Technology-Based Assessment for Children with Special Needs: Improving Accessibility and Accuracy in Inclusive Education Environments

Dewi Juwita Susanti, Mirnawati Mirnawati, Amka Amka, Agus Pratomo Andi Widodo, Etna Anjani T, Aulia Rizqina, Nor Rahmawati, Raberria Bonafita

Abstract


This study aims to evaluate the effectiveness of technology-based assessment applications in identifying and assessing the needs of learners with special needs in inclusive schools. Using a mixed methods design, this study involved 40 respondents consisting of teachers and parents of children with special needs in inclusive schools in Banjarbaru, with data collection through surveys, observations and in-depth interviews. The results showed that the technology-based assessment application made it easier to understand the needs of children with disabilities and plan more effective interventions, with 85% of respondents (teachers and parents) finding it easy to use. 78% of respondents felt that the app helped them to identify children's cognitive, emotional, social and physical abilities more accurately than manual methods. Use of the app also improved the efficiency of the learning process, with 70% of observations indicating regular use by teachers and 60% by parents. This study highlights the importance of additional training and improved technology infrastructure to maximize the benefits of this app. In conclusion, this study shows that technology can effectively overcome the challenges of assessing children with disabilities and support the development of inclusive education policies in Indonesia.


Full Text:

PDF

References


Asakir, I., & Mahmudah, F. (2022). Kreativitas dan inisiatif guru dalam pengembanggan mutu pembelajaran online. Jurnal Studi Guru Dan Pembelajaran, 5(1), 31–40. https://doi.org/10.30605/jsgp.5.1.2022.1541

Ashari, M. K., Athoillah, S., & Faizin, M. (2023). Model e-asesmen berbasis aplikasi pada sekolah menengah atas di era digital: Systematic literature review. TA’DIBUNA: Jurnal Pendidikan Agama Islam, 6(2), 132. https://doi.org/10.30659/jpai.6.2.132-150

Binarani, B. B., Zahara, D., & Setiawan, D. A. (2021). Asesmen perkembangan sosio-emosi pada anak berkebutuhan khusus. Prosiding Seminar Nasional Dan Call Paper Mahasiswa, April, 71–77.

Boyle, J. R., & Kennedy, M. J. (2019). Innovations in classroom technology for students with disabilities. Intervention in school and clinic, 55(2), 67-70.

Cakiroglu, O. (2015). Response to intervention: Early identification of students with learning disabilities. International Journal of Early Childhood Special Education, 7(1), 170-182.

Castro-Villarreal, F., Villarreal, V., & Sullivan, J. R. (2016). Special education policy and response to intervention: Identifying promises and pitfalls to advance social justice for diverse students. Contemporary School Psychology, 20, 10-20.

Dewi, D. P. (2018). Asesmen sebagai upaya tindak lanjut kegiatan identifikasi terhadap anak berkebutuhan khusus. Wahana, 70(1), 17–24. https://doi.org/10.36456/wahana.v70i1.1563

Ediyanto, E., Hastuti, W. D., & Rizqianti, N. A. (2021). Identifikasi dan asesmen anak berkebutuhan khusus: program peningkatan kompetensi guru sekolah inklusi. Yayasan Pusat Pendidikan Angstrom, l(1). SE-Educational Book).

Erdem, R. (2017). Students with special educational needs and assistive technologies: A literature review. Turkish Online Journal of Educational Technology-TOJET, 16(1), 128-146.

Fauzi, A. R., Maryanti, R., & Irawan, A. R. (2021). Analysis of the difficulties of parents in accompanying children with special needs at the elementary school level during online learning in the covid-19 pandemic. Jassi Anakku, 20(2), 117–132.

https://doi.org/10.17509/jassi.v20i2.38584

Hamzah, S. I., Djuko, R. U., & Juniarti, Y. (2020). Asesmen terhadap anak berkebutuhan khusus (ABK). JAMBURA Early Childhood Education Journal, 28–42.

