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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN JPK (Jurnal Pendidikan Khusus) Dinamika Pendidikan Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Jurnal ORTOPEDAGOGIA Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Indonesian Journal of Innovation Studies Journal of Innovation and Research in Primary Education Jurnal Pendidikan Islam
Aini Mahabbati
Universitas Negeri Yogyakarta
Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : Journal of Innovation and Research in Primary Education

 1 
Implementing Differentiated Learning for Children with Special Needs in Islamic Early Childhood Education Irmayani, Ira; Mahabbati, Aini
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.v4i4.2127

Abstract

Early childhood education faces increasing challenges in accommodating children with special needs, requiring adaptive instructional approaches that address diverse learning requirements. This study examines the implementation of differentiated learning strategies for children with special needs in Islamic early childhood education settings. A descriptive qualitative study was conducted at Pesantren Anak Sholeh Baitul Quran Gontor Sangatta from February to April 2025. Data collection involved semi-structured interviews with three teachers and classroom observations focusing on children with ADHD and hearing impairments. The study examined differentiation across content, process, product, and environmental dimensions using triangulation and prolonged engagement for data validity. Teachers successfully implemented differentiated learning strategies across all four dimensions. For children with ADHD, strategies included visual media utilization, graduated instruction delivery, physical activity integration, and strategic seating arrangements. For children with hearing impairments, adaptations emphasized visual learning supports, gestural communication, slowed instruction pace, and front-row positioning. Teachers demonstrated flexibility in assessment approaches, allowing creative expression through drawing, crafting, and storytelling rather than traditional written formats. The findings align with contemporary differentiation frameworks and support theories emphasizing executive function support and cognitive load management. Implementation challenges included resource limitations and the need for enhanced teacher preparation. The study contributes empirical evidence for differentiated learning effectiveness in Indonesian Islamic educational contexts while highlighting the importance of systematic adaptations for inclusive education.
Play-Based Contextual Learning for Pre-Reading Development in Preschoolers with ADHD Risk Factors Astuti, Juni Nuri; Mahabbati, Aini
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.v4i4.2147

Abstract

Children at risk for ADHD frequently experience difficulties in developing pre-reading skills due to challenges with attention regulation and executive function. This study investigated the effectiveness of play-based contextual learning methods in enhancing pre-reading abilities among preschool children exhibiting ADHD risk characteristics. A classroom action research design following the Kemmis and McTaggart model was implemented over two cycles with two children (aged 5-6 years) identified as at risk for ADHD at State Kindergarten 2 Kaubun. The intervention integrated Contextual Teaching and Learning (CTL) principles through play-based activities using familiar materials (vegetables) to teach letter recognition, phonemic awareness, and word formation. Data collection employed pre-reading ability assessments, structured observations, and documentation of behavioral changes across baseline, Cycle 1, and Cycle 2 phases. Substantial improvements were observed from baseline to final assessment: Subject AY progressed from 27.77% to 83.33%, while Subject AL advanced from 30.55% to 88.88% proficiency. Both participants exceeded the 75% threshold for independent skill demonstration. Qualitative observations revealed enhanced attention regulation, increased engagement, and improved self-regulation behaviors throughout the intervention period. The findings demonstrate that culturally responsive, multisensory play-based approaches effectively address both cognitive and behavioral domains in children at risk for ADHD. The intervention's success supports the integration of constructivist learning principles with inclusive educational practices, providing evidence for combined treatment approaches addressing reading difficulties and attention challenges simultaneously.
Teacher-Parent Collaboration in Managing Hyperactive Children's Behaviors: A Case Study of Inclusive Early Childhood Education Hariningsih, Hariningsih; Mahabbati, Aini
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.v4i4.2289

