of special education teachers were still not able to differentiate between augmentative and alternative communication while only (33%) understood that aac can be implemented without using technology assistance in the classroom. a total of (68%) of the teachers were not aware of go-talk as one of the tools that can be used in aided aac methods as the communication aid and only (50%) of the teachers were using the picture exchange communication system (pecs) that has been proven to help communication and behavioural problems among autistic pupils. the findings from the questionnaire showed that knowledge and skills limitation of special education teachers were due to their dependency on laptops and internet search for implementing aac in the classroom. discussion united states national research council (2001) found that teacher training is the weakest element in the effort to provide effective services for autistic students. improper teacher training is also a major issue that hinders the provision of adequate and well-trained teachers in the field of education for autistic students. students with autism spectrum disorder (especially classic autism) are not easy to educate. they are less 40 journal of icsar; volume 3, number 1, january 2019: 37-42 students experience social interaction disorders, communication skills and imagination problems. therefore, the progress of these autistic students is slower than normal students. however, the degree of disorder of an autistic individual differs from the other. effective learning needs for autistic students involve appropriate behaviour control, and communication and social skills. frequent problem happening inside the classroom during the pdpc process are undeveloped communication, and uncontrolled action and behaviour (trevarthen et al., 1996). there are certain conditions for which autistic pupils cannot speak even when they communicate well, and that is called ‘mutism’ (sakinah & nurdin, 2014). these autistic students require teachers with unique teaching skills to assist and provide them with the most basic support skills in the aspects of communication, socialisation and behaviour (alexander, ayres, & smith, 2015)the authors include 23 studies where researchers experimentally evaluated training for teachers of students with autism spectrum disorder (asd. therefore, the communication skills of these students need to be stimulated and to assist them to create interest to follow through the pdpc session. lack of awareness and appropriate teaching techniques among teachers may affect students’ achievement. hence it is important for teachers to understand the appropriate teaching skills to the autistic students to start the pdpc session and to understand their learning behaviour while in the classroom. the use of augmentative and alternative communication technique such as swapping of pictures, sign language and gestures during pdpc can be developed through a series of formal training and workshops. teachers who apply effective communication methods and techniques will encourage and help the pupils to clarify the message they want to convey. through this study, the researcher assessed how aac communication knowledge and skills mastery among special education teachers during the pdpc session in the classroom could address the communication problems of autistic pupils. conclusion augmentative and alternative communication skills mastery among teachers can help to improve the communication difficulties among students with learning problems, especially autistic students who have speech problems during pdpc session in the classroom. aided and non-aided aac communication skills mastery cover the whole aspect of verbal and non-verbal communication. aac communication skills procedures and tools provide the best opportunity for individuals who cannot speak for them to communicate with others. however, if these procedures and tools are not used and optimally utilised, they will certainly not bring any benefits. likely to benefit from conventional education systems and special education methods that may be inadequate. according to hasnah et al. (2010), lack of knowledge on autism amongst special education teachers is believed to be due to the lack of comprehensive inputs received throughout the education training program during university or institute studies. the findings show that most of the special education teachers mentioned that the training received for recognising autism characteristics, assessing autistic students, conducting teaching strategies for autistic students, undergoing a hands-on experience with these children and collaborating with other professionals and parents are insufficient. similar results are also found in the research conducted by subihi (2013) in which there was inadequacy of the student teachers’ knowledge of aac. therefore, special education teachers need to do their training to master autism modules that include social skills, communication, self-knowledge, support strategies, behavioural management and intervention. this research examines how primary school special education teachers apply aac teaching skills in the classroom to address the communication problem of autistic students. in the aspect of learning and facilitating, the ability of students to get the maximum knowledge, the progress will depend on the teachers’ and students’ ability to master effective communication (sakinah & nurdin, 2014; rabi, 2015). there are four recommended aac competencies suggested by da fonte & boesh (2016) consisting of communication development and communicative competencies, teamwork and collaborative practices, role and functions of aac systems, and aac assessment and instructional strategies. statistical data report by centre for disease and control prevention on autistic students released in the united states in 2010 showed that 1 in 110 children were experiencing autism (toran & bujang, 2013). this situation increased dramatically within five years, and the latest data in 2015 showed an increase of 1 in 68 children who have been diagnosed with autism. a study by hazahamima and norshidah (2016) found that autistic students were not interested in traditional pdpc sessions conducted in the classroom. they were found to have ignored the pdpc sessions by demonstrating challenging behaviours such as walking, quivering hands, daydreaming and crying. it has become a requirement for a special education teacher to equip themselves with optimum communication skills to help to make pdpc effective both inside and outside the classroom (sakinah & nurdin, 2014). lack of knowledge of autistic students among teachers complicates the efficient teaching and learning process. some teachers are labelling the autistic students as stupid because they lack knowledge on how to approach them. almost all autism cases among 41shuhada abdul g, suziyani mohamed, level of augmentative and alternative communication. . . . it is important for teachers to understand the appropriate teaching skills to the autistic students to start the pdpc session and to understand their learning behaviour while in the classroom. the use of augmentative and alternative communication technique such as swapping of pictures, sign language and gestures during pdpc can be developed through a series of formal training and workshops. references abbeduto, l., seltzer, m. m., shattuck, p., krauss, m. w., orsmond, g., & murphy, m. m. 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(2002). augmented reality technology 77. retreived on http://www.gdmc.nl/publications/ reports/gist17.pdf. 9 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 9-15 indonesian perspectives on inclusion: teachers, parents, and students perspective euis heryati, een ratnengsih, esty faatinisa universitas pendidikan indonesia, indonesia email: euis_heryati@upi.edu abstract: one of the most significant changes in education over the past few decades has been the movement towards inclusive education. many schools are encouraged to implement an inclusive approach in accepting and educating students with disabilities. one of the disabilities students encounter in the regular class is learning disability (ld). this study uses a case study approach to examine the perspectives of students with ld, parents of students, and classroom teachers in regular schools that held inclusive education. a number of similarities and differences in perspective between students, parents, and teachers in each case were identified. similarities and differences in perspective were also found between each case. some practical implications will emerge from this study. keywords: inclusion, teachers’ perceptions, parents’ perceptions, students’ perceptions introduction one of the most significant changes in education over the past decade has been the movement towards inclusive education. currently, inclusive education in indonesia is an idea that has been supported by government policy, which is the republic of indonesia minister of national education regulation no. 70 of 2009 concerning inclusive education for students who have disabilities and have potential intelligence and/ or special talent. thus, schools are encouraged and are required to implement inclusive education that accepts all children, including students with ld. a number of studies have shown that students with ld do not perform well academically and they make minimal progress in general education classes (fuchs, fuchs, fernstrom, 1993; klingner, vaughn, hughes, schumm, & elbaum, 1998). however, there are also studies that show that students with ld can achieve success in inclusive classes (chmiliar, 2009). unfortunately, the question of whether inclusive programs are effective for students with ld can not be answered. inclusive classrooms are diverse and filled with dynamic settings with lots of connections between students, teachers, and parents. therefore, it is important to see how stakeholders experience various aspects of inclusion (schumm & vaughn, 1998) and examine their perspectives to develop a comprehensive picture of inclusive classes. other studies concerning the perceptions of parents, teachers, and students were done by some researchers. frederickson, dunsmuir, lang, and monsen (2004) found that parents, students, and teachers all reported academic and social benefits in the setting of mainstream/inclusive education. agreement among stakeholders regarding the need for students to have some level of self-determination, the need for communication, and the need for administrative support were identified (lehmann, bassett, & sands, 1999). swedeen (2009) found differences in the meaning of inclusion term among members of stakeholder groups. chmiliar (2009) examined differences in the perceptions of middle school students, their parents, and their teachers regarding students’ self-confidence. after moving to inclusive programs, parents and teachers reported that students displayed increased self-esteem and self-confidence, solidarity, and higher expectations. several studies have examined and compared perceptions of social skills according to teachers and students. mcleod, kolb, and lister (1994) found that the perception of regular education teachers differed significantly from students with ld regarding to social and school skills that are important for success. similarly, pavri and monda-amaya (2001) found that teachers and students identified different roles for themselves, also, preferences for social intervention strategies according to teachers and students were different. the different perceptions of students with special education needs and teachers in inclusive classes. he found that students with special needs had lower self-concept scores, and accompanying teachers expressed more negativity regarding inclusion. students’ perceptions of their academic difficulties and this perception changed after learning strategies, with the changes were related to teacher perceptions regarding the strategies students used. students were more consistent in using strategies after instruction and the teacher considered them to be more strategic. 10 journal of icsar; volume 3, number 2, july 2019: 9-15 there are only few studies that examined and compared the perceptions of teachers and parents about inclusion. the perceptions of teachers and parents and they found differences in opinion between the two groups about the future of inclusion, even though the two groups supported inclusion and its continuation. differences in parents and teacher perceptions of individual transition planning (chmiliar, 2009). based on an analysis of several studies above, there are still a number of gaps or shortcomings in those studies, such as there are still few studies that systematically examine and compare the inclusion experiences of students with ld, their parents, and their regular education teachers. the majority of studies report separate perspectives from each stakeholder group without cross-comparisons. checking and comparing perspectives are important to get a more comprehensive understanding of inclusion experiences and potential differences between experiences and to identify factors that possibly contribute to or hinder the success of inclusive education programs. inclusive classrooms are basically complex environments that must involve active participation from all stakeholders to make inclusion programs successful. the classroom teacher’s perception or view of inclusion has been widely discussed in several literatures. scruggs and mastropieri (1996) found that in general, teachers expressed positive attitude towards the inclusion of students with disabilities and saw benefits and positive values in inclusion. however, special education teachers may be more supportive of full inclusion than general education teachers (elhoweris & alsheikh, 2004). those teachers expressed unpleasant attitude towards teaching students with severe disabilities, but this attitude could change as a result of experience and/or training (elhoweris & alsheikh, 2004). based on analysis of several studies ranged from 1958 to 1995, teachers often reported that they did not have sufficient time or training in order to teach in inclusive classrooms. lack of training could lead to low self-esteem and guilt (scruggs & mastropieri, 1996). meanwhile, teachers working in an inclusive collaborative environment reported positive attitudes and results. there are several studies that have examined the perspectives of parents of students with ld. many parents reported positive support for inclusive class placement (myles & simpson, 1990) because they reported increased self-esteem, opportunities for socialization, increased student enjoyment, participation, as well as positive social and emotional outcomes (leyser & kirk, 2004). however, parental reluctance to reintegration has also been reported. (elhoweris & alsheikh, 2004) found that parents expressed preference for inclusive classroom settings, but when involved in the arrangement, they were actually more satisfied with separate services. parents have expressed continuing need to engage with school, positive and negative experiences with school, and social care. leyser and kirk (2004) further noted parents’ concerns about social isolation, negative attitudes, quality of teaching, and teacher training and skills in inclusive classes. students with disabilities have strong individual perceptions about their school placement (shah, 2007). they like inclusive classrooms because they are more suitable and more fun to find friends (vaughn & klingner, 1998). they have preference for working in small groups and doing work harder in inclusive and more accepted classrooms. they also have a higher self-perception, and more satisfying relationships (wiener & tardif, 2004). on the other hand, students with ld like to attend the learning room because they get additional assistance and are involved in activities. however, they are concerned about activities that are skipped in the regular education class (padeliadu & zigmond, 1996). students can choose to receive special instructions outside the regular class (vaughn & klingner, 1998) because they can concentrate better and get help easily. method this study aims to explore how students with ld, their teachers, and their parents perceive inclusion. a descriptive qualitative method was used in this study, with a case study approach. this study involved three students with ld in inclusive classes, in the 6c and 6d classes of bpi bandung elementary school, two general class teachers where both of them were vice-principal of the students, and three parents of the ld students. three case studies were carried out with data collection techniques through both oral and written interviews with the data collected from students with ld, their class teacher, and the parents of the students. a case study analysis framework was used as data analyzing technique. as stated by (shah, 2007) that if the purpose of the case study analysis is to collect comprehensive, systematic and in-depth information about each interesting case, then each case analysis includes all interview data and field notes collected during the interview process. the collected data became the initial capital in the study. in this study, testing the validity of the data was done by means of data triangulation. the steps in conducting data analysis were data reduction, data display and conclusion drawing/verification. data were compiled into a comprehensive description that includes all the main information used in case analysis and case 11euis heryati, een ratnengsih, esty faatinisa, indonesian perspectives on inclusion: teachers, parents . . . . studies. each analysis of individual case studies began with a description of each student, teacher, and parent’s perspective. finally, case studies were integrated in all cases, exploring similarities and differences between students, teachers, and parents. findings and discussion case study 1 student nayla was 11 years old, sitting in class 6c. she showed that she liked 6c class because she had lots of friends and the teachers were nice to her. she reported that if she had trouble, she could talk to her teachers which made her life easier. the only thing she did not like was those who loved to tease about her weight. nayla reported that completing homework assignments alone was very difficult. she also said that working with her partner friends was very helpful because “she/he can help me when i can’t do homework, and i’m happy ... ha ... ha ...”. she spoke positively about how the teacher gave her additional helps on tests, copies of notes, reduced number of test questions, and modified homework assignments. teacher – nayla’s teacher, ms. m, has been teaching for 15 years. ms. m was a class teacher and homeroom teacher at 6c. in this class, there were 30 students and there were three students with special needs. ms. m expressed her commitment to inclusion, and although she received support from a special accompanying teacher (gpk), she felt uncomfortable when the children in her class experienced severe problems. according to her, nayla was quite successful in class and had many friends. shee felt that nayla also had irritability which sometimes interfered with her learning. ms. m mentioned that she adjusted the learning in the classroom by giving extra time for homework and re-implementation (tests), modification of exam questions, and assistance from gpk. based on the interview, ms. m showed that routine contact with parents was still lacking, as it only happened at the beginning of the semester and the end of the semester when distributing report cards, although for certain things they often communicated via whatsapp (wa), and that meetings to discuss the education plan the ppi for nayla this year has never been held specifically with nayla’s parents. but her parents once said, at the beginning of the semester, that they trusted and gave up entirely on school policy. parents – nayla’s mother explained that nayla had experienced difficulties in the first few years of schooling and as a result, nayla was negative and very sad. when entering fourth grade, nayla was accompanied by gpk who was in school, nayla also liked to get additional or remedial specifically from her gpk. nayla’s mother regularly had to help nayla while doing her homework. but according to her, currently in 6th grade, nayla seemed to have made good progress, because she liked her teacher and seemed to be getting better at her study. according to nayla’s mother, there were many difficulties in school occurred because of the lack of communication between teachers and her, from year to year. nayla’s mother said that the communication with the teacher so far was good and smooth, but it had never been discussed about nayla’ ppi. she expressed uncertainty about how to be involved in the process of drafting the ppi, she believed fully in the teacher and the school. case study 2 student kayla was 11 years old, sitting in class 6c. kayla explained that she was happy in this class because many of her friends and homerooms were good. she mentioned that she did not like the accompanying teacher (his gpk, ms. a) who gave her an additional class to learn reading. she also did not like being teased at school because it really frustrated her. kayla stated that this year was more difficult than previous years, but she was able to focus more and have made progress in the academic field. she reported that she often experienced frustration in completing class assignments and homework. kayla reported that her teacher helped her by explaining the lesson, but she often got left behind by her friends. she reported that she liked the learning aid class because she got more help and fun activities, especially if her teacher was mr. agus (one of the gpk who sometimes accompanies kayla). however, she also wanted to progress academically so that she no longer had to attend study help classrooms: she said, “if i can’t always learn, surely i will go back to extra class because i need it”. teacher kayla’s teacher, ms. m, has been teaching for 15 years. ms. m was a class teacher and homeroom teacher at 6c. in that class, there were 30 students and there were three students with special needs including kayla and nayla. ms. m expressed her commitment to inclusion, and although she received support from a special accompanying teacher (gpk), she felt uncomfortable when the children in her class experienced severe problems. the students with ld got a learning aid class for reading and math from the gpk in the school. ms. m felt that “the inclusion of children with ld is very beneficial for everyone. however, if children continue to struggle with their learning they cannot be involved with any activities ... i think inclusion is not a good hope”. ms. m reported that kayla had a little problem when following class rules and group work. ms. m reported that she had not succeeded with the modification of the exam questions because kayla was still often facing difficulties to read and understand what she was reading. she had limited communication contacts with kayla’s parents because her mother was busy working and rarely communicated with her. 12 journal of icsar; volume 3, number 2, july 2019: 9-15 parents – kayla’s mother stated that school was always a struggle for kayla. since grade 1 kayla often returned before school was over due to various causes. kayla’s mother reported that they were still very dependent on the accompanying teacher who helped with kayla’s lessons. she felt that “this year might be the most difficult and kayla really needs help”. she had a minimal involvement in kayla’s learning program because she was “busy with her work”, but she believed and submitted her education policy of kayla to her teachers at school. case study 3 student keiko was 12 years old, sitting on the 6th class. she reported that the best thing about this year was that she was in the 6d classroom and did not have to go to additional classes for study assistance. keiko also liked to have friends in class and reported that the teacher’s help was very important. keiko said that learning aid was good for making her “learn better and harder” and to be able to “concentrate”. this 6 year class was a good class. keiko said that “homework is something that is not fun because it makes me really frustrated”. she showed that her teacher reduced the number of questions of daily tests and final exams. when doing group work with her friends, keiko was happy because it made her able to do the task faster. teacher keiko’s teacher, mr. ar, has been teaching for 20 years. mr. ar was a classroom teacher and homeroom teacher. in his class, there were 28 students and there were two students with special needs, and one of them was tegar. mr. ar was a teacher who participated in the inclusion team at school. he expressed a positive perspective on inclusion, according to students with special needs to get more help and progress by being in a regular classroom than the idea if they were placed in a special class. he also added that keiko “has a pair of friends ... and he seems very happy”. mr. ar explained that he reduced the number of jobs or exam questions that keiko had to solve by almost half compared to her other friends, and adjusted her expectations in terms of the quality of work. keiko’s homeworks were also reduced, in relevance with her abilities. mr. ar reported that he had regular contact (good communication) with all parents, including keiko’s parents, although he had never discussed specifically about ppi for keiko. parents keiko’s mother explained that keiko began to show learning problems at the age of 7 or 8 years, and began to get help from a companion teacher when she was in grade 3. learning assistance from gpk was very helpful. keiko’s mother said, “i thought keiko only had one friend who was relatively close at school, apparently she had many close friends and had very good relations with her teachers.” she felt that “this year ... was better than last year” especially because she consistently accompanied keiko. she was very concerned with homework assigned and often helped keiko to complete her homework. she felt that keiko did not have to have a ppi in this 6th grade. comparison among students the three students were one boy with ld and two girls with ld. all three sit in the 6th grade of regular schools that hold inclusive education. kayla and nayla regularly got additional learning classes for enrichment or remedial, which were adjusted to their needs. in addition, keiko this year no longer received the additional class. all students considered that one of the things they liked most was having friends in regular classes. this finding is consistent with previous studies (klingner, vaughn, schumm, cohen, & forgan, 1998; vaughn & klingner 1998). four out of five students reported that the best thing this year was their teacher; they talked about how their teacher helped and supported them in class, and described the positive feedback they received. in all these cases, one of the most important aspects of inclusive classrooms in the perceptions of students was the teacher. freeman, stoch, chan, and hutchinson (2004) found similar results in a retrospective study of adults with learning difficulties. they found that strong teacher-student relationships were a significant factor in secondary school completion. perhaps the relationship students develop with the teacher, and how this relationship is felt by students, is an important field that must be considered in inclusive classes. two students mentioned that this year was the best year compared to previous years, while one student felt that grade 6 was more difficult than previous years. this finding is possible because the needs of students were currently being filled with preparations to face the national examination, but the positive relationship they had with their teachers and colleagues greatly helped the learning process. the students in this study described a number of class adaptations they received. they got a reduction in the number of test questions or exams and a reduction in homework assignments. students in this study stated different perspectives on adjusted assignments and terms of group work. some students with ld preferred that no adaptation be made, while the others accepted the adaptation assessments. these findings indicate the need to match class adaptations to the strengths, weaknesses, and preferences of each student, rather than using the same approach for all of students.. the students’ perspective in this study regarding homework was similar to that stated in the literature. students found homework to be a slow, difficult, and frustrating process (nelson, epstein, bursuck, jayanthi, 13euis heryati, een ratnengsih, esty faatinisa, indonesian perspectives on inclusion: teachers, parents . . . . & sawyer, 1998) and reported satisfaction or the need to have the opportunity to complete homework in schools where they could access assistance and support from the teachers. homework was a source of concern for students with ld so that policies in an inclusive classroom need to be considered. comparison among teachers this study reveals that the teacher’s perspective on the inclusion of students with disabilities into the classroom is similar to the perspective expressed in the literature. the teachers in the study reported positive perspectives on inclusion (bunch et al., 1997). two of the teachers reported reluctance to teach students with severe disabilities and all teachers indicated that lack of time was a major problem (scruggs & mastropieri, 1996). one teacher also pointed out that he/she believed schools should provide inclusive experiences and improvement support because inclusive classes were better for these students. in contrast to previous studies that identified concerns about whether effective strategies were implemented in inclusive classrooms (whinnery, king, evans, & gable, 1995), the teachers in this study used class adaptation in tests, assignments, homework, and motivational supports. the teachers also discussed how they applied each of these classroom adaptations depending on the individual needs of each student with ld. however, no teacher reported the teaching and learning strategies in the classroom. this finding is consistent with the literature (zigmond & baker, 1997), where teachers reported making routine adaptations, such as variations in material, grouping arrangements and learning goals. it is important that general education teachers who teach students with ld in their class do more than reduce classroom requirements. this is necessary to provide instruction in learning strategies and provide some improvement support for learning difficulties. all teachers in this study had years of teaching experience. moreover, since 2007, their schools have begun to accept students with special needs. all teachers agreed on the importance of having the opportunity and time to collaborate with gpk to solve problems and plan learning as a team. this finding is consistent with the report by minke, bear, deemer, and griffin (1996). collaboration in inclusive settings can enrich teaching experience, help program teacher plans for students with special needs, and help overcome challenges in the classroom. comparison among parents the parents in this study explained in detail the difficulties their children experienced in the early grades, and described the difficulties in accessing support for their children. soodak and erwin (2000) also reported that the initial bad experiences of parents lead to negative perspectives. this statement highlights the importance of having a process in kindergarten and class 1 to identify children who experience difficulties in school and provide appropriate support for them. all parents reported that they had never discussed ppi for their children, stated that they were not familiar with and uncertain about the purpose of the ppi, and even one parent felt that his/her child did not need to have an ppi. this finding is very concerning and has been reported previously in the literature (green & shinn, 1994). it seems that more effort is needed to inform parents about the ppi and involve them in the process of drafting the ppi. if parents are included in the process as partners, then perhaps the progress reported to the goals and objectives will be easier to remember and relevant to them. the parents in this study reported major challenges in handling homework and the time commitment and responsibilities involved in homework and dealing with school problems. duhaney and salend (2000) reported similar results. all parents in this study reported that the current school placement in inclusive classes was the best, although in some cases it was also the most difficult year. this may be due to an increase in their children’s self-esteem, expanded social relations and interactions, increased desire to participate in group activities, and in some cases increase values and attitudes in inclusive programs. this may also be due to the good relationships reported by students with teachers now or because nowadays classrooms have many adaptations that help students participate in class activities. comparison among case studies a number of similarities and differences were found in a general perspective among the three case studies. there were differences in views between teachers and parents regarding the content and process of ppi in most case studies. this finding shows that although teachers feel they are doing adequate work related to ppi, this perception is not necessarily the same with those of parents of students. as mentioned earlier, this shows that there may be a need for schools to involve parents in the process of drafting ppi. in comparing the perspectives of stakeholders in this study, similarities were found about how students experienced progress during school and students’ socialization and friendship abilities. similarities in the perspectives of students, parents, and teachers regarding students’ social abilities. conversely, other studies (mcleod et al., 1994; pavri & monda-amaya, 2001) found differences in the perceptions of students, parents, and teachers regarding the social position and friendship of students with ld. 14 journal of icsar; volume 3, number 2, july 2019: 9-15 the results of this study show some practical implications for schools. parents in this study wanted to be partners in the inclusive education process and committed time and energy to ensuring the success of their children in school. unfortunately, information from schools to parents is still severely limited. based on those parents’ experience, it is important for schools to provide information to parents regarding their role in the process of drafting the ppi as well as encouragement and opportunities to become active partners. it is also important that parents and teachers have the opportunity to share a general perspective to more effectively determine the needs of their children. this is evident from this study that students with ld can provide very valuable information about their experiences in inclusive classes. adaptation or experience felt negatively by students can have a negative impact on them. conversely, knowledge of the adaptation felt by students can help teachers build a positive and successful learning environment and contribute to the development and evaluation of programs, which allows students to take an active part in the educational process (shah, 2007). the teachers in this study identified the need for adequate planning time and access to collaborate with gpk colleagues. unfortunately, the current funding problem at school makes it very difficult for school administration to provide the time and professional support needed. they need to find new and innovative ways to build collaboration in schools. this requires joint efforts by leadership personnel to create and grow an environment where collaboration can develop. conclusion the results of this study illustrate that each stakeholder in an inclusive class has a different perspective. similarities and important differences in perspective were found in this study. consideration of stakeholder perspectives in inclusive classrooms can help identify barriers to inclusion, provide information on strategies in inclusive and effective classrooms, and provide a basis for discussion of how perceptions might be used to improve services in inclusive classroom settings. although this study provides insights related to the perspective of students, parents, and inclusive classroom teachers, the conclusions from this study cannot be generalized because the research setting is only in one inclusive school in the city of bandung. in addition, all classrooms and teachers have been recommended by principals for participation in this study, so there is a possibility that researchers are referred to teachers who show positive attitudes and practices towards inclusion. although there may be some bias in the selection of research participants, all participants freely discussed their issues and perspectives during the interview process. references bunch, g., lupart, j., & brown, m. (1997). resistance and acceptance: educator attitudes toward inclusionof students with disabilities. toronto, on: york university, faculty of education. chmiliar, l. (2009). perspectives on inclusion: students with ld, their parents, and their teachers. exceptionality education international, 19(1), 72-88. duhaney, g. l. m., & salend, s. j. (2000). parental perceptions of inclusive educational placements. remedial and special education, 21(2), 121-128. elhoweris, h., & alsheikh, n. (2004). teachers’ attitudes toward inclusion. online submission. frederickson, n., dunsmuir, s., lang, j., & monsen, j. (2004). mainstream-special school inclusion partnerships: pupil, parents and teacher perspectives. international journal of inclusive education, 8, 37-57 freeman, j. g., stoch, s. a., chan, j. s., & hutchinson, n. l. (2004). academic resilience: a retrospective study of adults with learning difficulties. alberta journal of educational research, 50(1), 5-21. fuchs, d., fuchs, l. s., & fernstrom, p. (1993). a conservative approach to special education reform: mainstreaming through transenvironmental programming and curriculum-based measurement. american educational research journal, 30(1), 149-177. green, s. k., & shinn, m. r. (1994). parent attitudes about special education and reintegration: what is the role of student outcomes?. exceptional children, 61(3), 269-281. klinger, j. k., vaughn, s., hughes, m. t., schumm, j. s., & elbaum, b. (1998). outcomes for students with and without learning disabilities. learning disabilities research and practice, 13(3), 153161. lehmann, j. p., bassett, d. s., & sands, d. j. (1999). students’ participation in transition-related actions: a qualitative study. remedial and special education, 20(3), 160-169. leyser, y., & kirk, r. (2004). evaluating inclusion: an examination of parent views and factors influencing their perspectives. international journal of disability, development and education, 51(3), 271-285. mcleod, t., kolb, t., & lister, m. (1994). social skills, school skills, and success in the high school: a comparison of teachers’ and students’ perceptions. learning disabilities research & practice, 9, 142-147. 