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All Journal WAPFI (Wahana Pendidikan Fisika) Mimbar Sekolah Dasar Jurnal Abdimas Kartika Wijayakusuma Indonesian Journal of Multidiciplinary Research (IJoMR) Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus Journal of Education for Sustainability and Diversity Educative: Jurnal Ilmiah Pendidikan Impulse: Journal of Research and Innovation in Physics Education
Wulandary, Verra
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Religion Humanities Chemical Engineering, Chemistry & Bioengineering Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Implementation of Tempo in Rhythmic Music Learning in a Pandemic Period for Junior High School Students Heidar, Faraz Hilmi; Maryanti, Rina; Wulandary, Verra; Irawan, Asep Rudi
Jurnal Abdimas Kartika Wijayakusuma Vol 3 No 1 (2022): Jurnal Abdimas Kartika Wijayakusuma
Publisher : LPPM Universitas Jenderal Achmad Yani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26874/jakw.v3i1.142

Abstract

The learning system in teaching and learning activities during this pandemic provides its own challenges for teachers in delivering learning materials so that they are conveyed well to students. The purpose of this research is to maximize and organize rhythmic music learning during the Covid-19 pandemic. To support this research, we conducted a quantitative descriptive research method. The research was conducted in Junior High School. With the method of giving pretest-posttest. The data collection technique used is through Google Form. The material provided is in the form of a video about rhythmic music, which students are then required to understand technically according to what has been taught in the video. This research was conducted before and after giving the material to determine the level of students' understanding of the material. From the data obtained from the Google Form results, it shows that as many as 31.5% of students can process the tempo well, and it can also be seen how far the level of students' understanding of the material that has been taught, we can find some of the students' abilities in processing tempo through rhythmic so that it can be practiced in the musical instrument.
The Efficacy of Mnemonic Strategies in Improving the Basic Multiplication Facts Retrieval Wulandary, Verra; Kawai, Norimune
Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i1.614

Abstract

The current quasi-experimental study aims to investigate the efficacy of mnemonic strategies (Visual imagery and Story-linking) to improve the basic multiplication fact retrieval of grade 3 students with mathematics difficulties. The authors employed a quantitative approach within the matching-only pretest-post-test control group design to analyze the data on 206 subjects, of whom 78 exhibited mathematical difficulties. The study was conducted in eight inclusive primary schools in Purwakarta City, Indonesia. The research findings indicated that the N-gain acquisition of students in the experimental group (0.38) outperformed students in the control group (0.11). Similarly, the N-gain acquisition of students with mathematics difficulties in the experimental group (0.26) indicated a higher enhancement than those in the control group (0.08). Overall, the mnemonic strategies improved the students’ retrieval of basic multiplication facts on students with and without mathematics difficulties. However, mnemonic strategies have successfully achieved two of the Sustainable Development Goals 4 (SDG 4) by the 2030 Agenda for Sustainable Development on ensuring students with disabilities as one of the vulnerable groups, have equal access to education and guaranteeing both male and females are literate and numerically literate. These findings have practical implications for educators, providing them with actionable insights to develop effective teaching strategies for students with mathematics difficulties.
Challenges in Teaching Physics in Inclusive Classrooms: Insights from Secondary Physics Teachers Atika, Iva Nandya; Wulandary, Verra; Vivialina, Adhelia Dwi
Impulse: Journal of Research and Innovation in Physics Education Vol. 6 No. 1 (2026): Vol. 6 No. 1 (2026): Impulse: Journal of Research and Innovation in Physics Edu
Publisher : Pendidikan Fisika FITK UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/impulse.2026.61-05

Abstract

The universal right to science education aims to provide equal opportunities for all students, including those with special educational needs (SEN). However, implementing inclusive practices in physics classrooms remains challenging due to the abstract and cognitively demanding nature of physics concepts. This study explores how inclusive physics teaching is implemented in secondary schools and examines the challenges faced by teachers in inclusive classroom settings. A qualitative phenomenological design was employed to explore the lived experiences of five secondary physics teachers from public and private inclusive schools in the Special Region of Yogyakarta, Indonesia. Data were collected through semi-structured interviews and analyzed thematically within a phenomenological framework to explore recurring meanings and experiences related to inclusive physics teaching. The findings reveal that inclusive physics teaching is implemented through three interconnected dimensions: conceptual accessibility, instructional flexibility, and assessment adaptation. Teachers support diverse learners by contextualizing abstract concepts, using multimodal and collaborative strategies, and applying flexible assessment practices. These approaches reflect alignment with the principles of Universal Design for Learning (UDL) and inclusive pedagogy. However, the implementation remains largely intuitive and context-dependent. The study also identifies significant challenges, including limited professional training, time constraints, insufficient instructional resources, lack of support personnel, and socio-cultural factors such as peer acceptance and parental involvement. Additional issues, such as classroom complexity and inconsistent student attendance, further affect teaching effectiveness. These findings highlight the need for stronger systemic support, including teacher professional development, accessible learning resources, and collaborative partnerships, to enhance inclusive physics teaching practices.
Co-Authors Adha, Twinda Rizki Aqmar, Ami Hamimi Zatil Arifiyanti, Nurul Asep Bayu Dani Nandiyanto Atika, Iva Nandya Azizah, Silva Nurul Ediyanto Fadhilah, Muhammad Naufal Heidar, Faraz Hilmi Imas Diana Aprilia Indriyani, Fenny Irawan, Asep Rudi Jarizmy, Suniandra Karina, Poppy Mega Kawai, Norimune Lussy Midani Rizki Maryanti, Rini Mohammad Fauziddin Putri Mahanani, Putri Putri, Nur Ayu Kinanti Agung Ramadhani, Risa Safira Reddy, Vankelu Sai Venkateswarlu Rina Maryanti Rusyani, Endang Suhana, Putri Lorenza Vivialina, Adhelia Dwi