Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Proceedings Series of Educational Studies
Qurotul Ishaqiyah
Unknown Affiliation
Education

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Literature Review: Direct (Concrete) Experience-Based Learning Strategies and Emotional Support and Motivation for Visually Impaired Children Azizah Dwi Fadilah; Muchamad Irvan; Qurotul Ishaqiyah; Anindhita Nanda Pradina; Emira Nurfitria Muhammad; Rahmiati Rahmiati
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This literature review aims to analyze the effectiveness of learning strategies based on experiential learning and emotional and motivational support in enhancing the learning effectiveness of visually impaired children in inclusive schools. This study employs a Systematic Literature Review (SLR) approach by examining ten academic articles published between 2022 and 2025 that focus on the education of children with special needs. The analysis revealed that visual impairments cause visually impaired children to face barriers in understanding abstract concepts presented visually, so they require concrete experiences to fully grasp the learning material. Experiential learning strategies have proven effective because they enable children to learn through tactile, auditory, and kinesthetic activities that stimulate cognitive processes and enhance active engagement. Furthermore, emotional support from teachers—in the form of empathy, psychological support, and positive reinforcement—plays a crucial role in building students’ self-confidence and intrinsic motivation. The synergy between concrete experiences and emotional support results in more meaningful and humanistic learning that focuses not only on academic outcomes but also on the psychological well-being of visually impaired children. This study underscores the importance of the teacher’s role as a facilitator who understands students’ emotional needs and individual learning characteristics. Further research is recommended to test the effectiveness of these strategies through an empirical approach in inclusive schools to obtain practical data that supports the development of adaptive learning models for students with visual impairments.
Implementation of Flashcard-Based Speech Guidance to Develop the Speaking Skills of Children with Hearing Impairments at SLB Sumber Dharma Rahma Tsabitah Mustofa; Qurotul Ishaqiyah; Noviandini Nurwahyu Ummaimiy; Zahrani Safitri; Zanuba Arifatul Khafshoh; Ahsan Romadlon Junaidi
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Children with hearing impairment often experience delays in receptive and expressive language due to limited access to auditory input, which affects their articulation, vocabulary, and social communication. This study aimed to describe the implementation of speech therapy (bina wicara) using flashcard media to develop the speech ability of a child with hearing impairment at SLB Sumber Dharma, Malang. A descriptive qualitative approach was used, involving one 12-year-old student as the subject. Data were collected through observation, interview, documentation, and a performance test, then analyzed descriptively based on an Individual Learning Program (Program Pembelajaran Individual/PPI). The intervention combined visual attention, articulation modelling, imitation, and drill techniques using flashcards depicting familiar objects. The results showed that the child's pronunciation of words ending in vowels improved noticeably, while words ending in consonants remained difficult to articulate. The child also became more attentive, cooperative, and confident during the sessions, although speaking volume in daily communication was still relatively soft. These findings indicate that flashcard-based speech therapy combined with an individualized program can support the speech development of children with hearing impairment.
Assistive Reading Technology for Blind Children: A Literature Review of Developments in the Last Five Years (2022–2026) Grace Elinda; Risa Safira Ramadhani; Keyne Berly Clorinda; Emira Nurfitria Muhammad; Anisa Ruwaidah; Qurotul Ishaqiyah
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Reading is a foundational skill for blind children, yet limited access to sensory accessible reading materials remains a major barrier in their education. Over the past decade, rapid advances in assistive technology ranging from RFID and computer vision-based devices for braille learning, Optical Character Recognition (OCR) and Text-to-Speech (TTS) text readers, artificial intelligence (AI)-based smart glasses, to adaptive audio learning platforms have opened up new opportunities to support literacy among blind children. This article presents a narrative literature review of 20 publications from 2022–2026 discussing assistive technology for reading among blind children and individuals, gathered from academic search databases and filtered for relevance to the topic. Thematic synthesis grouped the findings into six categories: (1) tactile braille-based technology; (2) OCR and TTS based text reading devices; (3) AI-based visual assistance and smart glasses; (4) audio learning platforms and AI-based personalization; (5) implementation, perception, and school readiness; and (6) dimensions of context, equity, and family. The review results show that innovation in assistive reading technology is moving from single-function tactile devices toward integrated multimodal systems, but most available research consists of small-scale engineering prototypes that have not been widely tested on populations of blind children in real school settings. Gaps were also found in cost affordability in low- and middle-income countries, teacher readiness, standardized assessment tools for assistive technology skills, and the affective and family dimensions of shared reading practices. This article concludes with recommendations for future research to strengthen child-user-based evaluation, cost-effectiveness studies in developing-country contexts including Indonesia, and the development of standardized assessment instruments.
LITERATURE REVIEW: TEACHING CHILDREN WITH INTELLECTUAL DISABILITIES USING THE COOPERATIVE LEARNING METHOD IN INCLUSIVE ELEMENTARY SCHOOLS Emira Nurfitria Muhammad; Anindhita Nanda Pradina; Azizah Dwi Fadilah; Qurotul Ishaqiyah; Wiwik Dwi Hastuti
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Learning for children with intellectual disabilities using the cooperative learning method in inclusive elementary schools. The main questions in this study are: (1) What are the problems faced by students with intellectual disabilities in interacting social interactions with their environment?; (2)What is the role of the cooperative learning model for students with intellectual disabilities? This study aims to examine the role of the cooperative learning model in improving the social and academic abilities of children with intellectual disabilities in inclusive elementary schools. The method used in this research is a Systematic Literature Review (SLR) by analyzing several joulnals and articles relevant to the research questions and topics. The result show that students with intellectual disabilities face obstacles in social interaction due to intellectual limitations, lack of environmental support, and low motivation and attention from parents. The cooperative learning model has proven effective for students with intellectual disabilities because it promotes collaboration among students, increases learning engagement, and enhances social and emotional skills. Through heterogeneous group work, students with intellectual disabilities can learn to interact, help one anoter, and build self-confidence. Therefore, implementing the cooperative learning model in inclusive elementary schools plays an important role in supporting a learning environment that is inclusive, adaptive, and respectful of individual differences in students’ abilities.
Co-Authors Anindhita Nanda Pradina Anisa Ruwaidah Azizah Dwi Fadilah Azizah Dwi Fadilah Emira Nurfitria Muhammad Emira Nurfitria Muhammad Grace Elinda Irvan, Muchamad Junaidi, Ahsan Romadlon Keyne Berly Clorinda Noviandini Nurwahyu Ummaimiy Rahma Tsabitah Mustofa Rahmiati Rahmiati Risa Safira Ramadhani Wiwik Dwi Hastuti Zahrani Safitri Zanuba Arifatul Khafshoh