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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

Author-ID : 2905079

Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 28 Documents Claim Missing Document

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Gentle Heart Program Reduces Temper Tantrums in Early Childhood Classrooms: Program Lembut Hati Menurunkan Temper Tantrum di Kelas Anak Usia Dini Rusdiana, Yunita; 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.v26i4.1735

Background: Temper tantrums often occur in early childhood and can disrupt learning and social interaction in kindergarten settings. Specific background: At one kindergarten in Kaliorang District, repeated tantrums among students led teachers to develop structured strategies. Knowledge gap: Although tantrums are common, there is limited research exploring practical classroom-based programs designed by teachers themselves in Indonesian early childhood contexts. Aims: This study examines the structure, application, and challenges of the “Gentle Heart” program designed to manage temper tantrums in kindergarten. Results: Using a qualitative case study involving two experienced teachers over three months, findings show that the program reduces tantrum intensity and frequency through a calm–reflect–guide approach. Teachers allow emotional expression, wait for children to regain calm, and then engage them in reflective dialogue. Novelty: The study highlights a locally developed, teacher-led program that integrates emotional regulation strategies without external psychological intervention. Implications: The program offers a practical framework for early childhood teachers to manage tantrums in class, emphasizing the need for teacher assistants to sustain learning during tantrum episodes. Highlight Teachers apply structured emotional regulation steps to manage tantrums. The program shows reduced frequency and intensity of temper tantrums. Staffing support is essential for maintaining classroom learning flow. Keyword Temper Tantrum, Early Childhood Education, Emotional Regulation, Classroom Program, Teacher Strategies

Kebijakan, Implementasi dan Isu Strategis Pendidikan Bagi Individu Berkebutuhan Khusus Mahabbati, Aini
Jurnal Pendidikan Islam Vol. 3 No. 1 (2014): Kebijakan Pendidikan Islam (Islamic Education Policy)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2014.31.31-46

The special education is designed to provide educational services for individuals with special needs in order to achieve the appropriate potency and capacity. Implementation of special education starts from understanding the learners. Therefore, the identification and assessment of student learning needs must be from the first basic step, followed by adjustment of curriculum and learning. The nature of the curriculum is individual- contextual- and functional, with a range of education from early childhood until the age of transition to further education or future adult life. Special education strategic issues developed in a line of developments in the equal rights aof all people access education, and they moved from the segregatif paradigm to inclusive paradigm. The special education that is growing discourse is also influenced by social dynamics, economics, politics, culture, and religion.

Pengaruh Media Pembelajaran Digital dalam Meningkatkan Keterampilan Literasi Anak Usia 5-6 Tahun Nazara, Dewi Kurnia; Noviana Mustapa; Hendriawan, Deri; Mahabbati, Aini
PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini Vol 14 No 4 Periode September - November 2025
Publisher : Pendidikan Guru PAUD Universitas Persatuan Guru Republik Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/paudia.v14i4.2271

Literacy development in children aged 5–6 is crucial for fostering cognitive growth, school readiness, and social competence. However, implementing effective literacy teaching strategies remains challenging in diverse educational settings. This study employs a Systematic Literature Review (SLR) to examine the impact of digital learning media on early childhood literacy, focusing on the competencies developed and factors influencing effectiveness. Analysis of 34 selected studies reveals that digital media significantly enhances literacy skills, particularly in language, communication, and cognitive domains. Interactive tools such as digital storybooks, educational applications, and learning games promote engagement, vocabulary expansion, narrative comprehension, and critical thinking. The active involvement of parents and educators is essential in guiding children and selecting developmentally appropriate digital content. Although the direct effects on reading and writing acquisition remain underexplored, findings suggest that integrating digital media in literacy instruction can make learning more enjoyable and effective. The study concludes that digital media serves as a promising pedagogical tool to strengthen early literacy when supported by active adult participation, thoughtful content design, and conducive learning environments.

