Articles
<![CDATA[Integrating Gestalt Theory Concepts in Visual Perception Assessment for Children with Intellectual Disabilities ]]>
<![CDATA[Muh. Rijal]]>;
<![CDATA[Mumpuniarti]]>;
<![CDATA[Muh. Asriadi AM]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v8i2.69127
<![CDATA[Children with intellectual disabilities have difficulties understanding and responding to visual information, which can hinder their development and learning. One of the factors leading to this is the lack of adequate and relevant assessment instruments that reflect the complexity of visual perception processes in children with intellectual disabilities. This study aims to develop a special visual perception assessment for children with intellectual disabilities, utilizing the concepts of Gestalt theory. This study used the Research and Development (R&D) approach and the ADDIE model. The data collection method used was a questionnaire with an instrument in the form of a questionnaire sheet. This instrument was designed and tested for validity by 11 experts and tested on 50 respondents of children with intellectual disabilities. In this study, there were several data analysis techniques, such as content validity being analyzed with Aiken's V Coefficient, while instrument reliability was estimated with Cronbach's Alpha formula. Furthermore, exploratory factor analysis (EFA) was conducted using JASP software to group the questionnaire items into factors based on their dimensions. The results stated that, overall, the instrument was considered valid and reliable for measuring the visual perception ability of children with intellectual disabilities. This study makes an important contribution to the development of assessments that can be applied in education and intervention, improving understanding and support for the visual development of children with intellectual disabilities.]]>
<![CDATA[Local knowledge in inclusive education: a systematic literature review ]]>
<![CDATA[Ady Dharma, Dwitya Sobat]]>;
<![CDATA[Mumpuniarti, Mumpuniarti]]>;
<![CDATA[Efianingrum, Ariefa]]>;
<![CDATA[Syamsi, Ibnu]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i3.30218
<![CDATA[This article presents a comprehensive literature review on the role of local knowledge in inclusive education. Employing a systematic review methodology, the study involved goal setting, article selection through abstract and keyword analysis, thorough reading, data abstraction, and subsequent analysis using Publish or Perish 8, Mendeley, and VOSviewer. The review focused on articles published in Scopus-indexed journals between 2020 and 2023. Initial searches identified 259 articles, which were refined to 68 based on their relevance to the research questions. The analysis of these 68 articles revealed three principal findings: i) the diversity of local knowledge in the implementation of inclusive education; ii) global support for integrating local knowledge within inclusive education frameworks; and iii) strategies for incorporating local knowledge into educational practices. These findings underscore the potential of local knowledge to enhance inclusive education through culturally relevant and contextually sensitive approaches, fostering more holistic and responsive educational practices. The review emphasizes the necessity of adapting educational strategies to local contexts to better meet the needs of diverse student populations. It advocates for further research to explore local knowledge in greater depth, aiming to develop more effective and contextually appropriate strategies to improve inclusivity and responsiveness in education globally.]]>
<![CDATA[The Effect of Contextual-Based Concrete Visual Media Using the Stamp Game on Improving Addition Skills in Slow Learner Students at Junior High School ]]>
<![CDATA[Rusdin, Arniwati]]>;
<![CDATA[Mumpuniarti, Mumpuniarti]]>
<![CDATA[ Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
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DOI: 10.56916/jirpe.v4i3.1577
<![CDATA[Mathematics education faces significant challenges among slow learner students, with only 30% mastering basic addition operations in special schools. This study investigated the effectiveness of contextual-based concrete visual stamp game media on improving integer addition skills among slow learner students in junior high school. A single-subject research design with A-B-A model was employed involving two seventh-grade male slow learner students (IQ 70-90) from SMP Negeri 1 Teluk Pandan. The study consisted of three phases: baseline A1 (3 sessions), intervention B (4 sessions using stamp game media), and baseline A2 (3 sessions). Data were collected through objective tests and analyzed using visual graph analysis techniques, including within-condition and between-condition analyses. Both subjects demonstrated substantial improvements during the intervention phase. Subject ADR's performance increased from a baseline mean of 52% to 81% during intervention, while Subject MIP improved from 46.67% to 81%. The percentage of non-overlapping data showed 0% overlap between baseline A1 and intervention phases, indicating strong treatment effectiveness. Maintenance phase results revealed differential retention patterns, with Subject ADR maintaining scores above baseline levels (75.67%) and Subject MIP showing continued improvement (87.67%). Contextual-based concrete visual stamp game media significantly enhances integer addition skills among slow learner students. The intervention's effectiveness is attributed to its concrete nature, which facilitates the transition from concrete to abstract thinking consistent with constructivist learning principles. These findings support the integration of manipulative tools in inclusive mathematics education for students with diverse learning needs.]]>
