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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN JPK (Jurnal Pendidikan Khusus) Dinamika Pendidikan Jurnal ORTOPEDAGOGIA Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini International Journal of Pedagogy and Teacher Education Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang Indonesian Journal of Innovation Studies Journal of Mathematics Instruction, Social Research and Opinion 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

Humanities 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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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

Constructivism-Based Hand Puppet Role-Playing to Improve Children’s Emotional Regulation Skills Mirna Sari; Aini Mahabbati
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1005

Emotional regulation difficulties among early childhood learners, particularly those with emotional disorders, require instructional strategies that are developmentally appropriate and engaging. This study aimed to enhance children’s emotional management abilities through constructivism-oriented hand puppet role-playing activities. The research employed Classroom Action Research, combining qualitative and quantitative descriptive approaches. It was conducted with 11 children in Group B2 at TK Negeri 2 Kaubun during the second semester of the 2024/2025 academic year, with a focused observation of three children identified as having difficulties with emotional regulation. The research procedure followed four iterative stages: planning, action implementation, observation, and reflection. Data were obtained through systematic observation of emotional regulation indicators, behavioral responses, and participation during learning activities. The findings demonstrated a marked improvement in children’s emotional management skills after the intervention. The mean achievement score increased from 44.8% in Cycle I, categorized as Beginning to Develop, to 77.1% in Cycle II, classified as Developed as Expected. Improvements were evident across four aspects: recognizing personal and others’ emotions, expressing emotions appropriately, strengthening self-confidence, and demonstrating positive social behavior. These results indicate that constructivist hand-puppet role-playing is an effective pedagogical medium for supporting children’s ability to recognize, express, and regulate emotions in constructive and social ways.

Improving the Social Skills of Students with ADHD through the Implementation of the Think-Pair-Share Cooperative Learning Strategy at BND Kaubun Kindergarten Yatin, Sri; Mahabbati, Aini; Ishartiwi, Ishartiwi
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.963

This study seeks to enhance the social skills of students with ADHD by employing a cooperative learning methodology, namely the think-pair-share model, at BND Kaubun Kindergarten. Although cooperative learning has been widely applied in early childhood education, limited studies have specifically examined its effectiveness in improving the social skills of students with ADHD in kindergarten settings, particularly through the integration of engaging physical-motor activities. This research employed the Kemmis and McTaggart Classroom Action Research framework, consisting of two cycles. The research subject consisted of one student exhibiting ADHD symptoms in Group B. Data collection methods included a social skills attitude evaluation instrument and observational learning assessments. The study employed quantitative methods for the outcomes of the attitude evaluation scale and qualitative methods for observational data. The results indicated a significant enhancement in the social skills of the student with ADHD in Group B at BND Kaubun Kindergarten. This success resulted from the application of the think-pair-share cooperative learning strategy, complemented by engaging physical-motor stringing activities. This implementation positively influenced the student’s ability to respond to questions, take turns speaking, share, cooperate, manage emotions, and demonstrate empathy. The improvement was evidenced by increased scores on the attitude scale, from 28% in the pre-action stage to 44.44% and 66.77% in Cycle I, and further to 86.11% and 94.44% in Cycle II. This progress is attributed to the student’s enthusiasm for collaborative learning and interest in hands-on activities using novel materials. Therefore, this study implies that the integration of structured cooperative learning strategies with interactive physical activities can serve as an effective approach for educators to support the social development of students with ADHD in early childhood education settings.

Embedding Social Emotional Learning into Experiential Learning: Experiences of College Students with Mental Health Problems Mahabbati, Aini; Marfu’atun, Elya; Prabawati, Wening
International Journal of Pedagogy and Teacher Education Vol 9, No 2 (2025): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v9i2.102165

This study explores the experiences of five third-year students in the Special Education Study Program at FIP UNY who experienced severe depression and high anxiety while taking the “Teaching Children with Emotional and Behavior Disorders” course. This course design integrates social-emotional learning (SEL) with experiential learning (EL) to support the academic success of students with mental health problems (high anxiety and severe depression). This exploratory qualitative study employed semi-structured in-depth interviews (lasting 40–60 minutes) with five students who were selected through screening using the PHQ-9 and GAD-7 (scores≥15). Data were analyzed with NVivo 12 Pro through open coding to identify themes, with validity checks conducted through member checking, audit trails, and reflexive memoing. Results showed that four out of five students responded positively to the learning process that integrated SEL–EL. They found it easier to understand the material, were more confident in expressing their opinions, and felt more confident in facing assignments. Emotional dynamics (active participation and self-efficacy) were also apparent: most felt more comfortable and open in discussions, although some were constrained by classroom noise, a preference for lecture methods, or feelings of inferiority compared to more capable peers. This study concludes that the integration of SEL–EL contributes to increased active participation and academic self-efficacy among students with depression and anxiety. The practical implication is the importance of course design that includes brief emotional reflection, gradual assignments with clear criteria, and fair participation protocols.

Co-Authors Amaliah, Gina Andrean Ilham Listiady Asmawati, Septi Astuti, Juni Nuri Atien Nur Chamidah Dhea Ellyne Theodora Edi Purwanta F, Arumi Savitri Gena Diniarti Handayani, Auliya Kartika Hariningsih, Hariningsih Haryanto dan Edi Purwanta Suparno Haryanto dan Edi Purwanta Suparno Hasby Alfin Shidiq Heri Purwanto Irmawanti Irmawanti Irmayani, Ira Ishartiwi Ishartiwi Marfu’atun, Elya Mirna Sari 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 Yatin, Sri

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