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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Karakter Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Cakrawala Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN JPK (Jurnal Pendidikan Khusus) Dewantara Publikasi Pendidikan Journal of Education and Learning (EduLearn) Dinamika Pendidikan Jurnal Inovasi Teknologi Pendidikan Jurnal Pendidikan dan Pemberdayaan Masyarakat Jurnal Prima Edukasia Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Jurnal ORTOPEDAGOGIA Inklusi Journal of Disability Studies Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Taman Cendekia : Jurnal Pendidikan Ke-SD-an PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Jurnal Pendidikan Kebutuhan Khusus Journal of Educational Research and Evaluation Jurnal Ners Jurnal Pendidikan dan Kebudayaan Jurnal Syntax Transformation Journal of Educational Sciences Journal of Innovation and Research in Primary Education Jurnal Konseling Pendidikan Islam International Journal of Studies in International Education Global Education : International Journal of Educational Sciences and Languages
Mumpuniarti Mumpuniarti
Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta
Religion Humanities Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Effectiveness of the SAVI (Somatic, Auditory, Visual, Intellectual) Approach in Developing Poetry Writing Skills and Learning Motivation Among Slow Learner Students Marlena, Marlena; Mumpuniarti, Mumpuniarti
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.v4i4.2575

Abstract

Poetry writing instruction remains challenging for slow learner students who experience difficulties in abstract concept comprehension, idea organization, and vocabulary selection. This study examined the effectiveness of the SAVI (Somatic, Auditory, Visual, Intellectual) approach in enhancing poetry writing skills and learning motivation among slow learners in an inclusive elementary classroom. Employing a two-cycle classroom action research design following the Kemmis and McTaggart model, this study involved 15 fifth-grade students, including 12 identified slow learners, at SDN 008 Muara Ancalong. Data were collected through poetry writing assessments, classroom observations, semi-structured interviews, and field notes. Quantitative data were analyzed descriptively to calculate mean scores and completion percentages, while qualitative data underwent thematic analysis. Student mastery increased substantially from 0% at baseline to 27% after Cycle I and 67% after Cycle II, surpassing the 60% success criterion. Mean poetry writing scores improved by 64% from baseline (45.3) to final assessment (74.5). Qualitative findings revealed enhanced student engagement, creative expression, self-confidence, and intrinsic motivation. Students demonstrated improved metaphorical thinking, diction selection, and willingness to share their work publicly. The multisensory SAVI approach effectively addressed slow learners' cognitive and motivational challenges by providing concrete experiential foundations, visual scaffolding, auditory modeling, and intellectual reflection opportunities. These findings validate multisensory instruction as an accessible, effective strategy for inclusive poetry writing pedagogy.
Social Interaction of Students With Intellectual Disabilities at SMP Negeri 5 Sangatta Utara Hastuti, Nanna Tri; Mumpuniarti, Mumpuniarti
Jurnal Syntax Transformation Vol 6 No 11 (2025): Jurnal Syntax Transformation
Publisher : CV. Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jst.v6i11.1113

Abstract

This study aims to describe the challenges faced by students with intellectual disabilities in developing social interactions, as well as the roles and strategies of teachers in supporting these interactions within inclusive education settings. The research was conducted at SMP Negeri 5 Sangatta Utara using a qualitative descriptive method, which emphasizes an in-depth understanding of phenomena through observation, interviews, and documentation. The research subjects consisted of a student with intellectual disabilities, peers, and classroom teachers. The findings reveal that students with intellectual disabilities experience difficulties in initiating and maintaining interactions, expressing opinions during group activities, and understanding social norms such as turn-taking and emotional expression. These limitations often lead to withdrawal and dependency on close peers. However, teacher interventions through participatory learning, peer mentoring, the use of visual and play-based learning media, and cooperative learning methods have proven effective in enhancing student engagement and communication. The study highlights the vital role of teachers as facilitators in fostering inclusive learning environments that promote empathy, social acceptance, and meaningful participation. Strengthening teacher competence and the availability of Special Assistant Teachers (GPK) are recommended to optimize the social and emotional development of students with intellectual disabilities in inclusive schools.
Inclusive learning strategies for students with intellectual disabilities in East Kalimantan: A case study in primary education Bahri, Saipul; Mumpuniarti, Mumpuniarti
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 1 (2025): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i1.88822