<![CDATA[STEM Integrated Vocational Program: Urgency in Improving the Comprehension Abilities of Students with Mild Intellectual Disability ]]>
<![CDATA[Purnamawati]]>;
<![CDATA[Mumpuniarti]]>
<![CDATA[ INKLUSI Vol. 12 No. 1 (2025) ]]>
Publisher : <![CDATA[PLD UIN Sunan Kalijaga ]]>
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DOI: 10.14421/ijds.120206
<![CDATA[Students with intellectual disabilities require special attention in learning to overcome conceptual and procedural challenges. This study aimed to examine the impact of a STEM-integrated vocational program on the comprehension abilities of students with mild intellectual disabilities. Using a quasi-experimental design, the research involved 50 purposively selected students at SLB Negeri Pembina Yogyakarta. The intervention group received STEM-integrated instruction, while the control group followed conventional vocational learning. The results indicated that although the proportion of students achieving scores above the Minimum Competency Criteria did not increase significantly, there was a significant improvement in comprehension abilities among the experimental group compared to the control group. These findings suggest that integrating STEM approaches into vocational education can effectively enhance comprehension skills, supporting more adaptive and inclusive learning outcomes for students with intellectual disabilities. Siswa dengan disabilitas intelektual memerlukan perhatian khusus dalam belajar untuk mengatasi tantangan konseptual dan prosedural. Penelitian ini bertujuan untuk menguji dampak program kejuruan terintegrasi STEM terhadap kemampuan pemahaman siswa dengan disabilitas intelektual ringan. Menggunakan desain kuasi-eksperimental, penelitian ini melibatkan 50 siswa yang dipilih secara sengaja di SLB Negeri Pembina Yogyakarta. Kelompok intervensi menerima instruksi terintegrasi STEM, sementara kelompok kontrol mengikuti pembelajaran kejuruan konvensional. Hasilnya menunjukkan bahwa meskipun proporsi siswa yang mencapai skor di atas Kriteria Kompetensi Minimum tidak meningkat secara signifikan, ada peningkatan yang signifikan dalam kemampuan pemahaman di antara kelompok eksperimen dibandingkan dengan kelompok kontrol. Temuan ini menunjukkan bahwa mengintegrasikan pendekatan STEM ke dalam pendidikan kejuruan dapat secara efektif meningkatkan keterampilan pemahaman, mendukung hasil belajar yang lebih adaptif dan inklusif bagi siswa dengan disabilitas intelektual.]]>
<![CDATA[Implementation of the CIRC Method Assisted by Image Media to Improve Instructional Text Reading Skills for Slow Learners at Elementary School Level ]]>
<![CDATA[Rabiatul Adawiyah]]>;
<![CDATA[Mumpuniarti Mumpuniarti]]>
<![CDATA[ International Journal of Studies in International Education Vol. 2 No. 3 (2025): August : International Journal of Studies in International Education ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.62951/ijsie.v2i3.399
<![CDATA[This study aims to determine the process and effectiveness of instructional text reading skills in Indonesian Language Lessons through the CIRC method assisted by picture media in slow learner children at the elementary school level. The background of this study is the low reading comprehension ability of slow learner students caused by the lack of appropriate learning methods and media that are suitable for slow learner students. The method used in this study was the Classroom Action Research (CAR) model of Kemmis and Mctaggart, implemented in two cycles. The subjects were six slow-learning fifth-grade students of SD Negeri 002 Karangan. Data were collected through observation, learning test results, and documentation. The results of the learning test for reading instructional text skills showed a significant increase from cycle I to cycle II. In cycle I, 2 out of 6 slow learner students achieved the Minimum Completion Criteria (KKM), with an average score of 60 (classical completion 33.33%). While in cycle II, the number of students who completed the test increased to 5 out of 6 slow learner students with an average score of 80 (classical completion 83.33%). Based on these results, it can be concluded that the application of the CIRC method assisted by image media can successfully improve instructional text reading skills because it meets the score above the KKM and the students' active involvement in the learning process.]]>
