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All Journal JPK (Jurnal Pendidikan Khusus) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Kesmas Asclepius International Journal of Education, Vocational and Social Science
Ishartiwi
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

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Pengembangan Modul Kontekstual untuk Keterampilan Bepergian Mandiri Menggunakan Transportasi Umum bagi Siswa Disabilitas Netra Auliya Arvina Damaiyanti; Ishartiwi
JPK (Jurnal Pendidikan Khusus) Vol. 22 No. 1 (2026): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v22i1.98529

Abstract

Abstrak: Penelitian ini bertujuan menghasilkan modul kontekstual yang layak, praktis, dan efektif untuk mengembangkan keterampilan bepergian mandiri menggunakan transportasi umum bagi siswa disabilitas netra. Penelitian pengembangan menggunakan model ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Uji kelayakan melibatkan dua ahli materi dan dua ahli media, sedangkan uji kepraktisan melibatkan dua guru SLB dan tiga siswa disabilitas netra. Uji efektivitas dilakukan terhadap tiga siswa disabilitas netra di dua SLB menggunakan desain one-group pretest-posttest. Data dikumpulkan melalui wawancara, kuesioner, tes pengetahuan, dan penilaian kinerja. Data kelayakan dan kepraktisan dianalisis secara deskriptif kuantitatif, sedangkan efektivitas dianalisis menggunakan skor N-Gain. Hasil penelitian menunjukkan bahwa modul memuat materi pengenalan transportasi umum, prosedur penggunaan kereta api, sikap dan penanganan hambatan, serta simulasi yang disajikan dalam format Tagged PDF aksesibel dan dilengkapi tautan audio. Modul memperoleh skor kelayakan 80,00% dari ahli materi dan 86,36% dari ahli media. Kepraktisan modul mencapai 84,76% berdasarkan penilaian guru dan 87,56% berdasarkan respons siswa. Modul juga efektif meningkatkan pengetahuan dengan N-Gain 0,72 dan keterampilan bepergian mandiri dengan N-Gain 0,69. Modul dapat digunakan sebagai bahan ajar prasyarat sebelum pelaksanaan praktik langsung menggunakan transportasi umum. Kata Kunci: modul kontekstual, bepergian mandiri, transportasi umum, siswa disabilitas netra
Innovations in Science Learning in Inclusive Schools through the UDL Framework and Adaptive Media: A Systematic Literature Review Emi Palupi; Sukinah; Ishartiwi
Jurnal Penelitian Pendidikan IPA Vol 12 No 7 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i7.15688

Abstract

Implementing inclusive education in science classrooms requires instructional transformations that can accommodate diverse learning modalities. This study aims to analyze trends, challenges, and instructional innovations in inclusive science education, focusing on the Universal Design for Learning (UDL) framework and adaptive media for students with special needs. The methodology employed is a Systematic Literature Review (SLR) guided by the PRISMA protocol. A total of 15 peer-reviewed articles published between 2018 and 2026 indexed in Sinta and Scopus were analyzed. The thematic synthesis indicates that the integration of UDL and adaptive digital media—such as interactive e-modules, virtual laboratories, and 3D manipulative models—significantly reduces cognitive load and enhances students' conceptual understanding and science process skills. The analysis reveals that UDL combined with local context-based learning achieves the highest instructional efficacy (40%). However, disparities in teachers' pedagogical competencies and inaccessible physical laboratory infrastructures remain critical challenges. This study recommends continuous collaborative professional development between science teachers and special education professionals to foster an accessible science learning ecosystem
Peningkatan Motorik Halus Anak Berisiko Kesulitan Belajar melalui CTL dan Demonstrasi Meronce Berbahan Alam Ruth Litak Ruppe Pasolon; Ishartiwi; La Robi
Jurnal Kesmas Asclepius Vol. 8 No. 2 (2026): Jurnal Kesmas Asclepius
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/v9vajs73

Abstract

This study aimed to describe the implementation of Contextual Teaching and Learning (CTL) combined with demonstration and the improvement of fine motor skills through nature-based beading activities. The study used a two-cycle classroom action research design, with three meetings in each cycle and the stages of planning, action, observation, and reflection. Four children aged 5-6 years were selected from 14 children in Class B2 at Wana Kencana State Kindergarten based on an initial pedagogical identification. Data were collected through observations of six fine motor indicators and documentation and were analyzed descriptively and comparatively. The findings showed that classical mastery increased from 0% at baseline to 50% in Cycle I and 75% in Cycle II. By Cycle II, all indicators had reached 75% mastery. Slower and more systematic demonstrations, materials with larger holes and softer textures, simple pattern practice, and individualized scaffolding helped the children work more accurately, flexibly, persistently, and independently. The study concludes that integrating CTL, demonstration, adapted natural materials, and individualized assistance can improve fine motor learning in the investigated classroom context. Keywords: Children at Risk of Learning Difficulties, Contextual Teaching and Learning, Demonstration Method, Fine Motor Skills, Nature-Based Beading.
Improving Reading Fluency Through an Assignment-Based Repeated Reading Method for At-Risk Slow Learner Students in Grade V at SD Negeri 009 Malinau Kota Otnelyus L; Ishartiwi
International Journal of Education, Vocational and Social Science Vol. 5 No. 04 (2026): International Journal of Education, Vocational and Social Science( IJVESS)
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v5i04.6393

Abstract

This study was motivated by the low reading fluency of at-risk students with slow learner characteristics in Grade V of SDN 009 Malinau Kota. The students experienced difficulties in reading fluently, made pronunciation errors, read with inappropriate intonation, and required more time to understand texts. This study aimed to describe the implementation of the Repeated Reading strategy and determine its effectiveness in improving students' reading fluency. This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection stages. The participants were at-risk students with slow learner characteristics in Grade V of SDN 009 Malinau Kota. Data were collected through observations, reading fluency tests, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. The findings indicated that the implementation of the Repeated Reading strategy improved students' reading fluency. The improvement was reflected in better reading accuracy, speed, and expression, as well as increased confidence and participation in reading activities. Therefore, the Repeated Reading strategy is effective in improving the reading fluency of at-risk students with slow learner characteristics in elementary schools.
Co-Authors Auliya Arvina Damaiyanti Emi Palupi La Robi La Robi Otnelyus L Ruth Litak Ruppe Pasolon Sukinah