Pengembangan panduan layanan kesehatan mental berbasis sekolah bagi anak berkebutuhan khusus Chamidah, Atien Nur; Purwandari, Purwandari; Mahabbati, Aini
Jurnal Penelitian Ilmu Pendidikan Vol. 8 No. 2 (2015): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk memvalidasi model dan menghasilkan buku panduanlayanan kesehatan mental berbasis sekolah bagi anak berkebutuhan khusus. Penelitianmenggunakan pendekatan Research and Development. Subjek dalam penelitian ini adalahpraktisi kesehatan mental di sekolah, dan praktisi lain yang terlibat dalam layanankesehatan mental (psikolog dan dokter), dan pengguna (guru) di SLB di Daerah IstimewaYogyakarta. Data penelitian akan dikumpulkan melalui kuosioner dan Focus GroupDiscussion (FGD) serta akan dilakukan analisis secara deskriptif kualitatif serta kuantitatif.Rangkaian kegiatan penelitian ini menghasilkan produk akhir berupa buku panduanlayanan kesehatan mental berbasis sekolah bagi anak berkebutuhan khusus yang telahdiuji validasi oleh subjek penelitian. Penelitian selanjutnya diharapkan akan menjadipenelitian ujicoba produk dalam skala yang lebih besar

Pengembangan pengukuran keterampilan sosial siswa sekolah dasar inklusif berbasis diversity awareness Mahabbati, Aini; Suharmini, Tin; Purwandari, Purwandari; Purwanto, Heri
Jurnal Penelitian Ilmu Pendidikan Vol. 10 No. 1 (2017): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mengembangkan konstrak skala pengukuran keterampilan sosial siswa sekolah dasar inklusif berbasis diversity awareness. Langkah penelitian adalah eksplorasi konstrak keterampilan sosial melalui kajian pustaka dan FGD dan mengonstruksi aspek dan indikator untuk menjadi rancangan skala perilaku Likert. Subjek penelitian adalah 15 guru kelas dari SD inkusif. Hasil penelitian menunjukkan aspek keterampilan sosial berdasarkan diversity awareness yang berhasil dirumuskan tujuh (7) aspek, meliputi kemampuan empati (32,4%), komunikasi dan interaksi sosial (28,9%), mengendalikan agresi (10,8%), sikap terbuka (8,8%), perilaku membantu (8,3%), kemampuan memahami diri (6,9%), dan perilaku mau belajar (3,9%). Rancangan instrumen pengukuran skala keterampilan sosial siswa SD inklusif berbasis diversity awareness terdiri dari indikator-indikator yang ditetapkan berdasarkan proporsi persentase kemunculan masing-masing aspek. Aspek kemampuan empati memiliki 15 indikator, komunikasi dan interaksi sosial 13 indikator, mengendalikan agresi 5 indikator, sikap terbuka 4 indikator, perilaku membantu 4 indikator, memahami diri 3 indikator, dan 2 indikator untuk kemampuan belajar. Total indikator adalah 46 buah yang menghasilkan item untuk hasil pengukuran.

Program pelatihan dan workshop kesiapan implementasi PAUD inklusif untuk pendidik PAUD Mahabbati, Aini; Hayati, Nur; Nur Chamidah, Atien; Savitri Fatimaningrum, Arumi
Jurnal Penelitian Ilmu Pendidikan Vol. 10 No. 2 (2017): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk meningkatkan kompetensi pengelola lembaga PAUD dalam rangka mendukung kesiapan merintis implementasi PAUD Inklusif di Wilayah Kecamatan Banguntapan Bantul. Aspek yang ditingkatkan adalah pengetahuan dan keterampilan untuk menemukenali anak berkebutuhan khusus (ABK); intervensi ABK di PAUD; dan merancang pembelajaran PAUD yang mengakomodasi seluruh karakter subjek didik. Penelitian ini adalah penelitian tindakan dengan tahapan perencanaan, pelaksanaan, pengamatan, dan refleksi. Teknik pengumpulan data adalah pengisian angket dan observasi. Subjek penelitian berjumlah 47 guru dari 47 lembaga PAUD di wilayah Banguntapan Bantul. Teknik analisis data menggunakan deskriptif kuantitatif dan kualitatif. Hasil pelatihan menunjukkan pemahaman subjek terhadap materi pelatihan dan kemampuan subjek dalam menemukenali dan intervensi dini pada ABK usia dini. Pengetahuan subjek tentang konsep Hambatan Perkembangan pada AUD mengalami peningkatan dari 47,0% menjadi 65%, deteksi ABK usia dini mengalami peningkatan dari 52,5% menjadi 69,6%, dan konsep PAUD inklusi mengalami peningkatan dari 44,8% menjadi 71,6%. Keterampilan untuk menemukenali dan melakukan intervensi dini pada ABK di usia dini terlihat dari kemampuan para pendidik PAUD saat menyusun laporan hasil pengamatan dari observasi di lembaga masing-masing. Kesimpulannya adalah subjek mengalami peningkatan pengetahuan dan keterampilan menemukenali ABK, memberi intervensi dini bagi ABK di PAUD; serta merancang pembelajaran ke arah PAUD Inklusi.

