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All Journal Jurnal Pendidikan Vokasi Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN JPK (Jurnal Pendidikan Khusus) Socia : Jurnal Ilmu-Ilmu Sosial COPE Dinamika Pendidikan Jurnal Inovasi Teknologi Pendidikan Harmoni Sosial: Jurnal Pendidikan IPS Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Prima Edukasia REFLEKSI EDUKATIKA JURNAL IQRA´ Jurnal ORTOPEDAGOGIA Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Taman Vokasi PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Musamus Journal of Primary Education Jurnal Abdidas Indonesian Journal of EFL and Linguistics Edunity: Kajian Ilmu Sosial dan Pendidikan Journal of Innovation and Research in Primary Education J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Electronic Journal of Education, Social Economics and Technology Proceeding of International Conference on Special Education in South East Asia Region LITERAL: Disability Studies Journal International Journal of Studies in International Education
Ishartiwi Ishartiwi
Universitas Negeri Yogyakarta
Religion Arts Humanities Automotive Engineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Nursing Public Health Social Sciences Veterinary Other

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Penerapan Alat Permainan Edukatif (APE) untuk Pengembangan Profil Pelajar Pancasila Terintegrasi Mata Pelajaran Suseno, Adi; Ishartiwi, Ishartiwi; Handoyo, Rendy Roos; Azizah, Nur
Jurnal Abdidas Vol. 5 No. 4 (2024): August, Pages 301 - 449
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdidas.v5i4.966

Abstract

Pengabdian ini didasari hasil penelitian tahun 2020 tentang teknologi asistif bagi anak berkebutuhan khusus, 2021 penelitian tentang pembelajaran moral pada anak hambatan intelektual dan program matching fund terkait produktivitas alat permainan edukatif. Tujuan pengabdian untuk meningkatakan kemampuan guru SLB merancang alat permainan edukatif yang dapat digunakan dalam pembelajaran sebagai penguatan Profil Pelajar Pancasila. Kerjasama pengabdian dengan SLB di Daerah Istimewa Yogyakarta yang memiliki anak hambatan penglihatan, anak hambatan pendengaran, anak hambatan intelektual dan menerapkan kurikulum merdeka. Metode kegiatan melalui pelatihan dan pendampingan kepada 20 guru SLB. Bentuk kegiatan wokshop pemahaman materi penyusunan alat permainan edukatif, materi Profil Pelajar Pancasila, praktik mandiri terbimbing, dan uji kepraktisan prototype produk yang dihasilkan guru dalam pembelajaran. Strategi pelatihan dengan teknik partisipasi aktif  dilaksanakan melalui  luring. Evaluasi dilakukan dalam tiga tahap: awal sebelum kegiatan menggunakan angket gambaran kemampuan dasar guru, proses selama kegiatan menggunakan jurnal harian, dan evaluasi akhir berupa karya guru, berupa produk alat permainan edukatif. Pengabdian kepada masyarakat (PkM) dilaksanakan secara offline dan online. Pada kegiatan workshop APE dilakukan secara luring yang berlokasi di Universitas Negeri Yogyakarta dengan penyampaian materi APE dan pemanfaatannya dalam projek penguatan pelajar Pancasila yang terintegrasi di mata pelajaran. Selanjutnya, pelaksanaan online meliputi Pemetaan APE untuk Penguatan Profil Pelajar Pancasila, Merancang penyusunan storyboard APE, pembuatan rancangan APE, Pembuatan Prototipe APE, dan Ujicoba APE dalam pembelajaran. Kegiatan ini diikuti oleh 20 guru SLB di D.I. Yogyakarta.
Teachers and Parents Collaboration in Special Program Learning for Students with Special Needs Ishartiwi, Ishartiwi; Azizah, Nur; Handoyo, Rendy Roos; Suseno, Adi
Proceeding of International Conference on Special Education in South East Asia Region Vol. 1 No. 1 (2022): Technology and Education for Student with Special Needs
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/picsar.v1i1.41

Abstract

Special school curriculum includes specialized program to help overcome obstacles according to students' condition. Not only limited to school, but the learning principles should also be applied through habituation and direct real-life practice. As a result, cooperation between teachers and parents are essential. However, its implementation still met with obstacles. This research survey aims at describing the problems in 80 special schools in Yogyakarta, with the respondent of 84 teachers for students with visual impairment, hearing loss, intellectual disability, physical disability, and autism. The data were collected via questionnaire, which include the aspect of cooperation practice, parents' roles, and parental involvement mechanism. In addition, the data were analyzed using descriptive approach, quantitative approach, and percentage technique. The result shows that most teachers for students with special needs are able to cooperate, involve parents, and share roles in cooperation mechanism. In conclusion, cooperation between teachers and parents is done to optimize students' success in special program learning by improving communication intensity and playing a role as facilitator.
Analisis kebutuhan alat peraga edukatif di Sekolah Luar Biasa Ishartiwi, Ishartiwi; Handoyo, Rendy Roos; Dewi Barotut Taqiyah
Literal: Disability Studies Journal Vol. 2 No. 02 (2024): October 2024
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/literal.v2i02.149

