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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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Evaluation of Differentiated Learning for Students with Special Needs in Inclusive Classes at TK Pembina Kabupaten Kutai Timur Masseru, Herni; Ishartiwi, Ishartiwi
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.1019

Abstract

This study evaluates the implementation of differentiated learning for students with special needs in the inclusive classroom of TK Pembina Kabupaten, focusing on accommodation readiness, teacher understanding, and implementation of differentiation. Using Provus' discrepancy evaluation model, data was collected through observation, interviews, questionnaires and documentation from 15 respondents. The results show that the implementation of differentiated learning is quite good. Physical, media and administrative accommodations are generally available, although mobility and communication aids are still limited. Teachers show good understanding in planning and implementing differentiation in content, process, product and learning environment. The implementation of learning also runs effectively, marked by the adjustment of materials based on students' abilities, interests and learning styles. The learning environment is designed inclusively, supporting the active participation of all students. The findings indicate that differentiated learning has contributed positively to the success of inclusive education in Pembina District kindergarten.
Improving Reading Comprehension Skills in English through Interactive Animation Video Based on Project Based Learning for Slow Learner Students in Grade VII of SMP Negeri 2 Karangan Putri Ayu Kusuma Dewi; Ishartiwi Ishartiwi
International Journal of Studies in International Education Vol. 2 No. 4 (2025): November : International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v2i4.400

Abstract

This study aims to examine the process and improvement of reading comprehension skills among slow learner students in Grade VII at SMP Negeri 2 Karangan through the use of interactive animation video media based on the Project Based Learning (PjBL) model. Employing the Classroom Action Research (CAR) method following the Kemmis and McTaggart model, the study was conducted in two cycles with six slow learner students as research subjects. The observation results indicated an improvement from 89.58% in Cycle I to 100% in Cycle II. The average reading comprehension score increased from 65 to 83, with the percentage of students achieving the minimum mastery criteria rising from 67.85% to 89.28% with a difference of 18 points increase. These findings demonstrate that interactive animation video media based on PjBL effectively enhances both student engagement and learning outcomes, particularly in understanding English texts. This success was supported by the active role of the teacher in adapting the PjBL syntax to meet the specific needs of the slow learner students.
Clinical Supervision as a Catalyst for Differentiated Instruction Implementation in Early Childhood Education Norjannah, Norjannah; 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.v4i4.2369

Abstract

Early childhood education requires differentiated learning approaches to address diverse student needs, yet kindergarten teachers often lack adequate support for implementing such practices. Clinical supervision offers a collaborative framework for professional development, but limited research examines its effectiveness in enhancing differentiated instruction implementation. This qualitative case study investigated clinical supervision implementation at TK Negeri Pembina Sangatta, East Kalimantan, Indonesia, from January to March 2025. Six participants including five classroom teachers and one principal-supervisor were involved through census sampling. Data collection employed in-depth interviews, classroom observations, and document analysis. Thematic analysis following the Miles and Huberman framework was conducted to identify patterns and themes related to clinical supervision processes and differentiated learning implementation. Clinical supervision followed a structured three-stage process comprising pre-conference, observation, and post-conference phases that created supportive professional development environments. Teachers developed enhanced competencies in designing tiered activities and adapting instruction across content, process, product, and learning environment dimensions. Key challenges included time constraints, resource limitations, and initial conceptual understanding gaps. Teachers demonstrated fundamental shifts in educational equity perspectives, moving from uniform to responsive teaching approaches. Effective supervisory strategies included reflective dialogue, evidence-based feedback, and ongoing coaching support. Findings align with clinical supervision theoretical frameworks emphasizing collaborative inquiry over evaluative assessment. The study addresses research gaps by demonstrating clinical supervision effectiveness in early childhood contexts and its role in facilitating complex pedagogical innovations. Results support professional development models emphasizing reflective practice and experiential learning while highlighting the importance of addressing systemic barriers for successful differentiated instruction implementation.
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. 
Transformation of vocational skills for doormat craftsmen from persons with disabilities using assistive technology Purnomo, Edy; Setiadi, Bayu Rahmat; Ishartiwi, Ishartiwi; Wibawa, Eka Ary; Damayanto, Angga
Jurnal Pendidikan Vokasi Vol. 12 No. 3 (2022): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v12i3.54983

Abstract

Vocational skills in an inclusive society are needed in business trips within an organization. The Mitra Sejahtera Center for Disability Empowerment (PPDMS) is an organization of persons with disabilities that is productive in producing patchwork mat products in quite a large capacity. This research wants to reveal how assistive technology in their business can change their vocational skills before and after knowing technology. This study uses a qualitative approach with a unique case of doormat crafts at PPDMS in Gunungkidul Regency. The research subject is the organizational chart, including the chairman and members involved in the production of doormats. The results of this study indicate that their vocational skills underwent a significant transformation after assistive technology was introduced. Before they learn assistive technology, their skill is to weave mats with the help of conventional looms. Developing more modernly, the use of mechanization with non-machine looms accessible for persons with disabilities has changed weaving skills to weaving skills complemented by skills in spinning threads. Developing even more rapidly, engineering technology-based vocational skills create job specifications for persons with disabilities. The users of these semi-automatic machines must be skilled and understand the machine mechanization system. This research implies that with the existence of assistive technology, the transformation of vocational skills goes hand in hand with developments in technology and science.
IDENTIFIKASI BENTUKINTERVENSIPEMBELAJARAN DAN PERILAKU BELAJAR ANAK RETARD ASI MENTAL Ishartiwi, Ishartiwi
Jurnal Penelitian Ilmu Pendidikan Vol. 3 No. 1 (2010): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (952.847 KB) | DOI: 10.21831/jpipfip.v0i0.4623

