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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 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 LITERAL: Disability Studies Journal International Journal of Studies in International Education
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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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.
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. 
Peningkatan Kosakata Anak Usia Dini Hambatan Bicara melalui Media Cerita Bergambar Berbasis Proyek di TK Priyatni, Iffah; Irmawanti, Irmawanti; Ishartiwi, Ishartiwi; Handoyo, Rendy Roos
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 6 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i6.7657

Abstract

Penguasaan kosakata merupakan fondasi utama dalam perkembangan bahasa anak. Anak dengan hambatan bicara memiliki keterbatasan kosakata sehingga terhambat dalam berkomunikasi, prestasi akademik dan interaksi sosial. Intervensi yang berfokus pada pengembangan kosakata menjadi sangat penting untuk mendukung kemampuan anak dengan hambatan icara secara optimal serta meningkatkan kemampuan dalam berbagai konteks belajar dan sosial. Tujuan penelitian ini adalah mendeskripsikan proses penerapan media cerita bergambar berbasis proyek dalam pembelajaran serta menganalisis perubahan kemampuan kosakata anak setelah media digunakan. Metode penelitian yang digunakan adalah PTK model Kemmis dan McTaggart terdiri dari tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian terdiri dari 1 guru pendidikan khusus dan 4 siswa dengan hambatan bicara usia dini di taman kanak-kanak. Data diperoleh melalui observasi dan penilaian kinerja. Hasil penelitian menunjukkan ada peningkatan skor yang signifikan dan perkembangan yang jelas pada kemampuan kosakata anak setelah mengikuti kegiatan berbasis proyek melalui media cerita bergambar. Penelitian ini memberikan implikasi praktis bagi guru pendidikan khusus dalam mendukung peningkatan kosakata anak dengan hambatan bicara. Guru perlu merancang strategi pembelajaran yang terstruktur, multisensori, dan terintegrasi dalam kegiatan sehari-hari.
Improving Science Learning Outcomes Through Contextual-Based Picture Media for Students With Learning Difficulties in Elementary Schools Antonius Nuwa Jo; Ishartiwi Ishartiwi; Rendy Roos Handoyo
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.
Pengembangan Instrumen Asesmen Sosial-Emosional Anak dengan Hambatan Pendengaran Vianey, Yohanes Maria; Ishartiwi, Ishartiwi
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v10i1.7539

Abstract

Anak dengan hambatan pendengaran sering mengalami kesulitan dalam mengenali, mengekspresikan, dan mengelola emosi, yang berdampak pada kemampuan mereka berinteraksi sosial. Kondisi ini menunjukkan perlunya alat ukur khusus yang dapat menilai aspek sosial-emosional secara akurat sesuai karakteristik anak. Penelitian ini bertujuan mengembangkan dan mengevaluasi instrumen asesmen sosial-emosional yang valid dan reliabel bagi anak dengan hambatan pendengaran. Metode penelitian menggunakan pendekatan survei dengan desain pengembangan instrumen, melibatkan guru sebagai penilai melalui pengisian angket berdasarkan perilaku peserta didik. Proses pengembangan mencakup penyusunan item berdasarkan teori sosial-emosional, validasi isi oleh ahli, dan uji reliabilitas menggunakan analisis statistik deskriptif. Hasil menunjukkan bahwa instrumen memiliki tingkat validitas dan reliabilitas tinggi pada empat komponen utama, yaitu pemahaman emosional, pengelolaan emosi, kesadaran sosial dan empati, serta keterampilan bersosialisasi. Pembahasan menekankan pentingnya pendekatan visual, pembelajaran berbasis simulasi, dan integrasi program pembelajaran sosial-emosional untuk memperkuat kemampuan regulasi emosi dan interaksi sosial anak. Kesimpulannya, instrumen yang dikembangkan layak digunakan sebagai alat asesmen yang komprehensif dan efektif untuk mendukung identifikasi, intervensi, dan pengembangan sosial-emosional anak dengan hambatan pendengaran di lingkungan pendidikan khusus.
Efektivitas Penggunaan Modul Audio Taktil Berbasis Pembelajaran Berpikir Induktif Terhadap Peningkatan Kemampuan membaca dan Menulis Simbol Braille Matematika Peserta Didik Hambatan Penglihatan Siti Rachmawati; Ishartiwi
JPK (Jurnal Pendidikan Khusus) Vol. 21 No. 2 (2025): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v21i2.88592

Abstract

Abstrak: Penelitian ini bertujuan menganalisis efektivitas modul audio taktil berbasis pembelajaran berpikirinduktif dalam meningkatkan kemampuan membaca dan menulis simbol braille matematika pada peserta didikhambatan penglihatan. Penelitian menggunakan pendekatan kuasi eksperimen dengan desain treatment by subject.Subjek penelitian berjumlah enam peserta didik hambatan penglihatan pada jenjang SMPLB dan SMALB yangberasal dari tiga sekolah, yaitu SLB N Surakarta, SLB N Salatiga, dan SLB N Semarang. Perlakuan diberikanmelalui penggunaan modul audio taktil yang memadukan stimulus auditori dan taktil serta langkah-langkahberpikir induktif untuk membantu peserta didik mengenali dan memahami simbol braille matematika. Datadikumpulkan melalui tes kemampuan membaca dan menulis simbol braille matematika yang menilai ketepatanidentifikasi simbol, ketepatan penulisan, serta penerapan simbol dalam konteks numerik sederhana. Data dianalisismenggunakan statistik deskriptif kuantitatif dengan menghitung persentase capaian kemampuan peserta didik.Hasil penelitian menunjukkan bahwa modul audio taktil berbasis pembelajaran berpikir induktif sangat efektifdigunakan dalam pembelajaran braille matematika, yang ditunjukkan oleh capaian kemampuan membaca sebesar87,5% dan kemampuan menulis sebesar 83,33%, keduanya termasuk kategori sangat efektif dan sangat tuntas. Kata Kunci: modul audio taktil, berpikir induktif, braille matematika, hambatan penglihatan
Evaluation of Differentiated Learning for Students with Special Needs in Inclusive Classes at TK Pembina Kabupaten Kutai Timur Herni Masseru; 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 the Social Skills of Students with ADHD through the Implementation of the Think-Pair-Share Cooperative Learning Strategy at BND Kaubun Kindergarten Yatin, Sri; Mahabbati, Aini; Ishartiwi, Ishartiwi
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.963