Constructivist-Based Educational Games for Developing Social and Learning Skills of Children with Attention Deficit Hyperactivity Disorder: Permainan Edukatif Berbasis Konstruktivisme untuk Mengembangkan Keterampilan Sosial dan Belajar Anak dengan Gangguan Pemusatan Perhatian dan Hiperaktivitas Nurhayati, Nurhayati; 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.v26i4.1766

Background: Inclusive early childhood education emphasizes equal learning opportunities and holistic child development. Specific background: Children with Attention Deficit Hyperactivity Disorder often experience barriers in maintaining focus and engaging in positive social interaction within group learning. Knowledge gap: Few studies have systematically applied constructivist-based educational games to address both social and concentration difficulties in early learners with this condition. Aims: This study examines how constructivist-oriented educational games can develop social interaction skills and learning concentration among kindergarten children with Attention Deficit Hyperactivity Disorder. Results: Implemented through two cycles of classroom action research, the study demonstrated significant progress—social interaction improved from 40% to 91.66%, and learning concentration from 39% to 85.71%. Novelty: The study presents an innovative application of constructivist pedagogy through play-based activities that nurture collaboration, emotional regulation, and sustained focus. Implications: Findings reinforce the importance of playful, inclusive, and child-centered approaches in supporting social and cognitive development in children with attention and behavioral challenges. Highlights: Constructivist-based educational play improved focus, emotional control, and collaboration in children with attention challenges. Significant development occurred in both social interaction and concentration across two research cycles. Playful learning created an engaging and supportive environment for inclusive early education. Keywords: Attention Deficit Hyperactivity Disorder, Constructivist Approach, Educational Games, Social Interaction, Learning Concentration

Structured Implementation of Social–Emotional Learning for Children with Special Needs: Implementasi Terstruktur Pembelajaran Sosial Emosional bagi Anak Berkebutuhan Khusus Handayani, Auliya Kartika; 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.v26i4.1804

Background: Social–emotional development is a fundamental domain in early childhood education that shapes children's ability to interact, self-regulate, and build empathy. Specific background: Children with special needs require targeted strategies and structured programs to develop social–emotional competencies within inclusive settings. Knowledge gap: Although various kindergartens have implemented social–emotional programs, limited studies detail their classroom-level application using the CASEL framework. Aims: This study explores how Al-Ikhlas Kindergarten implements social–emotional learning (SEL) for children with special needs through instructional, integrative, and participatory approaches. Results: Findings reveal that teachers apply explicit instruction, integrate SEL values across learning components, and involve students in classroom leadership, decision-making, and problem-solving. The process strengthens empathy, cooperation, and self-control among students. Novelty: The study highlights a contextualized model of SEL implementation in early childhood inclusive education grounded in the CASEL indicators. Implications: The results emphasize the need for teacher training and structured planning to optimize social–emotional competencies among children with special needs in inclusive classrooms. Highlights Explicit instruction supports the social–emotional growth of children with special needs. Integration of SEL principles into learning promotes inclusive and meaningful classroom interaction. Student participation develops leadership, empathy, and collaboration skills. Keywords Social Emotional Learning, Children With Special Needs, Early Childhood Education, Inclusive Classroom, CASEL Framework

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

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