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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 Unik: Pendidikan Luar Biasa 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 Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang Jurnal Abdidas Didaktika: Jurnal Kependidikan Edu Cendikia: Jurnal Ilmiah Kependidikan Indonesian Journal of Innovation Studies 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 Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya LITERAL: Disability Studies Journal International Journal of Studies in International Education Jurnal Ragam Pengabdian
Ishartiwi Ishartiwi
Fakultas Ilmu Pendidikan, 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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Kindergarten Teachers’ Skills in Initial Assessment for Special Needs Identification: Keterampilan Guru Taman Kanak-Kanak dalam Penilaian Awal untuk Identifikasi Kebutuhan Khusus Sukesi; Pujaningsih; Ishartiwi
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1687

Abstract

General Background: Early childhood education plays a crucial role in shaping children’s development, yet teachers often struggle to conduct systematic initial assessments for identifying children with special needs. Specific Background: Despite inclusive education being a global and national priority, many kindergarten teachers lack the necessary skills, leading to delayed interventions and missed opportunities for tailored support. Knowledge Gap: Previous training programs remain mostly theoretical, one-directional, and disconnected from real classroom contexts, with limited research combining guided training and Project-Based Learning (PjBL) for early assessment in preschool settings. Aims: This study aimed to improve kindergarten teachers’ skills in conducting initial assessments of children with special needs through guided training using a PjBL approach. Results: Using collaborative School Action Research in two cycles, findings showed significant improvements in teachers’ cognitive, affective, and psychomotor competencies, with more structured assessment practices and reflective attitudes toward inclusive education. Novelty: The study introduces an integrated training model that extends the application of PjBL from instructional design to early assessment, an area rarely explored in early childhood education research. Implications: The proposed model provides a replicable framework for education authorities and early childhood institutions to strengthen teacher competence in inclusive education, contributing to sustainable improvements in service quality and supporting broader educational equity goals.Highlight : Teachers’ ability in early assessment improved through guided training with PjBL. Competence increased across cognitive, affective, and psychomotor aspects. The model supports sustainable inclusive education practices. Keywords : Initial Assessment, Children With Special Needs, Kindergarten Teachers, Project-Based Learning, Guided Training, Inclusive Education
Contextual Wordwall Games for Number Recognition in Inclusive Kindergarten: Permainan Wordwall Kontekstual untuk Pengenalan Angka di TK Inklusif Sinta D, Nia Aprilia Pratama; Ishartiwi; Handoyo, Rendy Roos
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1688

Abstract

Background: Early childhood number recognition is a crucial foundation for mathematical development and life skills, yet children with learning difficulties often struggle due to a lack of engaging and inclusive teaching media. Specific background: Existing research rarely focuses on digital game-based learning tools like Wordwall in inclusive kindergarten contexts. Knowledge gap: There is limited evidence on how contextual-based Wordwall games address numeracy challenges for children with learning barriers. Aim: This study aimed to explore the application of contextual-based Wordwall educational games to support number recognition skills in kindergarten group B children with learning difficulties. Results: Using Kemmis and McTaggart’s classroom action research design, two cycles of intervention were conducted with 10 participants. Mastery levels increased from 40–50% in cycle I (average score 6.4–6.5) to 90–100% in cycle II (average score 7.3–8.1). Cognitive, affective, and psychomotor improvements were observed, including better sequencing, number-object matching, collaboration, and confidence. Novelty: This study introduces the integration of contextual Wordwall games as a digital tool for inclusive early childhood classrooms. Implications: Findings suggest that teachers can adopt contextual Wordwall games as an alternative media to create meaningful, interactive, and adaptive learning for children with learning difficulties. Highlights Children’s number recognition skills improved after contextual Wordwall game use Cognitive, affective, and psychomotor skills developed simultaneously Teachers gained a practical and replicable strategy for inclusive classrooms Keywords: Number Recognition, Contextual Learning, Wordwall Educational Games, Inclusive Kindergarten, Learning Difficulties
Kindergarten Teachers’ Competence in Designing Inclusive Lesson Plans through Guided Training: Kompetensi Guru Taman Kanak-Kanak dalam Merancang Rencana Pelajaran Inklusif Melalui Pelatihan Terbimbing Normayani, Risma; Ishartiwi
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1689