Abstract

This study seeks to enhance the social skills of students with ADHD by employing a cooperative learning methodology, namely the think-pair-share model, at BND Kaubun Kindergarten. Although cooperative learning has been widely applied in early childhood education, limited studies have specifically examined its effectiveness in improving the social skills of students with ADHD in kindergarten settings, particularly through the integration of engaging physical-motor activities. This research employed the Kemmis and McTaggart Classroom Action Research framework, consisting of two cycles. The research subject consisted of one student exhibiting ADHD symptoms in Group B. Data collection methods included a social skills attitude evaluation instrument and observational learning assessments. The study employed quantitative methods for the outcomes of the attitude evaluation scale and qualitative methods for observational data. The results indicated a significant enhancement in the social skills of the student with ADHD in Group B at BND Kaubun Kindergarten. This success resulted from the application of the think-pair-share cooperative learning strategy, complemented by engaging physical-motor stringing activities. This implementation positively influenced the student’s ability to respond to questions, take turns speaking, share, cooperate, manage emotions, and demonstrate empathy. The improvement was evidenced by increased scores on the attitude scale, from 28% in the pre-action stage to 44.44% and 66.77% in Cycle I, and further to 86.11% and 94.44% in Cycle II. This progress is attributed to the student’s enthusiasm for collaborative learning and interest in hands-on activities using novel materials. Therefore, this study implies that the integration of structured cooperative learning strategies with interactive physical activities can serve as an effective approach for educators to support the social development of students with ADHD in early childhood education settings.
Effectiveness of Montessori Art Learning on Fine Motor Skills of Children with Moderate Intellectual Disabilities in a Special Primary School Anis Tuing Isti Nur Syarifah; Ishartiwi Ishartiwi; Leni Ambar Cahyani; Farah Prihandini
UNIK (Jurnal Ilmiah Pendidikan Luar Biasa) Vol 11, No 1 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/unik.v11i1.39087

Abstract

This study aimed to investigate the effectiveness of Montessori Practical Life activity–based visual art learning in improving fine motor skills of children with moderate intellectual disabilities in special school. The research employed a quasi-experimental design with one group pre-test and post-test. Four students with moderate intellectual disabilities participated as subjects. Data were collected using performance tests adapted from Bruni Fine Motor Components and analysed with the Wilcoxon Signed Ranks Test. The findings indicate that Montessori Practical Life activity–based visual art learning significantly enhanced fine motor skills, as evidenced by the rejection of the null hypothesis (T count = 0, T table = 0) after eight sessions. Improvements were observed in several indicators, including body stability, bilateral coordination, eye–hand coordination, and dexterity. The effectiveness of this approach can be attributed to the alignment between the objectives of visual art learning and Montessori Practical Life activities, the freedom provided for children to explore activities independently, and the contextualization of tasks with daily routines. The integration of Practical Life activities—such as moving objects with a spoon before colouring and drawing, using tongs before cutting, and folding cloth before paper folding—helped strengthen finger movements. Montessori Practical Life–based visual art learning proves effective in enhancing fine motor skills of children with moderate intellectual disabilities in Special Primary School.
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 Edy Purnomo Eka Ary Wibawa Ernisa Purwandari Farah Prihandini Gaby Arnez Handoyo, Rendy Roos Hermanto Hermanto Herni Masseru Ibrahim, Nurwahyuningsih Irmawanti, Irmawanti Kartikasari, Diastuti Kusumawati, Anggriani Leni Ambar Cahyani Lili Suryani Lovandri Dwanda Putra Lukman Lukman Mumpuniarti Mumpuniarti Norjannah, Norjannah Normayani, Risma nugroho, harizki agung Nur Azizah Nur Hayati Nur Hayati Nurlayli Hasanah Nurlayli Hasanah Nurwahyuningsih Ibrahim Nusuki Syariati Fathimah Pagaloran, Nurmiati Priyatni, Iffah Pujaningsih Pujaningsih Pujaningsih Putri Ayu Kusuma Dewi Resha Fitria Suistika Risva Anggriani Rusdiana Rusdiana Sayidatul Maslahah Silvia Silvia Sinta D, Nia Aprilia Pratama Siska, Eka Usbika Siti Rachmawati Sri Utami Sudji Munadi Sukesi . Sukinah Sukinah Suseno, Adi Taqiyah, Dewi Barotut Vianey, Yohanes Maria Wening Prabawati Yatin, Sri Yeni Irma Normawati