Idhartono, A. R., Badiah, L. I., Khairunnisaa’, K. K., & Salsabila, I. B. (2023). Asesmen dan deteksi dini anak berkebutuhan khusus di paud, kb, dan tk. Pancasona, 2(1), 227–234. https://doi.org/10.36456/pancasona.v2i1.6980

Irvan, M. (2020). Urgensi identifikasi dan asesmen anak berkebutuhan khusus usia dini. Jurnal ORTOPEDAGOGIA, 6(2), 108. https://doi.org/10.17977/um031v6i22020p108-112

Jungjohann, J., & Gebhardt, M. (2023). Dimensions of classroom-based assessments in inclusive education: A teachers’ questionnaire for instructional decision-making, educational assessments, identification of special educational needs, and progress monitoring. International Journal of Special Education, 38(1), 131-144.

Kurniawan, M. Y., Wagino, W., & Rosyadi, M. D. (2018). Rancang bangun aplikasi asesmen anak berkebutuhan khusus pada sekolah inklusif. Jurnal Teknologi Informasi Universitas Lambung Mangkurat (JTIULM), 3(2), 71–76. https://doi.org/10.20527/jtiulm.v3i2.30

Lampah, N. T. S, & Setiawan, E. B. (2019). Aplikasi asesmen anak berkebutuhan khusus di slb rafaha arjasari menggunakan progressive web app. ULTIMA Computing, 10(2), 65–74. https://doi.org/10.31937/sk.v10i2.958

Liani, S., Barsihanor, B., & Hafiz, A. (2021). Peran guru pendamping khusus pada program layanan pendidikan inklusi di tk idaman banjarbaru. Indonesian Journal of Early Childhood: Jurnal Dunia Anak

Usia Dini, 3(1), 7. https://doi.org/10.35473/ijec.v3i1.828

Mulyah, S., & Khoiri, Q. (2023). Kebijakan pemerintah terhadap pendidikan inklusif. Journal on Education, 05(03), 8270–8280.

Nugroho, W. S., & Minsih, M. (2021). Pemetaan anak berkebutuhan khusus pada sekolah inklusi melalui program identifikasi dan asesmen. Jurnal Pendidikan Dasar Flobamorata, 2(1), 111–117. https://doi.org/10.51494/jpdf.v2i1.414

Olakanmi, O. A., Akcayir, G., Ishola, O. M., & Demmans Epp, C. (2020). Using technology in special education: Current practices and trends. Educational Technology Research and Development, 68(4), 1711-1738.

Panyahuti, P., & Yadi, Y. (2022). Pengembangan aplikasi e-assessment skill programming berbasis web. Edumatic: Jurnal Pendidikan Informatika, 6(1), 78–87. https://doi.org/10.29408/edumatic.v6i1.5393

Pesova, B., Sivevska, D., & Runceva, J. (2014). Early intervention and prevention of students with specific learning disabilities. Procedia-Social and behavioral sciences, 149, 701-708.

Suleymanov, F. (2015). Issues of inclusive education: Some aspects to

be considered. Electronic journal for inclusive education, 3(4), 8.

Tarjiah, I., Supena, A., & Kurniawan, E. (2022). Pendampingan orang tua dan asesmen anak berkebutuhan khusus di rumah susun jatinegara kaum jakarta timur. Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat, 22(1), 25. https://doi.org/10.24036/sb.01980

Wibowo, D. (2022). Analisis pengaruh sistem pengendalian intern pemerintah, pemanfaatan teknologi informasi, dan kompetensi sumber daya manusia terhadap kualitas informasi laporan keuangan (Studi kasus pada dinas pemberdayaan masyarakat dan desa kabupaten tapin). Kindai, 18(1). https://doi.org/10.35972/kindai.v18i1.700

Yuwono, I., & Pasani, C. F. (2018). The evaluation of higher order thinking skills assessment of special needs education students with guided inquiry method. Journal of ICSAR, 2(1), 28-31.




DOI: http://dx.doi.org/10.20527/jvk.v39i2.20107

Article Metrics

Abstract view : 69 times
PDF - 24 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Vidya Karya

Indexed By

Creative Commons License

Vidya Karya is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.