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All Journal TARBIYA ISLAMIA : Jurnal Pendidikan dan Keislaman Kuttab: Jurnal Ilmu Pendidikan Islam Faktor Jurnal Ilmiah Kependidikan MATAPENA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Imtiyaz : Jurnal Ilmu Keislaman Pendidikan Multikultural AL-THIQAH: Jurnal Ilmu Keislaman Jurnal Pendidikan dan Pembelajaran Dharma: Jurnal Pengabdian Masyarakat Syaikhuna: Jurnal Pendidikan dan Pranata Islam STAI Syaichona Moh. Cholil Bangkalan
Saifuddin Saifuddin
Universitas Islam Majapahit Mojokerto
Religion Arts Humanities Education Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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IMPROVING BEGINNING READING SKILLS THROUGH ANIMATED FLASHCARD MEDIA AMONG CHILDREN WITH DISABILITIES Rani Jayanti; Saifuddin Zuhri; Muhammad Ali Rohmad; Justsinta Sindi Alivi; Amilatus Sholikah
MATAPENA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 9 No. 1 (2026): Juni 2026
Publisher : Indonesian language and literature education program Majapahit Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36815/matapena.v9i1.4819

Abstract

Beginning reading skills are fundamental abilities that support children's academic development and communication. However, children with intellectual disabilities often experience difficulties in recognizing letters, associating symbols with sounds, and reading simple words due to limitations in cognitive abilities, attention, and memory. This study aims to describe the improvement of beginning reading skills through animated flashcard media among children with disabilities at SLB ACD Pertiwi Mojokerto City. This study employed a descriptive qualitative approach with seven fourth-grade students with intellectual disabilities aged 10–11 years as research participants. Data were collected through observation, interviews, and documentation, and analyzed through data reduction, data presentation, and conclusion drawing. The results showed that the use of animated flashcard media provided positive developments in students’ beginning reading skills, as indicated by improvements in recognizing simple words, associating pictures with written words, reading words, and increasing students’ attention and involvement during learning activities. Animated flashcard media provided a more concrete learning experience through the combination of pictures and words, helping children with intellectual disabilities understand reading concepts more easily. Furthermore, the use of this media also increased students’ motivation and confidence in participating in reading activities. Based on the findings, animated flashcard media can be considered an alternative instructional medium to support the improvement of beginning reading skills among children with disabilities in special education settings. Keywords: beginning reading skills, animated flashcards, intellectual disabilities
Co-Authors Ainul Yaqin Aisyah Jihan Nurkhafiza Amilatus Sholikah Bustomi Arisandi Farda Afrina FITRIA QURROTUN A'YUNI Hasan, Musohihul Jayanti, Rani Justsinta Sindi Alivi M. Tohir Muhammad Ali Rohmad R Ratno Ramdhan, Tri Wahyudi Ravina Anggie Esna Putri Tazkiyatur Rizqillah Fauzi trisnawati, diana Yaqub Cikusin Zainal Arifin