<![CDATA[Applied Behavior Analysis for Motor Imitation Development in Elementary School Children with Autism Spectrum Disorder ]]>
<![CDATA[Munir, Muniroh]]>;
<![CDATA[Mumpuniarti, Mumpuniarti]]>
<![CDATA[ Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
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DOI: 10.56916/jirpe.v4i4.2360
<![CDATA[Motor imitation deficits represent a significant challenge for children with autism spectrum disorder (ASD), affecting social communication, observational learning, and adaptive skill development. Applied Behavior Analysis (ABA) has demonstrated effectiveness for various autism interventions, yet limited research has specifically examined its application to motor imitation skills in elementary school settings. This study investigated the effectiveness of ABA intervention strategies in improving motor imitation abilities among children with autism in an educational context. A single-subject research design with A-B-A phases was employed with a six-year-old elementary school student diagnosed with mild autism. The intervention utilized Discrete Trial Training and Natural Environment Training techniques over 15 sessions across three weeks. Motor imitation performance was assessed using structured observation of five behavioral indicators, scored on a four-point scale. Data collection included direct observation, stakeholder interviews, and documentation analysis to ensure comprehensive evaluation and triangulation. The intervention demonstrated substantial effectiveness, with mean motor imitation scores increasing from 1.0 during baseline to 2.8 during intervention, representing a 180% improvement. Following intervention withdrawal, performance maintained at 2.4, indicating 140% sustained improvement above baseline levels. Qualitative data from parent and teacher interviews corroborated improvements, reporting enhanced spontaneous imitation behaviors and improved responsiveness to instructions in natural environments. Academic performance in motor-related subjects showed concurrent improvements. The findings validate ABA effectiveness for addressing motor imitation deficits in autism within educational settings. Results align with behavioral learning principles and extend the evidence base for systematic motor interventions. The sustained improvements and successful generalization across environments support the integration of ABA strategies in elementary school programming for children with autism.]]>
<![CDATA[THE USE OF COMMERCIAL FACILITIES ASSISTED BY QUESTION AND ANSWER CARDS TO IMPROVE THE FUNCTIONAL READING AND WRITING SKILLS OF STUDENTS WITH MILD INTELLECTUAL BARRIERS (HI) IN CLASS V SLB IN YOGYAKARTA ]]>
<![CDATA[M. Irfandi, M. Irfandi]]>;
<![CDATA[Mumpuniarti, Mumpuniarti]]>
<![CDATA[ Jurnal Konseling Pendidikan Islam Vol. 6 No. 3 (2025): Jurnal Konseling Pendidikan Islam ]]>
Publisher : <![CDATA[LP2M IAI Al-Khairat Pamekasan ]]>
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DOI: 10.32806/jkpi.v6i3.1213
<![CDATA[This study aims to determine the effectiveness of the use of commercial facilities assisted by question and answer cards in improving the functional reading and writing skills of students with mild intellectual barriers (HI) in class V SLB in Yogyakarta. The research method uses a quasi-experimental approach with a one-group pretest-posttest design. This research was carried out in collaboration with three schools, namely SLB Negeri 1 Yogyakarta, SLB Negeri 2 Yogyakarta, and SLB Negeri 1 Bantul. The research subjects consisted of 20 students with mild intellectual barriers (HI) class V. Data collection was carried out through functional reading and writing ability tests, observation, and documentation. Test instruments that are validated by experts and demonstrate good validity and reliability. Data analysis used a paired t-test and an effect size test. The results showed a significant improvement in the functional reading ability of students with a tailed Sig. 2 value of 0.000, which was less than 0.05 (p < 0.05), and the functional writing ability of students with a tailed Sig. 2 value of 0.000, which was less than 0.05 (p < 0.05). The effect size test showed a Cohen's d value of 2.54 for reading and 5.08 for writing, indicating a large influence. The average pretest score for reading was 66.50 increased to 81.05 in the posttest. The average writing pretest score of 67.50 increased to 80.25 in the posttest.]]>
<![CDATA[Transforming Pedagogical Competence Through Structured Module Development Training ]]>
<![CDATA[Siagian, Iin Adelorinta]]>;
<![CDATA[Mumpuniarti, Mumpuniarti]]>
<![CDATA[ Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
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DOI: 10.56916/jirpe.v4i4.2532