Abstract

This study investigates the implementation of inclusive learning strategies for students with intellectual disabilities at SD Negeri 009 Sangkulirang East Kalimantan, Indonesia, using a qualitative descriptive approach. Data collected through observations, interviews, and document analysis reveals that teachers' readiness for inclusive education is limited, necessitating further training and support. Key challenges include insufficient resources, professional development, and time for designing effective strategies. Multisensory and individualized instructional methods are found to be more effective compared to traditional approaches. Additionally, visual aids and educational technology enhance student participation. Although the school has made efforts to provide supportive facilities, these are not yet optimal. It is vital to strengthen parental and community involvement to create more inclusive environment. The study underscores the need for clear school policies supporting inclusive education, ongoing teacher training, and adequate resource allocation. The curriculum should be flexible to accommodate the needs of students with intellectual disabilities while upholding educational standards. Recommended strategic initiatives include developing teacher training modules, fostering collaboration with inclusive education experts, and optimizing the use of technology and adaptive learning tools.
Social Interaction of Students With Intellectual Disabilities at SMP Negeri 5 Sangatta Utara Nanna Tri Hastuti; Mumpuniarti Mumpuniarti
Jurnal Syntax Transformation Vol 6 No 11 (2025): Jurnal Syntax Transformation
Publisher : CV. Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jst.v6i11.1113

Abstract

This study aims to describe the challenges faced by students with intellectual disabilities in developing social interactions, as well as the roles and strategies of teachers in supporting these interactions within inclusive education settings. The research was conducted at SMP Negeri 5 Sangatta Utara using a qualitative descriptive method, which emphasizes an in-depth understanding of phenomena through observation, interviews, and documentation. The research subjects consisted of a student with intellectual disabilities, peers, and classroom teachers. The findings reveal that students with intellectual disabilities experience difficulties in initiating and maintaining interactions, expressing opinions during group activities, and understanding social norms such as turn-taking and emotional expression. These limitations often lead to withdrawal and dependency on close peers. However, teacher interventions through participatory learning, peer mentoring, the use of visual and play-based learning media, and cooperative learning methods have proven effective in enhancing student engagement and communication. The study highlights the vital role of teachers as facilitators in fostering inclusive learning environments that promote empathy, social acceptance, and meaningful participation. Strengthening teacher competence and the availability of Special Assistant Teachers (GPK) are recommended to optimize the social and emotional development of students with intellectual disabilities in inclusive schools.
Can Synchronized Reading Improve Advanced Reading Abilities? A Classroom Action Research on the Neurological Impress Method Amin, Asriani; Mumpuniarti, Mumpuniarti
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.v4i4.2642

Abstract

Advanced reading difficulties significantly impede elementary students' academic progress, necessitating effective interventions that address both cognitive and affective dimensions of literacy development. This study examined teacher implementation of the Neurological Impress Method (NIM) and its effectiveness in improving advanced reading abilities among fifth-grade students experiencing reading difficulties. A two-cycle classroom action research design following Kemmis and McTaggart's model was conducted with 13 fifth-grade students at SD A Sangatta Utara, Indonesia. Data collection employed mixed methods including pre-post reading assessments, structured observations, interviews, and behavioral coding. The NIM intervention involved synchronized oral reading sessions between teacher and students, with progressive modifications based on reflective analysis. Significant improvements emerged across all reading dimensions. Mean scores increased 53.8% from baseline (50.9) to post-intervention (78.3), with student mastery rising from 30.7% to 84.6%. Component analysis revealed gains in pronunciation accuracy (46.8%), reading precision (53.9%), comprehension (37.3%), and prosody (41.8%). Behavioral indicators demonstrated substantial increases in reading confidence, with voluntary participation rising from 15.4% to 76.9%. Unexpectedly, high-performing students also showed continued improvement, suggesting NIM's applicability beyond remedial contexts. The Neurological Impress Method effectively enhanced both reading competencies and affective dispositions, establishing it as a feasible, resource-efficient intervention for elementary reading instruction.
Project-Based Learning as an Effective Pedagogical Intervention for Slow Learners in Elementary Science Education Nasaruddin, Nasaruddin; Mumpuniarti, Mumpuniarti
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2893