Abstract

This study used a descriptive qualitative approach with the aim of exploring an in-depth understanding of the use of educational aids (APE) in special schools (SLB) in Yogyakarta Special Region. This study involved 70 special education teachers with diverse educational backgrounds and teaching experiences. Interviews and observations were used to collect information. Data were analyzed using needs analysis techniques to identify the specific needs and preferences of students with special needs in the context of learning.  The results showed that APE has an important role in supporting the learning of students with special needs. Although some SLBs have allocated funds for the purchase of APE and implemented policies related to its use, there are still challenges in terms of availability, compatibility with students' specific needs, and maintenance of existing APE. Different types of specific barriers, such as visual, hearing, intellectual, physical, emotional and behavioral barriers, require different approaches in the development and use of APE. For example, for students with visual impairments, APE should optimize the use of the senses of touch and hearing, while for students with emotional and behavioral impairments, APE should focus on developing positive behaviors and managing emotions.  
Pelaksanaan Asesmen dan Intervensi Anak Autisme Ishartiwi, Ishartiwi; Sukinah, Sukinah; Taqiyah, Dewi Barotut
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 3 (2023)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v7i3.4570

Abstract

Asesmen dilakukan untuk mengetahui kondisi dan karakteristik, kemampuan, hambatan dan kelebihan yang dimiliki serta kebutuhan ASH untuk dasar penyusunan pelaksanaan intervensi. Pelaksanaan program intervensi dilakukan selama 16 kali pertemuan durasi 120 menit per pertemuan dengan mengunakan pendekatan secara individual, media AAC (Augmentative and Alternative Communication) dan benda-benda yang ada disekitar ASH. Subjek dalam penelitian ini berinisial ASH berusia 4 tahun dan mengalami hambatan perkembangan autisme. Penelitian ini menggunakan pendekatan kualitatif dengan studi kasus. Teknik pengumpulan data dengan wawancara, observasi dan dokumentasi. Berdasarkan hasil pembahasan pelaksanaan asesmen dan intervensi, ASH mampu melakukan interaksi sosial dengan menyapa, mengucapkan salam, komunikasi dua arah menggunakan strategi shaping. Pada aspek bahasa, ASH mampu merespon pertanyaan spontan tanpa menggunakan bantuan kartu kata, aspek motorik halus ASH mampu mewarnai gambar, menarik garis lurus, menuliskan nama, meronce dan menempel. Penggunaan media yang ada disekitar ASH dapat membantu meningkatkan kemampuan pada aspek komunikasi, motorik halus dan interaksi sosial. 
Multidisciplinary collaborative model for identification and assessment services for students with special needs in inclusive schools Taqiyah, Dewi Barotut; Hermanto, Hermanto; Ishartiwi, Ishartiwi; Pujaningsih, Pujaningsih
Jurnal Cakrawala Pendidikan Vol. 44 No. 2 (2025): Cakrawala Pendidikan (June 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i2.81083

Abstract

This study aims to understand the multidissiplinary collaboration among professionals who voluntarily participate and share common goals in implementing assessment and identification services for children with special needs. This collaboration involves a multidisciplinary team to develop an assessment service model and recommendations from the multidisciplinary for assessing children with special needs in inclusive schools.This research is qualitative with a case study method. Data sources include psychologists, orthopedagog, medis, principals, teachers, and parents at inclusive school Yogyakarta, Indonesia. Data collection methods include in-depth interviews, observations, and documentation. Data validation is performed using two triangulation techniques: source triangulation and technique triangulation. The results show that in the assessment services for primary school children with special needs, there are three service models: educational assessment model, psychological assessment model, and medical assessment model. The preparation stage is divided into four activities: formulating goals, targets, preparing instruments, and preparing for implementation. The implementation stage includes four aspects: approach, techniques, methods, and referral. The reporting stage is divided into two parts: result analysis and recommendations, and the final stage, follow-up, is conducted through a case conference.
The Development of Multiple Intelligences Theory (MIT) Based Fluent Reading Module for Slow Learners at Grade IV Inclusive Elementary School Gaby Arnez; Ishartiwi Ishartiwi
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 6 No. 2 (2021): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v6i2.1628