15euis heryati, een ratnengsih, esty faatinisa, indonesian perspectives on inclusion: teachers, parents . . . . minke, k. m., bear, g. g., deemer, s. a., & griffin, s. m. (1996). teachers’ experiences with inclusive classrooms: implications for special education reform. the journal of special education, 30(2), 152-186. myles, b. s., & simpson, r. l. (1990). mainstreaming modification preferences of parents of elementaryage children with learning disabilities. journal of learning disabilities, 23(4), 234-239. nelson, j. s., epstein, m. h., bursuck, w. d., jayanthi, m., & sawyer, v. (1998). the preferences of middle school students for homework adaptations made by general education teachers. learning disabilities research and practice, 13(2), 109-17. padeliadu, s., & zigmond, n. (1996). perspectives of students with learning disabilities about special education placement. learning disabilities research and practice, 11(1), 15-23. pavri, s., & monda-amaya, l. (2001). social support in inclusive schools: student and teacher perspectives. exceptional children, 67(3), 391411. schumm, j. s., & vaughn, s. (1995). getting ready for inclusion: is the stage set?. learning disabilities research and practice, 10, 169-179. scruggs, t. e., & mastropieri, m. a. (1996). teacher perceptions of mainstreaming/inclusion, 1958– 1995: a research synthesis. exceptional children, 63(1), 59-74. shah, s. (2007). special or mainstream? the views of disabled students. research papers in education, 22(4), 425-442. soodak, l. c., & erwin, e. j. (2000). valued member or tolerated participant: parents’ experiences in inclusive early childhood settings. journal of the association for persons with severe handicaps, 25(1), 29-41. swedeen, b. l. (2009). signs of an inclusive school: a parent’s perspective on the meaning and value of authentic inclusion. teaching exceptional children plus, 5(3), 3-9. vaughn, s., & klingner, j. k. (1998). students’ perceptions of inclusion and resource room settings. the journal of special education, 32(2), 79-88. whinnery, k. w., king, m., evans, w. h., & gable, r. a. (1995). perceptions of students with learning disabilities: inclusion versus pull-out services. preventing school failure: alternative education for children and youth, 40(1), 5-9. wiener, j., & tardif, c. y. (2004). social and emotional functioning of children with learning disabilities: does special education placement make a difference?. learning disabilities research & practice, 19(1), 20-32. zigmond, n., & baker, j. m. (1997). a comprehensive examination of an experiment in full inclusion. advances in learning and behavioral disabilities, 11, 101-134. 1 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 knowledge and practice of sexual education teacher of special needs students siti khadijah johan, mohd hanafi mohd yassin universiti kebangsaan malaysia, malaysia e-mail: khadijah5486@gmail.com abstract: the problem of sexual behavior among special needs students can be overcome by the effectiveness of teaching or presentation in sexual education lesson. in this regard, the study aims to identify the relationship between knowledge level and sexual education practice of special needs students special education teacher. this study was based on cognitive theory that emphasizes internal mental processes. the model used in this study was the model of cognitive response. this quantitative study conducted cross-sectional surveys on 86 special education teachers in kulai, johor, malaysia. the sample was selected through stratified random sampling technique to balance the number of samples comprising male teachers and female teachers. the research instrument was adapted from ang chai tin’s study in year of 2014. all the questionnaires showed the reliability level of 0.801 cronbach’s alpha coefficient. the data obtained from questionnaires were distributed to teachers. data were analyzed via spss and described with descriptively as well as inferentially. the findings of the spearman correlation coefficient indicated that there was a relationship between the level of knowledge and the teaching practice of special needs students sexual education among teachers. [rs = 0.664, n=86, p < 0.05]. correlation strength value was strong. the conclusions of this study showed that null hypothesis (ho) rejected, knowing that there was a strong and significant positive relationship between the level of knowledge and the level of teacher practice in mbk sexual education. keywords: sexual education, knowledge and teaching practice, special education teacher. introduction sex education is an essential need to be taught and applied in every student accordingly. ang (2014) explained that the importance and need of sexual education is not absolute to any class/group. thus, there is no exception to special needs students. the special education program has a specific syllabus that concentrates more towards self-management. it focuses on the formation of positive attitudes towards self-change and environment. shariza et al. (2014) has also described that sexual education is a process of information acquisition in the formation of attitudes and beliefs about sex to reduce the risks associated with sexual behaviour. delivery of formal education is provided to children and adolescents in order to attain a minimum level of understanding related to sexual education. thus, the intermediary for delivering this sexual education is a teacher with maximum knowledge and comprehension over this topic. nevertheless, up to what extent the effectiveness of the elements in sexual education is taught by teachers to students, particularly special needs students (mbk). irina and elena (2016) related with effectiveness of bilateral communications that is able to produce presentation with right idea to the target. in addition, educators and parents are the closest groups to the students. this can also be demonstrated in widayati (2015), which stated that parents play a role in sexual education by cooperating, being assessors, educators, companions and observers in the student’s sexual matters. furthermore, sexual education allows students with learning disabilities to gain knowledge about body parts functions, growth and development that they experienced as well as physical changes during puberty. this knowledge enables students to face the challenges of physical and emotional changes during their growths. hence, students will love themselves more, knowing that everyone is responsible for themselves and has absolute right on their own body. studies related to sexual education of special needs students were limited compared to the regular students. in this regard, ang (2014) has expressed the issue on necessity of sex education among children with special needs especially students with learning disabilities (mbp) who should be given special attention and in-depth study. he also pointed out that the sexual education of special needs students was still neglected. the most worrying thing was when these students did not have enough exposure regarding sexual education and became victims of sex acts, they did not know the follow-up action to protect themselves. normally, the irresponsible parties were among the people closest to them. 2 journal of icsar; volume 3, number 1, january 2019: 1-7 table 1. number of special education teachers (gpk) in kulai area school type gender total men woman primary school (sr) 18 57 75 secondary school (sm) 17 18 35 gpk overall total 35 75 110 source: district education officer of kulai special education division, johor talib et al. (2012) indicated that the issues of sexual education in malaysia were associated with social problems. these issues did not only happen in this country, but also involved in other developed countries. the findings of their study showed 95% respondents (a total of 361 people) agreed that sexual education should be taught in schools. hence, the thing that needs to be reformed in teaching is the teaching methodology. according to the unesco education curriculum (2009), respondents mentioned that sexual education was not taught in malaysian schools. studies on sexual education were usually performed by researchers in general by general education teachers. meiriawan (2016) stated that teachers’ perceptions or attitudes about sexual education can only be seen from general educators only. some students with learning disabilities were involved with sexual acts without them being aware of it or being victimized by sexual abuse. they did this only for self-satisfaction without knowing the rules and risks of such behaviour. this statement was also acknowledged yaakub and kusrin (2015), the sexual behaviour of autistic spectrum disorders (asd) teenager who often masturbates either secretly or in front of friends, in the toilet at school or home based on information given by parents with asd kids. according to lee and low (2014), it happened because students with learning disabilities also showed sexual behaviour problems. they stated that cognitive weakness has caused students with special needs being often exploited or influenced by mass media. consequently, they were often exploited by irresponsible parties due to the inability to discern right or wrong. therefore, in this study, researchers investigated extensively about knowledge and sexual education practice which involved teachers with special-needs students. teachers as curriculum implementer play an important role in ensuring the delivery of knowledge to be grasped by students. students’ achievement depends on the level of knowledge and teachers’ teaching practices. ninlawan and areerachakul (2015) showed that the curriculum development process and learning of children with disabilities was at a high level with the involvement of stakeholders. these stakeholders refer to the role of teachers as a knowledge delivery channel/ medium. therefore, the study was focusing on several objectives: a) identifying the knowledge level of sexual education teachers of special needs students, b) identifying the teaching practice level of sexual education teachers of special needs students, c) identify the relationship between knowledge level and practice of special needs students sexual education teacher. this study was expected to benefit special education teachers and parents on up to what extent the effectiveness of sexual education influence on students with learning disabilities. furthermore, it can provide exposure to parents as an observer and educator outside the school and help the school authorities with this problem promptly. method this research used a quantitative method using a survey. the purpose of this study was to analyse the level of knowledge and practicel of sexual education teachers of special needs students. this study was based on piaget’s cognitive theory and the cognitive response model pioneered . this theory explained that the brain will actively process the received information and converted the information into new forms or categories. travers et al. (2014) stated that teachers were only aware of their role as the driving force of knowledge without realizing the need to nurture students’ understanding in the right approach. this theory focused on how teachers are able to apply the knowledge gained by practicing them in the classroom efficiently. this model began with the receipt of the information containing some message. next, the informationewas linked to existing knowledge and mind responded actively to the received information. this research employed the cross-sectional survey method which analysed the level of knowledge and practice of sexual education teachers of special needs studentd with quantitative approacs. the data obtained from this study were able to represent large populations through sampling technique., and the results of the study can be generalized to the actual population. it was also able to indicate the relationship between the variables. the location of the study was in johor. the researchers appointed several primary and secondary schools under the supervision of the ppd of kulai district as a study population. this study only involved appointed schools with special education class. 3siti khadijah j, mohd hanafi m y, knowledge and practice of sexual education teacher of . . . . table 2. profile of teacher respondents demography group frequency percentage (%) home location / settlement city 32 47.1 rural 36 52.9 gender man 15 22.1 women 53 77.9 highest academic qualification doctorate 1 1.5 master’s in education 7 10.3 bachelor’s 53 77.9 certificate/diploma in teaching 7 10.3 teaching experience 1 – 5 years 12 17.6 6 – 10 years 35 51.5 11 – 15 years 12 17.6 16 – 20 years 5 7.4 20 years and above 4 5.9 stratified random sampling technique was employed on a total of 86 samples of 110 special education teachers in kulai district, johor. the researcher used the method of collecting data through 5 points of likert scale survey questionnaires. the researcher used 14 items for instruments of both categories in parts a and b. part a used a single selection item, while part b was made up of optional/ various type item that were systematically arranged according to level of agreement: “most disagreeable”, “disagree”, “uncertain”, “agree”, and “most agree”. there were some parts covered in the questionnaire for the special education teacher, which were parts a, b and c. part a has 4 demographic-related items i.e. gender, school location, highest academic qualifications and teaching experience. part b has 10 items that covered the level of knowledge of special education teachers in terms of professionalism. similarly, part c also has 10 items containing teaching practices of sexual education teacher of special needs students. this questionnaire instrument was approved by a special education lecturer, a master’s of literature language from upm and a kulai district special education officer. the questionnaire instrument was administered through circulation to respondents. the results from the questionnaires were analysed descriptively using spss. finding and discussion finding summary of special education teachers respondents profile the findings can be seen through descriptive statistics and inferential statistics. respondents’ profiles of 86 special education teachers were obtained from the survey questionnaire, consisting of demographics i.e. school location, gender, highest academic qualification and teaching experience of special needs students. the percentage of respondents according to the school location was presented in table 2 with 32 respondents working in the city (47.1%) and 36 respondents working in rural areas (52.9%). table 2 also showed that there were 15 male respondents (22.1%) respondents and 55 female respondents (77.9%). for the highest academic qualifications, only one person (1.5%) had a doctorate, 7 persons (10.3%) from undergraduate education, 53 person (77.9%) has bachelor’s and 7 (10.3%) had a certificate / diploma in teaching. in the teaching experience category, 12 persons (17.6%) have served in special education between 1 to 5 years and 35 persons (51.5%) have taught for 6 to 10 years. a total of 12 people (17.6%) had taught for 11 to 15 years and 5 people (7.4%) had served for 16 to 20 years. lastly, only 4 people (5.9%) have served for more than 20 years. knowledge level of sexual education teacher of special needs students the analysis result on table 3 showed the knowledge level of sexual education teacher. overall, the knowledge level of sexual education teachers in special education was at a high level. this result was obtained by viewing the average mean value of 4.163 which indicates that it was at a high level and the average value of the standard deviation was at the opposite level of 0.343 which showed low level. 4 journal of icsar; volume 3, number 1, january 2019: 1-7 table 3. knowledge level of sexual education teacher of special needs students code item mean and standard deviation level b knowledge of special needs students sexual education among special education teachers mean b1 i know there are elements of sexual education in physical and health education subjects for year 4 and 5. 4.012 0.563 t b2 i know the focus of the physical and health education curriculum on sexual education is to establish a positive impression on reproductive and social health for personal, family and society. 4.221 0.495 t b3 i know curricullum standard secondory school for special education of self-management has been organized into five topics and self-care skill is the first topic. 4.198 0.591 t b4 i know self-managing topic is related with self-care in the physical and personality aspects. 4.291 0.571 t b5 i know self-managing topic regarding physical changes as well as genital hygiene. 4.268 0.541 t b6 i know self-managing topic regarding self-management before and during menstruation, usage and management of pads/tampons. (menstrual hygiene management) 4.244 0.612 t b7 i know self-managing topic regarding self-management during wet dream, adoption of social constraints in daily life, touch limitations/ boundary in maintaining the personal safety and dignity. 4.267 0.541 t b8 i know self-managing topic regarding healthy lifestyle. 4.291 0.482 t b9 i know self-managing topic regarding communication effectives in the management of the residential/living area. 4.151 0.543 t b10 i am aware there are elements of sexual education that covered in the special needs students curriculum. 4.093 0.500 t overall 4.163 0.343 t the data showed that all 10 items were at a high level. all the items were b1 (mean = 4.012, sp = 0.563), b2 (mean = 4.221, sp = 0.495), b3 (mean = 4.198, sp = 0.591), b4 (mean = 4.291, sp = 0.571) (mean = 4.244, sp = 0.612), b7 (mean = 4.267, sp = 0.541), b8 (mean = 4.291, sp = 0.482), b9 (mean = 4.151, sp = 0.543), b10 (mean = 4.093, sp = 0.500). thus, the research findings on the knowledge level of sexual education teacher special needs students showed all the items have high interpretations mean value and excellent results. education will be able to support special education teachers to teach sexual education based on the right guidelines. the findings have answered the first objective of this study; which showed that the knowledge level of sexual education teacher of students with special needs was high. practice of sexual education teacher of special needs students. the analysis outcome on table 4 showed the mean value was 4.019 which showed the practice of sexual education teacher of special needs students was high. overall, data findings showed that the teaching practice was at a high level. the average value of standard deviation showed that the findings were at a low level. (sp = 0.312 ). data presented that there were 10 items related to the teaching practices level of special-needs students’ sexual education teachers. the findings showed 6 items in high interpretation all the items were c1 (mean = 4.314, sp = 0.559), c2 (mean = 4.070, sp = 0.400), c4 (mean = 4.163, sp = 0.528), c5 (mean = 4.244, sp = 0.593), c9 mean = 4.093, sp = 0.644), c10 (mean = 4.000, sp = 0.632). however, there were 4 items that fell under the medium interpretation category. all the items were c3 (mean = 3.814, sp = 0.861), c6 (mean = 3.744, sp = 0.654), c7 (mean = 3.826, sp = 0.636), c8 (mean = 3.919, sp = 0.578). item c3 related to the teacher’s ability to handle the challenges of sexual behaviours that arise. item c6 related to the application of existing and new knowledge about sexual education towards specialneeds students. the teachers’s ability and application of current knowledge merged with new knowledge should be revised more thoroughly as moss, k. and blaha (2001) also mentioned that the ability to deliver an adequate instruction related to lesson content using accurate communication approach was a great challenge for teachers. 5siti khadijah j, mohd hanafi m y, knowledge and practice of sexual education teacher of . . . . table 4. practice of sexual education teacher of special needs students code item mean and standard deviation stage / level c special needs students sexual education practice among special education teacher mean c1 i have difficulty in handling special needs students sexual behaviour problems. 4.314 0.559 t c2 i used teaching materials that are suitable with students’ ability level and the topics to be taught. 4.070 0.400 t c3 i am competent on the action needs to be done if sexual behaviours appear in the special needs students. 3.814 0.861 s c4 i am confident to teach topics that involve sexual education to special needs students. 4.163 0.528 t c5 i think special needs students has no problem managing themselves when they reached at secondary level 4.244 0.593 t c6 i have applied the existing and new knowledge on sexual education to special needs students. 3.744 0.654 s c7 i have chosen the appropriate strategy and method in lesson and learning sex education topic. 3.826 0.636 s c8 i have explained to special needs students in a proper and clear approach about sexual behaviour and personal safety management. 3.919 0.578 s c9 i have taught all the elements in the self-management topics to special needs students. 4.093 0.644 t c10 i’m feeling embarrassed to convey knowledge of sexual education to special needs students. 4.000 0.632 t overall 4.019 0.312 t table 5. kolmogorov-smirnov statistic to determine normalization kolmogorov-smirnov statistic df sig. teachers’ knowledge 0.217 86 .00 teachers’ teaching practice 0.186 86 .00 for example, the lesson delivery regarding personal safety to special-needs student in vision impairment category was complex. moreover, these students are very risky to be the victims of sexual abuse. apart from that, item c7 was linked to the selection of proper strategies and methods in lesson presentation and facilitation of sexual education topics. this item should be observed more explicitly because hanum, huda, and kurniawan (2018) also found that special education teachers should specify the teaching requirement as well as materials or teaching module for special-needs students. item c8 referred to the explanations regarding sexual behaviour and personal safety to special needs students in a right and accurate approach. therefore, the study findings was consistent with the researched conducted by bekirogullari et al. (2011) which indicated that the teaching of sexual education among normal students was difficult/challenging, so for learning disabilities like autism was more complex. thus, the results of this study have answered the second objective of identifying the practice level of sexual education teachers of special needs students. determination of data normality the analysis result on table 5 indicated the output of the kolmogorov-smirnov test to assess normality. the significant level of teachers’ knowledge and teachers’ teaching practices was 0.00, p <0.05. the distribution of both data was abnormal. the assumption of data normality cannot be fulfilled. thus, the non-parametric test of the spearman’s correlation coefficient was used. correlation of knowledge level and teaching practice of special-needs students’ sexual education teacher. the findings analysis in table 6 indicated the spearman’s rho correlation between teacher’s knowledge level and teaching practice of sexual education teacher of special needs students. 6 journal of icsar; volume 3, number 1, january 2019: 1-7 table 6. spearman’s correlation between knowledge and teachers teaching practice variable teachers’ knowledge n rs p teachers’ teaching practice 86 0.664 0.000** p<0.005** the results of the analysis for the level of knowledge on teaching practice showed that the correlation coefficient value was 0.664 (rs = 0.664) and the probability value was 0.000 which tested at the significant level of 0.05. this probability value was found to be smaller than 0.05. the resulting correlation value was high correlation. therefore, the null hypothesis was rejected. the results of this study have answered the third objective, which there was a positive and significant relationship between level of knowledge and teaching practices of sexual education teachers of special needs students (rs = 0.664, p <0.05). the study found that the spearman’s correlation coefficient, (ρ, also pronounced rho) indicated that there was a strong and significant positive relationship between teachers’ knowledge and teachers’ practice [r (82) = 0.664, p <0.05]. from the findings of this study, it can be concluded that there was a likelihood that the higher the level of the teachers’ knowledge, the better the teaching practices of special-needs students’ sexual education teacher. from the results of the study, it was found that there was a significant correlation between teachers’ level of knowledge and teaching practices. discussion this research’s finding showed that the knowledge level of special education teachers with special needs students was high. hence, this study findings have supported ujang et al. (2017) which proved that majority of trainees agreed that health education was essential for students with learning disabilities in primary schools and being taught in health education during teacher training. majin, hashmi, and sombuling (2017) recommended that each school shall conduct basic courses, appropriate training, workshops or seminars to special education teachers. teaching practices that were applied confidently and accurately based on a solid knowledge related to sexual education is very crucial. it will influence and change the sexual behaviour problems within special-needs students. special education teachers should change the negative perceptions about the difficulty of teaching sex education knowledge in order to support these students to not be stigmatized by the local community. kong and tan (2010) explained that the sex education covered biology field, belief (cognitive, behavioural and affective), socio-cultural, effective communication skills as well as ability to make a wise and responsible decision-making. thus, the incapability to properly implement/deliver the sex education to students will produce a negative impact in the future. special-needs students shall be guided with full attention by the authorities so that they will not be ostracized and left behind. a growing number of government institutions and private sector have provided relevant disclosure of sexual education for special-needs students. all parties need to be aware and sensitive to these sexual behaviour issues and not just point fingers at certain parties to resolve these crises. this finding in line with reseach conducted by dapudong (2014), that learning support programmes and the actual delivery of the program should be developed in terms of individual education plan (iep) provision, curriculum modifications and classroom adaptations that are appropriate for students with special educational needs. cooperation and support should be given to the teachers so that both parties can work together in order to help these special children. conclusion knowledge level and teachers’ teaching practice are closely related in ensuring the maximum teaching effectiveness. sexual behaviour problems of specialneeds students can be resolved swiftly if interventions are given accordingly by the authorities. the intellectual problem of special-needs students is not a barrier to study the sexual education knowledge. it depends on the skill and teacher’s knowledge in application of teaching materials that are linked to sexual education. furthermore, the limitations of this study is related to the aspect of teachers’ knowledge integration, effectiveness of teaching strategies and teachers’ teaching practice on sexual education knowledge that can be greatly utilized in the teaching and learning session of the special-needs students. references ang, c. t. (2014). pembinaan modul pendidikan attitude levels of the educational psychologyst and special education teachers in the process of sex education for the adolescents with autism. procedia social and behavioral sciences. 12, 638-653. 7siti khadijah j, mohd hanafi m y, knowledge and practice of sexual education teacher of . . . . bekirogullari, z., gulsen, c., & soyturk, k. (2011). the information and attitude levels of the educational psychologists and special education teachers in the process of sex education for the adolescents with autism. procedia-social and behavioral sciences, 12, 638-653. dapudong, r. c. (2014). teachers’ knowledge and attitude towards inclusive education: basis for an enhanced professional development program. international journal of learning & development, 4(4), 1-24. hanum, n. l., huda, a., & kurniawan, a. (2018). development of instructional video media in increasing sex education knowledge for students with hearing impairment in sdlb-b yptb malang. jurnal penelitian dan pengembangan pendidikan luar biasa, 5(1), 62-66. irina, a. d., & elena, n. f. (2016). features of interactions between preschool teachers and “special” children and their parents. procedia social and behavioral sciences, 233 (2016), 459– 462. kong., & tan. (2010). kurikulum pendidikan seksualiti di peringkat sekolah pendidikan seksual perspektif kurikulum, pengajaran dan tingkah laku moral. kuala lumpur : utusan publication & distributors sdn. bhd. lee, l. w., & low, h. m. (2014). the evolution of special education in m alaysia. british journal of special education, 41(1), 42-58. majin, m., hashmi, s. i., & sombuling, a. (2017). kesedaran guru di kota kinabalu, sabah dalam pengetahuan dan persepsi terhadap autism spectrum disorder (asd) (awareness towards knowledge and perception of autism spectrum disorder (asd) among teachers’in kota kinabalu, sabah). jurnal psikologi malaysia, 31(3), 56-63. meiriawan, s. i. (2016). perception, attitude of teachers and child sex education in schools outstanding. international conference on special education. moss, k., & blaha, r. (2001). an introduction to sexuality education for individuals who are deaf-blind and significantly developmentally delayed. monmouth, or: national information clearinghouse on children who are deaf-blind. ninlawan, g., & areerachakul, s. (2015). the management strategies for excellence of the schools under the bureau of special education, office of the basic education commission. procedia-social and behavioral sciences, 207, 290-295. shariza, s., loh, s. c., jamil, m. r. m., yusop, y. m., azeez, m. i. k., & ni, n. p. (2014). analisis masalah dan keperluan guru pendidikan khas integrasi (masalah pembelajaran) peringkat sekolah rendah tentang pendidikan seksualiti. jpbu, 7. talib, j., mamat, m., ibrahim, m., & mohamad, z. (2012). analysis on sex education in schools across malaysia. procedia-social and behavioral sciences, 59, 340-348. travers, j., tincani, m., whitby, p. s., & boutot, e. a. (2014). alignment of sexuality education with self determination for people with significant disabilities: a review of research and future directions. education and training in autism and developmental disabilities, 49(2), 232-247. ujang, a., alias, n., & siraj, s. (2017). analisis kandungan aspek-aspek pendidikan kesihatan reproduktif merentasi kurikulum pendidikan khas bermasalah pembelajaran. juku: jurnal kurikulum & pengajaran asia pasifik, 1(3), 1-9. unesco. (2009). international technical guidance on sexuality education: vol. 1 vygotsky, l. 1978. mind in society: the development of higher psychological widayati, l. (2015). peran orang tua dalam pendidikan seks pada remaja. universitas muhammadiyah surakarta. yaakub, z., & kusrin, z. m. (2015). amalan intervensi terhadap perilaku seksual remaja autistic spectrum disorders (asd) oleh guru program pendidikan khas intergrasi (ppki) menurut syarak/the intervention practice towards adolescent sexual behaviour of autistic spectrum disorder (asd) by the teachers of special integration education programme (ppki) according to syarak. islamiyyat, 37(2), 163. 28 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 1 january 2019 the correlation between parenting styles and school readiness for children with hearing impairment dyah retno septiani, munawir yusuf universitas sebelas maret, indonesia email: dyahretno2@gmail.com abstract: the readiness of students to start learning is the first important thing in the learning process. readiness is the overall condition of a person in adjusting with the conditions. it is assumed that readiness is influenced by parenting styles. this research aims to determine the correlation between parenting styles and school readiness for children with hearing impairment. this research used quantitative approach with correlational design. the data were collected using a questionnaire and analyzed using linear regression. the results of this research showed that both simultaneously and partially there is no significant correlation between parenting styles and school readiness for children with hearing impairment. keywords: children with hearing impairment, school readiness, parenting styles introduction the readiness of students to start learning is the first thing that is very important in the learning process. readiness is the overall condition of a person who makes it ready to give a response / answer in a certain way to a situation and related to the adjustment of conditions (slameto, 2010). the condition of students influences the readiness of learning not only physically, but also psychologically and materially (djamarah, 2002). learning readiness or school readiness can generally be seen when students attend elementary schools. according to slameto (2010) readiness is a prerequisite for subsequent learning. therefore, readiness which is a capacity that exists in students will be related to certain teaching goals (hamalik, 2003). aspects that are included in school readiness are physical health, gross and fine motor skills, approaches to learning, social emotional development, and language / communication development (pyle, 2009). where as slameto (2010) revealed the school’s readinesseconsists of two aspects which are maturity and intelligence.aa previous study in california which examined 112 students in pre-school in the summer learning program found that the highest score was on the social-emotional aspect, then the learning approach scoreeincluding the child’s behavior, and finally the language development (pyle, 2009). the aspects of school readiness are influenced by several factore which include physical conditions that are not conducive and psychological conditions that are not good (darsono, 2000). on the other hand djamarah (2002) revealed that the factors that influence school readiness are physical readiness, psychological readiness, and material readiness such as materials to be studied or worked on (reading books, exercise books, notes, etc.). previous research also mentions that school readiness, psychological conditions, and children’s social relations are significantly influenced by children’s social-emotional competencies (duncan et al., 2007). child competency in social emotional can be interpreted as “how much capacity of children to interact with their environment (parents, teachers, and peers)”. children’s interaction with the environment starts from the interaction of children with parents. parents have an important role and a big influence on children’s lives (bibi et al., 2013). one thing that reflects the relationship between parents and children is called parenting styles, which is a complex activity consisting of specific ways of thinking and behavior that can work separately or together so that it can influence the results of education and emotional bonding in children (bibi et al., 2013). according to baumrind (1971) parenting styles consists of three aspecte which are authoritative parenting, authoritarian parenting, and permissive parenting. the third aspect of parenting have different characteristice such as 1) authoritative parenting, characterized by a warm relationship,facceptance of the children’s points of view, and encouragemene for children’s participation in making a decision (berg, 2011); 2) authoritarian parenting, characterized by implementation of high standards andethe urge to give guidance and to require a child to be always obedient so that a loving relationship of parents with children is based on the 29dyah retno septiani, munawir yusuf, the correlation between parenting styles and school . . . . level of success ofdtheir children (berg, 2011), and 3) permissive parenting, characterized byygiving freedom and not controlling children’s behavior unlessdthey havs physical injuries (rossman & rea, 2005). parenting aspects are influenced by two main factore including the ability to reacn and the demands of parents (fletcher et al., 2008). based on the description above, the researcher wants to reveal “the correlation between parenting styles and school readiness for children with hearing impairment”. the problem statement from this study is “is there any correlation between parenting styles and school readinessfin children with hearing impairment?”. this study aims to find out the correlation between parenting styles and school readiness forf children with hearing impairment. method the researchsapplied quantitative correlational approach. the subjects chosen in this study were hearing impaired students in the 1st and 2nd grade of elementary school comprising of 33 children. thisrresearch was carried out in two schools providing education for children with hearing impairment in surakartay. ths research was conductedffrom september to october 2018. there are two variables thateare examined in this stude which are parenting styles and school readiness of children with hearing impairment. dataewere collected using a research scale, named likert scale. the scaleywas used to measure parenting styles as referred in the concept of baumrind (1971) which states that the dimensions of the parenting styles variables consist of 1) authoritative parentin , 2)nauthoritarian parenting, and 3) permissive parenting. medium scale to measure school readiness are modified from the scale compiled by the center for school – based youth development of california that contains the variable dimensions or aspects of school readiness among social emotional, language development, and approaches to learning. the data analysis used in this research is double linear regression processed by spss 21. findings and discussion findings based on the number of samplesowhich are 33 students with hearing impairment in the 1st and 2nd grade, the parents are the respondents to show the x variable. the independent variable (parenting style) in this study was categorized in 3 parenting styles (x) which are authoritative parenting (x1), authoritarian parenting (x2), and permissive parenting (x3). the three parenting styles are related to the dependent variable (e that includes school readiness of children with hearing impairment who are described by a scale that has been filled by the class teacher. before knowing the correlation between the x and y variables, researchers mustsconduct a preliminary test first. the preliminary test that was done is 1) test for normality, aiming to see whether a range of data can be said the data distribution as a normal variable. calculation of the normality test using the spss version 21 program with the one-sample kolmogorov-smirnov test technique shows that the distribution of data is normal. this is also indicated by the normal qq plot of y where the distribution of data is around the diagonal line, 2) homogeneity / heterocycedasticity test using a scatterplot test. the results of this test are plot graphs that do not form a specific pattern so that data can be said to be homogeneous or have similar variants. 