Abstract

General Background: Inclusive education requires teachers to be equipped with the skills to design lesson plans that accommodate children with special needs (CSN), yet many early childhood educators lack sufficient training. Specific Background: In Indonesia, a significant proportion of kindergarten teachers struggle to create adaptive lesson plans despite policies mandating inclusive practices. Knowledge Gap: Previous studies show the potential of Problem-Based Learning (PBL) to enhance inclusive teaching, but evidence on its effectiveness in structured guided training for kindergarten teachers remains limited. Aims: This study aimed to improve the ability of kindergarten teachers to develop inclusive lesson plans through guided PBL-based training. Results: Using School Action Research with nine teachers at TK Negeri 1 Sangkulirang, findings revealed a substantial increase in competence, with average lesson plan scores rising from 48.09% in cycle I to 75.25% in cycle II. The greatest improvements occurred in defining learning objectives (35.2%), selecting strategies (32.8%), and using adaptive media (40.1%), though responsiveness and personal approaches required further support. Novelty: This study is among the first to systematically apply guided PBL training for early childhood teachers in inclusive classrooms, demonstrating its scalability. Implications: The results highlight guided PBL as a strategic pathway for professional development, aligning with national inclusive education goals and underscoring the need for sustained mentoring, case-based simulations, and collaborative practices to ensure long-term implementation.Highlight : Training improved teachers’ skills in inclusive lesson planning. Major progress in goals, methods, and adaptive media use. Emotional responsiveness still requires more guidance. Keywords : Children with Special Needs, Inclusive Learning, Problem Based Learning, School Action Research, Kindergarten Teachers
Teacher Competence Development through In-House Training and Cooperative Learning: Pengembangan Kompetensi Guru melalui In-House Training dan Pembelajaran Kooperatif Siska, Eka Usbika; Ishartiwi
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1699

Abstract

General Background: Inclusive education ensures equal learning opportunities for all students, including those with special needs (SEN). Specific Background: Teachers in remote schools often lack knowledge and practical skills to design inclusive learning modules. Knowledge Gap: Few studies explore how school-based professional development improves teacher competence in remote 3T areas. Aims: This study aims to develop teacher competence in creating inclusive learning modules through In-House Training (IHT) integrated with Cooperative Learning at SD Negeri 11 Sandaran. Results: Conducted as School Action Research in two cycles with 10 teachers, the program improved cognitive, psychomotor, and affective-collaborative competencies. Teacher competence scores increased from 30% to 62%, and teachers demonstrated better differentiation of learning goals, use of Jigsaw and Think-Pair-Share strategies, and adaptation of teaching materials for SEN students. Novelty: This study provides rare evidence of successful teacher competence development in a 3T setting using a combined IHT and Cooperative Learning approach. Implications: The findings may serve as a reference for inclusive education strategies in other rural or under-resourced schools, supporting the design of contextually relevant professional development models. Highlights: Teacher competence improved across cognitive, psychomotor, and collaborative domains. Learning modules became more adaptive and inclusive after two training cycles. IHT combined with cooperative learning proved applicable even in remote 3T schools. Keywords: Inclusive Education, Teacher Competence, In-House Training, Cooperative Learning, Learning Module Design
Contextual Concrete Media for Improving Subtraction Skills in Elementary Students: Media Konkret Kontekstual untuk Pemahaman Operasi Pengurangan Siswa Sekolah Dasar Kusumawati, Anggriani; Ishartiwi; Handoyo, Rendy Roos
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1730

Abstract

Background: Mathematics learning in early elementary grades often faces challenges, particularly in teaching abstract concepts like subtraction to students with learning difficulties. Specific background: Many students experience low understanding and motivation, leading to poor learning outcomes that fall below the minimum mastery criteria. Knowledge gap: Few studies focus specifically on the use of contextual, hands-on media for subtraction skills in second-grade students with learning difficulties. Aim: This study investigates the use of a contextual concrete media, the Counting Box, to strengthen conceptual understanding of subtraction. Results: A quasi-experimental one-group pretest-posttest design was used with five students. Results revealed a significant improvement in posttest scores, with an average N-Gain score of 0.82 (82%), categorized as high. Students demonstrated greater focus, engagement, and success in solving subtraction problems within the 1–20 range. Novelty: The study presents a practical, engaging 3D learning tool designed specifically for students with learning difficulties. Implications: Findings suggest that teachers can adopt Counting Box as a classroom strategy to support inclusive education, improve conceptual understanding, and foster active participation in mathematics learning. Highlights: Students showed a 36% average score improvement after using Counting Box. The contextual design helped make subtraction concepts more concrete and engaging. Teachers reported high classroom engagement and improved focus among students. Keywords: Contextual Learning, Concrete Media, Counting Box, Subtraction Skills, Learning Difficulties
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.
Penguatan Implementasi Project Based Learning bagi Guru Sekolah Luar (SLB) Biasa di Gunungkidul Suseno, Adi; Ishartiwi , Ishartiwi; Handoyo, Rendy Roos; Azizah, Nur
Jurnal Abdidas Vol. 6 No. 2 (2025): April 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdidas.v6i2.1143