Abstract

This artilce aimed to investigate the practicality of Multiple Intelligences Theory (MIT) based module using the experimental indicators consisting of the module’s appearance, performance, the use of module, and the utilization of reading skills, to produce multiple intelligences theory based reading skill learning module assessed by the experts of media and learning materials, and to find out the effectiveness of multiple intelligences theory based reading skill learning module by improving word reading accuracy score. The researchers used ADDIE development model. All respondents are 300 students of SD Negeri Inklusi Tegalpanggung. The data collection technique used interview, questionnaire, and performance assessment. The data were analyzed by using descriptive-qualitative. The improvement of reading accuracy is examined through Normalized-Gain Test. The findings showed that multiple Intelligences theory based word recognition learning module which was used based on the examination with the category of “Very Good”. The products consist of introduction, content, and conclusion; the introduction consists of objectives, significances, and module map; the module consists of 16 learning materials divided into four sub-basic competencies and elaborated into four intelligences area; evaluation. Furthermore, the assessment from the expert 1 towards the learning module namely 3,7 with category “appropriate enough” and the expert II obtain mean value 4,01 classified into “appropriate” category and the media expert obtain mean value 4,47 with category of very appropriate. The effective learning module improves the reading skills assessed from the improvement of fluent reading skill with the post test score 92,6%. Keywords: Learning Module, Fluent Reading Skill, Multiple Intelligences Theory
Enhancing Pre-Reading Skills of Slow Learners Through Integrated Montessori-Contextual Learning in Kindergarten Utami, Sri; Ishartiwi, Ishartiwi
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1816

Abstract

Reading proficiency serves as a fundamental cornerstone for academic success, yet children with slow learning difficulties face significant challenges in developing pre-reading skills. This study investigated the effectiveness of integrating Montessori methodology with contextual learning approaches to enhance pre-reading capabilities among slow learners in kindergarten settings. A classroom action research design following the Kemmis and McTaggart model was employed over three weeks at State Kindergarten 1 Kongbeng. Three children aged 4-5 years with identified slow learning difficulties were purposively selected as participants. Data collection utilized structured observation checklists assessing nine pre-reading skill indicators on a four-point scale, implemented across two intervention cycles incorporating Montessori materials within contextual learning frameworks. Baseline assessments revealed significantly low pre-reading abilities across all participants (38-47%). Following the integrated intervention, substantial improvements were observed, with final achievement levels reaching 77-80%. All participants demonstrated notable progress in phonological awareness, letter recognition, sustained attention, and motor coordination skills. The overall improvement rates ranged from 33-39 percentage points, with particularly strong gains in environmental vocabulary and real-world connection capabilities. The findings provide compelling evidence for the effectiveness of integrated Montessori-contextual learning approaches in addressing the specific learning needs of slow learners. The multisensory nature of Montessori materials, combined with meaningful contextual connections, facilitated systematic skill development among children who typically struggle with abstract concept formation. These results support the potential of thoughtfully integrated pedagogical approaches to enhance educational inclusion and prevent future academic difficulties among vulnerable student populations.
Enhancing Teacher Competency in Interactive Video Development for Speech-Delayed Children through Guided Project-Based Learning Training Kartikasari, Diastuti; Ishartiwi, Ishartiwi
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2285

Abstract

Speech delay affects 5-10% of preschool children, requiring specialized educational interventions. However, kindergarten teachers often lack competencies in creating appropriate interactive video media for these children. This study investigated the effectiveness of guided Project-Based Learning (PjBL) training in enhancing teacher capabilities for developing interactive video media specifically designed for speech-delayed children. An action research design using the Kemmis and McTaggart model was implemented over two cycles at AN-NUR Kindergarten, East Kalimantan. Ten kindergarten teachers participated in guided PjBL training focusing on interactive video creation using Canva application. Data collection employed pre-test/post-test assessments, structured observations, interviews, and product documentation. Cycle II incorporated expert collaboration and artificial intelligence features to enhance training effectiveness. Teacher competency showed substantial improvement from baseline scores of 46.5 to final scores of 83.5, representing a 79.6% overall increase. Cycle I achieved 32.3% improvement (46.5 to 61.5), while Cycle II demonstrated 35.7% enhancement (61.5 to 83.5). Design appropriateness improved by 183% and audio integration by 140% in Cycle II. Nine participants (90%) achieved competency thresholds by study completion, compared to 50% in Cycle I. Qualitative observations revealed enhanced confidence, collaboration, and creative expression among participants. Guided PjBL training effectively enhances teacher competencies for creating interactive video media for speech-delayed children. The structured, collaborative approach combining theoretical knowledge with hands-on practice proves superior to traditional training methods. The integration of expert collaboration and advanced technological features significantly accelerates competency development. These findings support the implementation of PjBL-based professional development programs for specialized educational populations.
Enhancing Reading Abilities in Students with Learning Disabilities Through Cooperative Integrated Reading and Composition Based on Team-Based Learning Rusdiana, Rusdiana; Ishartiwi, Ishartiwi
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2362

