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IMPROVING MANIPULATIVE SKILLS AND MOTIVATION THROUGH TASK ANALYSIS AND VISUAL PROMPTING Iwan Setiawan; Erwin Setyo Kriswanto; Lantip Diat Prasojo; Eka Sapti Cahya Ningrum; Shely Cathrin
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.2292

This study aims to improve manipulative motor skills and learning motivation among a slow learner student in Physical Education, Sports, and Health (PJOK) through the implementation of task analysis and visual prompting strategies. Low manipulative motor skills and learning motivation were identified as problems among a seventh-grade (VII C) student at SMP Negeri 1 Rantau Pulung, necessitating an adaptive and structured instructional intervention. This study employed a Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model, implemented across two cycles, each consisting of planning, action, observation, and reflection stages, with one slow learner student as the subject. Data were collected through observation, performance tests, questionnaires, and documentation, and were analyzed using descriptive quantitative and qualitative methods. The results show that manipulative motor skills improved from 43.75% in the Pre-Cycle to 81.25% in Cycle II. Learning motivation based on observation increased from 50% to 80%, while motivation based on the questionnaire increased from 60% to 84%. The implementation of task analysis and visual prompting also improved from 41.6% to 83.3%, exceeding the predetermined success criterion of ≥75%. These findings indicate that the combination of task analysis and visual prompting effectively helps slow learner students understand instructions gradually, improve motor skills, and build self-confidence and learning motivation. This study recommends the strategy as an adaptive alternative for PJOK instruction that supports inclusive education in schools.

Penerapan Model DIR/Floortime dalam Meningkatkan Kemampuan Komunikasi Interaktif Anak dengan ADHD : Implementation of the DIR/Floortime Model to Enhance Interactive Communication Skills in Children with ADHD Adila Rahmah Lathifah; Eka Sapti Cahya Ningrum
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9247

This study aimed to analyze the interactive communication skills of a child with Attention Deficit Hyperactivity Disorder (ADHD) before and after the implementation of the Developmental, Individual Differences, Relationship-Based (DIR)/Floortime model, and to examine the model's effectiveness in enhancing these skills in a 5–6-year-old child in Group B at TK IT Daarussalaam. The interactive communication skills examined included initiating communication, responding to communication, maintaining eye contact, joint attention, and turn-taking. The study employed a quantitative approach using a Single Subject Research (SSR) experimental method with an A–B design. The subject was a 6-year-old boy diagnosed with ADHD, selected via purposive sampling. The study consisted of five sessions in the baseline phase (A) and ten sessions in the intervention phase (B) using the DIR/Floortime model. Data were collected through structured observation and analyzed using SSR visual analysis, covering trend direction, stability, level change, data range, and percentage of overlap. The results indicated that interactive communication skills during the baseline phase were low, with a score of 40%. Following the intervention, all indicators showed improvement, characterized by a greater ability to initiate and respond to communication spontaneously, as well as more consistent eye contact, joint attention, and turn-taking. Visual analysis revealed an increase in level, 90% data stability, and no overlap between phases. Thus, the DIR/Floortime model proved effective in enhancing the interactive communication skills of a 5–6-year-old child with ADHD.

IMPROVING MOTIVATION AND UNDERSTANDING OF FLOOR EXERCISES THROUGH CONTEXTUAL INSTRUCTIONAL VIDEOS FOR STUDENTS WITH LEARNING DIFFICULTIES Eliyansyah Eliyansyah; Erwin Setyo Kriswanto; Lantip Diat Prasojo; Eka Sapti Cahya Ningrum; Shely Cathrin
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.567

This study aimed to improve learning motivation and understanding of floor-gymnastics material through the implementation of contextual video-based instructional media among seventh-grade slow-learning students at SMP Negeri 1 Sandaran. The study employed a quantitative approach using Classroom Action Research (CAR) based on the Kemmis and McTaggart model, comprising planning, action, observation, and reflection stages. The research was conducted in two cycles, with each cycle consisting of two instructional meetings. The participants were three purposively selected slow-learning students. Data were collected through learning motivation observations, floor-gymnastics performance assessments, and documentation. The data were analyzed descriptively by comparing students’ achievement across the pre-intervention stage, Cycle I, and Cycle II. The results demonstrated consistent improvements in both learning motivation and understanding of floor-gymnastics material. The mean learning motivation score increased from 50.00% at the pre-intervention stage to 67.50% in Cycle I and 85.00% in Cycle II. Meanwhile, the mean understanding score increased from 54.00 at baseline to 70.00 in Cycle I and 86.00 in Cycle II. Learning mastery increased from 0% at baseline to 66.67% in Cycle I and reached 100% in Cycle II. These improvements indicate that contextual video-based instructional media can support students in understanding movement sequences through visual, repetitive, concrete, and experience-based learning. Therefore, contextual video-based instruction has potential as an adaptive instructional strategy for improving learning motivation and understanding among slow-learning students in physical education, particularly in floor gymnastics.

