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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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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
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

Abstract

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

Abstract

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.
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