3) linearity test, the rule used to determine the data linearity is if the significance > 0.05, there is a significant linear correlation between x variables with y variables. the test results show the value of f on variables of x with y is 0.546 with a significance of 0.883; f on variable of x1 with y is 1.714 with a significance of 0.139; f on variable of x2 with y is 0.857 with a significance of 0.599; and f on variable of x3 with y is 0.365 with a significance of 0.969. the three results of linearity testing on independent variables with dependent variables indicate that the correlation between independent variables (parenting styles) and the dependent variable (school readiness) is significantly linear. through linear regression analysis a constant value of 40.417 means that if the y variable (school readiness) is not related to the three x variables or x1, x2, and x3 variables worth zero, then the average of school readiness for deaf children will be 40.417. based on the hypothesis test through the f test, the f value of 0.145 obtained a significance level of 0.932 means that simultaneously the x variable (parenting style) does not affect the y variable (school readiness). while partially through the t test, it is found that the t coefficient at x1 is 0.158 with a significance level of 0.876; t coefficient on x2 is 0.303 with a significance level of 0.764; and the t coefficient on x3 is 0.573 with a significance level of 0.571. based on the results of the t test it can be said that partially there is no correlation between x1 and y, x2 with y, and x3 with y. this is indicated by a significance level that is more than 0.05. the results of the correlation analysis also show the value of r 0.121, meaning that if there is a relationship between the independent variable and the dependent variable, it is very weak. moreover, 30 journal of icsar; volume 3, number 1, january 2019: 28-31 the results of testing the coefficient of determination that aims to explain the goodness of the regression model in the dependent variable shows the r square value is 0.015 or 1,5 %. this means that the variables studied (parenting styles) only have an effect on school readiness as much as 1,5 % while the rest are influenced by other variables that are not examined in this study. discussion based on the results of testing through spss version 21 above,wit is known that both the simultaneously and partially parenting styles have no effect or are not related to the school readiness of children with hearing impairment. because of the lack of reference to previous research regarding the school readinessrof children with hearing impairment, the researcherl compared this result with the school readiness ofrnormal children. some previous research states that there is a significant correlation between parenting styles and children’s school readiness, especially with parents who have more time with childrenncompared to parents who only briefly accompany the child (majzub & rashid, 2012). but the results of this study are supported by several previous studies which stated that not all families are in accordance with the parenting styles according to baumrind, especially parents who are outside of western countries. this is supported by research in saudi arabia which states that three forms of parenting ( controlling, flexible and inconsistent) that are combined with the categories compiled by baumrind show a more specific parenting orientation (dwairy et al., 2006). research in korea also shows that only 26% of korean-american familiesefall into baumrind’s parenting category (kim & rohner, 2002; magdalena, 2014). this shows that culture has a big role in parenting. in addition to culture, gender and individual differences also influence parenting styles (kochanska et al., 2004; rahimpour et al., 2014). however, many research mentioned that children need a balanced relationship with parente such asewarmth (acceptance rejection) and control (freedom punishment) that are applied based on the demands and personal needs of the children (checa & abundis-gutierrez, 2018). the establishment of a balanced relationship between parents and children that focuses on the personal conditions of children will affect the success of children in interacting with their environment both home and school environment, especially in early childhood (magdalena, 2014) . if the interaction goes well, it will also affect children’s school or learning readiness and children’s achievement in school (majzub & rashid, 2012). conclusion based on the results of the research above, it can be concluded that both simultaneously and partially there is no significant correlation between parenting styles and school readiness for children with hearing impairment. however parents have an important role in children’s development in the form of social-emotional development, language development, and developments in learning including children’s behavior. the role is the same as the aspect of school readiness, so that if parents want to set aside time for children, and establish two-way communication between parents school then the child will develop well. referensi baumrind, d. (1971). current pattern of parental authority. america: american psychological association. berg, b. (2011). the effects of parenting styles on a preschool aged child’s social emotional development. the graduate school, university of wisconsin-stout. bibi, f., chaudhry, a. g., awan, e. a., & tariq, b. (2013). contribution of parenting style in life domain of children. iosr journal of humanities and social science (iosr-jhss), 12(2), 91-95. checa, p., & abundis-gutierrez, a. (2018). parenting styles, academic achievement and the influence of culture. psychology and psychotherapy:research study, 1(4), 1-3. darsono. (2000). belajar dan pembelajaran. semarang: ikip semarang publisher. djamarah, s. b. (2002). strategi belajar mengajar. jakarta: rineka cipta. duncan, g. j., dowsett, c. j., claessens, a., magnuson, k., huston, a. c., klebanov, p., ... & sexton, h. (2007). school readiness and later achievement. developmental psychology, 43(6), 1428-1446. dwairy, m., achoui, m., abouserie, r., farah, a., sakhleh, a. a., fayad, m., & khan, h. k. (2006). parenting styles in arab societies: a first crossregional research study. journal of cross-cultural psychology, 37(3), 230-247. fletcher, a. c., walls, j. k., cook, e. c., madison, k. j., & bridges, t. h. (2008). parenting style as a moderator of associations between maternal disciplinary strategies and child well-being. journal of family issues, 29(12), 1724-1744. hamalik, o. (2003). pendidikan guru: berdasarkan pendekatan kompetensi. jakarta: bumi aksara. kim, k., & rohner, r. p. (2002). parental warmth, control, and involvement in schooling: predicting academic achievement among korean american adolescents. journal of cross-cultural psychology, 33(2), 127-140. 31dyah retno septiani, munawir yusuf, the correlation between parenting styles and school . . . . kochanska, g., friesenborg, a. e., lange, l. a., & martel, m. m. (2004). parents’ personality and infants’ temperament as contributors to their emerging relationship. journal of personality and social psychology, 86(5), 744-759. magdalena, s. m. (2014). the effects of parental influences and school readiness of the child. procedia-social and behavioral sciences, 127, 733-737. rahimpour, p., direkvand-moghadam, a., direkvandmoghadam, a., & hashemian, a. (2015). relationship between the parenting styles and students’ educational performance among iranian girl high school students, a cross-sectional study. journal of clinical and diagnostic research: jcdr, 9(12), jc05. majzub, r. m., & rashid, a. a. (2012). school readiness among preschool children. procediasocial and behavioral sciences, 46, 3524-3529. pyle, r. p. (2009). santa barbara school readiness scale: school readiness needs of latino preschoolers. center for school-based youth development , 1-8. rossman, b. r., & rea, j. g. (2005). the relation of parenting styles and inconsistencies to adaptive functioning for children in conflictual and violent families. journal of family violence, 20(5), 261277. slameto. (2010). belajar dan faktor-faktor yang mempengaruhinya. jakarta: rineka cipta. 64 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 64-69 early intervention for children with visual impairment inna hamida zusfindhana, rosika novia megaswarie, dedy ariyanto, nostalgianti citra prystiananta ikip pgri jember, indonesia e-mail: naahamida@gmail.com abstract: children with visual impairment tend to fail in understanding body images accurately, as a result of limited exploration, limited movement, and overprotective which will affect the delay in motor development. bs is a child with visual impairment who has obstacles in the process of orientation and mobility. so that it requires an early intervention program that is expected to be able to help bs to get to know their environment. early intervention programs that will be applied to bs are orientation and mobility. this research uses a descriptive method with a qualitative approach. the research data was obtained through observation, interviews, and documentation. the results showed that before the early intervention bs got a score of 65, because bs had not yet understood the concept of early intervention. after early intervention the bs value shows an increase of 90. keywords: early intervention, children with visual impairment. introduction the process of developing a child does not only increase in weight, size and age, but also increases in his movement activities. the development of milestone motors that are late can affect self-regulatory on the environment. this is related to children with special needs who have a wide range and variability in motor skills. one of them occurs in children with visual impairment. according to nakata (2003), children with visual impairment are those who have a combination of visual acuity of less than 0.3 (60/200) or who have a higher level of visual function abnormality despite using a magnifying glass aid. fallen and umansky (1985) that children with visual impairment tend to fail to understand body image accurately, as an impact of limited exploration, limited movement, and overprotective which will all affect the delay in motor development. visual impairment cause them to have three limitations of cognitive function, according to lowenfeld (scholl, 1986), namely, (1) experience, (2) orientation and mobility abilities in their environment, and (3) interaction with their environment. children with visual impairment have difficulty controlling their own position and have no perception of the space outside that they occupy. every child who has visual impairments has different characteristics. so, in an effort to handle it is also different. to find out these characteristics, identification and assessment is carried out first. assessment is a systematic and comprehensive process regarding the obstacles and needs of children, so that the results can be used for the main foundation in determining an early intervention program. according to sidiq (2015) thechildren with visual impairment have no nervous system disorders but did not get the opportunity to learn motion system skills. therefore children with visual impairment have obstacles in their motion skills. based on the results of the assessment conducted, the researchers found that bs is a children with visual impairment who has obstacles in the process of orientation and mobility. so that it requires an early intervention program that is expected to be able to help bs to get to know their environment. according to sunardi and sunaryo (2007) early intervention is based on the objective conditions of children individually, so that what will be done really touches on the underlying problems faced, so the results can be meaningful and functional for children. early intervention given to the subject of this study relates to its orientation and mobility. because, basically children with visual impairment use the sensory ability of touch and hearing as the main means of learning. this is due to the fact that children with visual impairment have little light perception and perception of form or can not see at all. furthermore, fallen and umansky (1985) suggest that early intervention refers to additional services or modifications, strategies, techniques, or materials needed to change stunted developments. children with visual impairment experience obstacles in the perception sensing feedback system that is very important in the concept of learning, such as: introduction to shape, size, and space (spatial). (sunardi and sunaryo, 2007). 65inna hamida z, rosika novia m, dedy ariyanto, nostalgianti c, early intervention for children with . . . . tabel 1. instruments for early identification of children with visual impairments no. indication yes no explanation 1 watery eyes √ watery eyes every 5 minutes 2 eyes reddened √ no obstacles 3 wink often √ every 4 seconds winks 4 there are often eye disorders √ 5 cockeye √ 6 often tripping over objects or bumping into people √ blind totality 7 tilt your face or close his eyes when you see √ blind totality 8 difficulty counting fingers at a distance of one meter √ blind totality 9 move his head to two sides when reading √ blind totality 10 difficulty finding objects at a certain distance √ blind totality 11 difficulty doing something that requires vision √ blind totality 12 hold the book too close or too far from the eye √ blind totality 13 frequently ask friends when writing from the board √ blind totality 14 difficulty reading the writing on the board √ blind totality 15 often hit objects √ need helping according to doods (sunanto, 2016) mobility orientation can be done in two ways, namely using sequence methods and cognitive map methods. the sequence method is sequential points in the environment, while the cognitive map method is a topographical description of the general relationship between various points with the environment. early intervention programs that will be applied to bs are orientation and mobility. rahardja (2010) orientation is the process of using the senses that are still functioning to determine the position of the self and its relationship with the objects that exist in its environment. whereas mobility is the ability, readiness, and easy to move and move in an environment. children with visual impairment must understand well about their concepts so that they can easily bring the environment towards themselves or bring themselves into the environment. rahardja (2010) children with visual impairment must have a functional understanding of specific orientation components such as: (1) landmarks (terrain features), tactual or sound instructions, smells, temperatures that are easily recognized and known in advance and have a permanent location in the environment; (2) clue, any sound, smell, touch, kinesthetic, or visual stimulation that affects sensing that can immediately provide information to determine his position; (3) indoor numbering system, pattern and arrangement of room numbers in a room; (4) measurement (measurement), action or process of measuring or determining a dimension for sure or approximately from a space by using a tool; (5) compass direction, the direction of the wind determined by the magnetic field of the earth; (6) self familiarization, the process of combining the five orientation components. children with visual impairment since early birth, need an orientation to the learning process longer than children with visual impairment who are not from birth. method this research uses a descriptive method with a qualitative approach. the research was conducted on a child with visual impairment on a 9 years old. the first step is collecting data through observation, interviews and documentation studies. observation aims to see child development based on milestone. interviews addressed to parents and teachers who are interested in exploring deeper data about the condition of children from birth to the present. while the documentation consists of sounds and images collected to help understand data records. the second stage is data analysis, according to milles and huberrman (creswell, 2012) there are three steps, namely data reduction, data display, and data verification. data reduction to focus the research objectives and draw conclusions for taking action. display data to organize data that has been obtained from research. verify data to analysis data and draw conclusions to get new findings. finding and discussion finding the first stage carried out in descriptive qualitative research is by conducting early identification of children with visual impairments. based on the results of identification carried out in march are show in table 1. 66 journal of icsar; volume 3, number 2, july 2019: 64-69 tabel 2. assessment for children with visual impairments through orientation and mobility observed aspect score information 3 2 1 a. landmark 1) past the incline √ need helping 2) pass the stairs √ need helping 3) skip the obstacles √ without helping 4) past the derivative √ without helping 5) recognizing classrooms √ has not been able to b. clue 1) understanding a place through the senses of touch √ has not been able to 2) get to know space with sound or sound √ has not been able to 3) determine the direction of self position in the environment √ has not been able to c. numbering system 1) understanding how many steps the child must walk from the school gate to the class 2) understanding how many times he had to change the direction of the road from the school gate to the class √ √ has not been able to has not been able to 3) understanding how many steps a child must walk from first grade to another class. √ has not been able to 4) understanding how many steps he has to walk to the toilet. √ has not been able to d. the direction of the wind 1) understand the concepts of right and left √ without helping 2) understand the concepts of front and back √ without helping 3) understand the concept of straight / straight walking √ need helping 4) can do 90 degrees and 180 degrees of rotation √ has not been able to e. measurment 1) understanding large and narrow rooms √ need helping 2) understanding long and short √ without helping 3) understanding the ratio of high and low √ without helping 4) understanding the comparison of big and small √ without helping f. self familirization 1) understanding where he was at that time √ need helping 2) what are you doing there √ without helping 3) how to get to the destination √ has not been able to g. practice eating alone 1) eat using a spoon √ need helping 2) hand and mouth coordination √ need helping 3) neatness when eating √ without helping 4) niceness when drinking use a glass √ without helping 53 the next step after the researcher conducts early identification is assessment or collection of children’s information individually and in the environment, as a basis for making a decision. (sunardi and sunaryo, 2007). based on the assessment results and reinforced by interviews with parents and teachers, bs needs to be given an intervention program that relates with principle of orientation and mobility in table 2. so that requires several techniques that can be used in implementing the program. early intervention programs for bs can be seen in the table 3. 67inna hamida z, rosika novia m, dedy ariyanto, nostalgianti c, early intervention for children with . . . . table 3. results of the early intervention implementation for children with visual impairments observed aspect score information 3 2 1 a. landmark 1) walk throught the incline √ without helping 2) walk throught the obstacles √ without helping 3) walk throught the stairs √ without helping 4) walk throught the derivative √ without helping 5) recognizing classrooms √ need helping b. clue 1) understanding a place through the senses of touch √ without helping 2) know space with sound √ need helping 3) determine the direction of self position in the environment √ need helping c. numbering system 1) understanding how many steps the child must walk from the school gate to the class √ need helping 2) understanding how many times he had to change the direction of the road from the school gate to the class √ without helping 3) understand how many steps a child must walk from first grade to another class. √ without helping 4) understanding how many steps he has to walk to the toilet. √ need helping d. the direction of wind 1) understand the concept of right and left √ without helping 2) understand the concept of front and back √ without helping 3) understand the concept of straight / straight walking √ without helping 4) can do 90 degrees and 180 degrees of rotation √ without helping e. measurement 1) understanding large and narrow rooms √ without helping 2) understanding long and short √ without helping 3) understand the ratio of high and low √ without helping 4) understand the comparison of big and small √ without helping f. self familirization 1) understanding where he was at that time √ need helping 2) what are you doing there √ without helping 3) how to get to the destination √ need helping g. practice eating alone 1) eat using a spoon √ without helping 2) hand and mouth coordination √ need helping 3) neatness when eating √ without helping 4) niceness when drinking use a glass √ without helping 73 discussion according to sunardi and sunaryo (2007) early detection or early identification can be through observation for some of child development by comparing developments with children who the same age. mastery of skills that are in it is motoric, language, social, cognitive and child behavior. based on table 1, early identification instrument of children with visual impairment, bs experiences total visual impairment that affects their orientation and mobility skills. visual impairment in bs show several characteristics, namely, watery eyes every five minutes. bs often blinks his eyes involuntarily every four seconds. he is often tripping when walking. 68 journal of icsar; volume 3, number 2, july 2019: 64-69 in addition, he has difficulty in counting the fingers of his own hand, finding objects within a certain distance, and working on something related to vision. his movements still looked stiff, had difficulty reading the writing on the board, and often asked friends. based on the characteristics seen in the bs, it is known that bs experiences obstacles in their orientation and mobility skills. so, in carrying out daily activities, bs still needs help and needs to be directed. this aims to develop bs orientation and mobility skills to minimize the impact that will occur next. based on the data obtained from the identification results, an assessment needs to be carried out as a follow-up to find out bs orientation and mobility skills. assessment is given based on the principles found in orientation and mobility. assessment is the activity of gathering information about the situation of children with special needs to make a decision or program that be adapted to the needs or characteristics of the child. according to rahardja (2010) visual impairment must have a functional understanding of special orientation components such as landmarks, clues, numbering systems, wind direction, measurement, selffamiliarization, and self-eating practices. in recognition of landmarks, bs still needs help. whereas in the clue and numbering system, bs is still not able to carry out instructions properly. in recognizing directions, the bs has been able to distinguish right and left, front and back, up and down. in addition, the bs’s ability in measurement is good enough. he does not need help in understanding the concepts of a room that is large and small, wide and narrow, high and low, long and short. for selfunderstanding and self-eating practices, bs still needs help. as a result of interviews with bs parents, bs experienced vision problems since birth because his mother had pain when pregnant. bs enters elementary school when he is 9 years old, so that bs can be said to experience delays in handling. the class teacher said that the bs’s mobility orientation ability is still below the ability of their peers. so that bs requires further handling. based on ecological theory according to bronfenbrenner (dodds, howart, & carter, 1982) said that the development and growth of children is determined by parents, family, environment and social welfare. the implementation of the intervention program is carried out at school and at home. so as to optimize early intervention programs in addition to involving teachers and parents. the researcher gave guidance to parents in implementing an early intervention program. so, parents can help implement the early intervention program. according to foreman (dodds, howart, & carter, 1982) early intervention is part of an education program that takes place starting from a baby and lasts a lifetime. early intervention according to fallen and umansky (1985) refers to additional services or modifications, strategies, techniques, or materials needed to change stunted developments. early intervention aims to help children develop according to their abilities. based on the table 3, the ability of bs in mobility orientation shows an increase. the principle of orientation and mobility of 90% can be finished by bs. orientation is the activity of the brain processing a stimulus, can be tactual stimulation, visual, auditory, olfactory or tasting. orientation is mental readiness while mobility is physical readiness. orientation and mobility go together, orientation will not work without mobility. (andajani, 2016). best (martinez, 2001) argues that orientation and mobility learning skills in children with visual impairment cannot easily monitor their movements because visual impairment children can experience difficulties in understanding what happens when they move or stretch his body, bent or twisted his body. rahardja (2010) argues that visual impairment persons must have a functional understanding of special orientation components such as: first, landmarks components which include passing inclines, stairs, derivatives and obstacles. bs can be performed it. landmarks component that still need help are in recognizing classrooms. second, the clue, bs is able to master the instructions in finding classrooms marked with braille. the ability to recognize space with sound and determine the direction of self position still needs help. the third component is the numbering system, bs’s ability to do the number of times he has to change the path from the gate to the school and how many steps the child has to walk from one class to another which is able to do it independently. while the ability of how many steps must be taken from the school gate to class and how many steps the child must walk from the classroom to the toilet still need help. fourth, the child’s ability to understand the direction of the wind where from the four components (the concept of left and right direction, front and back, straight motion, and doing 90-180 degrees rotation), bs is able to do it independently. the fifth component is a measurement where bs is also able to do everything independently. the components that are in it are understanding large and small rooms, understanding the ratio of length and short, understanding the ratio of high and low, understanding the ratio of big and small. sixth, the ability of children in self familirization, the ability of children to know himself more deeply. the ability to understand his position and how children can get to their destination still needs help. while the ability of children to recognize their goals is in a place that is capable of being done independently. seventh is the ability of children to care for himselves (eating), 69inna hamida z, rosika novia m, dedy ariyanto, nostalgianti c, early intervention for children with . . . . children are able to eat independently. the ability of bs in early intervention programs through mobility orientation has increased significantly. conclusion based on the results of research and discussion of early intervention in children with visual impairments, data were obtained that bs experienced obstacles in mobility orientation. bs mobility orientation ability is below the average ability of its peers, because there is no early treatment by the environment. so the bs needs an early intervention program regarding mobility orientation. the results of the initial assessment of the ability of bs in mobility orientation got a score of 65 but after getting early intervention the ability of bs increased and got a score of 90. this proved that the early intervention program succeeded in increasing bs capability in orientation and mobility abilities. references andajani, s. j. (2016). penerapan pembelajaran orientasi dan mobilitas untuk pengembangan kompetensi guru pada taman kanak-kanak inklusif. malang: universitas negeri surabaya. creswell, j. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. boston: pearson. dodds, a. g., howart, c. i., & carter, d., (1982). the mental maps of theblind: the role of previous experience. journal of visual impairment & blindness, 76, 5-12. fallen, n. h., & umansky, w. (1985). young children with special needs. columbus-ohio: charlese merrill publishing company. martinez, c. g. (2001). orientation and mobility, taken from living book. retreived from: http:// isd.saginaw.k12.mi.us/-mobility/index.htm. nakata, h. (2003). educational cooperation bases system construction project. impelentation report, center for research on international cooperation in educational development (criced), university of tsukuba, japan. rahardja, d. (2010). system pengajaran modul orientasi dan mobilitas. bandung: universitas pendidikan indonesia. scholl, t. g. (1986). foundations of education for blind and visually handicapped children and youth. new york: american foundation for the blind, inc. sidiq, z. (2015). memfasilitasi anak tunanetra untuk mengorientasi dan mengeksplorasi lingkungan melalui desain pelaksanaan orientasi dan mobilitas. jurusan pendidikan luar biasa fip universitas pendidikan indonesia. sunanto, j. (2016). model construction untuk meningkatkan kemampuan cognitive mapping anak tunanetra. jassi anakku, 17(2), 49-58. sunardi dan sunaryo. (2007). intervensi dini anak berkebutuhan khusus. departemen pendidikan nasional, direktorat jenderal pendidikan tinggi, direktorat ketenagaan. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p158 158 the use maru video tutorials to improve skills make dowry from paper money for children with hearing impairment jehan nabela oktaviani * universitas pendidikan indonesia, bandung, indonesia *e-mail: jehanno@upi.edu abstract: children with hearing impairment aside from being taught academically need to acquire a set of skills, such as making dowry from paper money. this study, created a learning media to teach dowry from paper money, using video tutorials maru . maru tutorial video contains an explanation video about the names of tools, materials, how to make a dowry from paper money containing a sign language system and reading text so children with hearing impairment can understand the contents of maru tutorial video. this study aims to prove the effect of using maru video tutorials on improving the skills of making dowry from paper money children with hearing impairment grade xi. this study use a quantitative approach with experimental research methods, and using the one group pretest-posttest design. the instrument used is a multiple choice test. the sample in this study was seven children with hearing impairment grade xi at certain special education school in bandung. the values of the pretest and posttest were processed and compared using the wilcoxon test to test the research hypothesis. the results of this study indicate that the maru video tutorial can improve the skills of making dowry from paper money in children with hearing impairment. the results concluded that the maru video tutorial can be used as a learning medium in learning to make dowry from paper money. keywords: hearing impairment, video tutorial, dowry introduction children with hearing impairment have the same rights as other children, namely to get formal education such as in public schools or special schools (slb) (hernawati, 2020). children with hearing impairment get education through guidance from teachers in special schools, therefore teachers must explore and grow the potential needed by children. children with hearing impairment after graduating from special education will compete in the community, for example in continuing their education to a higher level or in the world of work. children with hearing impairment to be able to compete skills that can be accepted by the comm unity, besides being taught in the academically, the field of skills must be taught to children with hearing impairment. directorate of pklk (2012) special education curriculum for elective skills subjects consists of culinary arts, fashion, craft, and so on. craftsmanship is a work of art that produces an object or object that is used as a decoration or display, one example of which is a wedding dowry made of paper money (fatwa, 2021). craftsmanship is included in the smalb level self-development program. (mutiah, 2021). dowry from paper money are skills that are taught to children with hearing impairment. the aims of teaching this skill is so that children with hearing impairment can assemble paper money into unique, beautiful, and valuable shapes (andriani, 2019). making dowry using paper money is one of the skills that are contested in the fl2n (national student competition festival) competition which is held in 33 provinces throughout indonesia. fl2n aims to provide space for children's creativity and potential in the arts and literature. http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p158 oktaviani, the use maru video tutorials to improve skills … 159 there are still many special schools that have not optimized craft skills lessons, one of which is making wedding dowries from paper money. many opportunities will make a profit from making dowry of paper money. a dowry from paper money is currently a that is in great demand by most people because of its beautiful shape. based on a preliminary study conducted by the researcher at slb pm, for non-academic learning, there are quite a lot and various skills provided by teachers such as embroidery, baking, and so on which are given according to the needs and potential of children with hearing impairment. observations in class xi there are 7 children with hearing impairment. in the 2013 curriculum for class xi smalb, the basic competence is knowing how to make dowry from paper money. furthermore, the teacher said making dowry from paper money has competed in the national student art festival and competition at fls2n but no students from the school had won this competition. based on these problems, the researchers tried to create a media to teach making dowry from paper money using video tutorial learning media. according to (mamin, 2019) a video tutorial is an audio-visual media in which it explains the process, or procedures in detail regarding a process of learning material activities. learning media video tutorials are very suitable for the children with hearing impairment because they learn with visuals so that video tutorial, they can see how to make dowry from paper money (nikolawatin, 2019). this tutorial video learning media will provide a clear and more detailed explanation because this tutorial video will provide a text description then there is the indonesian sign language system (sibi). the author gives the name of the learning media is maru (mahar uang) tutorial video. the purpose of this study was to prove the effectiveness of using maru video tutorials (dowry) on improving skills in making wedding dowries from paper money for deaf children in class xi. method the method used is a quasi-experimental method. research design used is a one-group pretestposttest design. the subject were children with hearing impairment grade xi and totaled seven children with hearing impairment. the data collection technique used in this research is a test. this test is will understanding and ability of children with hearing impairment using maru video tutorials to make dowry from paper money. this test is in the form of multiple choice questions. the data processing technique used is a non-parametric statistical tool. data will be processed by the wilcoxon test. result and discussion results after getting the results of the pre-test and post-test and then testing the hypothesis, based on the wilcoxon test which was carried out on the test results of children with hearing impairment, it is known that all children have a positive difference. ranks that are marked positive and negative are each added up and the smallest number is taken to be used as tcount so that tcount = 0. in the wilcoxon test table the critical value for errors (α) 0.05 and n = 7 is 2, the results ttable = 2, tcount = 82 > ttable = 2. the hypothesis proposed in this study can be accepted. it can be concluded that the maru video tutorial can improve the skills of making dowry from paper money for children with hearing impairment. the maru video tutorial is a tutorial video that contains the names of tools, materials, and how to make dowry from paper money, imaru tutorial video there is sign language and subtitle in bahasa so that can make easier for they to understand the context. according to (riyanto, 2020) video tutorials have proven to be effective as learning media in schools because it is easier to understand the material provided. video tutorial in learning can be used in an independent study. according to (al hibra, 2019) video tutorials are a series of live images in the form of 160 journal of icsar; volume 6 , number 2, july 2022, 158 161 image and sound presentations to be displayed by educators which contain material to help students understand the material to be delivered. scores pre-test and post-test are presented in the table 1. table 1. scores pre-test and post-test sample code pre-test score post-test score ad 2 10 dn 4 10 hn 2 10 kk 3 10 nk 3 10 pt 1 9 tz 5 10 discussions according to (musbahar, 2019) dowry is property given by the groom or his family to the bride or the bride's family at the time of marriage. according to (geni w, 2014) the skill of making wedding dowries from paper money can be sold as a gift of goods needed by the prospective bride who will get married, therefore the skill of making wedding dowries from paper money can be used as the right entrepreneurial business opportunity later. children with hearing impairment according to (tukimin, 2019) are children who have hearing loss which is divided into three, namely, there are mild, moderate, and very severe hearing impairments. according to (hidayat, 2020) although deaf children have obstacles to their hearing, they have