OPTIMIZING INCLUSIVE PHYSICAL EDUCATION THROUGH PEER TUTORS TO IMPROVE STUDENTS’ NON-LOCOMOTOR SKILLS AND SELF-CONFIDENCE Almiansyah Almiansyah; Erwin Setyo Kriswanto; Lantip Diat Prasojo; Eka Sapti Cahya Ningrum; Shely Cathrin
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.569

This study aims to analyze the application of the peer-tutoring method in inclusive Physical Education, Sports, and Health (PJOK) instruction to improve the basic non-locomotor motor skills and self-confidence of slow learners. The study employed a Classroom Action Research design based on the Kemmis and McTaggart model, which includes the stages of planning, action, observation, and reflection. The study was conducted in two cycles during the even semester of the 2025/2026 academic year at SD Negeri 002 Sangkulirang, East Kutai Regency. The research subject was a fourth-grade student with the initials AL who was identified as a slow learner. Data were collected through observation, semi-structured interviews, field notes, and documentation, then analyzed descriptively by integrating quantitative and qualitative data. The results showed an increase in non-locomotor basic motor skills from 46% in the pre-cycle to 71% in Cycle I and 83–85% in Cycle II. Self-confidence also increased from 35% in the pre-cycle to 75% in Cycle I and 85% in Cycle II. These improvements were accompanied by behavioral changes, including the courage to try, the ability to follow instructions, the courage to ask questions, a willingness to perform in front of the class, group participation, and independence in performing movements. The findings indicate that peer tutoring has the potential to serve as an inclusive pedagogical strategy that integrates scaffolding, social support, experiences of success, and repeated practice to strengthen both the motor skills and psychosocial aspects of students with learning difficulties. Although the results are limited to a single subject, the study offers practical implications for the development of adaptive and participatory Physical Education (PJOK) programs.

Peningkatan Kemampuan Membaca Permulaan melalui Metode Global berbasis Direct Instruction pada siswa Slow Learner : Improving Early Reading Skills in Slow Learners through a Global Method Based on Direct Instruction Hartimi Hartimi; Eka Sapti Cahya Ningrum
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9240

This study was motivated by the low early reading proficiency of fourth-grade elementary school students classified as slow learners, particularly regarding words with a CVCV (Consonant-Vowel-Consonant-Vowel) pattern. These difficulties stemmed from limited cognitive abilities and teaching methods that did not align with the students' learning characteristics. The study aimed to improve early reading skills by implementing the Glodin method—a combination of the global method and direct instruction designed to provide concrete, gradual, systematic, and repetitive reading instruction. The study employed a Classroom Action Research (CAR) approach over two cycles. The research subjects consisted of three slow-learning students. Data were collected via tests and observations using instruments such as an early reading proficiency test, a student participation observation sheet, and a learning activity observation sheet. The data were analyzed using descriptive quantitative methods (percentages) and presented in tables and diagrams. The results demonstrated that the Glodin method significantly improved the students' early reading skills. In Cycle I, the average reading proficiency rose from 41.11% to 76.66%, representing an increase of 35.55%. This improvement was achieved through illustrated word cards, letter-tracing activities, and reading meaningful words. Based on reflection, the instruction was refined in Cycle II by incorporating 2–4 repetitions during the finger-tracing phase. Consequently, reading proficiency increased to 92.22%—a rise of 51.11% from the baseline—surpassing the 85% success indicator. These findings indicate that the Glodin method effectively enhances the early reading skills of slow-learning students.