Abstract

Managing hyperactive behaviors in inclusive early childhood settings requires coordinated efforts between educators and families to ensure optimal developmental outcomes. This qualitative case study examined teacher-parent collaboration strategies in addressing hyperactive children's problematic behaviors at an inclusive kindergarten in East Kutai Regency, Indonesia. Data were collected over four months through systematic observations, semi-structured interviews with teachers and parents, and document analysis. Participants included classroom teachers, special needs support staff, and parents of hyperactive children enrolled in class B1. Thematic analysis revealed three primary collaborative dimensions: behavioral recognition through structured communication protocols, participatory assessment procedures involving shared responsibility for instrument development and progress monitoring, and coordinated intervention implementation with regular feedback mechanisms. The findings demonstrate that effective collaboration requires systematic information exchange between home and school environments, with teachers sharing classroom observations while parents provide complementary insights about home-based behavioral patterns. Collaborative assessment procedures enabled comprehensive evaluation extending beyond limited school observation periods, with parents contributing to instrument design and participating in progress reviews. Intervention implementation was characterized by coordinated strategy application across both settings, supported by regular feedback exchanges and periodic evaluation meetings. Despite implementation challenges including time constraints and initial parental resistance to acknowledging children's special needs, the collaborative framework demonstrated effectiveness in managing hyperactive behaviors through sustained partnership efforts. The study contributes a practical model for inclusive early childhood programs, emphasizing the importance of structured collaboration protocols for supporting children with hyperactive behaviors. These findings have implications for educational policy development, teacher training programs, and family support services in inclusive educational settings.
Enhancing Early Literacy Through Collaborative Digital Educational Games: A Classroom Action Research with Kindergarten Children Exhibiting ADHD Symptoms Asmawati, Septi; Mahabbati, Aini
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.v4i4.2295

Abstract

Early literacy development presents significant challenges for kindergarten children exhibiting Attention Deficit Hyperactivity Disorder (ADHD) symptoms, who often struggle with concentration and traditional instructional methods. This study investigated the effectiveness of collaborative digital educational games in enhancing early literacy capabilities among children with ADHD symptoms. A classroom action research design following the Kemmis and McTaggart model was implemented over six months with a 5-6 year old male kindergarten student exhibiting ADHD symptoms. The intervention utilized the "Learn ABC" digital educational game within a collaborative learning framework across two cycles. Data collection included oral literacy assessments using a four-point scoring system and structured classroom observations. The intervention involved systematic group formation, collaborative gameplay, and peer presentations, with modifications between cycles based on reflective analysis. Substantial improvements were observed throughout the intervention period. The participant's performance increased from 26.67% at baseline to 88.87% upon completion, representing a 62.2 percentage point improvement that exceeded the established 76% success criterion. Cycle I showed progressive gains from 44.44% to 55.55%, while Cycle II demonstrated accelerated improvement from 66.67% to 88.87%. Qualitative observations revealed enhanced attention span, increased collaborative participation, improved confidence in letter identification, and sustained engagement during gaming activities. The findings demonstrate that collaborative digital educational games can effectively address attention and literacy challenges in children with ADHD symptoms. The intervention's success supports the integration of technology-enhanced collaborative learning approaches in inclusive early childhood education settings. The systematic implementation framework provides a replicable model for educators, though larger-scale studies are needed to establish broader generalizability.
Co-Authors Amaliah, Gina Andrean Ilham Listiady Arumi Savitri Fatimaningrum Asmawati, Septi Astuti, Juni Nuri Atien Nur Chamidah Dhea Ellyne Theodora Edi Purwanta Edi Purwanta Gena Diniarti Hariningsih, Hariningsih Hasby Alfin Shidiq Irmawanti Irmawanti Irmayani, Ira Nasution, Annio Indah Lestari Nur Aisyah Nur Hayati Nur Shafira Yunanda Purwandari Purwandari Purwandari Purwandari Pusaka, Semerdanta Ramadani, Lia Rini, Sri Asung Sundari Rusdiana, Yunita Sari Rudiyati Sholikhati Nur Aziza Soetrisno Soetrisno Tin Suharmini Wening Prabawati