sharp accuracy so that they are suitable in the field of vocational skills to equip deaf students in the future to be economically independent. before being given learning to use maru video tutorials for learning to make dowry from paper money, children with hearing impairment know the names of tools and materials to make dowry from paper money because they have used them usually, but children with hearing impairment dont know how to make dowry from paper money. the results of the pretest of children with hearing impairment get a score that is below the average. however, after using the maru video tutorial to learn the names of tools, materials, and how to make dowry from paper money, the results showed a significant improvement. children with hearing impairment can do the test given and get a pretty good score on the posttest. the use of maru video tutorials is very effective in improving the skills of making dowry from paper money for children with hearing impairment because this maru tutorial video prioritizes the visual abilities of children with hearing impairment., this tutorial video can be repeated, and there are reading texts and sign language making it easier for children with hearing impairment to understand the contents of this maru video tutorial. children with hearing impairment are enthusiastic to pay attention and make dowry from paper money because the material presented on video tutorials and children with hearing impairment can repeat the material. this research, was an increase in making dowry from paper money as seen from the results of the comparison of pretest and post-test that the researchers had done. the pretest was conducted once to determine the child's initial ability about the names of tools, materials for making dowry, and how to make dowry from paper money. the next researcher did the treatment by giving video tutorials to the children which were carried out in 4 meetings. for the final assessment, the researcher conducted a posttest. at the posttest stage, the child's knowledge was determined after being given treatment. if we compare the pretest and posttest, it can be seen that there is an increased comparison of children's knowledge in the skills of making dowry from paper money. oktaviani, the use maru video tutorials to improve skills … 161 conclussion based on the result of the research and analysis of the data, it is evident that there is an effect of using maru video tutorials on improving the skills of making dowry from paper money in children with hearing impairment grade xi. changes can be seen from the results of tests given to children with hearing impairment before treatment and after treatment. in the test carried out before being given treatment, the child with hearing impairment did not know the names of the tools, materials, and how to make dowry from paper money. after being given treatment by giving maru video tutorials to children with hearing impairment, there was a change in the post test results for children with hearing impairment, it was proven in the wilcoxon test table that the critical value for the error (α) was 0.05 and n = 7 was 2, the result ttable = 2, then tcount = 82 > ttable = 2. the hypothesis proposed in this study is acceptable. references al hibra, b., hakim, l., & sudarwanto, t. (2019). development of vlog learning media (video tutorial) on student materials. tax at smk pgri 1 jombang. international journal of educational research review, 4(3), 435-438. andriani, m. (2019). meningkatkan keterampilan vokasional membuat kotak mahar pemikahan melalui metode latihan untuk anak tunagrahitaringan. classroom action research di slbn 2 pariaman (doctoral dissertation, universitas negeri padang) fatwa, n. (2021). analisis hasil pembelajaran kriya plat logam peserta didik kelas ix smp negeri 1 pangkajene (doctoral dissertation, fakultas seni dan desain). geni, w. (2014). tanggapan warga belajar terhadap pelaksanaan pembelajaran keterampilan membuat kreasi hantaran pernikahan di pkbm surya kota padang (doctoral dissertation, universitas negeri padang). hernawati, t., aprilia, i. d., & gunawan, d. pengembangan keterampilan berbahasa lisan pada anak dengan hambatan pendengaran melalui program terpadu. jurnal penelitian pendidikan, 20(3), 360-369. hidayat, d. s., rahmat, c., fattah, n., rochyadi, e., nandiyanto, a., & maryanti, r. (2020). understanding archimedes law: what the best teaching strategies for vocational high school students with hearing impairment. journal of technical education and training, 12(1). mamin, r., & arif, r. n. h. (2019, november). efektivitas media pembelajaran video tutorial terhadap hasil belajar mahasiswa pada matakuliah ipa sekolah. in seminar nasional lp2m unm. musbahar, p. h. (2019). pandangan masyarakat terhadap fenomena tingginya belis (mahar) perkawinan (studi kasus kecamatan borong kabupaten manggarai timur, flores nusa tenggara timur. jurnal hikmatina, 1(1), 37-43. mutiah, k. n. (2021). manajemen pendidikan ketrampilan vokasional anak tunagrahita. exponential (education for exceptional children) jurnal pendidikan luar biasa, 2(1), 191-198. nikolawatin, z., setyosari, p., & ulfa, s. (2019). pengembangan media tutorial bahasa isyarat untuk siswa tunarungu slb bc kepanjen. jinotep (jurnal inovasi dan teknologi pembelajaran): kajian dan riset dalam teknologi pembelajaran, 6(1), 15-22. riyanto, a., & yunani, e. (2020). the effectiveness of video as a tutorial learning media in muhadhoroh subject. akademika: jurnal teknologi pendidikan, 9(02), 73-80. tukimin, s., handayani, d., alimin, z., & somad, p. (2019). indonesia deaf and blind communication system (idbc-system). education and information technologies, 24(3), 2017-2033 pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: doi: http://dx.doi.org/10.17977/um005v6i22022p250 250 retrospective view and thematic mapping on the studies of selfadvocacy of students with disabilities: a bibliometric analysis unita werdi rahajenga,b*, wiwin hendriania auniversitas airlangga, surabaya, indonesia buniversitas brawijaya, malang, indonesia *e-mail: unita.werdi.rahajeng-2021@psikologi.unair.ac.id abstract: self-advocacy is known as an important skill for students with disabilities especially to participate in an inclusive social environment. the present study aimed to explore the root and foundation of the studies of self-advocacy of students with disabilities by identifying the impactful works, authors, and themes via bibliometric study. we retrieved a sample of 180 articles related to this topic from the scopus database. the vos viewer was applied to perform this bibliometric analysis, specifically by co-citation and cooccurrence analysis. we identified david w. test has put the foundation on the studies of self-advocacy of students with disabilities. moreover, the studies of self-determination were a root for the studies of self-advocacy. this study also provided insight related to the potential application of self-advocacy, such as in higher education and employment setting. this study will be valuable for researchers and practitioners in special education who are interested to explore this area. keywords: bibliometric, education, self-advocacy, students with disabilities, vos viewer introduction self-advocacy is one of the fundamental personal factors for students with disabilities’ academic success. self-advocacy was described as a set of skills owned by students with disabilities to strategically communicate the support they need to potential supporters (stodden et al., 2003). students with disabilities need this skill to navigate barriers, lack of accessibility, and lack of accommodation in academic settings. students with disabilities who were able to advocate themselves were portrayed as empowered individuals. by practicing self-advocacy, students with disabilities often succeed to get the needed support (daly-cano et al., 2015; pfeifer et al., 2020). moreover, their academic environments understood more about how to provide support or accommodation for students with disabilities so it promoted an insight to build an inclusive practice in academic settings. even further, self-advocacy could inspire management in academic institutions to enact equal access and anti-discrimination policies for students with disabilities. thus it attracted practitioners in special education to support the development of self-advocacy of students with disabilities and scholars to conduct empirical research regarding this area. to date, many scholars published their findings related to the self-advocacy of students with disabilities in various reputable peer-reviewed journals. the body of knowledge related to the self-advocacy of students with disabilities can be obtained fully by reviewing these publications. several systematic review methods can be employed to get a deeper understanding of a specific topic, such as systematic literature review, meta-analysis, scoping review, and rapid review (grant & booth, 2009). these aforementioned methods help us to build a deeper understanding of a topic by taking advantage of the numerous publications of findings. each method has its advantages and disadvantages, so the choice of the review method depends on the purpose of the review. http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p250 rahajeng & hendriani, retrospective view and thematic mapping on the studies of … 251 the purpose of this study was to look forward to the root and foundation of the studies of self-advocacy of students with disabilities by identifying the impactful works, authors, and themes. thus in this study, we review works of literature regarding the self-advocacy of students with disabilities using bibliometric analysis. bibliometric analysis was introduced as a science mapping tool that had been growing rapidly used to understand the structure of a specific scientific topic (donthu et al., 2021). the bibliometric employed quantitative analysis for classifying and visualizing research articles by using metadata stored in trusted journal databases. the use of bibliometric is driven by a need to evaluate the scientific findings (ellegaard & wallin, 2015). in this study, the bibliometric analysis is affordable to give us an insight into the foundational aspects of studies of the self-advocacy of students with disabilities. method the scopus database was selected as the bibliographic article database since it is known as the biggest indexed database and one of the most comprehensive peer-reviewed journal databases. the data was searched on 12 january 2022, restricted only to peer-reviewed articles and empirical studies. we used boolean operators logic keyword: “self advocacy” and (student or school or education) and disabilit*. we retrieved 180 articles that were published between 1988 to 2022. we used co-citation analysis and co-occurrence analysis, both of which were part of the bibliometric analysis technique. co-citation analysis is a science mapping technique that assumes publications that are cited together frequently have similar themes and interests. cocitation analysis is beneficial to find the most influential publications and scholars regarding related areas (donthu et al., 2021). we performed 2 kinds of co-citation analysis including cited references and cited authors. whereas co-occurrence analysis is a technique that examines the actual content of the publication itself. like logic in co-citation analysis, the cooccurrence analysis assumes that keywords that frequently appear together have a thematic relationship. thus co-occurrence analysis is suitable to enrich the interpretation of co-citation analysis in mapping the thematic clusters (donthu et al., 2021). for co-occurrence analysis, we performed author keywords that are the keywords were submitted by the authors. vosviewer (version 1.6.17 on mac os) was employed to perform co-citation analysis and cooccurrence analysis. result and discussion result(s) co-citation analysis we found collectively in 180 articles there were 7.282 cited documents. all cited documents came from 3.419 publications and were published by 9.886 authors. then we analyzed the cited references and cited authors. table 1. top 5 references with the highest link strength, citation, and number of links in studies on self-advocacy of students with disabilities citation total links strenght number of links references (author, year, publication) 10 69 51 test, fowler, wood, et al., (2005), exceptional children 8 78 56 test, fowler, brewer, et al., (2005), remedial and special education 7 68 55 cobb et al., (2009), career development for exceptional individuals 6 39 35 eckes & ochoa (2005), american secondary education 6 55 50 field et al., (2003), remedial and special education 252 journal of icsar; volume 6, number 2, july 2022, 250 257 of the 7.282 cited documents (secondary documents), 210 documents met the threshold (cited by minimum 2 articles). in incited references analysis, 29 documents were excluded since did not have an adequate association with each other, then left 181 documents to be analyzed further. overall, test, fowler, brewer, et al., (2005) was the article which has the greatest total links strength and number of links then test, fowler, wood, et al., (2005) was the article that have the most citation. both of these articles were a literature review about selfadvocacy intervention for students with disabilities. test, fowler, wood, et al., (2005) recommended a conceptual framework consisting of components on self-advocacy which is widely used as a reference in future studies on self-advocacy of students with disabilities. some articles did not discuss self-advocacy specifically but focused on self-determination (i.e cobb et al., 2009; field et al., 2003) and transition (eckes & ochoa, 2005). we present the top 5 cited references in table 1. the visualization regarding cited reference mapping and network is present in figure 1. figure 1. visualization cited reference mapping and network on studies on self-advocacy of students with disabilities of the 9.886 authors who published their work, 57 authors met the threshold (their names cited minimum in 20 articles). from co-citation analysis, we found that michael l. wehmeyer and david w. test were the two authors who were most cited. michael wehmeyer is a professor of special education at the university of kansas, us then david w. test is a professor in the department of counseling, special education, and child development at the university of north carolina at charlotte, us. the majority of wehmeyer’s work is related to the self-determination of persons with disabilities (i.e shogren et al., 2007; wehmeyer et al., 2000; wehmeyer & palmer, 2003). whereas as mentioned before, david w. test is wellknown for developing a conceptual framework of self-advocacy and widely use afterward. moreover, david w. test published several other publications related to self-advocacy, such as test & neale (2004) and walker & test, (2011). table 2 present the top 5 authors in this field. visualization of cited authors mapping and network present in figure 2. rahajeng & hendriani, retrospective view and thematic mapping on the studies of … 253 figure 2. visualization cited authors mapping and network on studies on self-advocacy of students with disabilities figure 3. network and density visualization of co-occurrence analysis on the studies on self-advocacy of students with disabilities table 2. top 5 the most cited authors in studies on self-advocacy of students with disabilities rank author total cited total link strength background and institution 1 michael l. wehmeyer 212 7.568 profesor special education university of kansas, us 2 david w. test 166 5.512 profesor departement of counseling, special education and child development, university of north carolina at charlotte, us 3 wendy m. wood 86 3.008 associate profesor departement of counseling, special education, and child development, university of north carolina, us 4 catherine h. fowler 86 2.884 university of north carolina, us 5 mary wegner 83 1.866 sri international us co-occurrence analysis of the 414 keywords that were proposed, 18 met the threshold (minimum appeared in 5 articles). the list of keywords is presented in table 3 then visualized in figure 3. term self254 journal of icsar; volume 6, number 2, july 2022, 250 257 advocacy was found in a majority of articles and it is no wonder since we focus on the studies on self-advocacy itself. the findings regarding the keyword provided an insight into the findings in the previous co-citation analysis. from figure 3, we found several themes were arisen lately, such as higher education and employment. table 3. most occurred keyword in studies on self-advocacy of student with disabilities total link strength occurrence number of links keyword 54 42 16 self-advocacy 21 23 9 disability 25 20 14 self-determination 21 13 11 transition 10 11 7 learning disabilities 10 8 7 disabilities 12 8 8 employment 10 8 8 intellectual disabilities 13 8 9 postsecondary education 7 7 6 higher education 6 7 5 students with disabilities total link strength occurrence number of links keyword 11 6 5 accommodations 4 6 3 adolescents 10 6 7 autism 8 6 7 inclusion 5 6 5 intellectual disability 5 5 4 education 8 5 7 qualitative research discussion(s) based on our data, the publications related to this field have been developing at least since 1988. therefore, the study on self-advocacy of students with disabilities is a recent topic. based on the result of the co-citation analysis, we noted that david w. test was the prominent scholar who put the foundation on the studies on the self-advocacy of students with disabilities. his most significant works were published in 2005, entitled a conceptual framework of self-advocacy for students with disabilities published in remedial and special education (test, fowler, wood, et al., 2005) and a content and methodological review of self-advocacy intervention studies published in exceptional children (test, fowler, brewer, et al., 2005). in the first paper, test, fowler, wood, et al. (2005) compiled various definitions of selfadvocacy in a chronological term. the initial definition of self-advocacy originated from the civil rights movement and was conceptualized as an act or a skill thereafter. test, fowler, wood, et al., (2005) also developed a comprehensive conceptual framework of self-advocacy based on their literature review and the input from stakeholders. the components of selfadvocacy include knowledge of self, knowledge of rights, communication, and leadership. in the second paper, test, fowler, brewer, et al., (2005) reviewed 25 self-advocacy interventions then concluded that people with varying disabilities and varying ages can learn self-advocacy. there were various strategies that can be used to teach self-advocacy such as role-play, prompts, videos, and content in published curricular packages. most teaching strategies were claimed to have a positive effect on self-advocacy. however, it should be interpreted with caution since some studies had methodological weaknesses. this paper also rahajeng & hendriani, retrospective view and thematic mapping on the studies of … 255 strengthened the conceptual framework proposed in the first study even though fewer proposed strategies stressed teaching components: knowledge of rights and leadership. studies on the self-advocacy of students with disabilities cannot be separated from selfdetermination studies. through the cited-authors data, the influential scholars on selfdetermination studies also influenced the foundation of studies on the self-advocacy of students with disabilities, such as david l. wehmeyer and susan b. palmer from the university of kansas, lawrence, us. the co-occurrence analysis confirmed that ideas wherein keyword self-determination were widely emerged in self-advocacy publications (i.e. dalycano et al., 2015). vice versa findings related to self-advocacy were declared in several selfdetermination publications (i.e algozzine et al., 2001; field et al., 2003). self-advocacy is often intertwined with self-determination but in most of the pieces of literature, self-advocacy was defined as a sub-skill in self-determination (i.e. algozzine et al., 2001; field et al., 2003; wehmeyer & palmer, 2003). shogren et al., (2015) stated that in causal agency theory-the latest theory on self-determinationself-advocacy was one of the skills included in agentic action which was defined as an action in the service of purposiveness. algozzine et al., (2001) proposed that self-advocacy was a crucial skill in the self-determination construct. overall, we assumed that self-determination is an umbrella study of self-advocacy for students with disabilities. through co-occurrence analysis, we got an insight into the themes related to studies on self-advocacy of students with disabilities, such as transition, postsecondary education, accommodations, and inclusion. in recent years, themes related to higher education (see bruce & aylward, 2021; moriña & biagiotti, 2021; pfeifer et al., 2020) and employment (almalky & alqahtani, 2021; lindsay et al., 2021) have emerged. the workplace and higher education have a common situation, notably, both of them is an adult social inclusive environments and demand full of independence. in some way, persons with disabilities may not perform equivalently compared to typical persons except they get reasonable accommodation and accessibility. it is convinced that self-advocacy was an advantageous personal skill to navigate the lack of support, accommodation, and accessibility in workplace and higher education settings. communication as a core skill in self-advocacy facilitates a person with disabilities to get support from their surroundings (pfeifer et al., 2020; vornholt et al., 2013). based on the explanation above, we could identify influential scholars and references that build the foundation of studies on the self-advocacy of students with disabilities. we recommend researchers and practitioners who are interested in studies on self-advocacy of students with disabilities manage to understand and criticize a concept offered by these scholars and the findings from these references. we also found several themes that could direct the content and context related to studies on the self-advocacy of students with disabilities. in sum, this bibliometric study is beneficial as a starting point and guidance, especially for a beginner who is interested in studies on the self-advocacy of students with disabilities. we concluded that a bibliometric analysis was a practical method to get insight into a related topic. we got data mapping, network, and visualizing in a short term. while the bibliometric study has allowed us to the identified foundation of the studies on self-advocacy of students with disabilities, but so far we only used a literature indexed in the scopus database. further, we should overlooked other sources, such as another database (such as google scholar) and the grey literature database which maybe also have meaningful findings. therefore we suggest doing a more comprehensive review involving comprehensive available works of literature from various literature databases. still, we also got several issues related to data cleaning by using vosviewer. for the further bibliometric study, we proposed to find complementary tools in terms of cleaning the data. 256 journal of icsar; volume 6, number 2, july 2022, 250 257 conclussion to conclude, we identified that david w. test was the most influential scholar in studies of self-advocacy of students with disabilities, and the self-determination concept was the root of this study. several recent themes were recommended in delving into the self-advocacy of students with disabilities, such as higher education and employment. the bibliometric study is a practical method to give us insight into the structure of knowledge in related studies efficiently. whereas we point out several limitations so we suggest this study was responded to be a starting point for a more complex and comprehensive further review. references algozzine, b., browder, d., karvonen, m., test, d. w., & wood, w. m. 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(2000). promoting causal agency: the self-determined learning model of instruction. exceptional children, 66(4), 439– 453. https://doi.org/10.1177/001440290006600401 74 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 74-77 the influence of using animal card media on the ability of mild mental retardatin to write simple sentence geas alida yunianti, mohammad efendi, agung kurniawan, sopingi universitas negeri malang, indonesia email: geasalida681@gmail.com abstract: this study aims to assess influence the using animal car media on the ability of students with mild mental retardation to write the simple sentence. the study use a qualitative method by an experiment one group pretest-postest design. the data were analized by wilcoxon signed ranks test. the result show that using animal card media have a significant influence to increasec the ability of students with mild mental retardatio to write the simple sentence. keywords: animals card media, write a simple sentence, mild mental retardation. introduction education is a right of all children, not least education for children with special needs. according efendi (2009) mandate education for people with disorders or disabilities stipulated in uu no. 20 tahun 2003 on national education system article 32 states that “special education (special education) is an education for students who have difficulty in following the learning process because of physical, emotional, mental, and social”. giving equal opportunities to all children with special needs for education and learning, means reducing disparities education enrollment rates of children in general with special needs children. all children are entitled to education services, including children with special needs. with their limitations, mentally retarded children are also entitled to receive adequate educational services. with intellectual disabilities, children need appropriate education service models or learning strategies. armatas (2009) defines a retarded child as a disorder that includes intellectual functions common in a below average. according to luckasson et al (2003) retarded child is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. the retarded child have iqs below the average normal child. such conditions can cause intelligence and intellectual functions disrupted, and in turn cause other problems during their development (aaidd, 2002). retarded children categorically can be classified into three categories, namely (i) mild mental retardation (able to educate), (ii) moderate mental retardation (able to train), and (iii) severe mental retardation (able to care) (croen, et al. 2001). of the three categories it is known that the most likely to be educated are mild retarded children. the mild retarded child is able to get an education in the field, reading, writing and arithmetic. however, they have difficulty focusing on the lessons, and easily get bored (wallet, 1969). one of the skills students must master in learning is reading and writing skills. reading and writing are the basic skills needed in social life. children learn languages related to cognitive development, so that language development will be in line with their cognitive development. in fact, retarded children experience obstacles in cognitive development so that language development is also hampered. the barrier is shown by not in harmony between the development of language and the calendar age (cronolical age), but more in tune with the mental age. barriers to language skills in mild retarded children occur starting from concrete nouns to abstract words (sunardi, 1997). gauri (2007) states that because of obstacles in the ability to understand the meaning of words, the mentally retarded children are more likely to use basic words or only at the basic level. resulting in the delivery of the subject matter, the teacher uses something concrete, easily understandable language, and situations that fun so that children do not feel bored mentally disable and motivated to learn. the more objects that are seen, heard, touched, felt, and kissed by the child, the development of perception will be more rapid and more responses will be obtained, and the more rapid the development of the language (harmer, 2004; brown, 2007). seeing the learning conditions, then the ability of learners to respond to what you want delivered teacher will be reduced. in line with the statement, kustiawan (2013) argues that “media is an integral part of the whole system and the learning process, it means learning media is the most influential element and determine the activities of learning”. the point is an intermediary that connects all those in need of the relationship, and to distinguish between 75geas alida y, mohammad efendi, agung kurniawan, sopingi, the influence of using animal card media . . . . communication media and communication tools “. he essence of producing instructional materials, is to facilitate the teaching learning process. the essence is not to use such instructional materials as objects of decoration in the classroom or as objects to be presented (amadioha, 2009). in this study, the implementation of media animals card can be used to improve the retarded learners’ ability to write simple sentences. animals media card can be applied for learners experiencing barriers to arrange or compose a sentence. animals card a picture card made of plywood size (15 cm x 25 cm) with boards size (45 cm x 50 cm) with images divided into three parts like a puzzle piece image display 3 will be compiled into a single image intact animals. pictures of animals in this medium are images of animals in likungan school that is expected to attract the attention of mild mental retardation students to actively participate in learning activities, reversed images of animals that will be prepared no words into a sentence in accordance with the subyek-predikat-obyek structures. this mediumsized modified from flashcard (25 cm x 30 cm). if the media flashcard made from cardboard or other paper, media card animals is made of plywood and wood for the board, with plywood and wood materials are expected this media is not easily damaged when used in the learning process. the use of instructional media can give rise to certain advantages in the teaching-learning process, and among others are 1) helping develop students’ ability to do self-learning based on their experience and facts they learn; and 2) decreasing verbalism (using verbal language whether oral or written) in the learning process (latuheru, 1988). educational experiences that involve the learner physically and give concrete examples are retained longer than abstract experiences such as listening to a lecture. instructional media help add elements of reality, for instance, including pictures or highly involved computer simulations in a lecture (ansley, 2007). the purpose of this study to assess significant differences before and after use animals crad media (acm) mild retardation students ability to write simple sentences. method this study used a quantitative research method by experiment one group pretest posttest design. experimental research design is the research methods used to find a specific treatment effect against the other under controlled conditions (ross & morrison, 2003; sugiyono 2015). this study usea quasi-experimental research design. this study aimed to compare the results of the pretest and posttest. desain research used is o1 x o2. experiments do before intervention (o1) is called pretest and experiments carried out after intervention (o2) is called the posttest. the difference between o2 o1 is assumed as the effects of the experiments carried out or giving treatment (arikunto, 2003). the population of this study are the retarded students in sdlb sumer dharma malang. the sample in this study were 5 mild mental retardation learners. this study used a sample so saturated. as outlined (sugiyono 2015) sampling saturated sampling technique when all members of the population used as a sample. the instrument used was test. the test used is a matter of simple sentences compiled in accordance with the subyek predikat-obyek (spo) structure. tests used in the pretest and post-test that is used as a measuring tool to determine the extent to which the ability to write simple sentences in the students mild mental retardation.measures compile research instrument as follows : (1) to construct a grid instrument. (2) to develop question test, (3) to do validity instrument test. content validity assessment done by expert faculty and instructional media which matter experts or practitioners that classroom teachers. instruments used in the validity of the test is a checklist with a number of items as much as 12-point declaration relating to aspects of assessment for learning media. 11 point statement relating to the third grade learning material in the form of grating about the pretest and posttest instruments and lesson plan. having obtained the results of the pretest and posttest, then recapitulated in the table to determine changes in the value and sign changes that occur. to test the average difference arithmetic operation capability summation pretest and posttest using nonparametik with marked rank test wilcoxon signed ranks test with spss 16.0 for windows. findings and discussion findings initial capability data obtained from the pretest students performed before given traetment. pretest given to the students as much as 4 meetings. based on the results of the pretest initial capability composing and writing words into sentences mentally disable students, namely getting average value of 48, the value of the category of less value. table 1 is average value of pretest. after giving the pretest, students were given treatment for 4 times. at the end of the meeting do posstest to mild mental retardation students that students who earn an average value of 62, the value is categorized as good value. here is a table 2 of the average value posttest. 76 journal of icsar; volume 3, number 2, july 2019: 74-77 table 1. results of the pretest ability to write simple sentences no. name average pretest grades i, ii, iii, iv average the value of the overall student posttest 1. silma 45 48 2. tias 55 3. paradise 40 4. niken 45 5. eca 55 total 340 table 2. results posttest ability to write simple sentences no. name average value posttest i, ii, iii, iv average the value of the overall student posttest 1. silma 55 62 2. tias 65 3. paradise 70 4. niken 60 5. eca 60 total 310 table 3. changes sign pretest and posttest scores no. name pretest posttest change sign 1. silma 45 55 + 2. tias 55 65 + 3. paradise 40 70 + 4. niken 45 60 + 5. ecca 55 60 + total 240 310 average 48 62 table 4. descriptive statistics group experiments descriptive statistics n mean std. deviation minimum max pretest 5 48.0000 6.70820 40.00 55.00 posttest 5 62.0000 5.70088 55.00 70.00 table 5 wilcoxon signed ranks test n mean rank sum of ranks posttest pretest negative ranks 0a .00 .00 nositive ranks 5b 3:00 15:00 ties 0c total 5 table 7. analysis wilcoxon variables probability (asymp. sig.) information p r e t e s t p o s t test 0,042 significantly different based on tables 1 and 2 can be a significant difference between before and after the students were treated. before being treated, the number of overall score of 5 students studied was 240 with an average of 48 in the poor category. after being treated for 4 times posttest scores obtained from 5 students studied. the result is total score increased to 310 with an average of 62, show in table 3. the hypothesis proposed for the wilcoxon signed ranks test in the experimental group were: ho: there is no difference in the ability to write simple sentences mild mental retardation third grade students between before and after treatment using animals media card; ha: there is a difference in the ability to write simple sentences mild mental retardation third grade students between before and after treatment using animals media card. the results of data analysis using the wilcoxon signed rank test techniques were show in table 4. the results of data analysis using techniques wilcoxon signed rank test in the experimental group showed the number of research subjects 5 subjects (n). the average value of 48.0000 preetest with a standard deviation of 6.70820, with a minimum value of 40.00 and a maximum value of 5., 00. as for the average value of 62.0000 posttest with a standard deviation of 5.70088, with a minimum value of 55.00dan maxima value of 70.00. according to the table ranks in table 5, a = posttest <pretest; b = posttest> pretest; c = pretest posttest. experimental groups, of a total of as much data as the data 5, there is zero at negative ranks, there are 5 data on positve ranks, and zero data on ties. meaning of 5 data were compared, the fifth data showed that students who are given treatment using animals card media has a higher value than the value before being given treatment. wilcoxon test was used to test whether the average pretest and post-test of the value of the same or different. wilcoxon test results can be seen on the test statistics on asymp.sig column. from calculations with spss and from the table 7 obtained. from table 7 it can be seen that the probability value (sig.) 0.042 <0.05. then ho is rejected and ha accepted. this means that there is a significant difference between the pretest and posttest. the average value of posttest (62.00) is higher than the average value of pretest (48.00). 77geas alida y, mohammad efendi, agung kurniawan, sopingi, the influence of using animal card media . . . . the result analysis conducted by wilcoxon signed ranks testthere shown that there is a difference in the ability to write simple sentences mild mental retardation students between before and after treatment. it is shown an increase mild retardation students’ ability to write simple sentences. discussion the result of the study showed that the implementation of media card animals can improve the ability of mentally retarded children in composing simple sentences. this finding in line with the statement of latuheru (1988) that the use of instructional media can develop students’ ability in learning process and also ability to write. this study finding also in line with ansley (2007) statement that educational experiences that involve the learner physically and give concrete examples are retained longer than abstract experiences. instructional media help add elements of reality.. after being given the treatment learners mild mental retardation have an improvement in their learning activities in the classroom. the results obtained by students to be increased due to their own willingness to try new things to do, so that students do not have the burden of participating in learning activities in the classroom. based on discussion above, it can be concluded that there is influence animals media card on the ability to write simple sentences student mild mental retardation. suggestion from these results, teachers and schools can find out the needs, abilities, and characteristics of students by providing appropriate learning media. for the next researcher to conduct research into the use of media animals card on different subjects with different behavior targets that can contribute comprehensive knowledge. references american association on intellectual and developmental disabilities. (2002). mental retardation: definition, classification and systems of supports 10th ed. washington dc: aaidd. amadioha, s. w. (2009). the importance of instructional materials in our schools, an overview. new era research journal of human, educational and sustainable development, 2(3), 4-9. ansley, d. (2007). instructional media: chalkboards to video. retrieved march 15, 2018 from http//learningforlifefsu.edu/ctl/explore/ onlineresources/docs/ chptr9.pdf. armatas, v. 2009. mental retardation: definitions, etiology, epidemiology and diagnosis. journal of sport and health research. 