Peningkatan Kemampuan Pemahaman Bacaan Melalui Teknik Scaffolding pada Siswa dengan Hambatan Membaca: Improving Reading Comprehension Skills Through Scaffolding Techniques for Students with Reading Difficulties Jaudah Hanani; Eka Sapti Cahya Ningrum
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9302

This study aims to describe the implementation of the scaffolding technique and evaluate improvements in reading comprehension skills among fifth-grade students with reading difficulties at SD Tunas Bangsa Muara Anclong. The research focuses on enhancing reading comprehension by providing learning support tailored to students' needs—support that is gradually reduced until students can learn independently. The study employs the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model and was conducted over two cycles. The subjects consisted of four fifth-grade students identified as having reading difficulties. Data were collected through tests, observations, and documentation, using instruments validated by expert judgment. Data were analyzed using both quantitative and qualitative descriptive techniques. The scaffolding technique was implemented across pre-reading, during-reading, and post-reading stages, adhering to the principles of the Zone of Proximal Development (ZPD). The results indicate that the scaffolding technique effectively improved the students' reading comprehension skills. The average reading comprehension score rose from 54.60 at the initial stage to 75.00 in Cycle I, and further increased to 81.25 in Cycle II. Beyond improved learning outcomes, students demonstrated progress in independence, identifying key information, drawing conclusions, and answering questions based on the reading material. These findings suggest that the scaffolding technique serves as an effective pedagogical intervention for Indonesian language instruction for students with reading difficulties in inclusive school settings.

Peningkatan Hasil Belajar IPAS pada Murid dengan Kesulitan Belajar Melalui Model Pembelajaran Inkuiri Terbimbing: Improving IPAS Learning Outcomes for Students with Learning Difficulties through the Guided Inquiry Learning Model Megawati Salim; Eka Sapti Cahya Ningrum
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9306

This study aims to improve learning outcomes in Natural and Social Sciences (IPAS) for fifth-grade students with learning difficulties at SDN 002 Kombeng by implementing the guided inquiry learning model. The study was motivated by the low IPAS learning outcomes among students with learning difficulties and the limited research adapting the guided inquiry model within an inclusive school context. The study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart design and was conducted over two cycles. Each cycle comprised planning, action implementation, observation, and reflection. The research subjects consisted of five students with learning difficulties. The intervention involved applying the guided inquiry model's syntax, combined with modified student worksheets, simplified instructions, concrete media, and individualized scaffolding tailored to student needs. Data were collected through learning outcome tests, student activity observation sheets, and documentation, then analyzed using both quantitative and qualitative descriptive methods. Success indicators were established based on an individual Minimum Mastery Criterion (KKM) of 70 and a minimum class mastery rate of 75%. The results showed that the average learning outcome score increased from 28 in the pre-cycle stage to 62 in Cycle I and 80 in Cycle II. All students achieved the KKM by the end of Cycle II. Student engagement also improved, shifting from the "moderately active" category (71–75%) to the "active" category (75–92%). The findings indicate that implementing the guided inquiry learning model—accompanied by adaptive learning accommodations—effectively improves IPAS learning outcomes and engagement for students with learning difficulties in inclusive schools.

Peningkatan Hasil Belajar IPA Melalui Pembelajaran Inkuiri Kolaboratif dengan Teknik Mnemonic pada Siswa Hambatan Intelektual: Improving Science Learning Outcomes for Students with Intellectual Disabilities through Collaborative Inquiry Learning with Mnemonic Techniques Ni Nengah Murdani; Eka Sapti Cahya Ningrum
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9307

Low science learning outcomes among students with intellectual disabilities highlight the need for adaptive instructional strategies that help students understand and retain concepts more effectively. This study aimed to improve science learning outcomes by implementing collaborative inquiry learning combined with mnemonic techniques for a Grade VIIIC student at SMP Negeri 1 Kaliorang. The study employed the Kemmis and McTaggart Classroom Action Research (CAR) model and was conducted over two cycles comprising planning, action implementation, observation, and reflection. The research subject was a single Grade VIIIC student identified as having an intellectual disability. Data were collected via observation, written tests, and oral tests using instruments validated through expert judgment. Observation assessed student activity and engagement, while written and oral tests measured the student's understanding and mastery of science material. Data were analysed using descriptive quantitative and qualitative methods by comparing results from the pre-action stage, Cycle I, and Cycle II. Success was defined as the student achieving a learning outcome score of > 80%. The results showed an improvement in learning outcomes from 40% at the pre-action stage to 60% in Cycle I and 90% in Cycle II—an increase of 50 percentage points. Students also showed improved engagement during lessons. Thus, collaborative inquiry learning with mnemonic techniques serves as an effective, adaptive strategy for improving science learning outcomes for students with intellectual disabilities.

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