Abstract

Slow learner students face significant challenges in science education due to cognitive processing difficulties and abstract concept comprehension limitations. This study investigated the effectiveness of Project-Based Learning (PjBL) in improving IPAS learning outcomes among slow learner students in elementary education. Employing Classroom Action Research following the Kemmis and McTaggart spiral model, the study was conducted across two iterative cycles with two sixth-grade slow learner students at SD Negeri 012 Sandaran during the 2024/2025 academic year. Data collection utilized mixed methods including pre-tests, post-tests, project assessment rubrics, structured observations, interviews, and documentation. Students engaged in hands-on environmental projects related to "Our Earth is Threatened," creating artwork from recycled materials while receiving intensive scaffolding and individualized support. Substantial learning gains were documented, with mean scores increasing from 35 (pre-test) to 62.5 (Cycle I post-test) and 82.5 (Cycle II post-test), representing a 135.7% improvement and successful achievement above the minimum mastery criterion (KKM = 75). Qualitative data revealed enhanced engagement, collaboration, motivation, and conceptual understanding. PjBL, when appropriately scaffolded and differentiated, constitutes an effective pedagogical intervention for slow learner students in elementary science education, aligning with constructivist learning principles and addressing their unique learning needs through concrete, authentic, and collaborative learning experiences.
Pengembangan Buku Kontekstual Kehidupan Sehari-Hari bagi Siswa Slow Learner dalam Membaca Permulaan Jumadil; Mumpuniarti; Ernisa Purwandari
JPK (Jurnal Pendidikan Khusus) Vol. 21 No. 1 (2025): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk: (1) mengidentifikasi kebutuhan siswa slow learner kelas I SD dalam membaca permulaan, (2) mengembangkan buku kontekstual berbasis kehidupan sehari-hari yang telah divalidasi oleh ahli, dan (3) menguji efektivitas penggunaannya dalam meningkatkan kemampuan membaca permulaan. Metode yang digunakan adalah Research and Development (RnD) dengan model ADDIE melalui tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Buku dikembangkan sesuai kebutuhan dan karakteristik siswa serta mengacu pada kurikulum dan RPP. Hasil validasi menunjukkan kategori “layak” dengan skor 83,96% (ahli materi) dan 84,35% (ahli media). Uji efektivitas menggunakan Paired Sample t-Test menunjukkan peningkatan signifikan (p < 0,001) kemampuan membaca permulaan dengan rata-rata kenaikan ±23,85 poin. Hasil ini diperkuat oleh effect size (Cohen’s d dan Hedges’ g) yang menunjukkan efek sangat besar. Dengan demikian, buku kontekstual efektif digunakan sebagai media pembelajaran membaca permulaan bagi siswa slow learner kelas 1 SD.
Penerapan Metode Bermain Kolase Dari Biji-Bijian Terhadap Perkembangan Sosial Emosional Anak Usia 5-6 Tahun di TK Negeri 1 Muara Ancalong Gusaimah Aspiah; Mumpuniarti Mumpuniarti
Jurnal Ners Vol. 10 No. 1 (2026): JANUARI 2026
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jn.v10i1.51432

Abstract

This study aims to examine: (1) the condition of social-emotional development of 5–6-year-old children at TK Negeri 1 Muara Ancalong before the implementation of the collage play method; (2) the process of implementing collage play activities using grains in classroom learning; (3) the influence of collage play activities on the social-emotional development of young children; and (4) the supporting and inhibiting factors in implementing the collage play method to enhance the social-emotional development of early childhood. The focus of this research is how the collage play method can serve as an effective approach to foster children's social and emotional aspects optimally in an early childhood education setting. This research employed a qualitative approach with descriptive methods. Data were collected through observations of 19 children aged 5–6 years, interviews with the class teacher of group B II and the principal, as well as documentation related to the learning process. The research was conducted at TK Negeri 1 Muara Ancalong. The data were analyzed descriptively to describe the conditions and processes that occurred during the implementation of the collage play method. The results show that the collage play method can enhance children's social-emotional development. The planning and implementation of activities were systematically designed and carried out by the teacher. The children showed improvements in several aspects, such as curiosity, emotional regulation, and social engagement. Additionally, there were supporting factors such as the availability of learning materials and teacher involvement, as well as inhibiting factors such as time constraints and the need for individualized attention. By maximizing the supporting factors and minimizing the obstacles, the collage play method proved to be an effective alternative for developing the social-emotional aspects of early childhood.
Kemampuan Komunikasi Anak dengan Hambatan Majemuk di Sekolah Luar Biasa Umar, Veroyunita; Mumpuniarti
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.v21i2.88598