1(2):112-122. arikunto, s. (2003). dasar-dasar evaluasi pendidikan. jakarta: pt. bumi aksara. brown, h. d. (2007). teaching by principles: an interactive approach to language pedagogy (2nd ed). white plain, ny: pearson education. croen, l.a., grether, j.k., & selvin, s. 2001. the epidemiology of mental retardation of unknown cause. pediatrics, 107(6), 1-5. gauri, p. (2007) language development children with mentally retarded. http://goertzel.org/ dvnapsyc/2007/language development.htm. efendi, m. (2009). pengantar psikopedagogik anak berkelainan. jakarta: pt bumi aksara. harmer, j. (2004). how to teach writing. new york: pearson education ltd. kustiawan, u. (2013). sumber dan media pembelajaran anak usia dini. malang: fakultas ilmu pendidikan universitas negeri malang. latuheru, j. d. (1988). media pembelajaran dalam proses belajar mengajar masa kini. retrieved from http://endonesa.wordpress.com/ ajaranpembelajaran/media-pembelajaran luckasson, r., coulter, d. l., polloway, e. a., reese, s., schalock, r. l., snell, m. e., spitalnik, d. m. & stark, j. a. (2003). mental retardation: definition, classification, and systems of supports (9th ed.). washington, dc: american association on mental retardation ross, s. m., & morrison, g. r. (2003). experimental research methods. new york: publisher aect. sunardi. (1997). menangani kesulitan belajar membaca, jakarta: depdikbud ri. sugiyono. (2015). metode penelitian pendidikan. bandung: alfabeta. uu no. 20 (2003). sistem pendidikan nasional. republik indonesia. 70 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 70-73 adaptive physical education through aquatic activities for children with motor barriers dewi daryati, imas diana aprilia universitas pendidikan indonesia, indonesia e-mail: dewidewidee@gmail.com abstract: this article examines adaptive physical education through aquatic activities for children with motor barriers. this research is based on several problems faced by children with motor impairment who are not able to fully participate in physical education activities through aquatic exercises. it is caused by the inexistence of systematic and integrated guidelines to which an instructor can refer when giving aquatic exercises to children with motor delay. adaptive physical education through aquatic activities is really helpful in optimizing motor ability of those children with motor delay. this research aims at figuring out the implementation of adaptive physical education through aquatic activities for children with motor barriers. this research applies descriptive method. data are collected through observation, interview, literature study, and documentation. research finding shows that there is not any special learning planning yet which is adjusted to the ability of children with motor barriers. the exercises given to children with motor barriers are made the same with general exercise program and the evaluation of the training results is not yet consistent. keywords: adaptive physical education, aquatic activity, children with motor barriers. introduction one of children development types is motor development it functions as the heart of life because human lives since movement exists (soetjiningsih, 2012). the improvement of motor performance spots the main attention from therapeutic intervention and adaptive physical education through aquatic activities for children with motor barriers. aquatic therapy is ow viewed as a beneficial activity for children with motor development impairment (broach & datillo, 1996; becker, 2009). through aquatic activity, they are given opportunities to improve physiological and psychological achievement. aquatic activities train the whole body without giving extreme pressure on some parts so that it gives joyful atmosphere for children (broach & datillo, 1996; becker, 2009). aquatic environment with warm temperature of 32-33 cº can reduce the injury impact on the muscle tone which enables more efficient movement for children with high muscle pressure (adams & mccubbin, 1991). water therapeutic quality makes use of buoyancy, which entertains the possibility of reaching the independent movement which cannot be accomplished on land (getz and brown, 2006). children with motor impairment need to get special treatment adjusted to the condition in every activity. physical education through aquatic activities for students with motor barriers needs to construct special treatment to accommodate all movement needs in the water. it certainly is accomplished with several modifications to enable individuals with barriers to get opportunities to participate in safe, successful, and satisfying manner (hosni, 2003). thus, adaptive physical education acts as an education which provides the opportunity for students with motor barriers to be able to actualize physical activities through directed and planned program. adaptive physical education through aquatic activities is done to manage condition by focusing on function, movement process, and optimal utilization of children’s potentials. these aquatic activities are quite difficult as they are done in water which is different from physical movement on land. aquatic activities aim at strengthenning, maintaining, and recovering physical, psychological, and social condition. several therapeutic interventions have been used to optimize development on motor stuff, increase active range of motion, improve muscle and mobility strength, obtain functional motor skills, and support functional independence at home, school and society (de clerck, cevidanes, & baccetti, 2010). aquatic activity intervention is a popular additional treatment for children with motor barriers, especially those with celebral palsy (getz and brown, 2006), which gives alternatives and safe and beneficial impact for children with motor development barriers (fragala‐pinkham et al., 2008). in kindergarten and primary schools, there is about 10-15% of children suffering from motor delay. they look slower, frequently experience small accidents when moving, and trip over their own feet (von loh, 2017). in 2007, around 35.4% of indonesia children under five years old suffers from development delay such as delay on gross motor, fine motor, and mental 71dewi daryati, imas diana aprilia, adaptive physical education through aquatic activities for . . . . emotional deviations. in 2008, based on the status monitoring of toddler’s development, the prevalence of development decreases into 23.1%. it is caused by the improvement of indonesian education program. referring to unicef data in 2011, it identified a high rate of growth and development impairment on children under five years old especially motor development impairment which was identified as much as 27.5% or almost 3 million children with the impairment. motor coordination and balance impairment is a complex disorder and is experienced by 6%-13% of children population marked by a very heterogeneous clinical description (fadlayana et al., 2016). the majority of children with motor impairment possesses low mobility capacity and less physical performance. therefore, children with motor barriers have bigger need for movement. as a consequence, adaptive physical education has to become a main program of education for children with motor barriers on the whole because it functions as a basis to improve the necessary body functions (abdoellah, 1996). method this research is accomplished in an institution which deals with sport, health, and education in bandung city. the selection of the research site is based on the consideration that the place has administered adaptive physical education through aquatic activities for children with development impairment (including children with motor barriers) which holds cooperation with inclusive schools or special schools in bandung for about 12 years. the involved instructors are those trained instructors who have attended aquatic training and license for children with development impairment. the method applied in this research is descriptive qualitative by employing data collection techniques of observation, interview, documentation, and literature study. research procedure was started by a preliminary study investigating data on children’s motor objective ability and aquatic activity exercise in the institution/ center of x therapy in bandung. the data were then formulated as a hypothesis description and were analyzed using qualitative analysis supported by scientific literature. findings and discussion findings the findings of this research are based on the result of literature study, observation, and interview by researchers in an institution which administers aquatic activities in bandung. the results of data analysis are several componentsa of training strategies applied by the aquatic instructor namely: 1). observation and assessment, as processes of collecting initial data through activities of systematic observation and record on children’s ability, barriers, and needs. 2). training activities based on the program. the activities are divided into 3 sessions; warming up, aquatic exercise, and cooling down. each session has been accomplished by the instructor in interesting and fun way so that the majority of children is able to follow it. however, a few children with motor barriers tend to stay mute 3). information delivery. during the activity, the information can be absorbed and followed by most of children. however, some children with motor barriers still look confused when they have to do movements as instructed. 4) children participation. in this activity, children have to take part and attend training according to what the instructor demands although there are several children including those with motor impairment stay silent, are afraid of getting into water, play on their own, have a chat, and do any other activities which interfere the aquatic exercises. those children have been warned and invited to join the exercise but they act ignorant. 5) evaluation activity. this activity functions to evaluate children’s capacity after attending the training for 12 times and functions as a reference whether or not the program is successful. however, this evaluation is not yet consistently carried out by the instructor which then results at difficulty in seeing children’s motor improvement in the next activities. from the findings, this research will analyze the instructor’s needs in implementing adaptive physical education through aquatic activities for children with motor barriers. observation data of adaptive physical education can be summarized as follows.: 1) there is no special training planning yet which is adjusted to the ability of children with motor barriers b) exercises which are given to children with motor impairment are the same with those training program for children in general. c) evaluation on the training result for children with motor development impairment is not yet consistently and continuously accomplished. the resut of interview to the coordinator of the division of aquatic activity for disabled children shows that the practice of adaptive physical education through swimming activity has been consistently done because it already cooperates with several inclusive schools and special schools in bandung. however, the biggest barrier faced is instructor’s difficulty in implementing adaptive physical education through aquatic activity according to the need of children with motor barriers in the field. in planning adaptive physical education through aquatic activity, it has to begin with assessment first, mainly in the beginning of aquatic training. assesment is a process of collecting information continuously to measure the performance of students with motor barriers and learning process. a valid assessment is beneficial to optimally develop 72 journal of icsar; volume 3, number 2, july 2019: 70-73 several aspects of children with motor barriers namely physical, social, emotional, intellectual, and spiritual aspect. the interview result to instructors shows that they are still very confused with the training program which has to be presented for children with motor impairment. therefore, instructor finds it very difficult to give exercises with relevant movement for children with motor disability in the field. thus, systematic arrangement is necessary starting from assessment up to evaluation for children with motor impairment intensively. discussion aquatic activity covers all activities done in the water and aim at training children to obtain improvement in motor, cognitive, affective, and social potentials. aquatic activity is actually a training process which makes use of physical activity using water as the medium to produce holistic transformation in individual quality in terms of physical, mental, and emotional aspect. in present reality, aquatic activity, both its activity and medium of swimmingpool, has gained function as hydrotherapy to overcome health problems like hypokinesia, musculoskeletal, internal disease, and psychological problems. the implementation of aquatic activity for children with motor impairment is not the same with that for common children because each child has his own characteristic and need. thus, more special training program which has been adjusted to what those children really need is necessary. although in practice it is usually done with other children, the program must be distinguished from the general program. to achieve maximum training outcome, training development and modification are needed to fulfil the needs of each child. the present reality is that aquatic activity is accomplished based on conventional aquatic programs which do not accommodate the needs of each child with motor barriers on the whole. the participation of children with motor barriers in adaptive physical education practice tends to be lower than other regular children. it is because motor barriers that they have slower the training process. motor barriers are known to cause various psychosocial, mental, and physical effect led to greater limitation of activity and participation among children with motor impairment in their environment. motor capacity which is not optimum can cause decrease on children creativity in adapting with their environment. late motor development can affect balance and coordination which then will also impact sport and everyday activities such as walking, jumping, and running. this will be problematic for children when movement balance and coordination are not good. they will frequently fall so that they are not capable of maintaining their own balance and it will cause them to get away from the environment (permana, 2012). aquatic activity process is inseparable from children potential development in three domains namely basic psychomotor skill, basic attitude, and basic understanding. the indicator of children aquatic success is not located on how far children can swim or how many swimming styles they can master, but it depends on how many skill indicators are completed. the implementation of aquatic activity given to children with motor barriers seems to be not maximum yet. it is proven by the fact that children with motor impairment do not make any maximum improvement yet according to aquatic program which has been established. it happens because a) instructor’s understanding on children with motor barriers is not adequate. b) planning of special training program for children with motor barriers is not relevant with children’s capacity. c) the training practice for children with motor barriers is made the same with those for common children. d) evaluation on training for children with motor barriers has not been consistently and continuously done. e) parents are not consistent toward the agreed training schedule. f). parents are still lack of understanding on aquatic activity for children development. despite many barriers taking place in the management of aquatic activity today, a number of positive things have been done by institution and instructor to improve the performance of this aquatic activity. the work procedures of aquatic activity which need to be accomplished in more detailed are: 1) assessment. it aims at obtaining initial data functioning as materials which must be examined and analyzed to formulate the next program. assessment covers three ways namely anamnesa, observation, and test. other supporting data, such as expert examination, are also necessary. 2) diagnosis and prognosis. after data are collected, the data are used as materials to determine diagnosis and types of barriers/obstacles to construct prognosis on how optimum the children can make improvement. 3) aquatic activity program planning. this program generally consists of: (a) goal and program (long term, short term, and daily), (b) method, technique, frequency, and duration planning, (c) tool usage planning, (d) reference planning (if necessary), (e) evaluation planning. 4) the practice of aquatic activity. its practice has to refer to the goal, technique/ method, tools, and facilities. the learning process of aquatic activity can be accomplished by applying learning strategies and being independent toward the existence of teacher, starting from warming up, aquatic exercise up to cooling down. the implementation of aquatic activity attempts to minimize the role of teacher in the swimmingpool area to provide more ease for the instructor to give training 5) evaluation. this activity is accomplished by the instructor and other expert teams to re-assess children’s condition by comparing the condition before and after aquatic activity. the 73dewi daryati, imas diana aprilia, adaptive physical education through aquatic activities for . . . . resuts will then be used to formulate the next program. 6) result report. report should cover every step starting from assessment up to the end and evaluation step of aquatic activity program. this procedure functions as an intervening management system of aquatic activity to improve physical and muscle functional performance on land and in water. thus, it is recommended that an aquatic professional has to complete functional assessment in waterand landbased environment (campion, 2000; styer-acevedo, 1997). a valid assessment is able to give information to the instructor about the present condition and capability of the children. this opens the opportunity to compose planning for future training session according to children’s needs (campion, 2000). this procedure has to be administered in the field as a treatment reference given to children with motor barriers to optimize their functional capability in the future. this idea is in line with what lepore et al. (1998), state that functional improvement in aquatic environment on children with impairment might be very slow, and every time-to-time transformation cannot be maintained on a dichotomy scale. thus, a valid and accountable assessment tool should be utilized as a follow-up of children improvement and as a guide for instructor to plan and adjuct the goal and strategy of training. assessment tool is based on a particular training concept so that it enables assessment and evaluation to take place, and facilitates instructors in implementing aquatic intervention program in the field. conclussion the implementation of adaptive physical education through aquatic activity in this institution which administers aquatic program has not been accomplished optimally as the implementation of this program is not yet systematic, integrated, and according to the needs of each child with motor barriers in the field. adaptive physiscal education program through aquatic activity covers: a) observation and assessment activity, b) program implementation, and c) evaluation modified according to children’s need. opportunities and challenges of adaptive physical education through aquatic activity are really great. thus, a special guidance about the program is necessary so that implementation in the field will be easier to do. referring to the strength and limitation of the findings of this research, a systematic and integrated guidance to provide more ease in the implementation of adaptive physical education through aquatic activity is necessary. thus, it can accommodate the needs of children with motor barriers when doing aquatic activity within individual or group setting. reference adams, r.c., & mccubbin, j.a. (1991). games, sports, and exercises for the physically disabled (4th ed.). philadelphia: lea & febiger. abdoellah, a. (1996). pendidikan jasmani adaptif. jakarta: departemen pendidikan kebudayaan. broach, e., & dattilo, j. (1996). aquatic therapy: a viable therapeutic recreation intervention. therapeutic recreation journal, 30, 213-229. becker, b. e. (2009). aquatic therapy: scientific foundations and clinical rehabilitation applications. american academy of physical medicine and rehabilitation, 1(9), 859-872. campion, m. r. (2000). hydrotherapy principles and practice. boston: butterworth heinemann. de clerck, h., cevidanes, l., & baccetti, t. (2010). dentofacial effects of bone-anchored maxillary protraction: a controlled study of consecutively treated class iii patients. american journal of orthodontics and dentofacial orthopedics, 138(5), 577-581. fadlyana, e., alisjahbana, a., nelwan, i., noor, m., selly, s., & sofiatin, y. (2016). pola keterlambatan perkembangan balita di daerah pedesaan dan perkotaan bandung, serta faktor-faktor yang mempengaruhinya. sari pediatri, 4(4), 168-75. fragala‐pinkham, m., haley, s. m., & o’neil, m. e. (2008). group aquatic aerobic exercise for children with disabilities. developmental medicine & child neurology, 50(11), 822-827. getz, d., & brown, g. (2006). critical success factors for wine tourism regions: a demand analysis. tourism management, 27(1), 146-158. hosni, i. (2003). pembelajaran adaptif. jakarta: dirjen dikti depdiknas. lepore, m., gayle, g.w., & stevens, s. (eds.). (1998). adapted aquatics programming. champaign, il: human kinetics. permana, f. p. (2012, july). medical image watermarking with tamper detection and recovery using reversible watermarking with lsb modification and run length encoding (rle) compression. in 2012 ieee international conference on communication, networks and satellite (comnetsat) (pp. 167-171). ieee. soetjiningsih. (2002). tumbuh kembang anak. jakarta: penerbit buku kedokteran egc. styer-acevedo, j. (1997). aquatic rehabilitation of the pediatric client. aquatic rehabilitation. philadelphia: lippincott, 151-172. von loh, s. (2017). entwicklungsstörungen bei kindern: medizinisches grundwissen für pädagogische und therapeutische berufe. kohlhammer verlag. 32 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 32-35 transition program in malaysia: the challenges for students with special needs in the workplace mohd syazwan zainal, mohd hanafi mohd yassin, mohd mokhtar tahar universiti kebangsaan malaysia, malaysia e-mail: syazwanzainal@ukm.edu.my abstract: the transition of career begins with vocational skills training conducted in schools according to the capabilities special needs students. then, the process goes on with a workplace training program. the transition program is able to provide students with special needs to improve their working skills as well as gain initial experience at the workplace. this case study was conducted on 5 master of special education from universiti kebangsaan malaysia. this student has implemented a career transition program for students with special needs in their respective areas. semi-structural interviews were conducted using instruments constructed based on past studies. findings show that there are various challenges faced by students with special needs while undergoing training at the workplace. among the challenges face by students with special needs are problem of adapting to the working environment, communication skills, difficulty to understand instruction, students’ attitude completing task, relationships at the workplace and perception towards special needs students. however, through this career transition program, it can provide students with special needs with the initial experience of work skills required at the workplace. this program is able to contribute to a better quality of life after completing their education at the school level. keywords: career transition, students with special needs, challenges. introduction the difficulty of the special needs of getting a job is an issue that must be taken seriously (abdullah et al., 2015). this is because job opportunities are not guaranteed for those with special needs although they are given the same educational opportunities as typical (nasri et al., 2010). the main thing that this group should face is the competition that includes the employment opportunities, the skills needed plus the lack of capability and physical ability, community’s perception (daros et al., 2012) and the lack of skills that are in line with the employer’s wishes (abdullah et al., 2015) in addition, special needs are rarely given opportunities for working experience and maximizing their potential in the employment sector although some of these special needs have basic skills in learning and vocational skills through the training they have acquired (aliza, 2013). in implementing a career transition program to students with special needs, one of the programs is a practical workplace program with the aim of providing students with special needs with real-world situations at work. the importance of work experience has been expressed by oertle and trach (2007) as one of the components to develop the minimum qualification for work in addition to training and education. butcher and milton (2008) point out that working experience will be an asset for a better job. therefore, the opportunity to gain work experience in a real working environment should be given to special needs students so that they can earn a job and earn their own income. lindstrom et al. (2011) point out that it is important for students to have special needs to gain work experience. besides that, it help them gain their critical skills related work and behavior management in the workplace. in addition, through the work experience of special needs students can improve the skills that are appropriate at the workplace, in contrast to the skills taught in the school. career transition program by shogren and plotner (2012) are defined as a set of coordinated activities designed for students with special needs that encourage the transition of students to workplaces after being trained with the required work skills at school. according to aliza (2013), the objective of the career transition program from school to the real working environment is to train special needs students to acquire relevant skills and gain work experience beyond their learning environment. with the opportunity to implement realtime practical work programs, students with special needs also have the opportunity to understand and improve their skills in teamwork, responsibility and ethics at work (lindstrom et al., 2011). therefore, the transition program should follow the ability of the students to continue their learning process in their workplace. this program not only to train students with skills related to the job but also to provide students with the skills needed to work in the work environment. 33m s zainal, m h m yassin, m m tahar, transition program in malaysia: the challenges for . . . . after they acquire the skills neede, the students will be placed at the workplace for a set period of time. this experience will help them to be self-reliant after completing their education at school. therefore, the work experience gained through the transition program will lead to opportunities to work after leaving school, and will indirectly increase student self-confidence to enter into work environment (lindstrom et al., 2011). although these special needs students are trained and ready to work but the success of the career transition program depends on how students adapt to their work environment. special needs students face challenges with social communication and skills in the workplace as well as their behavioral issues that will interfere with the process of obtaining work experience. the objective of this study is to identify the challenges faced by students with special needs during their training at the workplace. method this study employed a qualitative approach using case study design. this study involved interviews with five respondents, which is students with special needs at the secondary school in malaysia. the interview have been done to describe the challenges faced by students with special needs while undergoing training at the workplace. the qualitative approach is based on the assumption that, the meaning or reality of a phenomenon is socially constructed by the perpetrators involved in the phenomena studied. the conduct of qualitative studies typically does not have a standardized procedure that meets the expectations and needs of all parties. in addition, researchers also used “probing” questions which could provide more information to obtain richer data and information such as ‘can you please explain further?’ and ‘why do think so?’. “probing” is aimed at increasing the richness of data as well as obtaining more clarity or understanding of the phenomena being studied. the researcher used probing technique to encourage participants to provide a detailed description of the experience, learning and all matters related to research questions. in addition, probing is also used to obtain certainty and clarity by applying examples for a particular item specified by the study participants. findings and discussion findings the objective of this study is to identify the challenges faced by students with special needs during workplace training. feedback from respondents is analyzed and data reveal that students with special needs face difficulties at the workplace. adapting to the working enviroment most the issues faced by students with special needs during workplace training are they fail to adapt to the environment at work well. they feel unsafe and uncomfortable to work in a completely different and new environment. all respondents agreed that they had problems adjusting to the routines and regulations at their workplace. as a result, teachers should help these special needs students to receive a new environment as a place to learn and gain work experience. at the beginning of the training, the studentsz are always explained why they need to be there and do the assigned tasks. in addition, the need to learn and acquire new skills in accomplishing the task is also a problem for students. they are not happy with this situation. additionally, students also find it uncomfortable to meet new acquaintances at work such as supervisors, co-workers and customers. this uncomfortable situation affects their productivity in the workplace. communication skills through the findings of the study, respondents stated that the interaction of students with special needs at work was quite limited between colleagues, supervisors and customers. this situation will make it difficult for students to get good working experience if student interaction or communication at their workplace is weak. students are ashamed and have low self-esteem, they are afraid or refuse to interact with their colleagues or supervisors even if they are having problems completing work at the workplace. in addition, students are also more difficult to share information with colleagues and difficulty understanding and responding to current situations at workplace accordingly. difficult to understand instructions during training at the workplace, special needs students are required to learn new things or new skills from their colleagues and supervisors. because of their colleagues or supervisors who do not understand the disadvantages of the student, the student fails to understand the instructions given. the working environment in real workplace is completely different from the school’s learning environment. giving the instruction from someone who does not understand the students’ inability will prevent the student’s process of getting work experience. in addition, students with special needs face the misunderstanding of the tasks assigned to them. the students claimed that there was a misunderstanding about the assignment given and the students assumed that the assignment was not in their job scope. therefore, students feel they are discriminated against. this makes students less motivated in the workplace. 34 journal of icsar; volume 3, number 2, july 2019: 32-35 students’ attitude in completing tasks through this study, special needs students who did training at the workplace had difficulties in following the rules and work procedures given by the supervisor. they also feel bored with the task given because they are not interested in learning new things or having difficulty completing tasks efficiently. students are easily angry when they have been asked to do the right instruction of their work. students also do not interested in doing some of the tasks given because they feel bored with the same task or they are faced with difficulties in accomplishing task. it gives the impression that students lose their focus easily while performing their duties and fail to complete the task efficiently. relationships at workplace the study also found that relationships with employers and colleagues was as a challenge for students with special needs while undergoing training at the workplace. respondents explain that employers and partners are difficult to understand the needs and feelings of these special needs students. for example, other typical colleagues sometimes can not accept if any of these special needs students are members of their team. typical workers think these special needs students as additional work load for them as well as slowing down their work. the lack of understanding of the needs of these students explains that both employers and colleagues are unaware and insensitive to the needs of disable students. perception towards special needs students one of the obstacles faced by students with special needs during workplace training is the perception of employers and colleagues towards these special needs students. in the work environment, colleagues, supervisors and employers have a biased view of the ability of students to work, powerless, inefficient, and the students need a lot of help to work. through the interviews conducted on the respondents, there are also employers who give negative perception to the ability of students with special needs. there are employers who refuse to accommodate students with special needs to undergo job training at their premises by giving the reason that the attendance of these special needs students will burden the employer as well as reduce the productivity of the company. discussion this study reveals the challenges faced by students with special needs to gain work experience in the real working environment. one of the findings shows that these special needs students have difficulty adapting to new learning environments, different from their comfort zone at school. they feel uncomfortable with new environments and individuals they are new to at work and cause behavioral problems at work. as a result, students are forced to rely on their teachers during the first few days of training to help them adapt to the new environment before they begin to trust and accept co-workers and supervisors at work. feeling as one of the teams in the work environment also helps students with special needs feel comfortable working in the workplace. the success of special needs students acquired work experience closely with individuals in working environments such as colleagues and employers. commitment to understand and provide the needs that are capable of supporting students with special needs physically, socially and emotionally required. noraini and mazmi (2018) suggest that support during workplace training is available across multiple domains such as physical facilities and emotional support. although students were initially having difficulty adapting to the work environment, they were able to overcome problems and successfully adapt to the workplace. although it starts quite late, with the understanding of colleagues and supervisors as well as employers it helps students not only gain work experience but also increase the level of self-confidence and self-efficacy at work. the acceptance of these special needs students as part of the team by other colleagues is important in accomplishing the task given as well as helping students overcome their shyness in communication and low self-motivation. in addition, employers should also be aware of the needs of students to feel safe and acceptable in the work environment not only physically but also social and emotional needs in their premises. it’s very important to help students with special needs get the best work experience. it is supported by lindstrom et al. (2011) that special needs pupils will be more motivated to work and have positive interaction at work if given support at the workplace. wahab et al. (2018) stated that the implementation of a career transition program to special needs students was confronted with situations where the employer objected to accepting trainees as less-motivated employers to help individuals with special needs. this is due to negative perception (noraini and mazmi (2018) and the attitude of streamsip towards special needs students (sairi, 2017). however, according to aliza (2013) and wahab et al. (2018), there are still employers who are concerned and want to participate in the career transition program but lack preparation from the knowledge aspect of special needs individuals as well as suitable infrastructure facilities for individuals special. 35m s zainal, m h m yassin, m m tahar, transition program in malaysia: the challenges for . . . . conclussion in conclusion, the challenges presented by this study are the challenges faced by students with special needs while undergoing training at work but the real list of obstacles is far wider, including key factors such as supervisors or leadership issues, work conflicts, or workplace organizational culture. as such, there is still a need for a study that assesses the barriers or challenges faced by those with special needs at the workplace. there are not only teachers, but efforts to raise awareness to employers, especially in helping students with special needs to gain the opportunity to work and to be self-reliant in the world of work also need to be improved. this given awareness can help employers prepare to receive trainees for career transition programs as well as appropriate support for students with special needs. references abdullah, n., mohd yasin, m. h., & abdullah, n. a. (2015). implementation of the inter-agency collaboration in vocational education of students with learning disabilities towards preparation of career experience. asian social science. 