Abstract

Pengalaman langsung (hands-on experience learning) dapat menjadi sarana yang efektif untuk memfasilitasi dalam pembelajaran kecakapan hidup (life skills) dalam memahami konsep, meningkatkan keterampilan praktis, serta membantu dalam pengembangan kemandirian dan kepercayaan diri bagi anak berkebutuhan khusus. Hal tersebut serupa dengan tantangan yang dihadapi oleh guru SLB di Gunungkidul dalam memberikan pengalaman langsung bagi anak berkebutuhan khusus dalam pembelajaran serta tidak menjabarkannya dalam perangkat pembelajaran. Selain itu, kompetensi pedagogik yang meliputi pemahaman guru terhadap anak berkebutuhan khusus, perancangan dan pelaksanaan pembelajaran, evaluasi hasil belajar, dan pengembangan untuk mengaktualisasikan berbagai potensi anak yang dimilikinya harus tampak dalam perangkat pembelajaran dan implementasinya di kelas. Oleh karena itu, kegiatan dosen di luar kampus pengabdian kepada masyarakat (PkM) bertujuan untuk memberikan penguatan implementasi Project Based Learning bagi guru di Sekolah Luar Biasa di Gunungkidul. Pemahaman dan keterampilan guru SLB di Gunungkidul dalam pembelajaran berbasis PjBL dapat meningkatkan pendidikan yang berkualitas bagi anak berkebutuhan khusus. Kegiatan ini dilakukan dalam bentuk kegiatan workshop, diskusi terarah, dan pendampingan secara tatap muka dan online. Kegiatan melibatkan 30 peserta dari SLB di Gunungkidul.
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.
Pelaksanaan Asesmen dan Intervensi Anak Autisme Ishartiwi Ishartiwi; Sukinah Sukinah; Dewi Barotut Taqiyah
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. 
Co-Authors Adi Suseno Aini Mahabbati Albertus Suwarto Angga Damayanto Anis Tuing Isti Nur Syarifah Antonius Nuwa Jo Apri Nuryanto Bayu Rahmat Setiadi Bestari, Afif Ghurub Dewi Barotut Taqiyah Dewi Barotut Taqiyah Eka Ary Wibawa Ernisa Purwandari Farah Prihandini Gaby Arnez Handoyo, Rendy Roos Hasan Setiadi Hermanto Hermanto Herni Masseru Ibrahim, Nurwahyuningsih Iffah Priyatni Irmawanti Irmawanti Julius Julius Kartikasari, Diastuti Kusumawati, Anggriani Leni Ambar Cahyani Lili Suryani Lis Setiyowati Lovandri Dwanda Putra Lukman Lukman Mumpuniarti Mumpuniarti Norjannah, Norjannah Normayani, Risma nugroho, harizki agung Nur Azizah Nur Hayati Nur Hayati Nurhikmah Nurhikmah Nurlayli Hasanah Nurlayli Hasanah Nurwahyuningsih Ibrahim Nusuki Syariati Fathimah Pagaloran, Nurmiati Pujaningsih Pujaningsih Pujaningsih Putri Ayu Kusuma Dewi Rendy Roos Handoyo Resha Fitria Suistika Risva Anggriani Rusdiana Rusdiana Sari Asi Posma Sayidatul Maslahah Silvia Silvia Sinta D, Nia Aprilia Pratama Siska, Eka Usbika Sri Utami Sudji Munadi Sukesi . Sukinah Sukinah Suseno, Adi Taqiyah, Dewi Barotut Vanriko Vanriko Wening Prabawati Yatin, Sri Yeni Irma Normawati Yohanes Maria Vianey