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All Journal JURNAL KONFIKS International Journal of Education and Learning Studies
Septiyani Endang Yunitasari
State University of Jakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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ENHANCING PRE-SERVICE SPECIAL EDUCATION TEACHERS’ PEDAGOGICAL COMPETENCE IN TEACHING READING COMPREHENSION TO HEARING-IMPAIRED ELEMENTARY STUDENTS THROUGH FOTONOVELA MEDIA Rohmah Ageng Mursita; Murni Winarsih; Totok Bintoro; Asep Supena; Septiyani Endang Yunitasari; Sri Rizqi Widasari
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/f40e8d48

Abstract

Reading comprehension is a fundamental literacy skill that is essential for deaf or hard-of-hearing students to access academic information and participate in social life. However, limited auditory input and language development challenges often create barriers to understanding written texts. This study aimed to enhance the pedagogical competence of pre-service special education teachers in teaching reading comprehension to hearing-impaired students through the use of fotonovela media. The study employed a quasi-experimental design using a pretest–posttest non-equivalent control group approach and was conducted at SLB Pangudi Luhur and SLB Santi Rama as authentic learning contexts. The participants were pre-service special education teachers divided into experimental and control groups. The intervention involved training and teaching practice using fotonovela media integrating visual supports, the Indonesian Sign System (SIBI), and principles of the Maternal Reflective Method (MMR). Pretest results indicated that the initial competence levels of both groups were relatively equivalent, while posttest results showed a significant improvement in the experimental group. The use of fotonovela media significantly improved the pedagogical competence of pre-service teachers, particularly in instructional planning, visual strategies, language and communication support, adaptive teaching practices, and student engagement. The improvement in teacher competence contributed to the development of students’ reading comprehension skills, including vocabulary understanding, identifying main ideas, sequencing events, recognizing story elements, answering questions, making simple inferences, and summarizing texts. These findings indicate that fotonovela media is an innovative and sustainable approach to strengthening teachers’ pedagogical competence while supporting literacy development among deaf students.
The Effect of Project-Based Learning on Critical Thinking Skills across Students’ Cognitive Styles Apit Dulyapit; Laely Farokhah; Venna Puspita Sari; Septiyani Endang Yunitasari
International Journal of Education and Learning Studies Vol. 2 No. 2 (2026): International Journal of Education and Learning Studies (IJELS)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijels.v2i2.73

Abstract

Increasing students’ critical thinking skills has become an important challenge in 21st-century primary education, particularly in implementing student-centered learning within the Merdeka Curriculum. This study aims to analyse the effect of the Project-Based Learning (PjBL) model on students' critical thinking skills in terms of field-independent and field-dependent cognitive styles. The method used was a quasi-experiment with a 2×2 treatment by level design. The research sample consisted of 80 fourth-grade students divided based on learning model (PjBL and expository) and cognitive style. The research instrument was a critical thinking ability test covering the indicators of interpretation, analysis, evaluation, and inference. Data analysis used two-way ANOVA and Tukey's test at a significance level of 0.05. The results showed a difference in critical thinking skills between students learning with PjBL and expository learning, with the average PjBL score (73.85) higher than the expository score (69.90). There was an interaction between the learning model and cognitive style. Field-independent students who learned with PjBL obtained the highest score (78.40), while in the expository model, field-dependent students performed relatively better (72.10). It was concluded that PjBL was effective in improving critical thinking skills, particularly for field-independent students, and has important implications for differentiated instructional strategies in primary education.
Co-Authors Apit Dulyapit Asep Supena Laely Farokhah Murni Winarsih Rohmah Ageng Mursita, Rohmah Ageng Sri Rizqi Widasari Totok Bintoro Venna Puspita Sari