11(18), 183-192. abdullah, n., mohd yasin, m. h., abang deli, a. a. & abdullah, n. a. (2015). vocational education as a career pathway for students with learning disabilities: issues and obstacles in the implementation. international journal of education and social science. 2(3), 98-104. aliza, a. (2013). the issues in implementing transition program for special needs students. asian social science. 9(16), 9-14. butcher, s., & wilton, r. (2008). stuck in transition? exploring the spaces of employment training for youth with intellectual disability. geoforum, 39(2), 1079-1092. daros, m. m., nordin, m. s., & saud, m. s. (2012). pelajar berkeperluan khas dan bermasalah pembelajaran dari sekolah ke kerjaya. journal of social science, 5(1), 42-46. lindstrom, l., doren, b., & miesch, j. 2011. waging a living: career development and long-term employment outcomes for young adults with disabilities. exceptional children, 77(4), 423-434. nasri, m. s. b., hamzah, r., & udin, a. (2010). falsafah pendidikan kebangsaan memperkasakan peranan pendidikan teknik vokasional dan pendidikan khas. noraini a., & mazmi m. (2018). kepentingan kolaborasi antara agensi dalam menjayakan transisi kerjaya murid bermasalah pembelajaran daripada perspektif guru. proceeding of the 8th international conference on special education in southest asia region. oertle, k. m., & trach, j. s. (2007). interagency collaboration: the importance of rehabilitation professionals’ involvement in transition. journal of rehabilitation, 73(3), 36-44. sairi, n. a. (2017). persepsi industri hospitaliti terhadap golongan pekerja berkeperluan khas (masalah pendengaran). universiti tun hussein onn malaysia. shogren, k. a., & plotner, a. j. (2012). transition planning for students with intellectual disability, autism, or other disabilities: data from the national longitudinal transition study-2. intellectual and developmental disabilities, 50(1), 16-30. wahab, m. z. a., razak, m. a. a., sama., h. (2018). program transisi kerjaya dan kesediaan guru pendidikan khas terhadap pelaksanaannya. proceeding of the 8th international conference on special education in southest asia region. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p169 169 the role of text to speech assistive technology to improve reading ability in e-learning for adhd students dessy rizky nuraini herawati1*, wiwikwidajati2, endang pudjiastuti sartinah3 universitas negeri surabaya, surabaya, indonesia *e-mail: dessyrizkynh@gmail.com abstract: this study aims to determine the role of text to speech assistive technology on the reading ability of adhd students in learning using e-learning. the ability of adhd students who have impulsive and hyperactive behavior shows that students who are diagnosed will have difficulty focusing on one thing as a result of coordination functions and emotional responses that affect learning abilities, especially in reading. to improve reading skills, the use of assistive text to speech technology is needed by students during elearning. the purpose of this study was to determine the role of text to speech assistive technology to improve the reading ability of adhd students in reading spelling of words, with a clear voice and straightforward word emphasis. the method used in this study is single subject research (ssr) using the aba technique. instruments to determine the level of reading ability of adhd students are observation and documentation. the results showed that the role of text to speech assistive technology to improve reading skills in elearning for adhd students made progress in spelling words and with clear vowels and straightforward word emphasis. it can be concluded that the role of text to speech assistive technology to improve reading skills in e-learning for adhd students is highly recommended to be applied in every e-learning lesson. it can be concluded that the role of text to speech assistive technology to improve reading skills in e-learning for adhd students is highly recommended to be applied in every e-learning lesson. keywords: assistive technology; text to speech; reading ability; e-learning; adhd introduction article 5 of law number 20 of 2003 concerning the national education system states that citizens who have physical, emotional, mental, intellectual, and/or social disorders are entitled to special education. this regulation stipulates that the rights and obligations of every citizen have the same opportunity to obtain a proper education even though they have abnormalities in themselves. this special education is intended for those who experience physical, emotional, social, mental intellectual limitations that affect the growth and development process that is not appropriate for children their age. adhd is a type of child with special needs which stands for attention deficit hyperactivity disorder. students with adhd will have problems with active/hyperactive behavior, impulsive behavior and difficulty focusing/concentrating. in line with the understanding baihaqi and sugiarmin (in adiputra et al., 2018) provide an overview of adhd students who experience brain dysfunction and result in difficulty in controlling impulsivity, inhibiting behavior and not supporting their attention span. based on dsm iv, the first characteristic of adhd is inattention, namely difficulty in paying attention which results in academics such as completing tasks and various social situations. the second is impulsivity or difficulty in holding back the urge. the third is hyperactivity or difficulty controlling movement. based on the characteristics of adhd, it greatly affects school academic achievement because it affects the way of learning. http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p169 170 journal of icsar; volume 6, number 2, july 2022, 169 174 although adhd students have difficulties in participating in learning, adhd students have an average iq so these adhd students are not unable to learn well, but inattention, hyperactivity and impulsivity that are not suitable for children their age make adhd students not ready to learn. but the lack of attention due to difficulties in listening, directing, and paying attention to something that is bad is experienced by adhd students and results in tasks that are not completed because of difficulties in completing the assigned tasks (yusri, 2016). as a result of inattention, hyperactivity and impulsivity, these adhd students will experience reading disorders which result in poor reading skills, this can be seen in the mastery of reading skills, namely reading words and sentences, decoding and reading comprehension (gray & climie, 2007). this greatly affects when distance learning must use e-learning and currently the dependence of the world of education on e-learning is increasingly real. e-learning is an information and communication technology to enable students to learn wherever and whenever (hartanto, 2016). this e-learning learning will require students to be active independently at all learning times and be responsible for the implementation of learning taking place using information technology (chusna, 2019). the current use of information technology with the existence of e-learning is quite effective when used for distance learning, but for adhd students this learning will make students bored and tired. when adhd students understand the existing learning, it will be difficult to read the material displayed on the computer screen during e-learning due to inattention, hyperactivity, and impulsivity, which will experience a lack of focus and result in impaired reading. adhd students will usually do other things when asked to read the material on the screen during elearning. thus, the existing learning process will be meaningless and result in missing the existing lessons and lack of understanding of the material presented. reading ability is reading accuracy and understanding of the overall reading content (tampubolon in lalily, 2014). reading activities have a very big influence on any activities at school. this will affect students who do not understand in reading or do not have the ability to read will have difficulty when learning. with the current information technology, teachers can use it to improve reading skills for adhd students. in terms of reading and understanding the content of reading, adhd students will have difficulty, but the development of technology is now growing very rapidly with the existence of assistive technology. this assistive technology is used to assist and train during the learning process (suwahyo, 2022). there are many assistive technologies that can help adhd students improve reading skills, one of which is text to speech. text to speech technology that is able to take words on smartphones, tablets and computers that convert them into audio can also be used to read a file that outputs also in audio form (filbert et al, 2021). so this can help adhd students improve reading skills by always hearing the words spoken through audio text to speech students are expected to be able to read word spelling well, clear voice intonation and clear word affirmations. method the method used in this study is an experimental research method which means as a quantitative research approach to examine the causal relationship of a treatment (sukmadinata, 2017). in this experimental research method, one of them uses a single subject or one commonly referred to as single subject research (ssr). with this ssr research approach, it is an experiment conducted on an object that aims to determine the extent of the effect of certain treatments under controlled conditions (sugiyono, 2015). this study uses a single subject design that performs comparisons between the baseline phases, namely the aba design. what is meant by these phases are the phase without treatment, the intervention phase with treatment, and the repetition of the baseline phase. the subjects of this study were 2nd herawati, widayati, & sartinah, the role of text to speech assistive technology… 171 class adhd students at the montesesori school. the independent variable in this research is assistive text to speech technology with the dependent variable in this study is the ability to read in e-learning learning. by collecting data using an observation and documentation system with data analysis techniques, namely condition analysis and analysis between conditions using descriptive statistics. result and discussion result(s) the data displayed is the result of direct observation by researchers for approximately 20 sessions. figure 1. results of reading ability in adhd students during e-learning in the baseline phase (a1) in the baseline phase (a1) the reading ability of adhd students before being given the intervention can be seen that the ability to read spelling of words is still low with word intonation and word emphasis that has not been straightforward. the researcher gave a test by reading the text given in accordance with the learning materials given from school by giving 4 sessions with 30 minutes each session for adhd children. each session is carried out in three material topics with the first explanation to measure the ability to read spelling of words, the second is to read by measuring the intonation of words, and the third is to read to measure the emphasis of words. figure 2. results of reading ability in adhd students during e-learning with the application of text to speech assistive technology in the intervention phase (b) in the intervention phase (b) the reading ability of adhd students who applied assistive text to speech technology in e-learning was carried out for 12 sessions with each session given 60 minutes showing a stable increase when given treatment or application of the assistive technology. seen from treatment a1 to b showed improvement and stability. by spelling good words, clear intonation and direct emphasis. in this phase, the researcher provides material that is read by text to speech assistive technology, then the child is taught to read the words that have been spoken on the technology and the child follows it. researchers dissect the words in 172 journal of icsar; volume 6, number 2, july 2022, 169 174 the text of the material into syllables and teach children how to read the syllables according to intonation with the help of technology, namely following the issued speech. after teaching how to read words and syllables, children are asked to read sentences that have been read and keep repeating them with 3 different materials. figure 3. results of reading ability in adhd students during e-learning after being given the application of text to speech assistive technology in the baseline phase 2 (a2). the reading ability of adhd students after being given treatment with the application of text to speech technology, namely in the baseline phase 2 (a2) in e-learning, the baseline conditions showed that adhd students remained on the verge of stability at numbers 9 and 10 this was due to children's interest in learning that took place because the technology was very help. in this phase, the researcher conducted another test such as baseline 1 (a1) for 2 sessions with 30 minutes each session and 2 learning sessions during the learning process. by using the same test format and the same implementation procedures, conclusions are drawn from the results of the overall research that has been carried out. discussion(s) the purpose of this study was to determine the role of text to speech assistive technology on reading skills in adhd children during e-learning which includes reading with spelling, word intonation and word emphasis. as is well known, text to speech assistive technology is very helpful for adhd students because it gives examples of reading texts and reading readings that students do not understand. basically, assistive technology is to help students with special needs in doing their tasks by using computer access (suwahyo et al, 2022). this makes students more interested and helpful in doing any given task and can take part in learning during e-learning that faces gadgets during learning. as is well known, these adhd students have difficulty in capturing lessons, learning difficulties, and poor reading and thinking skills. when using text-to-speech assistive technology, adhd students showed increasing reading skills with clearer types of sounds and clearer word emphasis in each session. this shows that in helping students who have difficulty in reading can use assistive technology in the form of spell checking software to support students in evaluating grammar (smith & hattingh, 2020). when using text-to-speech assistive technology, adhd students showed increasing reading skills with clearer types of sounds and clearer word emphasis in each session. this shows that in helping students who have difficulty in reading can use assistive technology in the form of spell checking software to support students in evaluating grammar (smith & hattingh, 2020). when using text-to-speech assistive technology, adhd students showed increasing reading skills with clearer types of sounds and clearer word emphasis in each session. this shows that in helping students who have difficulty in reading can use assistive technology in the form of spell checking software to support students in evaluating grammar (smith & hattingh, 2020). based on the results of data processing and data analysis, the overall use of this technology has a positive effect on reading ability. this result is shown by the percentage of herawati, widayati, & sartinah, the role of text to speech assistive technology… 173 reading ability before and after the intervention by applying this technology, it shows that the subject's data acquisition has increased between the initial ability of the two subjects at baseline 1 to the ability of the two subjects after being given the intervention (baseline 2) with a mean level comparison of 21% and in the second phase baseline 2 experienced an increase in the ability obtained by 49%. based on the results of the analysis of the data that has been presented using the aba design, it can be said that the application of this technology can improve reading skills in adhd students during e-learning, namely learning during school. text to speech technology that is able to take words on smartphones, tablets and computers that convert them into audio can also be used to read a file that outputs also in audio form (filbert et al, 2021). this assistive text to speech technology shows that by combining visual skills, namely looking at the text screen during e-learning learning and auditory listening to readings, it can improve the ability to read with words correctly and increase vocabulary because they often hear words that are stuck in students' memories. e-learning is a form of learning that uses electronic technology, it is a form of conventional learning as outlined in digital format through internet technology (mais, 2016). in line with the assistive text to speech technology that is applied to e-learning learning using electronic technology as a form of learning media, it is able to support adhd students who have inattention, hyperactivity and impulsive behavior resulting in poor reading skills, this can be seen in the mastery of reading skills, namely reading words. as well as sentences, decoding and reading comprehension (gray & climie, 2016). however, the research has its own advantages and disadvantages. in this advantage, the use of text-to-speech assistive technology can be used on any smartphone and is easily accessible and the child's interest is higher because the sound produced attracts attention but the lack of using this technology is when the signal used is not good, it will cause delays when learning takes place, as a result sometimes lessons learned and readings read are sometimes delayed and can leave adhd students confused. conclussion based on the results of the study, it can be concluded that the role of text to speech assistive technology in improving reading skills in e-learning learning for adhd students is correctly seen from the type of sound that is issued, the clearer the sound and the clearer the word emphasis can be seen from the results before and after the intervention used according to the procedure. and the child's condition is good. the application of this text to speech assistive technology should continue with assistance because it uses electronic media where students still have not fully mastered the electronic media. references adiputra, ims, trisnadewi, nwt, & parlin, gaku (2018). description of family knowledge level about adhd in early childhood education, north denpasar district: description of family knowledge level about adhd in early childhood education sub-district of north denpasar. bali medika journal, 5(1), 8-20. chusna, nl (2019). e-learning learning. in proceedings of the national seminar on kaluni education (vol. 2, no. 1, pp. 113-117). doi: 10.30998/prokaluni.v2i0.36 filbert, e., intan, r., & palit, hn (2021). making augmentative and alternative communication mobile applications "saying" by using text to speech to help communication for children with autism. infra journal, 9(2), 52-56. gray, c., & climie, ea (2016). children with attention deficit/hyperactivity disorder and reading disability: a review of the efficacy of medication treatments. frontiers in psychology, 7, 988. doi: 10.3389%2ffpsyg.2016.00988 174 journal of icsar; volume 6, number 2, july 2022, 169 174 hartanto, w. (2016). the use of e-learning as a learning media. journal of economic education: scientific journal of education, economics and social sciences, 10(1). laily, if (2014). relationship between reading comprehension ability and ability to understand elementary school math story problems. eduma: mathematics education learning and teaching, 3(1). mais, a. (2016). learning media for children with special needs (abk): reference books for teachers, students and the public. eternal library. smith, c., & hattingh, mj (2020). assistive technologies for students with dyslexia: a systematic literature review. international conference on innovative technologies and learning, 504–513. springer. doi: 10.1007/978-3-030-63885-6_55 sugiyono. (2015). educational research methods. bandung: alfabeta. sukmadinata, nana syaodih.(2017). educational research methods. bandung: rosdakarya youth. suwahyo, bw, setyosari, p., & praherdhiono, h. (2022). utilization of assistive technology in inclusive education. edcomtech: journal of educational technology studies, 7(1), 51-63. doi: 10.17977/um039v7i12022p055 law of the republic of indonesia number 20 of 2003 concerning the indonesian education system yusri, f. (2016). behavioral counseling model for children with attention deficit hyperactivity disorder (adhd) who are marginalized in education. al-taujih journal: islamic guidance and counseling frame, 2(2), 1-11. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 6 number 2; doi: http://dx.doi.org/10.17977/um005v6i22022p179 179 survey on implementation of early literacy interventions by parents of deaf children yulvia sania,b, ossy firstanti wardanyb,*, heni herlinab a universitas pendidikan indonesia, indonesia b universitas muhammadiyah lampung, indonesia *e-mail: ossyfirstan@gmail.com abstract: this study aims to determine whether parents of deaf children in lampung conduct early literacy interventions. this research used a survey type quantitative method. the research subjects were 6 parents of deaf children aged 4-8 years. it collected data using a questionnaire distributed via google form to parents of deaf children. the study results found that 83% did early literacy intervention at home. parents' activities to carry out early literacy intervention are reading aloud, natural intervention, using video, and making diy media. all parents did the planning. the planning and implementation of early literacy intervention activities carried out by parents encountered various obstacles. most of the solutions chosen were discussed with experts/therapists/ teachers. so it can be said that most parents of deaf children in lampung province carry out early literacy interventions planned and carried out through collaboration with families and expert assistance. keywords: deaf children, early intervention, literacy interventions, parents, early literacy intervention. introduction early literacy intervention is a service or program provided to children aged 0-6 years through literacy. early literacy is a process of reading and writing characterized as reading and writing demonstrations, the interactive collaboration between parents/teachers and children based on daily needs, and minimally direct teaching methods ((permatasari, inten, mulyani, & rahminawati, 2017)). the peculiarity of early literacy is the informal learning process carried out by parents/teachers, so the children feel they are not learning. the essence of the material from literacy is emphasized in things close to children's lives (permatasari et al., 2017). literacy provides children with experience with the concept of letter knowledge, phonological awareness, vocabulary understanding, writing and reading (l m justice & sofka, 2013; rosemary & abouzeid, 2002) the ability to read and write is part of cognitive activities, such as awareness of phonemes, vocabulary, the ability to retell, understanding story content, and so on (afnida & suparno, 2020). one strategy in the practice of literacy for children is storytelling. the availability of reading and writing sources in the home environment can be integrated with writing games, drawing, and playing dramas to support children's literacy experiences concretely (prioletta & pyle, 2017). early childhood parents need to create activities related to all domains of child development (cognitive, language, physical-motor, social-emotional, interaction-communication) in a fun way (elliott & olliff, 2008). it aims to promote the development of literacy skills in children at preschool age. based on several research results, it is stated that there are various forms of literacy intervention programs. an example, "read it again-prek!" (ria) aims to facilitate the development of early childhood language skills (l m justice & sofka, 2013). another example is the early reading intervention (eri) program. through word fusion and http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v6i22022p179 180 journal of icsar; volume 6, number 2, july 2022, 20 29 identification of words. eri program aims to develop children's ability to apply phonics and analyze the structure of written pronunciation of words or the use of stimulus cards for alliteration and rhyme (vanderheyden, snyder, broussard, & ramsdell, 2008). literacy has a close relationship with children's language development abilities. this is because both are related to the meaning of letters, words, sentences and retelling. children actually have language skills since in the womb, listening is the first stage that children can do. then, the child's language skills will be influenced by the environment because the child will go through a period of imitation. typically, children will imitate the sounds generated by their environment and repeat the sounds, called the babbling stage (pratiwi, 2016). in deaf children, their language development stops at the babbling stage because of the hearing impairment they experience. the students with hearing impairment have hearing loss, either in whole or in part, thus having difficulties in receiving stimuli through audio sensory and impacting their communication (sani, rochyadi, wardany, hufad, & sunardi, 2021). in terms of language, deaf children will experience several problems such as lack of vocabulary, difficulty interpreting abstract words, and difficulty understanding rhythm and language style (purbaningrum, 2008). hearing barriers cause deaf children at an early age to need the role of parents in providing language experience. this income aligns with the government's program on the "national movement for parents reading books", which began in 2019, revealing the importance of literacy for all early childhood children, including deaf children. the culture of reading through literacy that starts at an early age significantly influences the development of children's language skills (arsa, atmazaki, & juita, 2019). in addition, there have been many studies that discuss early childhood literacy in kindergartens. such as early childhood literacy development programs (basyiroh, 2018), the development of bilingual big book storytelling to improve early childhood literacy skills (yansyah, hamidah, & ariani, 2022), and parental involvement in early childhood literacy (amariana, 2012). the fact that deaf children need early literacy intervention is the question in this study. the main problem in this study is, "do parents of early deaf children in lampung conduct early literacy interventions?". this research needs to determine whether parents have intervened in early literacy or not. because research on early literacy interventions for deaf children conducted by parents, especially in lampung province, is limited. therefore, this study aims to determine the implementation of early literacy interventions by parents who have deaf children in lampung province. method this research is quantitative research that uses a survey method. the study was conducted at the kindergarten level in lampung province. the research subjects were parents of early deaf children living in lampung province who were selected purposely. the researcher gave the instrument of questions to the parents of the deaf child. the instruments were distributed and filled out by respondents through google forms. the distribution of the instrument via google forms will take place in march 2022. overall, six parents were willing to fill out the research questionnaire and become research subjects. the instrument used is a questionnaire in the form of closed questions about literacy interventions for early deaf children. the instrument aspect consists of family demographics, parental acceptance, planning and implementation of early literacy interventions, and parental barriers in carrying out these interventions. the results will be analyzed descriptive quantitatively. thus, the data obtained will be presented in numbers, tables, or graphs. sani, wardany, & herlina, survey on implementation of early literacy interventions… 181 result and discussion result(s) respondent demographics respondents came from bandar lampung city, metro city, south lampung regency and east lampung regency. based on the questionnaires distributed, six respondents filled in. of 6 parents, 5 are mothers, and 1 person is the father. the background profile of the respondents can be seen in table 1 below. table 1. background of respondents current age (in years) <20 21-30 31-40 >40 n 1 5 % 16,7% 83,3% mother's age when the child was born <20 21-30 31-40 >40 n 1 2 3 % 16,7% 33,3% 50% the latest education junior high school senior high school s-1 s2/s3 n 1 1 4 % 16,7% 16,7% 66,7% profession house wife government employees farmer entrepreneur general employees n 1 2 1 1 1 % 16,7% 33,3% 16,7% 16,7% 16,7% from table 1, it is known that most of the respondents (83,3%) are between the age of 31 to 40 years. it can see that the age and occupation of respondents who have children with hearing impairment at an early age are varied. respondent's child profile the age of deaf children ranged from 4 to 8 years, with the most age being 4 years (33.3%). table 2 presents the profile of deaf children filled out by respondents. table 2. profile of deaf children the current age of the child (in years) 4 5 6 7 8 ∑ 2 1 1 1 1 % 33,3% 16,7% 16,7% 16,7% 16,7% child's age at diagnosis of deafness 1-2 y.o 2-3 y.o ∑ 4 2 % 66,7% 33,3% age the child received the first intervention from the therapist/expert (in years) not at all 2 4 ∑ 1 3 2 % 16,7% 50% 33,3% child wearing a hearing aid/cochlear implant yes no ∑ 5 1 % 83,3% 16,7% children are trained to learn sign language yes no ∑ 0 6 % 0 100% 182 journal of icsar; volume 6, number 2, july 2022, 20 29 based on table 2. it is known that (66.7% children received a diagnosis of deafness at the age of 1 to 2 years. furthermore, as many as 3 children (50%) received intervention related to language and speech at the age of 2 years, and 1 child had not received language and speech intervention. regarding assistive devices, 83.3% or as many as 5 children wore hearing aids or had cochlear implants installed. as for sign language, all parents admitted that they did not train or teach sign language. figure 1 shows the early intervention children get from therapy given by the therapist. this question provides answer options parents can choose more than 1 answer. based on the data from figure 1, parents are not fixated on just one therapy in the early intervention given to their child. parents understand the various needs of their children who are deaf so that they optimize the treatment they choose. 0 1 2 3 4 5 6 speech therapy play therapy audio-verbal therapy behavior therapy what kind of interventions has the child received from the therapist? (you can choose more than one) figure 1. interventions received by deaf children at an early age parental acceptance parental acceptance affects the efforts of parents in accompanying children and providing opportunities for children to develop. isy it is known that as many as 5 parents (83.3%) have sincerely accepted their child's hearing loss. meanwhile, a respondent answered that he was still trying to get it. regarding parents' expectations of their children's speaking ability, 50% of parents responded according to expectations, and 50% answered not yet. regarding parental acceptance, florantisya (2015) found that all respondents (parents) elicited various reactions such as shock, sadness, regret, and anger when they found out that their child was deaf. all respondents in the study experienced a phase from not accepting their child's condition to gradually receiving and consulting appropriate services. parental acceptance of the child's condition can be seen in the attachment of communication with the child. to provide opportunities for children to get a stimulus at the stage of development (rachmayanti & zulkaida, 2011). parents who have accepted or are trying to accept their child's situation will focus on dealing with the child's problems and no more protracted struggle with feelings of grief. planning and implementing early literacy interventions at home based on respondents' answers, 5 out of 6 respondents, or as many as 83%, claimed to have provided early literacy interventions for their deaf children at home. sani, wardany, & herlina, survey on implementation of early literacy interventions… 183 figure 2. percentage of parents who carry out early literacy intervention at home. of the 5 parents concerning starting the early intervention, 2 parents (40%) did it when the child was 1-2 years old, 1 parent (20%) at the age of 2-3 years, 2 parents (40%) at the age of 34 years. next, there is the question of what activities parents choose to intervene with their children at home. parents can choose more than one answer to this question. figure 3 shows the activities carried out by parents to carry out early literacy intervention. figure 3. activities chosen by parents to carry out early literacy intervention for deaf children at home. based on figure 3, natural intervention in habituation to learn spontaneously was chosen by 5 parents. the total number of parents who intervened in early literacy was 5 people, meaning that all parents intervened naturally at home. furthermore, some parents do learning activities with flashcards, watch videos, and read stories with their children. next, figure 4 presents the media that parents use. similar to the previous question, parents may choose more than 1 answer. the results show that 4 out of 5 or 80% of parents use flashcards, 60% use videos, 40% use picture books, and 40% use media that they made themselves. figure 4. media selected by parents to conduct early literacy intervention for deaf children at home. in addition to activities and media, table 3 shows how parents plan and implement interventions. based on previous data, it is known that 5 respondents carry out early literacy intervention at home. table 4 shows how the five respondents planned and implemented early literacy interventions. 184 journal of icsar; volume 6, number 2, july 2022, 20 29 figure 5. source of parents' ideas based on the data obtained at the point of planning and implementing early literacy interventions at home, it can clearly describe that parents have carried out early lite racy interventions for their children who are deaf at home. although not directed and not well documented, parents show their full attention to their children through simple, early literacy at home. parents have also tried to use technology to help them find literacy references to do with their children. a study states that parental sensitivity in capturing interest/disinterest is important as a provision for parents when the literacy intervention process is carried out. on the other hand, the provision of facilities that are varied, interesting, and can be used to play need to be considered by parents in providing early literacy interventions (amariana, 2012). in line with that, the results of other studies say that early childhood is very happy with pictur es, contrasting colors, and colorful writing. based on this interest, literacy intervention can do through storytelling. parental difficulties and obstacles figure 6 shows parental difficulties and obstacles in planning and implementing. it can be said that parents find it more difficult to plan what to do than to implement it. 3 2 1 2 1 1 0 0 planning implementation nothing a little hard difficult very difficult figure 6. the level of difficulty experienced by parents in planning and implementing early literacy intervention furthermore, table 3 shows the difficulties experienced by parents. no parents found it difficult to coordinate with their partner or family, which means that the respondent had fairly good family support. table 3. difficulties experienced by parents when planning and implementing early literacy intervention no difficulties ∑ % 1 difficult to manage time due to busy work 2 33,3% 2 what is done is not as expected 1 16,7% 3 difficult to use existing media 2 33,3% 4 difficult to coordinate with partner or family 0 0 5 limited in owned media 3 50% 6 lack of insight and creativity to teach children 3 50% 7 children don't like/don't want to intervene with parents. 