<![CDATA[The rapidly evolving educational landscape demands continuous enhancement of teacher pedagogical competence, yet significant gaps remain in teachers' abilities to develop comprehensive instructional modules. This quasi-experimental study with one-group pretest-posttest design investigated the impact of instructional module development training on elementary school teachers' pedagogical competence. Forty-five elementary school teachers in Pangandaran Regency participated in a four-week intensive training program aligned with the Merdeka Curriculum framework. Data were collected using a validated pedagogical competence assessment instrument (α = 0.89) measuring four dimensions: instructional planning, teaching methodology, classroom management, and assessment practices. Paired-samples t-test and descriptive statistics were employed for data analysis. The training intervention produced statistically significant improvements in overall pedagogical competence, with mean scores increasing from 2.87 to 4.21 (t(44) = 18.76, p < 0.001, Cohen's d = 3.42). The most substantial improvement occurred in instructional planning and design (64.15%), followed by teaching methodology (44.64%), assessment practices (42.47%), and classroom management (37.42%). Post-training, 86.7% of teachers achieved high or very high competence levels compared to only 13.4% pre-training. These findings demonstrate that structured, intensive training in module development effectively enhances multiple dimensions of pedagogical competence, particularly benefiting teachers with lower initial capabilities. The results have important implications for designing evidence-based professional development programs that produce sustainable improvements in teacher quality.]]>
<![CDATA[The Application of Game-Based Learning Model Improves Slow Learner Students' Learning Outcomes in Mathematics Subjects in Elementary Schools ]]>
<![CDATA[Luluk Trihandayani]]>;
<![CDATA[Mumpuniarti Mumpuniarti]]>
<![CDATA[ Global Education : International Journal of Educational Sciences and Languages Vol. 2 No. 3 (2025): August: Global Education : International Journal of Educational Sciences and La ]]>
Publisher : <![CDATA[International Forum of Researchers and Lecturers ]]>
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DOI: 10.70062/globaleducation.v2i3.241
<![CDATA[This study aims to describe the application of the Game Based Learning (GBL) model in improving the learning outcomes of slow learner students in Mathematics in elementary schools. The background of this study is the low learning outcomes of Mathematics in students with special learning needs, especially slow learners, who often have difficulty understanding abstract concepts and are less motivated to learn. The GBL model was chosen because it can provide a fun, interactive learning atmosphere and motivate students to be more actively involved in the learning process. The research method used is Classroom Action Research (CAR) which is carried out in two cycles with the stages of planning, action implementation, observation, and reflection. The subjects of this study were fifth grade students of SDN 002 Kombeng who were identified as slow learners. The results of the study indicate that the application of the Game Based Learning model can improve the learning outcomes of slow learner students. This is indicated by an increase in the average value of learning outcomes in each cycle and an increase in student activity and motivation to learn. Thus, the Game Based Learning model can be an alternative effective learning strategy to help slow learner students understand Mathematics concepts in a fun and meaningful way.]]>
<![CDATA[The Effect of the Realistic Mathematics Education Approach on Improving the Arithmetic Operation Skills of Students with Intellectual Disabilities at the Junior High School Level ]]>
<![CDATA[Hardiyanti, Hardiyanti]]>;
<![CDATA[Mumpuniarti, Mumpuniarti]]>
<![CDATA[ Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences ]]>
Publisher : <![CDATA[FKIP - Universitas Riau ]]>
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DOI: 10.31258/jes.9.6.p.5397-5413
<![CDATA[The study aims to examine the effect of a Realistic Mathematics Education (RME) approach on improving arithmetic operation skills among students with intellectual disabilities. A quantitative method with a quasi-experimental design, specifically the One-Group Pretest Posttest Design, was employed, involving a pretest, an intervention, and a posttest. The participants consisted of 10 students at Bengalon 4 Junior High School who were identified as having intellectual disabilities. Data were collected through observations and standardised tests that experts had validated. The reliability scores were 0.731 for the pretest and 0.826 for the posttest. The data were analysed using both descriptive and inferential statistics, including normality testing and paired sample t-tests. The results show that the Realistic Mathematics Education approach significantly improves students’ arithmetic abilities. The average score increases from 46.00 to 72.50. Additionally, improvements are observed across numeracy indicators, although not evenly distributed. Full mastery is demonstrated on questions 1 and 2 (100% for all three indicators), while questions 3 and 4 show complete mastery of two indicators (100%).]]>
