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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 PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI
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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Identifikasi Peserta Didik dengan Gangguan Emosi dan Perilaku di Sekolah Dasar Prabawati, Wening; Mahabbati, Aini; Diniarti, Gena; Purwanta, Edi
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Volume 32 Nomor 2 November 2023
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v32i22023p140-151

Abstract

Penelitian ini bertujuan untuk mendeskripsikan proses identifikasi peserta didik dengan gangguan emosi dan perilaku di sekolah dasar. Penelitian ini menggunakan penelitian survei. Partisipan dalam penelitian ini berjumlah 46 guru yang terdiri dari guru kelas dan guru khusus.  Analisis data dilakukan dengan mereduksi data, display data, dan membuat kesimpulan. Hasil penelitian ini menunjukkan bahwa sebanyak 47,83 persen guru belum melakukan identifikasi awal pada peserta didik dengan gangguan emosi dan perilaku, sedangkan sisanya sudah melakukan identifikasi dengan cara meminta bantuan pada hali/lembaga yang menyediakan layanan identifikasi, melalui observasi dan wawancara, serta menggunakan pendekatan functional behavior assessment (FBA). Implikasi dari hasil penelitian ini, diharapkan akan ada instrumen yang bisa digunakan oleh guru untuk membantu mengidentifikasi peserta didik dengan gangguan emosi dan perilaku.
Social-Emotional Learning untuk Siswa Berkebutuhan Khusus di Sekolah Inklusi Prabawati, Wening; Diniarti, Gena; Mahabbati, Aini; Purwanta, Edi
Jurnal ORTOPEDAGOGIA Vol 9, No 2 (2023): November
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v9i22023p92-100

Abstract

Social-emotional learning (SEL) merupakan proses mengembangkan keterampilan interpersonal, kesadaran diri, dan pengendalian diri untuk keberhasilan di semua aspek kehidupan. Tujuan penelitian ini yaitu mendeskripsikan hasil kajian literatur mengenai SEL untuk siswa berkebutuhan khusus di sekolah inklusi. Metode penelitian ini yaitu literatur review. Penelitian ini akan menggunakan pendekatan analisi isi dari literature dan artikel jurnal yang memuat tentang Social-Emotional Learning pada sekolah inklusi. Literatur ditentukan dengan menggunakan kata kunci, tahun, dan artikel yang open access. Kualitas studi penelitian ini menggunakan tiga tahapan yaitu currency, conducting, reporting. Rancangan penelitian secara komprehensif dimulai dari sumber data diambil dari artikel yang memuat hasil penelitian tentang social-emotional learning pada sekolah inklusi yang didapat dari 3 sumber utama yaitu Science Direct, Google Scholar, Proquest, dan Sage. Secara keseluruhan, penelitian mengenai SEL menunjukkan hubungan yang positif dalam mengatasi permasalahan pada siswa berkebutuhan khusus dan berdampak positif pada akademik mereka. Penelitian selanjutnya diharapkan dapat mengungkap lebih mendalam lagi mengenai faktor-faktor yang mendukung implementasi SEL baik di sekolah inklusi atau di sekolah khusus.
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.
Storytelling Based on Contextual Learning with Hand Puppets in Early Childhood Language Development: Metode Storytelling Berbasis Contextual Learning dengan Boneka Tangan pada Perkembangan Bahasa Anak Usia Dini Rini, Sri Asung Sundari; Mahabbati, Aini
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1690

Abstract

General background: Early childhood is a critical stage for language development, yet children at risk of learning difficulties often struggle with vocabulary, sentence construction, and confidence. Specific background: Conventional teaching methods in kindergartens frequently fail to address these challenges, particularly for children with barriers in receptive and expressive language. Knowledge gap: Limited research explores how contextual storytelling integrated with concrete media can support inclusive language learning. Aims: This study examines the application of contextual storytelling using hand puppets in improving the language skills of group B kindergarten children at risk of learning difficulties. Results: Conducted through two cycles of classroom action research, findings revealed that children’s average language scores rose from 47.5 (pre-test) to 58.3 (Cycle I) and 72.7 (Cycle II), with mastery increasing from 0% to 75%. Both receptive skills (understanding stories) and expressive skills (retelling and sentence-making) improved. Novelty: The integration of contextual storytelling with multisensory media provided richer experiences than conventional methods. Implications: This approach supports inclusive education by offering practical strategies for teachers and policymakers to foster meaningful language learning in early childhood. Highlight Storytelling with contextual learning and hand puppets enriched children’s language skills Receptive and expressive language abilities developed progressively through two research cycles The study offers practical strategies for inclusive early childhood education Keywords Storytelling, Contextual Learning, Language Development, Early Childhood, Inclusive Education
Kindergarten Teachers as Educators, Mentors, and Facilitators for Children with ADHD: Guru Taman Kanak-Kanak sebagai Pendidik, Pembimbing, dan Fasilitator bagi Anak-Anak dengan ADHD Ramadani, Lia; Mahabbati, Aini
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1694