2 33,3% finally, regarding how parents deal with the problems they face in planning and implementing early literacy interventions, all parents chose to discuss with therapists/experts/teachers to sani, wardany, & herlina, survey on implementation of early literacy interventions… 185 overcome problems. furthermore, 60% choose to discuss with other parents, 20% discuss with partners, and 20% look for solutions from books and the internet. discussion(s) the family, especially parents and the school environment, are the closest agents of socialization in early childhood life (bronfenbrenner, 2005). in line with this, parental backgrounds such as knowledge, education, age and parents' free time have an essential role in helping children's development (fikriyah, rohaeti, & solihati, 2020). therefore, knowledge and parental care are needed at the stage of child development and growth to minimizing the obstacles experienced by children at an early age.. knowing as early as possible the disturbance in a child's hearing will make it easier to choose the intervention strategy needed (escobar-ipuz et al., 2019). a typical problem in deaf children due to their deafness is speechlanguage problems. this problem then gave rise to language and speaking skills problems and academic, emotional, and social problems (heward, 2013). if not intervened as early as possible, problems will continue to arise for deaf children. such as the problem of meaning and problem of retelling will arise at a later stage of development because development and growth are integrated. therefore, early literacy is needed to minimize further speech-language problems in deaf children. based on the data obtained, parents who have deaf children at an early age already know that there is an early intervention strategy through literacy for speechlanguage problems. then, it can interpret that half of the parents know that deaf children need language and speech intervention from an early age so that their language acquisition follows the proper developmental stages. the diversity of parental backgrounds influences the way they choose the early intervention techniques and strategies they do. therefore, it is imperative to know family demographic data before formulating plans and implementing services for early childhood. concerning early intervention, parents are one of the implementers or direct service providers needed in early childhood to minimize the obstacles they experience (makka & ainin, 2020). some parents who have early deaf children in lampung province have found out that the deaf need hearing aids, so they use cochlear implants for their children.using cochlear implants accompanied by the proper method can help the language acquisition of early deaf children. in addition, the age when the child gets a cochlear implant is very influential (sani & wardany, 2022). deaf children who use hearing aids or cochlear implants need some assistance from external interventions such as speech therapy, audio-verbal therapy, and various other therapies to support their listening and speaking abilities (novialassafitri & purbaningrum, 2020). if course, collaboration between therapists and parents is needed to implement the chosen therapy. a study that examined the role of parents in the development of children's literacy described that the lack of development of children's literacy skills could be caused by several factors such as the profession and educational background of parents (pancarrani, amroh, & noorfitriana, 2017). other research mentions that whatever the educational background and occupation of parents, they have the potential to be involved a lot in child care through training and learning the latest parenting knowledge (amini, 2015). parents are the first educational foundation for children in a family environment that forms character, language, self-worth and so on. parents who have low, medium or high educational backgrounds have the potential to nurture and educate their children well. implementing early intervention through literacy for deaf children at an early age, of course, requires techniques and strategies that can consider the interests of children according to their age. early childhood, in general, is very happy with contrasting colors and body games and tends to use all their sensors in processing information from outside their bodies. parents need this kind of knowledge to provide fun, hands-on learning for children. there are many 186 journal of icsar; volume 6, number 2, july 2022, 20 29 things parents can do to implement literacy, such as reading storybooks.parents and children can take time before bed to read fairy tales together. currently, there are many picture books available according to the child's age, making it easier for parents to intervene in children's literacy (hibana, 2018). in particular, parents who have deaf children in lampung province have tried to start doing this. still, many obstacles were found by parents, one of which was very difficult for parents to give meaning to their children about the importance of what they read. this program harms the motivation of parents to continue reading stories to their children. however, they are still trying to build attachment interactions with their children, even though it is difficult. deaf children very much need this at an early age through their development period. providing early literacy intervention for deaf children is certainly not an easy matter. it takes appropriate planning so as not to cause problems when literacy interventions are carried out. parents must take the time and be consistent in providing early literacy interventions in order to have a good impact on the development of the speech-language of deaf children (ridwan, 2014). suppose parents do not have free time every day because of work to do. in that case, it is necessary to consider other family members who are empowered to provide early intervention for their children. there are various early literacy intervention strategies that parents can do. for example, there is literacy through play, or parents can read books to children. literacy is developed according to environmental conditions, departs from children's hobbies and interests, and is developed through local culture (laura m justice, jiang, & strasser, 2018). therefore, parents must build cooperation with professionals to make it easier for parents to find ideas and deal with problems found when early intervention is carried out. conclussion the results of the study found that 83% of parents did early literacy intervention at home. parents carried out these activities with various reading-aloud, natural intervention, and using video and flashcards. parents also use any media such as videos, picture books, flashcards, and diy media. then, planning is carried out by the mother, mother-father, or mother-father-other family. the plan is carried out by the mother, father, or other family members. found when planning and implementing, parents got ideas from various sources. parents claimed to have obstacles in planning and implementing interventions at various levels. this problem is caused by various things, where the lack of knowledge, creativity, and media are the main problems. suppose they encounter problems in implementing early literacy interventions. in that case, parents immediately look for solutions such as discussing with teachers or experts, discussing with family members, or looking from other sources. so it can conclude that parents who have early deaf children in lampung province have carried out early literacy interventions planned in collaboration with families and expert companions. in addition, parents' educational background, age, and occupation are believed to influence the early intervention they choose. their understanding of literacy, the importance of literacy, to planning and implementing early literacy for their children contributed to what interventions they carried out. it is also related to how they face the obstacles they experience. references afnida, m., & suparno, s. 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(2021). understanding the importance of implementation health protocols in the covid-19 epidemic for student with hearing impairment trough experimental demontrations. journal of engineering science and technology, 1–8. 188 journal of icsar; volume 6, number 2, july 2022, 20 29 sani, y., & wardany, o. f. (2022). language acquisition on early deaf children with cochlear implants in inclusion kindergarten. journal of icsar, 6(1), 50–58. vanderheyden, a. m., snyder, p. a., broussard, c., & ramsdell, k. (2008). measuring response to early literacy intervention with preschoolers at risk. topics in early childhood special education, 27(4), 232–249. yansyah, hamidah, j., & ariani, l. (2022). pengembangan big book storytelling dwibahasa untuk meningkatkan literasi anak usia dini. jurnal obsesi: jurnal pendidikan anak usia dini, 6(3), 1449–1460. pengaruh model kooperatif team games tournament (tgt) terhadap peningkatan kreatifitas, kerjasama, dan keterampilan bermain sepakbola siswa tunarungu journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 7 number 1; doi: http://dx.doi.org/10.17977/um005v7i12023p18 18 application of universal design principles in public spaces for persons with disabilities mardhatillah zulpiani, endang rusyani program studi pendidikan khusus, sekolah pascasarjana, universitas pendidikan indonesia, indonesia, bandung, indonesia corresponding uthor e-mail: mardhatillahzulpiani@upi.edu abstract: people with disabilities also need ease of accessibility anywhere that allows them to do all the activities without any interruption of access in order to realize the similarity of opportunity in all aspects of life and livelihood that will aim to realize the independence of those who have obstacles, both physical, intellectual and other. ease of access to public space is one of the rights to which are owned by them, therefore we need to pay attention to universal design principles so that they also get the right and the opportunity to enjoy the facilities provided by the government. in this research, using library research (library research). the study of literature is a study by using the method of data collection library, or in other words a research object of research is sourced from a variety of literature such as books, encyclopedias, journals and scientific articles. as a result, the application of universal design principles in public spaces for persons with disabilities is still lacking and needs attention. public space should be a comfortable place for people with disabilities to do activities like the general public. keywords: universal design; public space; disability introduction as human beings we all want to live life and activities day-to-day easily and smoothly. the physical limitations of a person often make the daily activities could not take place normally and smoothly. accessibility is the ease that is provided for people with disabilities in order to realize the kesaman opportunity in all aspects of life and livelihood ( kustawan, 2014; sunandar, et al., 2022). but they all have to give up the only activity in the home, not going in public like any other because of the circumstances around them that just a little bit provides accessibility and facilities in accordance with their specific needs (radjawali, 2014). a public space or open space that can be accessed by the public without cost (radjawali, 2014). accessibility disability which the government promised in the uu no. 4 th 1997 in practice just yet easy to access their movement (sunandar, et al., 2022). some public facilities, which are built by considering the disability even on its implementation is still difficult for them. green open space was even still have not been friendly to the existence of the disability. disability is not a disability since birth but also the victim of a natural disaster or a war to get disability in the course of his life and the people with the disease who have impaired to perform the activity should either impaired physical and mental. as a contribution to facilitate children with physical disabilities to have the opportunity in terms of education, it is necessary to the planning and design. accessibility equivalent for all people plays an important role in achieving the city that is inclusive (rizkiya, yusuf, & caisarina, 2021). universal design is the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of age, size, ability, or handicap (najabah & arsandrie, 2021). universal design is a product design that can create a conducive environment for any user either a normal http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2548-8600 http://dx.doi.org/10.17977/um005v7i12023p18 mailto:mardhatillahzulpiani@upi.edu zulpiani & rusyani, application of universal design principles … 19 user or users with disabilities to be able to be used together without any discrimination to the user(dewi, wahyuwibowo, & farkhan, 2017) universal design is filsofi in designing a product and the environment that seaksesibel for all people without the need for adaptation that great or special design (harahap, santosa, wahjudi, & martokusumo, 2019) in addition to providing ease of access for people with disabilities, the concept of universal design refers to the ideas which produce a design of buildings, products or environments that can be accessed by all people from different circles, with the ability and different character(indriastjario, naima, & wijayanti, 2018). therefore, this study is expected to answer the question of how the application of the principle of universal design in public to persons with disabilities. method this research is library research (library research). library research (library research) is a research by using data collection methods library, or in other words a research object of research is sourced from a variety of literature such as books, encyclopedias, journals and scientific articles (syaodih, 2009). the study of literature in the form of collection activities and the selection of information and data concerning the principles of universal design data collection of literature, articles in the review is the article about the application of universal design in various public spaces. the focus of the research literature is to analyze and answer the formulation of the research problem by finding various information about the theories, laws, and principles, as well as the idea that subsequently processed as research data. this is a descriptive study, which is a description in the form of an explanation of the understanding are packed regularly so that readers can better understand (afikah & iryani, 2020). secondary data is the data used in this study, the data obtained from the results of research conducted by other researchers before, not from direct observation of the researcher, sources of data obtained from books, scientific reports in the form of an article or journal. methods of data collection in this research is the method of documentation, by means of search data from a source that has a relationship with the formulation of the research problem. the data can be in the form of writing and images have been obtained from a variety of sources. methods of data analysis in this study using the technique of content analysis (content analysis). after all the research data obtained, the authors analyze the existing data to get the conclusions of the study are true and correct (afifudin, 2021). result and discussion result(s) the main principles of universal design (masruroh, mauliani, & anissa, 2015): can be used by any person (equitable use), the design is useful and marketable to people with diverse abilities. flexibility in the use of (flexibility in use), design to accommodate all type of users and the range of capabilities of the individual. simple design and easy to use (simple and intuitive use), the use of the design easy to understand, in terms of the experience and abilities of the user. adequate information (perceptible information), product design include supporting information that is important to the user where the information provided is adjusted with the ability of the user. fault tolerance (tolerance for error), minimizes hazards and the adverse consequences of willful or intentional acts. physical effort low (low physical effort), design can be used efficiently and comfortably and with minimization of the risk of accidents. size and space for approach and use (size and space for approach and use), the use of the size of the space in the design by doing approach through posture, size and movement of the user. research conducted by (masruroh et al., 2015) in the application of the principles of universal design for access into the park menteng. visitors will enter the garden this could be through the 3 sides of the garden that is open is through the side of the road sidoarjo, the side of the road, prof moh.yamin, the side of the road h.o.s. lane guide is the accessibility needs 20 journal of icsar; volume 7 , number 1, january 2023, 18 22 of the most basic not provided by the architects landscape design parks and the manager is also the owner of the garden in the garden of tribeca and the government through the department of parks as a manager and owner of the park menteng, taman ayodia. quadriplegic wheelchair users is also disabilities often have difficulty using the facilities ramp that sometimes the slope is very oblique. the existence of vegetation in all the garden does not interfere with motion disabilities. visitors disabilities difficulties when the activity in the parking area because the space disabilities is limited. layout of the drainage in the garden is not destructive activities of visitors disabilities in all of the parks have a form of images and writings that quite easily utilized visitors disability unless the disability visually impaired. in line with previous research, which has been done by (supar, 2019) where the siring zero kilometers is the open space of the linear along jalan jendral sudirman. in the application of the principle of universal design in this area consists of pedestrian paths, some point pier, skateboard facilities simple and diverse vegetation. the parking area is directly in contact with the public roads, so that the harm of both. the absence of a ram from the parking area two and four-wheeled toward the sidewalk complicate the access of users with physical limitations so it will be difficult to use. the absence of a platform that can adjust the height to the water add to the difficulty of the area is accessed through the labor section of the pier there is a barrier/fence anything that can cause potential accidents. discussion(s) in his research (dewi et al., 2017) also get interesting results on the application of universal design principles on the integrated inclusion school plan is the application of universal design principles on the integrated inclusion school building applied to the view of the building obtained as well as walls with contrasting color paint used as markers for users and make it easier for children with low vision as well as tunanetra to recognize the functions and limitations of each building. circulation, universal design application on building circulation applied to horizontal and vertical circulation. vertical circulation implements a ramp equipped with guiding blocks and handrail to provide convenience, comfort and security for users with the height of the acre.. application of the principle of universal design at the school inclusion is integrated in surakarta already be said to have apply it well. further research conducted by (ayu & sakya, 2021) said that the results of the study 5 segment and the exterior space at the hospital rsud dr iskak tulungagung regency, amounted to 22 elements of accessibility in rsud dr. isaac shows some of the problems of physical accessibility which inhibits the activity of treatment of patients in the hospital. the cause is due to the hospital not meet the category of accessibility standards as a whole, namely to meet the principle of ease, usability, and safety for patients with physical limitations. elements of the accessibility of the building that the door of the lobby drop zone-lobby drop out, the counter of the administration, corridor, toilet and waiting room. on the object of research rsud dr. iskak the results show that the percentage of elements that are in the category of accessibility standards there are 27%. while the other results are the elements that the accessibility of some standards there is 50%, the elements that are less accessible there are 23%, and there are elements that are not accessible at all. so in the end, the results of the analysis have shown rsud dr. iskak not apply the seven principles of universal design as a whole. other researchers examined the accessibility in public is (najabah & arsandrie, 2021) based on the analysis, in the garden of smart jebres still not meet the principles of universal design, especially on the principle of equitable use or equality in the use, where at the park smart jebres not provide access to facilitate persons with disabilities visual impairment such as by providing a guiding block. in addition, both garden is not yet meet the principles of universal design, namely simple and intuituve use and perceptible information one example is the use of signs or signage.. zulpiani & rusyani, application of universal design principles … 21 in line with other research (sanjaya, harahap, & gambiro, 2019) on the study of the application of universal design masjid manarul charity kampus meruya at the university of mercu buana jakarta barat having analyzed and evaluated primarily on the pedestrian path as the entrance gate of the mosque should be given a special line of the wheel chair and guiding blocks for persons with visual impairment, the stairs of the mosque in this area in the add a ramp for easy access for wheelchairs and trolleys to carry the goods. then at the end of the ladder is made shoe rack so as not to interfere with the access stairs of shoes or sandals that are strewn, the road to the place of ablution there are wheelchair ramps, therefore created the path of the wheelchair with the long axis of the wheel chair is 80cm. in the toilet area which is not the accessibility of a given design solution in the form of toilet access-sized 2x2 m and there is a handrail on the inside to facilitate access for people who have physical limitations or place of wudhu'. on the research study of the application of the principle of universal design in the geological museum of bandung by (indriastjario et al., 2018) from a total of 10 subvariables, none of which met their accessibility on the area of the park. parking at the museum is still not provide a drop-off zone and parking for disabled people. these variables are as follows: a total of 62.5% of sub-variable ramp is in conformity with the standard of facilities and accessibility. sub-variables that still need to be reviewed namely the uniformity of the dimensions of the risers and the addition of the length and shape of parts of the ends of the handrail. special for the variable elevator, the percentage of fulfillment facilities and accessibility can not be concluded because there are sub-variables for which data are not available . sub-variables that do not meet the standard is a system of embossed print symbol smoking on the toilet door, the magnitude of the space, the width of the toilet door, the height of the tissue paper, the availability of free space below the sink, and the distance between the sink. the highest results contained in the variable piece of furniture with a number of sub-variables which are met by 85.7%. sub-variables that are not met is the height of the counter information and the ticket is still not provide the counter with a high accessible. conclussion from the results of the literature review conducted, it can be concluded that the application of universal design principles to persons with disabilities in public spaces has not been carried out and needs attention. this allows everyone to benefit from the public space provided by the government and public institutions. the government must also have the right to difficulty in planning or designing public spaces. this makes everyone feel like a great counterweight to getting their civil rights. references afifuddin.( 2012). metodologi penelitian kualitatif. bandung: pustaka setia afikah, a., & iryani, i. (2020). deskripsi keterampilan proses sains peserta didik kelas xi mipa dalam pembelajaran menggunakan modul sistem koloid berbasis inkuiri terbimbing. edukimia, 2(3), 122–127. https://doi.org/10.24036/ekj.v2.i3.a143 ayu, s. b., & sakya, k. a. (2021). studi penerapan desain universal terhadap aksesibilitas pasien dengan keterbatasan fisik di rsud dr iskak. jurnal arsitektur arcade, 5(1), 1. https://doi.org/10.31848/arcade.v5i1.617 dewi, n. k., wahyuwibowo, a. k., & farkhan, a. (2017). aplikasi prinsip desain universal pada sekolah inklusi terpadu di surakarta. arsitektura, 15(1), 284. https://doi.org/10.20961/arst.v15i1.12188 harahap, r. m., santosa, i., wahjudi, d., & martokusumo, w. (2019). kajian penerapan desain universal pada ruang kuliah bagi penyandang disabilitas pendengaran di perguruan tinggi. jurnal desain & seni, fdskumb |, 6(1), 1–26. indriastjario, i., naima, s. p., & wijayanti, w. (2018). kajian penerapan prinsip desain universal pada museum studi kasus: museum geologi bandung. modul, 18(2), 83. https://doi.org/10.14710/mdl.18.2.2018.83-89 22 journal of icsar; volume 7 , number 1, january 2023, 18 22 kustawan, d. (2016). bimbingan dan konseling bagi anak berkebutuhan khusus. jakarta timur: pt. luxima metro media. masruroh, f., mauliani, i. l., & anissa. (2015). kajian prinsip universal design yang mengakomodasi. seminar nasional sains dan teknologi, (november), 1–11. najabah, a., & arsandrie, y. (2021). identifikasi kualitas aksesibilitas bagi penyandang difabel pada ruang terbuka publik di surakarta (studi kasus : taman cerdas jebres dan taman jaya wijaya). 8686, 71–82. radjawali, irendra, (2014). pemahaman terhadap pola aktifitas ekonomi untuk mengidentifikasi dan melakukan manajemen konflik pada ruang terbuka publik, proseding makalah simposium nasional “managing conflicts in public spaces through urban design, hal. 83-91. tata loka volume 14 nomor 1 agustus 2014 rizkiya, p., yusuf, m. a., & caisarina, i. (2021). akses penyandang disabilitas terhadap layanan dan fasilitas transportasi publik di kota banda aceh. jurnal arsitekno, 8(1), 37. https://doi.org/10.29103/arj.v8i1.3833 sanjaya, r., harahap, r. m., & gambiro, h. (2019). studi penerapan desain universal pada masjid manarul amal kampus meruya di universitas mercu buana jakarta barat. narada : jurnal desain dan seni, 6(3), 339. https://doi.org/10.22441/narada.2019.v6.i3.001 sunandar, a., ediyanto, e., firdiana, a., hadiana, d., nafiah, m., lailiyah, n., aqila, t., romlah, s., & hadayani, s. (2022). equality analysis of the right education for disabilit ies: a juridical and factual study implementation of management inclusion education. journal of icsar, 6(2), 134-142. supar, e. e. (2019). evaluasi desain universal ruang terbuka publik tepian air (studi kasus: kawasan siring nol kilometer kota banjarmasin). seminar nasional teknologi terapan vi 2018, (1992), 16–22. syaodih (2015). metode penelitian pendidikan. bandung: pt. remaja rosdakarya. 14 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 4 number 1, january 2020: 14-17 analysis of the needs of parents who have cerebral palsy children reviewed from the family counseling nurhastuti, kasiyati, zulmiyetri, mega iswari, irdamurni universitas negeri padang, padang, indonesia email: nurhastuti@fip.unp.ac.id abstract parents who have children with cerebral palsy sometimes experience hopeless caring. some parents feel shocked and cannot accept the fact that their child has a disability. therefore we need an analysis of the needs of parents who have children with cerebral palsy. in the current study, to understand the needs of parents who have children with cerebral palsy, it is necessary to conduct family counseling in accordance with the cultural background and socio-economic level of the family. the purpose of this study is to explain the needs of parents who have children with cerebral palsy. this research is a quantitative study, namely research that uses explanatory research because this research was conducted in padang, indonesia, with a total sample of 13 parents who had children with cerebral palsy. the data source came from distributing questionnaires after family counseling was conducted to parents who had children with cerebral palsy. this study’s results are that parental needs consist of several indicators, namely acceptance of parents who have children with cerebral palsy, factors that influence parents in receiving their children with cerebral palsy, and problems and obstacles faced by parents in dealing with their children with cerebral palsy. key word: analysis of the needs, parents, cerebral palsy, family counseling introduction parents are responsible as the main educators for the development of their children who have cerebral palsy even though the presence of cerebral palsy children in the family is not something that is expected. but sometimes parents experience hopeless care in cerebral palsy children. some parents feel shocked and cannot accept the fact that their child has a disability. therefore we need an analysis of the needs of parents who have children with cerebral palsy. need analysis is a constructive and positive means for making changes. according to (ghoreyshyzadeh, hosein pour feizi, ghaffari, & nourdadgar, 2017) “need analysis is the process of gathering information on gaps and prioritizing these gaps to be solved.” with this needs analysis it is expected that parents who have children with cerebral palsy can educate and develop cerebral palsy children to live independent and ready to get along in the community. one way that can be done in the analysis of the needs of parents who have children with cerebral palsy is by family counseling. to understand how the needs of parents with children with cerebral palsy, it is important to use family counseling that is appropriate to the cultural background and socio-economic level of the family. according to willis (2009), one of the goals of family counseling is, “developing tolerance for family members who are experiencing problems in life caused by the family itself or outside the family.” method this research is a quantitative research, namely research that uses explanatory research because this research attempts to explain the needs of parents who have children with cerebral palsy. this research was conducted in the city of padang with a total sample of 13 parents who had children with cerebral palsy. after conducting family counseling on 13 parents who have children with cerebral palsy, the questionnaire was distributed to determine the needs of parents in carrying out education and coaching for their children who have cerebral palsy. questionnaire contains 114 questions concerning the needs of parents who have children with cerebral palsy. 15nurhastuti, kasiyati, zulmiyetri, mega iswari, irdamurni, analysis of the needs of parents who... findings and discussion findings this study has three measurement indicators, namely the acceptance of parents who have children with cerebral palsy, factors that influence parents in receiving their children who have cerebral palsy, and the problems and obstacles faced by parents in dealing with their children with cerebral palsy. the three indicators are described in the results of the study as follows. acceptance of parents who have children with cerebral palsy. the research question about the acceptance of parents who have cerebral palsy children consists of several aspects, namely respecting the child as a whole, understanding the child uniquely, recognizing the needs of the child and loving children who are independent, and loving children without conditions. the results of the questionnaire on the acceptance of parents who have children with cerebral palsy can be seen in the table 1. based on table 1, it can be explained that most respondents have accepted that their children have cerebral palsy. based on the analysis of respondents’ answers to this problem, it is known that the respondents have respected the needs of children and encouraged children to be independent. however, there are some respondents who do not respect the differences in children individually and respect the ideals and hopes of children. factors that influence parents in receiving their children who have cerebral palsy. research questions about the factors that influence parents in accepting their children whose cerebral palsy consists of several aspects, namely knowledge of cerebral palsy, knowledge of mentoring at home, and access to information on children’s self-development. the results of the questionnaire about the factors that influence parents in receiving their children with cerebral palsy can be seen in the table 2. based on table 2, it can be explained that most of the respondents already know the factors that influence parents in receiving their children with cerebral palsy. based on the analysis of the respondents’ answers to this problem, it is known that the respondents already knew the expectations of cerebral palsy children, and the opportunities for education and employment for children with cerebral palsy. the problems and obstacles faced by parents in dealing with their children with cerebral palsy.research questions about problems and constraints faced by parents in dealing with their children whose cerebral palsy consists of several aspects, namely internal and external. the results of the questionnaire about the problems and obstacles faced by parents in dealing with their children with cerebral palsy can be seen in the table 3. based on table 3, it can be explained that most of the respondents experienced many problems and obstacles faced by parents in facing their children with cerebral palsy. based on the analysis of the tabel 1. distribution of respondents’ answer distribution aspect item number respondent’s answer total never sometimes often always acceptance of parents 1 35 41 64 126 224 455 prosentase (%) 9,0 14,1 27,7 49,2 100 source: processed research data, 2019. tabel 2. distribution of respondents’ answer distribution aspect item number respondent’s answer total never sometimes often always factors that influence parents 36 61 58 45 71 164 338 prosentase (%) 17,2 13,3 21,0 48,5 100 source: processed research data, 2019. tabel 3. distribution of respondents’ answer distribution aspect item number respondent’s answer total never sometimes often always the problems and obstacles 62 114 174 81 164 376 795 prosentase (%) 21,9 10,2 20,6 47,3 100 source: processed research data, 2019. 16 journal of icsar; volume 4 number 1, january 2020: 14-17 respondents’ answers to this problem, it is known that the respondents understand the physical, psychological, emotional, social relations, communication and learning characteristics, are able to provide motivation and ideals of life, and understand the types of opportunities and work placement / career for cerebral palsy children. discussion (lee et al., 2010) children’s health conditions, such as disability in children, are one of the conditions of children that can affect the quality of life of parents. some studies show that disability in children will affect the quality of life of the mother. guillamon, et al. (2013) study found that self-efficacy and strategy in dealing with problems in parents of children with cerebral palsy will affect their quality of life. self-efficacy is a feeling of competency and ability to control oneself. this belief is useful for one’s success in working on tasks and improving self-welfare. (ones, yilmaz, cetinkaya, & caglar, 2005) parents are family members who become natural caregivers for children with cerebral palsy. (ibu & ibu, 2017) mothers are ordinary figures who are the main caregivers for them. caring for children with cerebral palsy makes the mother vulnerable to psychological and physical stress. the time for mothers to develop social relationships and spend time on themselves will decrease when caring for children with cerebral palsy. this condition makes the quality of life of mothers who have children with cerebral palsy tend to be poor. having a cerebral palsy child is not something to be regretted but must be used as a test that must be faced with full determination so that cerebral palsy children become independent and successful like other normal children. (karadağ saygi, gıray, peynırcıcerşıt, ulutatar, & aydin, 2015) the fact that families play an important role in the lives of children with disabilities is an increasingly important view. the level of family education, socio-cultural status, and the psychological approach of parents play an important role in the development of children with cerebral palsy. parents need to know what needs to be taken care of their children who have cerebral palsy, (nahm, graham, gormley, & georgiadis, 2018) the purpose of analyzing parental needs about cerebral palsy children is not to cure or achieve normal conditions but to improve functionality, improve ability, and maintain health in terms of movement, cognitive development, social interaction, and independence. parents need knowledge and experience as a framework for strengthening interventions in addressing the problems they experience when managing cerebral palsy children. based on the results of the study, the actual problems being faced can be identified and solved. therefore, the following will be elaborated on each of these aspects of the solution and improvement. acceptance of parents who have children with cerebral palsy. based on the research, there are still parents who have not fully accepted the children of cerebral palsy as a whole. parents who have cerebral palsy children are not easy to accept the reality they experience. to be able to receive their children, time and effort are needed. parents also go through various stages to arrive at the acceptance stage. family counseling has a positive role in this problem. through family counseling, we can find out some of the needs of parents who have children with cerebral palsy related to the acceptance of parents who have children with cerebral palsy, namely: 1) parents are aware of their child’s abnormal condition and try to acknowledge that their child’s condition is god’s will. 2) looking for a solution by consulting a doctor, therapist and psychologist. 3) the task of parents in giving attention and affection, treating them specifically, giving encouragement and supporting their children to recover by participating in therapy. 4) parents provide opportunities for children to express their feelings. factors that influence parents in receiving their children who have cerebral palsy. this study shows that there are still parents who have children with cerebral palsy who have not been aware of many factors that affect themselves to receive cerebral palsy children in the family. through family counseling, there can be found a number of needs for parents who have children with cerebral palsy that are related to factors that influence the acceptance of children with cerebral palsy, namely: 1) education and experience of parents are needed in caring for children with cerebral palsy. 2) free time to communicate with children openly, placing children in important positions in the home. 3) try to get children to be well received in the family and community environment. 4) suitability of the atmosphere to support the needs of parents in managing children with cerebral palsy. the problems and obstacles faced by parents in dealing with their children with cerebral palsy. based on research, there are still parents who face problems and obstacles in dealing with their children who have cerebral palsy. through family counseling can be found several needs of parents who have children with cerebral palsy related to problems and obstacles in dealing with children with cerebral palsy, namely: 1) the need for knowledge in managing children with cerebral palsy. 2) the need for assistance. 3) the need for access to information on children’s self-development. 4) the need for opportunity access and job placement for children with cerebral palsy. 