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This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) International Journal of Education, Vocational and Social Science
Sukinah
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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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
Improving The Reading Comprehension Skills of Students with Learning Difficulties Through Scientific Learning Assisted by Big Book Media in Grade IV of Inclusive Elementary School Deo Oktavia J.; Sukinah
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.v5i04.6607

Abstract

Based on a document study of reading assessment results and observations of Indonesian language learning in grade IV of SDN 003 Kayan Hulu, information was obtained that the students' reading comprehension skills were still low. Out of 12 students, only 4 students (33.3%) had reached the Minimum Mastery Criterion (KKM) of 75, while 8 students (66.7%) had not yet reached the KKM. This classroom action research aims to improve students' reading comprehension skills through the application of scientific learning assisted by Big Book media. This research applied the Classroom Action Research (CAR) method with the Kemmis and McTaggart model design, which was conducted in two cycles. The research subjects involved 12 students. Data collection used learning outcome tests, observations, questionnaires, and documentation. The results of the research showed a very significant improvement in reading comprehension skills after being given action up to Cycle II. In the pre-cycle, the class average score on the initial assessment was 66.25 with a classical mastery of 33.33%. In Cycle I, the class average score increased to 74.16 with a classical mastery of 50%. After improving the learning action in Cycle II, the percentage of class classical mastery skyrocketed to 100% where all 12 students successfully exceeded the KKM threshold, and the class average spiked to reach 89.19 which falls into the excellent category. The application of scientific learning based on big book media is able to improve the reading comprehension skills of students with learning difficulties in grade IV of Inclusive Elementary School.
Co-Authors Deo Oktavia J. Emi Palupi Ishartiwi