Abstract

The aim of the research is to identify the form of learning intervention and behavior of Grade III mental retardation students in Pembina Special School Yogyakarta. While the indicator of type of learning intervention is teacher' performance in educating students, the Indicator of student's learning behavior is student's responses. The information gathered in the research is collected by using in-depth observation using camera recorder. The information then analyzed by describing the fact of students' characteristics based learning process. The research indicates that: (I). There are variety types of learning intervention in the aspects of learning stimulants, materials packaging, the numbers of tasks, and teacher's positions; (2) There are variety types of student's learning behaviors in responding teachers' instruction in the aspects of learning attitudes, interests and task responses. Key words: Specific Learning Intervention, Learning Behaviour Of Mental Retarded Students, Mental Retardation.
ASESMEN KEBUTUHAN PENGEMBANGAN PROFESIONALISME GURU PENDIDIKAN KHUSUS Ishartiwi, Ishartiwi
Jurnal Penelitian Ilmu Pendidikan Vol. 5 No. 2 (2012): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1220.528 KB) | DOI: 10.21831/jpipfip.v5i2.4748

Abstract

Penelitian ini bertujuan mendeskripsikan kebutuhan pengembangan profesionalisme guru pendidikan khusus dari aspek: kondisi profesionalisme guru, kebutuhan pengembangan profesi, dan kendala yang dihadapi guru dalam pengembangan profesi. Desain penelitian adalah survei dengan populasi seluruh guru pendidikan khusus di 10 sekolah luar biasa dan 35 sekolah inklusif se Kota Yogyakarta. Hasil penelitian sebagai berikut. Pertama, guru pendidikan khusus sebagian besar guru berstatus Pegawai Negeri Sipil, bertugas di sekolah inklusif karena jumlah sekolah luar biasa di Kota Yogyakarta juga lebih sedikit, telah memiliki pengalaman pelatihan, tetapi guru belum pernah menghasilkan karya tulis ilmiah pengembangan profesi dan juga tidak mengikuti perkembangan kebijakan pendidikan. Kedua, sebagian besar guru membutuhkan peningkatan kemampuan berkesinambungan, modifikasi kurikulum untuk anak berkebutuhan khusus (ABK) dan buku ajar untuk ABK, jurnal ilmiah guru bidang pendidkan luar biasa (PLB), referensi untuk mengajar dan penulisan karya ilmiah serta sarana penunjang berupa komputer. Ketiga, kendala yang dihadapi guru dari segi eksternal berupa sarana prasarana aksesbilitas belum lengkap, dari segi internal berupa kurangnya pemahaman ABK dan layanananya, rendahnya motivasi, komitmen mengikuti informasi kebijakan layanan ABK, rendahnya pemanfaatan teknologi untuk pembelajaran ABK dan Menulis karya ilmiah pengembangan profesi.   Kata Kunci: asesmen kebutuhan, profesionalisme guru, guru pendidikan khusus
Integrating Montessori and Contextual Learning to Enhance Early Reading Skills in Fifth-Grade Students with Learning Disabilities Pagaloran, Nurmiati; 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.v4i4.2541

Abstract

Upper elementary students with persistent reading difficulties require specialized interventions beyond conventional instruction. This study investigated the effectiveness of integrating Montessori methods with contextual learning approaches to enhance early reading abilities in fifth-grade students at risk for learning disabilities. A quasi-experimental one-group pretest-posttest design was employed with two fifth-grade male students (aged 10 years) identified with severe reading deficits at SDN 013 Sangatta Selatan, Indonesia. The four-week intervention incorporated Montessori materials (sandpaper letters, movable alphabets, picture-word cards) with contextual connections to students' daily experiences. validated 20-item early reading assessment measuring syllable reading, word recognition, and sentence comprehension was administered pre- and post-intervention. Both participants demonstrated substantial improvements, with mean scores increasing from 27.5% (pretest) to 85% (posttest), representing a 57.5 percentage-point gain. Subject MT improved from 25% to 80% (55% gain), while Subject MA progressed from 30% to 90% (60% gain), both achieving or exceeding the 80% proficiency threshold. Observational data corroborated quantitative findings, showing increased engagement and reduced task avoidance. The Montessori-based contextual approach effectively enhanced early reading abilities in upper elementary students with persistent reading difficulties. The integration of multisensory, concrete materials with real-world contextualization provided accessible pathways to literacy acquisition for students unresponsive to traditional instruction, suggesting promising applications for inclusive literacy education.
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