17nurhastuti, kasiyati, zulmiyetri, mega iswari, irdamurni, analysis of the needs of parents who... conclusion there are several aspects to the needs of people who have children with cerebral palsy. judging from the indicators of acceptance of parents who have children with cerebral palsy, parents need to be aware of the abnormal condition of their children, seek a solution by consulting doctors, therapists and psychologists, the task of parents in giving attention and affection, and parents giving opportunities to children to express their feelings. judging from the indicators of the factors that influence parents in accepting their children with cerebral palsy, the parents’ needs are education and parental experience, free time to communicate with children openly, trying to make children well-received in the family and community environment, suitability to support the needs of parents in managing cerebral palsy children. judging from the indicators of factors that influence parents in accepting their children with cerebral palsy, the parents’ needs are knowledge in managing cerebral palsy children, mentoring, access to information on children’s self-development, access to opportunities and job placement for children with cerebral palsy. reference ghoreyshyzadeh, f., hosein pour feizi, a. a., ghaffari, r., & nourdadgar, a. (2017). educational needs assessment of family health providers in tabriz health care centers in 2015. research and development in medical education, 6(1), 12–18. https://doi.org/10.15171/rdme.2017.003 karadağ saygi, e., gıray, e., peynırcıcerşıt, h., ulutatar, f., & aydin, r. (2015). serebral palsili çocuğu olan ailelerin aile ortamlarının değerlendirilmesi ve gereksinimlerinin belirlenmesi. turkiye fiziksel tip ve rehabilitasyon dergisi, 61(4), 320–325. https://doi.org/10.5152/tftrd.2015.70745 nahm, n. j., graham, h. k., gormley, m. e., & georgiadis, a. g. (2018). management of hypertonia in cerebral palsy. current opinion in pediatrics, 30(1), 57–64. https://doi.org/10.1097/ mop.0000000000000567 ones, k., yilmaz, e., cetinkaya, b., & caglar, n. (2005). assessment of the quality of life of mothers of children with cerebral palsy (primary caregivers). neurorehabilitation and neural repair, 19(3), 232–237. https://doi. org/10.1177/1545968305278857 lee, p. c., lee, t. c., chen, v. c. h., chen, m. l., shih, d. h., shao, w. c., & lee, m. c. (2010). quality of life in mothers of children with oppositional defiant symptoms: a community sample. mental health in family medicine, 7(2), 93.100. ibu, k. t., & ibu, k. h. (2017). hubungan antara kepribadian tangguh dengan kualitas hidup pada ibu yang memiliki anak cerebral palsy [the relationship between tough personality and quality of life in mothers who have cerebral palsy children]. willis, s. s. (2009). konseling keluarga (family counseling). bandung: alfabeta. 48 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 48-52 application of dtt (discrete trail training) method in improving the eye contact ability of autistic children asiti jaleha, bmirnawati indonesia university of education, indonesiaa university of lambung mangkurat, indonesiab e-mail: siti.jaleha@ulm.ac.id abstract: autistic children are children who have developmental disorders that affect several aspects which include communication, social interaction, sensory disorders, play patterns, behavior, linguistics, perception, cognitive, and emotional. usually these autistic children are less interested in making social contact and lack of eye contact. autistic children’s problems are still low in eye contact so that it has an impact on behavior and social at school, because of the lack of teacher knowledge about autistic children and teachers who handle children currently do not have an extraordinary teacher education background. for this reason, the application of dtt (discrete trail training) method is very suitable to increase eye contact ability to attract children’s attention. the purpose of this research was to determine the application of dtt (discrete trail training) method in improving the eye contact ability of autistic children. this research used a quantitative approach with ssr method or known as single subject research. the research design used was the a-b-a reversal design. the subjects in this research were autistic children in sixth grade at slb negeri pelambuan banjarmasin. data collection used event recording system or direct observation and documentation, data analysis techniques include analysis in conditions and analysis between conditions using descriptive statistics. the results of the research show that the mean level in the baseline (a1) phase is 4.8 seconds, in the intervention phase (b) is 6.6 seconds and in the baseline (a2) phase is 7.6 seconds. thus, it can be concluded that there is an increase in the ability of eye contact of autistic children in slb negeri pelambuan banjarmasin after dtt (discrete trail training) method is applied. keywords: dtt (discrete trail training) method; eye contact; autistic children. introduction law number 20 year 2003 concerning national education system article 5 paragraph 1 which states that “every citizen has the same right to obtain quality education” and article 5 paragraph 2 which states that “citizens who have physical, emotional, mental, intellectual and / or social disorders have the right to receive special education”. from the legal basis above, it is clearly explained that every citizen without exception has the right to obtain education. this has been guaranteed in the law which is the legal basis in our country. therefore, children with special needs as citizens are also entitled to education. one that belongs to children with special needs is autistic child. luciano (2016) autism spectrum disorder (asd) is characterized by deficits in social communication and social interaction in various contexts and restrictive and repetitive patterns of behavior, interests, or activities. autism spectrum disorders describe a group of neurological development conditions in which individuals face challenges with social involvement and age-appropriate games and fail to develop peer relationships that are appropriate to their level of development (memari et al, 2015). in general, autistic children have disorders of social interaction, communication (both verbal and non verbal), and behavior patterns. with this disorder children are unable to form social relationships and communicate well or normally, even children do not have eye contact with other people. children show failure to foster interpersonal relationships characterized by a lack of response to people around them. symptoms of the inability of children to shape this behavior can be seen when the child prefers to be alone, engrossed in his own world, his attention is only focused on one object he is playing, and does not care about the events around him. unusual eye contact patterns are one of the most significant symptoms of children with the autism spectrum (senju & johnson, 2009). the underlying causes of eye contact avoidance in children with the autism spectrum are still unknown (nation & penny, 2008). activities to avoid eye contact are identical in children with autism spectrum disorders and social disorders (ninci et al, 2013). eye contact is nonverbal communication, which is a process by which children are able or not to convey information and convey their thoughts and feelings through gestures / sign symbols. 49siti jaleha, mirnawati, application of dtt (discrete trail training) method . . . . in general, communication is carried out verbally or verbally that can be understood by both parties. if there is no verbal or non verbal language that can be understood by both, it will have an impact on communication that is not going well. children with the autism spectrum face many challenges in living their daily lives. they may have difficulty in communicating and socializing with others. they will also feel frustrated when trying to overcome the ignorance and prejudice of others about autism. in addition families and teachers of children with autism spectrum also face many problems, and some problems, every day. for example, parents feel worried and exhausted in accompanying children with autism spectrum. they also face frustration when trying to find accurate information about good interventions for their children (grindle & remington, 2005). based on the results of a preliminary study at slb negeri pelambuan banjarmasin, an autistic child was found in which the child sat in sixth grade. the condition of the child is currently still low in eye contact so that it has an impact on behavior and social at school. with the condition of the child when learning takes place the child is difficult to follow orders and instructions from the teacher, when the child is asked to make eye contact the child’s eyes are quickly distracted, when called by his name the child did not turn around and still seemed to not understand, when researchers try to invite even the duration of the time the child in staring is not long and very quickly distracted, and if you talk to them it will look like a daydream and empty because you don’t understand what is being said. some of the efforts made by teachers in dealing with eye contact in autistic children are still not qualified. due to the lack of knowledge about autistic children, teachers who handle children even now are not from an extraordinary teacher education background. so that during the learning process the teacher seemed to be indifferent to the low eye contact the child has. as for being able to enter the world of autistic children, at least they should be able to master the child’s eye contact. because with eye contact all the information you want to teach to children can be understood by children. however, what happens is that teachers find it difficult to adjust to the provision of services that are appropriate to the needs of children and have an impact on the provision of learning services that are still not optimal. so that if the child’s eye contact ability is not improved, the child cannot develop properly and the child will be isolated from the environment and it is also difficult to have the skills and knowledge. therefore, researchers tried to recommend a method that was deemed suitable to train eye contact in autistic children by applying dtt (discrete trail training) method. discrete trial teaching (dtt) is one of the fundamental procedures used in implementing applied behavior analysis (aba). each discrete trial consists of three main components, namely: (a) discriminatory stimulus (eg, instructions from the therapist); (b) responses by students; and (c) consequences (eg, reinforcement or punishment) (leaf et al, 2016). discrete (dtt) trial training is an individual method by simplifying instructions to improve the quality of learning. dtt is very useful for teaching new forms of behavior (eg, speech or motor movements) and new discrimination (eg, responding correctly to different requests, and eye contact) in children with the autism spectrum, (smith, 2001). in handling children with autism spectrum, parents and teachers need the dtt method, dtt is considered easy and practical in its application, because dtt can be implemented in classrooms, at home, or in other places, (al-salahat, 2016). dtt (discrete trail training) method which is part of the aba approach has never been used by teachers, but researchers assume that dtt method can improve the eye contact ability of autistic children. as the results of a research by downs, downs, fossum, and rau (2008) show that dtt has the potential to be used practically and effectively in making a positive impact on the learning and development of children with developmental disabilities. as the results of research conducted by resmisari (2016) that the aba method can improve eye contact in the subject from two seconds to three seconds. based on this, researchers are interested in conducting research on “application of dtt (discrete trail training) method in improving the eye contact ability of sixth grade autistic children at slb negeri pelambuan banjarmasin.” method the approach used in this research is a quantitative approach. the type of research used is an experiment with ssr (single subject research). the research design used the a-b-a design which means the treatment phase is baseline (a1) without treatment, intervention phase (b) with treatment, repetition of the baseline phase (a2) after previously being treated. the independent variable in this research is dtt (discrete trial training) method. the dependent variable in this research is to improve eye contact. the subject of this research was 1 (one) sixth-grade autistic child at slb negeri pelambuan banjarmasin. this researcher used a system of recording data directly by recording the duration of time. analysis techniques used analysis in conditions and between conditions. discussion the data generated is the result of direct observation of researchers for approximately 18 days, with several phases. 50 journal of icsar; volume 3, number 2, july 2019: 48-52 figure 1. results of duration of eye contact in autistic children during the baseline phase (a1) figure 2. results of duration of eye contact in autistic children during the intervention phase (b) figure 3. results of duration of eye contact in autistic children during the baseline phase 2 (a2) the results of recording data on the duration of eye contact ability of autistic children in sixth grade at slb negeri pelambuan banjarmasin are as follows. eye contact in autistic children in the baseline phase (a1) the child’s eye contact ability was not increased but there was a decrease in eye contact in the 2nd session, figure 1. in the 2nd session there was a decrease in eye contact. the researcher assumed that it was possible because at the time of the implementation the child had just finished tantrums so that it had little impact and a decrease in the child’s eye contact. but the rest of the 3rd to 6th session of the child’s eye contact is the same and stable. if a child is not qualified enough in terms of eye contact skills, the child will be isolated from his social environment because of the difficulty of having two-way communication with his interlocutor. verbal communication is the main means of conveying messages in a social context, nonverbal signals play an important role in paving the way for social interaction. eyes specifically provide many social cues (madipakkam, rothkirch, dziobek, & sterzer, 2017). eye contact is an urgent matter and plays an important role in optimizing development in children. carbone, o’brien, sweeney-kerwin, & albert (2013) state that eye contact occurs very early in child development, eye contact plays a role in many developmental functions such as social, cognitive, and language skills. a large number of children with autism fail to develop these skills because they have difficulty in eye contact. eye contact in autistic children in the intervention phase (b) the ability of the child’s eye contact at the 1st and 2nd sessions of the duration obtained for 6 seconds, then for the 3rd, 4th, 5th and 6th sessions there is an increase of 7 seconds so that it has happened enhancement, figure 2. at this stage the implementation of the intervention (b) phase has been given treatment, namely by applying the dtt (discrete trail training) method. in implementing interventions, children with the autism spectrum, the instructor gives stimulus to the child by giving instructions to the child to get eye contact. when the child shows the expected behavior, the child is given a reward, the reward given is in the form of objects (dolls, chocolates), giving rewards is also given in the form of applause, touch, praise, and expression. conversely, if the child does not show the desired behavior, the instructor removes items or things favored by the child (fonger & malott, 2018) in training the eye contact of children with the autism spectrum, performed using positive formation and reinforcement during the pause in instruction. on the other hand, the instructor removes the preferred item until the child has eye contact. dtt helps children with autism acquire a variety of skills in important fields such as communication, social interaction, and self-care (newsom, 1998). in addition, some researchers have reported that when applied as part of a comprehensive aba care program, dtt produces major long-term benefits for many children. by involving eye contact with the person they are talking to, this gives the person the impression and message that they are serious about something that is communicated. eye contact in autistic children in the baseline phase 2 (a2) this stage is the implementation of the baseline (a2) phase as a control of the intervention (b) phase. 51siti jaleha, mirnawati, application of dtt (discrete trail training) method . . . . at this stage it has been seen that the child’s eye contact ability has increased after being given treatment. children have been able to see and respond in the form of eye contact that is long enough and increases from the previous time, when researchers give a little stimulation the child is sufficient to understand. although the ability of the child’s eye contact is still far-reaching if compared with a child of his age who is capable of minutes of eye contact. thus, if with the increased ability of the child’s eye contact, it will slowly facilitate the child to understand the language conveyed in the process of social interaction. meanwhile, according to herliyanti (2017) states that eye contact and gazing play an important role in regulating social interactions. in starting a social meeting the first thing to do is to build eye contact with the person we’re talking to. the ability to establish eye contact with the other person can be seen through the frequency and duration of the number of times and how long the child can survive looking at the other person’s eyes. this is in line with the results of research conducted by rani, (2015) that after receiving discrete trial training (dtt) and pivotal response training (prt) found that ability in responding joint attention (rja) both subjects of autism increased. subject 1 obtained an average ability percentage of 88.09%, which means that the achievement of rja ability in children is classified as high (≥ 80%). subject 2 obtained an average percentage of rja of 59.51%, which means that the increase in rja’s ability that the child achieves is low. the difference in achievement of rja’s ability on both subjects of autism is influenced by the intensity of repetitive behavior and stereotypical attraction. dtt helps children with autism acquire a variety of skills in important fields such as communication, social interaction, and self-care (newsom, 1998). in addition, some researchers have reported that when applied as part of a comprehensive aba program, dtt produces long-term benefits for autistic children (smith, buch, and evslin, 2000). the occurrence of long-term eye contact will be maintained by children with the autism spectrum when the therapist uses a combined schedule of giving rewards in the form of food and praise continuously (cook et al, 2017). conclusion based on the results of the research it can be concluded that the application of the dtt (discrete trail training) method can improve the eye contact ability of autistic children in slb negeri pelambuan banjarmasin. the application of the dtt method should collaborate or cooperate with parents of children with the autism spectrum, so parents can also implement the dtt method at home. in addition, the application of the dtt method will be better if it involves other methods, such as economic tokens. references al-salahat, m. m. (2016). effectiveness of discrete trial teaching indeveloping the skill rating level of students with autism: case study. journal of research & method in education (iosr-jrme), 6(2), 69-74. carbone, v. j., o’brien, l., sweeney-kerwin, e. j., & albert, k. m. (2013). teaching eye contact to children with autism: a conceptual analysis and single case study. education and treatment of children, 36(2), 139–159. doi:10.1353/ etc.2013.0013. cook, j. l., rapp, j. t., mann, k. r., mchugh, c., burji, c., & nuta, r. (2017). a practitioner model for increasing eye contact in children with autism. behavior modification, 41(3), 382–404. downs, a., downs, r.c., fossum, m., and rau,k. (2008). effectiveness of discrete trial teaching with preschool students with developmental disabilities. education and training in developmental disabilities, 43(4), 443– 453. fonger, a. m., & malott, r. w. (2019). using shaping to teach eye contact to children with autism spectrum disorder. behavior analysis in practice, 12(1), 216-221. grindle, c. f., & remington, b. (2005). teaching children with autism when reward is delayed. the effects of two kinds of marking stimuli. journal of autism and developmental disorders, 35(6), 839-850. herliyanti, a. (2017). teknik token economic untuk meningkatkan kemampuan kontak mata anak autis. jurnal pendidikan khusus, 9(1), 9-14. leaf, j. b., leaf, r., mceachin, j., taubman, m., ala›irosales, s., ross, r. k. (2016). applied behavior analysis is a science and, therefore, progressive. journal of autism and developmental disorders, 46(2), 720–731. luciano, k. (2016). autism spectrum disorder. journal of the american academy of physician assistants, 29(10), 14–15. doi:10.1097/01. jaa.0000496963.97119. madipakkam, a. r., rothkirch, m., dziobek, i., & sterzer, p. (2017). unconscious avoidance of eye contact in autism spectrum disorder. scientific reports, 7(1), 13378. doi:10.1038/s41598-01713945-5. memari, a. h., panahi, n., ranjbar, e., moshayedi, p., shafiei, m., kordi, r., & ziaee, v. (2015). children with autism spectrum disorder and patterns of participation in daily physical and play activities. neurology research international, 2015(1), 1-7. 52 journal of icsar; volume 3, number 2, july 2019: 48-52 nation, k., & penny, s. (2008). sensitivity to eye gaze in autism: is it normal? is it automatic? is it social?. development and psychopathology, 20(1), 79-97. ninci, j., lang, r., davenport, k., lee, a., garner, j., moore, m., boutot, a., rispoli, m., & lancioni, g. (2013). an analysis of the generalization and maintenance of eye contact taught during play. developmental neurorehabilitation, 16(5), 301– 307. newsom, c. b. (1998). autistic disorder. in e. j. mash & r. a. barkley (eds.), treatment of childhood disorders (2nd ed., pp. 416-467). new york: guilford. resmisari, r. (2016). penerapan metode aba (applied behavior analysis) untuk meningkatkan kontak mata pada anak dengan gangguan autis: sebuah laporan kasus. in psychology forum umm (pp. 374-378). rani, m. (2015). pelatihan untuk meningkatkan responding joint attention dengan menggunakan discrete trial training (dtt) dan pivotal response training (prt) pada severe autism usia 5 tahun. received from http://pustaka. unpad.ac.id/wp-content/uploads/2015/07/jurnalpenelitian-margareth-190420120042-pdf.pdf. smith, t. (2001). discrete trial training in the treatment of autism. focus on autism and other developmental disabilities, 16(2), 86–92.doi:10.1 177/108835760101600204. smith, t., buch, g.a., & evslin, t. (2000). effects of workshop training for children with pervasive developmental disorder. research in developmental disabilities, 21, 297-309. senju, a., & johnson, m. h. (2009). atypical eye contact in autism: models, mechanisms and development. neuroscience & biobehavioral reviews, 33, 1204-1214. 53 journal of icsar issn (print): 2548-8619; issn (online): 2548-8600 volume 3 number 2 july 2019: 53-56 development of digital identification instruments for mentally retarded children dewi sri rejeki ,erma kumala sari, abdul salim, subagya universitas sebelas maret surakarta, indonesia email: dewi@fkip.uns.ac.id abstract: this study aims to develop a digital identification instrument based decision support system (dss) for mentally retarded children. first year research consisted of three stages, namely (a) instrument need analysis, (b) instrument prototypes development, (c) instrument validation. the study involved 20 special schools taken by purposive sampling from eight districts/cities in central java. the method of collecting data at the needs analysis stage uses a questionnaire given to 32 respondents (teachers and principals). at the stage of prototype development, data collection is done by using a web-based dss development technique. furthermore, the instrument validation stage is done through professional judgment with focus group discussion (fgd) techniques involving special education experts, information and technology experts, psychometric experts, language experts, psychologists, and users/teachers. data analysis was performed with quantitative descriptive and qualitative descriptive techniques. the results of the study at the needs analysis stage showed that 75% of respondents had difficulty in compiling identification instruments for mentally retarded children; all respondents (100%) needed the development of identification instruments for mentally retarded children; and 50% of respondents chose identification instruments in digital form. at the instrument development stage, the characteristics of mentally retarded children based on the criteria contained in the previous dsm-v are described in the form of indicators. the identification results of this digital instrument are still limited to indications so that it needs to be continued with more in-depth assessment by authorized professionals. the results of expert validation at the instrument validation stage indicate that this digital identification instrument for mentally retarded children meets the eligibility criteria with improvements in several aspects such as aspects of language, web appearance, and technical operation of the instrument. furthermore, the instrument prototype is repaired and will be continued with small-scale and wide-scale trials. keywords: digital instruments; identification; mentally retarded children. introduction mentally retarded children are children with intellectual abilities below the average, which makes it difficult for them to take part in regular education programs so that special education is needed according to ability (somantri, 2006). the number of mental retardation or mental disability in indonesia is quite high, reaching 6.6 million people or three percent of the population of around 220 million (http://www. antaranews.com/ berita / 83721 / tunagrahita di indonesia capai 66 juta orang). therefore, mentally retarded children need special attention, especially in terms of their education. there needs to be an effort to provide appropriate education for mentally retarded children according to their abilities and needs. efforts to provide appropriate education to children need to begin with identification and assessment related to the abilities and conditions of the child. identification of mentally retarded children is carried out with the aim to find out as early as possible whether children experience mental/intellectual disorders/deviations or not so that they can be categorized as mentally retarded children or not. the results of the identification can then be used as preliminary data to carry out the assessment process in more depth. information or data from identification and assessment results can then be used as a basis for developing appropriate learning programs so that children can get an education that is appropriate to their abilities and needs. identification of children with special needs can be done by the closest parties of children, such as teachers or parents. meanwhile, the assessment process needs to be carried out by professional staff in accordance with their competencies and authorities in order to obtain accurate data according to the child’s condition. thus, the process of identifying whether a child has a mental/ intellectual disorder or can be indicated as a child with mental retardation can be done by the teacher or parent as the closest party to the child. meanwhile, a more indepth assessment process related to the condition of the child needs to be carried out by professional staff such as psychologists to establish an accurate diagnosis of the child’s mental condition and intellectual abilities. 54 journal of icsar; volume 3, number 2, july 2019: 53-56 table 1. blueprint of digital identification instruments for mentally retarded children no criteria aspect indicator 1 intellectual function disorder a. intellectual ability 1 difficulty mentioning names 2 difficulty in naming body parts 3 difficulty in mentioning the number of limbs 4 low abstraction (imagination ability) 5 minimal speech development 6 mimic behavior b. academic ability 7 difficulty with the concept of numbers 8 difficulty with the concept of time 9 difficulties with the concept of color 10 difficulties with good bad concepts (example: beautiful ugly) 2 adaptive function disorder a. physical appearance 11 dirty / not clean appearance 12 jolly 13 mouth open 14 mouth saliva 15 flat voice 16 thick lips 17 slanted eyes 18 short fingers and toes 19 coarse hair (perpendicular) 20 flat back head 21 eyebrows grow following the upward outward line 22 mongoloid face 23 physical growth is disturbed, small, weak b. self-help ability 24 depend on others 25 cannot avoid danger 26 do day-to-day activities without awareness 27 don’t understand cleanliness 28 likes to damage theirselves c. social ability 29 limited social interaction / social contact 30 do not have affection identification and assessment of children with special needs is one of the tasks of special education teachers. the accuracy of the results of identification and assessment carried out by the teacher will determine the appropriate learning plan for the child. however, conditions in the field indicate that special education teachers are still having difficulty identifying and assessing children with special needs, one of them is mentally retarded children. the difficulty is caused by the limited competence and knowledge of the teacher about the characteristics of the children with special need, the diversity of characteristics of the children with special need, there is no standardized identification and assessment instrument of children with special need, and the absence of applications or software for digital identification instruments for the children with special need. in addition, the difficulty of identification and management of mentally retarded children is also caused by the characteristics of mentally retarded children, one of which is determined by the level of intelligence (iq) that can only be done by authorized professionals, namely psychologists. based on the dsm-v (american psychiatric association, 2013), a child can be said to experience intellectual impairment if he fulfills the two main characteristics of having intellectual functioning disorders and impaired adaptation functions, both of which appear at the age of development. in the process of developing identification instruments for mentally retarded children, the two main criteria or symptoms of mentally retarded children based on the dsm-v were translated into indicators which then served as the basis for developing digital identification instrument prototypes for mentally retarded children. table 1 is the blueprint of the characteristics of mentally retarded children as content in the development of digital identification instruments for mentally retarded children. the indicator is then used as a database for the development of digital identification instruments for mentally retarded children. the software application used in the development of digital identification instruments for mentally retarded children is the decision support system (dss) application. 55dewi sri r ,erma kumala s, abdul salim, subagya, development of digital identification instruments . . . . meanwhile, decision support system (dss) is a computer-based decision support system that supports businesses or organizations to make activity decisions (https://en.wikipedia.org/wiki/decision_ support_system). dss consists of four components, namely (1) input, in the form of factors, numbers, and characteristics to analyze; (2) user knowledge and expertise, where input requires manual analysis by the user; (3) output, in the form of data that has been transformed from the dss “decision” produced; (4) decisions, namely the results produced by dss based on user criteria. thus, the purpose of this study was to develop a digital identification instrument for mentally retarded children based on the decision support system. this digital identification instrument is intended for teachers, especially special education teachers, with the hope that it can help one of the teacher’s tasks to accurately identify and assess children in order to provide appropriate education services according to the needs and abilities of children as early as possible. method this study uses an educational research and development (r & d) approach from borg & gall (2007), which aims to produce digital instruments dssbased to identify mentally retarded children. in the first year, the research was conducted in three stages, namely the needs analysis stage, the instrument prototype development stage, and the instrument validation stage based on professional judgment. the study was carried out by involving 20 special schools taken by purposive sampling from eight districts/cities in the central java region namely surakarta, sukoharjo, karanganyar, boyolali, klaten, wonogiri, pemalang, and sragen. the method of collecting data at the needs analysis stage uses a questionnaire given to 32 respondents (teachers and principals). at the stage of prototype development, data collection is done by using a webbased dss development technique. furthermore, the instrument validation stage is done through professional judgment with focus group discussion (fgd) techniques involving three special education experts, two information and technology experts (it), two measurement experts (psychometrics), two linguists, one psychologist, and 20 users/teachers. furthermore, data analysis in this study uses quantitative descriptive and qualitative descriptive techniques. findings and discussion the results of the study at the needs analysis stage in the form of a preliminary study survey showed that 75% of respondents had difficulty in compiling identification instruments for mentally retarded children, 3% of respondents had difficulty using existing instruments, and 19% of respondents had difficulty in processing identification results. in addition, all respondents (100%) stated that they needed the development of identification instruments for mentally retarded children. of the 32 respondents (teachers and principals), 50% of respondents preferred identification instruments in the form of digital computers and 41% chose in the form of print files, while 9% did not answer. thus, it can be concluded that there is a need related to the development of digital instruments to identify mentally retarded children who can help the teacher’s task in identifying and assessing students in the current era of globalization and digitalization. furthermore, in the process of developing identification instruments for mentally retarded children, the characteristics of mentally retarded children were based on the criteria of children with intellectual impairments found in the dsm-v (american psychiatric association, 2013) which had impaired intellectual functioning and impaired adaptation function, both of which appeared on development period. furthermore, the two main criteria or symptoms are translated into indicators that are more directly observable through observation and brief interviews. determination of indicators is adjusted to the competence and authority of the teacher considering that this digital identification instrument is intended to assist the teacher’s task in the process of identification and assessment in order to develop learning plans for children. these indicators are then used as a basis in developing digital identification instruments for mentally retarded children. the results of this digital identification instrument are indications or allegations that children are included in the category of mental retardation or not, not in the form of a diagnosis. therefore, the results of this identification in the form of indications or allegations still have limitations so that they still need to be continued with further assessment processes by authorized professionals such as psychologists. in addition, the results of identification have not been able to provide a definite diagnosis about the level of impairment of children (mild, moderate, or severe mental retardation) and also the level of intellectual ability. that is because the determination of the diagnosis is not the authority of the teacher but is the authority of the psychologist. thus, the results of this digital identification instrument are in accordance with the authority of the teacher and do not exceed the authority of the psychologist in the process of identification and assessment of mentally retarded children. furthermore, the results of instrument validation by experts indicate that digital identification instruments for mentally retarded children fulfill eligibility criteria 56 journal of icsar; volume 3, number 2, july 2019: 53-56 with several improvements. these improvements are related to language, web appearance, and technical operation of the instrument. in aspects of language, improvements are related to the use of simple terms that are more concrete and easier to understand. while improvements to the technological aspects related to the appearance of the web can be made more attractive but still simple and the technical operation of the instrument to be made more systematic, more practical, and easier to understand related to the results of the indication. while in the psychometric aspects and mental health content, the indicators are in accordance with the blueprint of the instrument so that it meets the eligibility criteria. furthermore, the instrument prototype is improved according to the input of experts and will be continued with limited-scale trials and large-scale trials. conclusion the results of the study at the needs analysis stage showed that 75% of respondents had difficulty in compiling identification instruments for mentally retarded children and all respondents (100%) needed the development of identification instruments for mentally retarded children. in addition, 50% of respondents prefer identification instruments in digital form. it can be concluded that there is a need for the development of digital instruments to identify mentally retarded children who can help with the task of teachers in identification and assessment in the current era of globalization and digitalization. at the instrument development stage, the characteristics of mentally retarded children based on the criteria contained in the dsm-v are described in the form of more concrete indicators adjusted to the competence and authority of the teacher in the identification and assessment of mentally retarded children. the results of the identification of digital instruments are still limited to indications or allegations that children are included in the category of mentally retarded children so that they need to be continued with a deeper assessment process by authorized professionals. the results of expert validation at the instrument validation stage indicate that digital identification instruments for mentally retarded children meet the eligibility criteria with improvements in several aspects such as aspects of language, web appearance, and technical operation of the instrument. in the end, this digital identification instrument for mentally retarded children is expected to be used to help one of the teacher’s tasks in the process of accurately identifying and assessing children so that learning programs can be arranged that are appropriate to the abilities and needs of the child. references american psychiatric association. (2013). diagnostic and statistical manual of mental disorders. bmc med, 17, 133-137. borg, w. r. & gall, m. d. (2007). educational research: an introduction. seventh edition. london: longman. somantri, s. (2006). pendidikan anak luar biasa. bandung:pt. refika aditama. https://en.wikipedia.org / wiki / decision _ support _ system. http://www.antaranews.com/ berita/83721/tunagrahitadi-indonesia-capai-66-juta-orang.