Abstract

Students with learning disabilities frequently struggle with reading acquisition, requiring specialized interventions that address their unique learning needs. This study investigated the effectiveness of integrating Cooperative Integrated Reading and Composition (CIRC) with Team-Based Learning (TBL) principles to improve reading abilities among fourth-grade students with learning disabilities. A classroom action research design was employed using the Kemmis and McTaggart cyclical model across two intervention cycles. Four fourth-grade students with identified reading difficulties participated in the study conducted at SD Negeri 007 Muara Bengkal, Indonesia. The intervention progressed from simple syllable patterns (KVKV) in Cycle I to complex patterns (KKVV and KVKK) in Cycle II. Data collection utilized validated reading assessment instruments, systematic observation protocols, and documentation. Assessment components included word reading, writing abilities, sentence construction, storytelling, and learning engagement, analyzed through descriptive statistics and percentage calculations. All participants demonstrated substantial improvements from pre-intervention to post-intervention assessments. The class average increased from 48.56% in Cycle I to 73.88% in Cycle II, representing a 25.32 percentage point improvement. Students with the most severe initial difficulties achieved the greatest gains, with individual improvements ranging from 4.75% to 34.25%. All participants progressed from below-standard categories to adequate or good performance levels. Observational data revealed enhanced engagement, collaborative behaviors, and sustained task persistence throughout the intervention. The CIRC-TBL integration effectively addressed reading difficulties while promoting collaborative learning skills. The intervention's success supports theoretical frameworks emphasizing cooperative learning and multisensory instruction for students with learning disabilities. Findings demonstrate that structured collaborative approaches can serve as effective alternatives to traditional remediation, enabling inclusive classroom practices that benefit diverse learners.
Improving Science Learning Outcomes Through Contextual-Based Picture Media for Students With Learning Difficulties in Elementary Schools Nuwa Jo, Antonius; Ishartiwi, Ishartiwi; Handoyo, Rendy Roos
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 4 No. 9 (2025): Edunity: Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v4i9.443

Abstract

Elementary education plays a crucial role in laying the foundation of students’ knowledge and skills. Science and Social Studies (IPAS) is one of the core subjects that equips students with an understanding of their environment and society. However, students with learning difficulties often face challenges in comprehending abstract concepts presented in IPAS lessons. This study aims to investigate the effectiveness of context-based picture media in improving IPAS learning outcomes among slow learner students in elementary school. This research employed a classroom action research (CAR) design conducted in two cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through written tests, classroom observations, and interviews with teachers. The intervention focused on using contextual picture media that related directly to students’ daily experiences, such as markets, plants around the school, and community activities. The findings show a significant improvement in students’ learning outcomes. The average score increased from 62.5 in the pre-action stage to 71.3 in the first cycle, and further to 81.7 in the second cycle. Mastery learning also rose from 35% to 65% and ultimately 90%. Moreover, observations revealed higher student participation, stronger motivation, and increased confidence in expressing ideas during learning activities. Teachers also noted that contextual images helped students connect abstract concepts with real-life situations, making lessons more meaningful and interactive. In conclusion, the use of contextual picture media has proven effective in enhancing IPAS learning outcomes for students with learning difficulties. This approach not only improves cognitive achievement but also fosters affective and psychomotor development, making it a practical strategy for inclusive education in elementary schools.
Co-Authors Adi Suseno Afif Ghurub Bestari Albertus Suwarto Angga Damayanto Apri Nuryanto Bayu Rahmat Setiadi, Bayu Rahmat Dewi Barotut Taqiyah Edy Purnomo Eka Ary Wibawa Ernisa Purwandari Gaby Arnez Handoyo, Rendy Roos Hermanto Hermanto Ibrahim, Nurwahyuningsih Kartikasari, Diastuti Lili Suryani Lovandri Dwanda Putra Lukman Lukman Masseru, Herni Mumpuniarti Mumpuniarti Norjannah, Norjannah nugroho, harizki agung Nur Azizah Nur Hayati Nur Hayati Nurlayli Hasanah Nurlayli Hasanah Nurwahyuningsih Ibrahim Nusuki Syariati Fathimah Nuwa Jo, Antonius Pagaloran, Nurmiati Pujaningsih Pujaningsih Putri Ayu Kusuma Dewi Rahmat Setiadi, Bayu Resha Fitria Suistika Risva Anggriani Rusdiana Rusdiana Sayidatul Maslahah Sri Utami Sudji Munadi Sukinah Sukinah Suseno, Adi Taqiyah, Dewi Barotut Wening Prabawati Yeni Irma Normawati