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan komunikasi siswa dengan hambatan majemuk di Sekolah Luar Biasa melalui kajian literatur sistematis. Kajian dilakukan terhadap artikel terbitan Januari 2019 hingga Juni 2024 yang diperoleh dari berbagai basis data nasional dan internasional seperti Google Scholar, SAGE Journals, Taylor & Francis, ScienceDirect, ProQuest, ERIC, Wiley Online Library, ResearchGate, dan Garuda. Artikel dipilih berdasarkan kriteria inklusi: (1) membahas komunikasi anak dengan dua atau lebih hambatan (misalnya PIMD, MDVI); (2) menggunakan strategi Augmentative and Alternative Communication (AAC); dan (3) berada dalam konteks pendidikan khusus. Hasil kajian terhadap 18 artikel menunjukkan bahwa sebagian besar siswa berada pada level komunikasi pra-simbolik dan simbolik awal, dengan variasi kemampuan yang dipengaruhi oleh jenis hambatan dan lingkungan pembelajaran. Strategi intervensi yang umum digunakan mencakup AAC berbasis low-tech dan high-tech, interaksi simbolik berbasis rutinitas, penggunaan media konkret, serta keterlibatan keluarga sebagai pasangan komunikasi. Tantangan utama mencakup keterbatasan pelatihan guru, kurangnya alat bantu, serta kebijakan dan kolaborasi lintas profesi yang belum optimal. Kajian ini memberikan kontribusi teoritis dan praktis bagi pengembangan program komunikasi di SLB, khususnya sebagai panduan strategi intervensi yang relevan dengan karakteristik anak dan konteks pendidikan di Indonesia. Kajian ini merupakan tinjauan sistematis pertama yang secara khusus memetakan kemampuan komunikasi anak dengan hambatan majemuk di Indonesia.
Pengembangan Model Project-Based Learning (PjBL) pada Pembelajaran IPAS bagi Siswa Hambatan Intelektual Ringan Nofida Isnawati; Mumpuniarti; Ni Made Yuli Ratnawati
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.v21i2.88527

Abstract

Penelitian ini bertujuan untuk: (1) mengidentifikasi kebutuhan model pembelajaran berbasis proyek pada pembelajaran IPAS bagi siswa hambatan intelektual kategori ringan, (2) menghasilkan model pembelajaran yang sesuai dengan karakteristik peserta didik, dan (3) mengetahui efektivitas model yang dikembangkan. Metode yang digunakan adalah Research and Development (R&D) dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian terdiri atas dua guru dan delapan siswa hambatan intelektual ringan pada Fase C, serta melibatkan ahli materi, ahli media, dan guru sebagai validator. Data dikumpulkan melalui angket, observasi, wawancara, dan tes tertulis. Hasil penelitian menunjukkan bahwa: (1) terdapat kebutuhan pengembangan model pembelajaran yang sesuai dengan karakteristik siswa hambatan intelektual ringan; (2) model pembelajaran berbasis proyek yang dikembangkan dinyatakan layak berdasarkanhasil validasi; dan (3) produk pembelajaran tersebut terbukti efektif dalam meningkatkan pembelajaran IPAS bagi siswa hambatan intelektual ringan.
Co-Authors Ade Putri Sarwendah Ady Dharma, Dwitya Sobat Amin, Asriani Ariefa Efianingrum Atien Nur Chamidah Ayu Rahayu Budiningsih, Chatarina Asri David Evans Dewi Barotut Taqiyah Dewi Barotuttaqiyah Dewi Barotuttaqiyah Diah Anita Diajeng Tyas Phytanza Diajeng Tyas Pinru Phytanza Dian Ngesti Swandari Dinar Westri Andini Effran Zudeta Eko Wahyu Wibowo Ernisa Purwandari Fathurrohman, Fathurrohman Galih Rasita Dewi Gena Diniarti Gusaimah Aspiah Handoyo, Rendy Roos Hardiyanti Hardiyanti Hastuti, Nanna Tri Hermanto Hermanto Ibnu Syamsi Ishartiwi Ishartiwi Jumadil Luluk Trihandayani M. Irfandi, M. Irfandi Marlena Marlena Muh. Asriadi AM Muh. Rijal Munir, Muniroh Murdiyani, Kenanga Kusuma Nanna Tri Hastuti Nasaruddin Nasaruddin Ni Made Yuli Ratnawati Nofida Isnawati Noorita Dwi Sulistyaningrum Nur Azizah Nur Azizah Nurkhamid Praptiningrum Praptiningrum Prima Harsi Kantun Lestari Pujaningsih Pujaningsih Purnamawati Rabiatul Adawiyah Rafika Rahmawati Rafika Rahmawati Rusdin, Arniwati Saipul Bahri Sari Rudiyati Sayidatul Maslahah Siagian, Iin Adelorinta Solly Aryza Sukinah Sukinah Suparno Suparno Suryani, Ning Swandari, Dian Ngesti Tin Suharmini Veroyunita Umar Wening Prabawati Yeni Irma Normawati