Abstract

Background (General): Early childhood is a critical developmental stage where socio-emotional growth determines later academic and social success. Globally, children with Attention Deficit Hyperactivity Disorder (ADHD) face challenges in attention, impulse control, and social adjustment. Background (Specific): In Indonesia, ADHD cases among preschool children are increasing, yet interventions remain dominated by medical approaches, while the role of teachers in socio-emotional support has been underexplored. Knowledge Gap: Prior studies mainly emphasize clinical symptoms or general pedagogy, leaving limited understanding of how kindergarten teachers implement socio-emotional interventions within inclusive classrooms. Aim: This study investigates the role of kindergarten teachers in supporting children with ADHD symptoms, focusing on strategies for socio-emotional development in TK Negeri 2 Kaubun. Results: Using a qualitative case study, findings show teachers acted as educators, mentors, and facilitators, employing multisensory learning, positive reinforcement, quiet spaces, and parent collaboration. These interventions improved children’s emotional regulation, focus, and social participation, despite persistent challenges such as impulsivity and limited teacher time. Novelty: The study highlights adaptive and context-specific teacher practices in Indonesia, offering insights beyond clinical or Western-centered approaches. Implications: Results inform teacher training, inclusive education policies, and collaborative school–parent strategies, reinforcing the need for systemic support in early childhood inclusive education.Highlight : Teachers play a central role in guiding children with ADHD symptoms. Consistent interventions enhance emotional regulation and social interaction. Collaboration and inclusive policies strengthen learning support. Keywords : Teacher's Role, Social-Emotional Intervention, Early Childhood, Attention Difficulties, Hyperactive Behavior
Readiness of Kindergarten for Inclusive and Learning-Friendly Environment: Kesiapan Taman Kanak-Kanak untuk Lingkungan Inklusif dan Ramah Belajar Amaliah, Gina; Mahabbati, Aini
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1702

Abstract

General Background: Inclusive education is a global commitment to ensure equal learning opportunities for all children, including those with special needs. Specific Background: In Indonesia, inclusive early childhood education remains underdeveloped, especially in rural areas. Kindergarten Negeri 1 Sangkulirang provides a valuable case to explore readiness toward inclusivity. Knowledge gap: Previous studies on inclusive education largely focus on primary and secondary levels, with little attention to early childhood settings outside urban contexts. Aim: This study aims to examine the readiness of Kindergarten Negeri 1 Sangkulirang in creating an inclusive and learning-friendly environment for children with special needs. Results: The findings reveal that the school demonstrates strong commitment through open admission, flexible curriculum, and personalized learning plans. However, challenges persist in limited infrastructure, shortage of special assistant teachers, and insufficient collaboration with external experts. Cooperative communication between parents and teachers emerges as the main strategy for sustaining inclusivity. Novelty: This research provides insights into inclusive education practices at the kindergarten level in a remote area, highlighting both systemic and contextual factors. Implications: The study underscores the importance of teacher capacity building, systemic support, and integration of professional services to establish sustainable inclusive early childhood education. Highlight Commitment to inclusivity is shown through open admission and adaptive curriculum Challenges remain in infrastructure, staffing, and external professional collaboration Parent–teacher cooperation is central to sustaining inclusive learning Keywords Inclusive Education, Children With Special Needs, Kindergarten, Collaborative Strategies, Learning Environment
Identification of Emotional and Behavioral Disorders among First Grade Students: Identifikasi Gangguan Emosional dan Perilaku pada Siswa Kelas Satu Aisyah, Nur; Mahabbati, Aini
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1732

Abstract

General Background: Emotional and behavioral disorders (EBD) among elementary school children are often misinterpreted as normal developmental phases, leading to delayed interventions. Specific Background: In rural schools, such as SD Negeri Teluk Pandan, teachers face difficulties in recognizing EBD due to limited training, lack of systematic tools, and minimal parental collaboration. Knowledge Gap: Few studies have explored early identification of EBD in lower-grade elementary settings in Indonesia, particularly in underserved regions. Aims: This study aims to identify the forms, characteristics, and influencing factors of EBD in first-grade students, as well as strategies used by teachers and parents in the identification process. Results: Findings reveal two main categories of EBD: internalizing behaviors (withdrawal, passivity, excessive anxiety) and externalizing behaviors (aggression, yelling, hyperactivity). These behaviors disrupted classroom learning and were influenced by family dynamics, school environment, and individual emotional regulation. Teachers and parents employed ad-hoc strategies, including personal approaches, flexible classroom management, and limited home-based interventions. Novelty: The study highlights the absence of systematic identification methods and emphasizes the importance of collaborative, context-specific approaches between teachers and parents. Implications: Early structured identification programs, teacher training, and cross-sector collaboration are recommended to create inclusive and supportive learning environments for children with EBD.Highlight : Early identification helps detect emotional and behavioral disorders in students. Teachers and parents must collaborate intensively for effective intervention. Inclusive learning environments require structured teacher training. Keywords : Emotional And Behavioral Disorders, Identification, Elementary School, Case Study, Early Intervention
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 Handayani, Auliya Kartika Hariningsih, Hariningsih Hasby Alfin Shidiq Heri Purwanto Irmawanti Irmawanti Irmayani, Ira Nasution, Annio Indah Lestari Nazara, Dewi Kurnia Noviana Mustapa Nur Aisyah Nur Hayati Nur Shafira Yunanda Nurhayati Nurhayati Purwandari Purwandari Purwandari Purwandari Ramadani, Lia Rini, Sri Asung Sundari Rusdiana, Yunita Sari Rudiyati Sholikhati Nur Aziza Soetrisno Soetrisno Tin Suharmini Wening Prabawati