Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Indonesian Journal of Innovation Studies Academia Open
Iis Prasetyo
Program Studi Magister Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta
Computer Science & IT Education Engineering Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Public Health

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Collaborative Response to Intervention Strategies for Dyslexic Junior High School Students: Strategi Response to Intervention Kolaboratif untuk Siswa Disleksia Sekolah Menengah Pertama Rahmawati Rahmawati; Iis Prasetyo
Academia Open Vol. 11 No. 2 (2026): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.15100

Abstract

General Background Inclusive education systems must provide equitable learning opportunities and specialized support for learners with specific learning disabilities. Specific Background At SMP Negeri 3 Teluk Pandan, learners with dyslexia face persistent reading, spelling, and comprehension challenges without systematic early identification or structured individualized assistance. Knowledge Gap While tiered learning frameworks exist, the practical integration of structured multi-tier instructional models with organized educator-family partnerships within Indonesian secondary education settings remains underexplored. Aims This study investigates the application of a tiered instructional framework and the role of educator-family partnerships in supporting the academic activities of learners facing literacy challenges. Results Utilizing a qualitative case study design, the analysis revealed that tiered instructional delivery—ranging from universal classroom accommodations to intensive individualized support—promoted reading fluency, comprehension, and self-confidence. Collaborative planning and home-based reinforcement sustained these academic gains, despite institutional constraints such as limited instructional time, varying parental capacity, and heavy teaching workloads. Novelty This research specifically isolates the synergistic mechanism between school-based tiered accommodations and home-based parental reinforcement in diagnosing and addressing secondary education literacy deficits. Implications Educational institutions must institutionalize systematic screening protocols and dedicate resources for cross-stakeholder communication to ensure sustainable, adaptive, and inclusive learning environments for populations facing literacy disorders. Highlights Tiered instructional delivery progressed reading fluency, text comprehension, and learner self-confidence. Active partnerships between educators and families successfully reinforced academic gains through consistent home-based practice. Institutional constraints, including limited teaching time and varying guardian capacity, challenged the continuous application of personalized assistance. Keywords Inclusive Education; Tiered Instructional Delivery; Reading Fluency; Educator-Family Partnerships; Literacy Deficits
Magic Box Media And Project-Based Pedagogy Build Inclusive Early Childhood Competencies: Media Magic Box Dan Pedagogi Berbasis Proyek Membangun Kompetensi Anak Inklusif Eka Nurjanah; Iis Prasetyo
Academia Open Vol. 11 No. 2 (2026): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.15164

Abstract

General Background Early childhood education provides a critical foundation for optimizing cognitive, motor, language, and interpersonal domains through responsive, child-centered environments. Specific Background Students with special needs within integrated classrooms frequently face integration challenges, displaying anxious behaviors, egocentrism, and difficulties in regulating their feelings. Knowledge Gap Current instructional materials and play frameworks are rarely designed to facilitate meaningful interpersonal interactions or address the specific collaborative deficits present in diverse classrooms. Aims This study investigates the application of collaborative tasks supported by an interactive educational toy to support young learners. Results Through two action research cycles, participant scores rose significantly from an initial 56.25% to 80.73%. The most substantial behavioral growth occurred in the capacity to articulate feelings appropriately, which increased by 41.67%, alongside moderate overall developmental gains indicated by an N-Gain of 0.56. Furthermore, educators shifted from rigid lesson planning to flexible, empathetic facilitation and dynamic classroom management. Novelty This intervention uniquely integrates collaborative problem-solving structures with tactile educational tools to simultaneously transform student interpersonal behaviors and professional teaching paradigms. Implications Deploying structured, authentic play activities offers a proven framework for cultivating supportive relationships and advancing holistic development in diverse educational settings. Highlights The intervention generated a moderate N-Gain score of 0.56, indicating steady behavioral progress. Students with special needs demonstrated a 41.67% increase in their capacity to express feelings appropriately. Educators transitioned toward flexible planning and exhibited higher empathy during classroom management tasks. Keywords Collaborative Tasks; Educational Toys; Interpersonal Skills; Teacher Paradigms; Action Research
The "Digital Literacy Journal & Monthly Clinical Consultation" Innovation to Enhance Teacher-Parent Synergy in Literacy Development for Children with Special Needs.: Inovasi "Digital Literacy Journal & Monthly Clinical Consultation" untuk Meningkatkan Sinergi Guru-Orang Tua dalam Pengembangan Literasi Anak Berkebutuhan Khusus. Kurniasih Kurniasih; Iis Prasetyo
Indonesian Journal of Innovation Studies Vol. 27 No. 4 (2026): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i4.2224

Abstract

General Background Foundational reading and writing skills constitute a critical competence for educational success, requiring comprehensive stakeholder support within inclusive educational settings. Specific Background Children with intellectual disabilities require repeated practice and consistent instructional reinforcement across environments, yet poor institutional communication frequently obstructs their academic progression. Knowledge Gap Collaborative communication frameworks designed to synchronize home and classroom support for upper elementary learners remain relatively unexplored in mainstream inclusive contexts. Aims This study examines the application of a digital reporting and monthly clinical consultation strategy to align intervention partnerships for a fifth-grade learner. Results While initial incidental interactions created support gaps, the integration of structured digital documentation and face-to-face clinical consultations successfully established a shared assessment forum. This strategic alignment fostered positive academic progress in reading comprehension, reading fluency, narrative writing coherence, and independent learning motivation. Novelty This intervention uniquely combines real-time digital progress tracking with reciprocal evaluation meetings to synchronize microsystem educational interventions in a rural inclusive setting. Implications Deploying structured, evidence-based communication protocols provides inclusive educational institutions with a sustainable model to maximize learning continuity and academic achievement. Highlights Digital journals and clinical consultations transformed incidental interactions into systematic instructional partnerships. Synchronized pedagogical interventions across educational environments significantly advanced reading comprehension and fluency. Consistent communication frameworks successfully fostered narrative writing coherence and learning independence. Keywords Inclusive Education; Digital Journals; Clinical Consultation; Academic Achievement; Instructional Alignment
Co-Authors Eka Nurjanah Kurniasih Kurniasih Rahmawati Rahmawati