Article Per Year (5 Year)
p-Index From 2021 - 2026
3.213
P-Index
This Author published in this journals
All Journal JURNAL PENELITIAN ILMU PENDIDIKAN JPK (Jurnal Pendidikan Khusus) Dinamika Pendidikan Jurnal ORTOPEDAGOGIA Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang Edu Cendikia: Jurnal Ilmiah Kependidikan Indonesian Journal of Innovation Studies Journal of Mathematics Instruction, Social Research and Opinion Journal of Innovation and Research in Primary Education Jurnal Pendidikan Islam International Journal of Education, Vocational and Social Science Jurnal Ragam Pengabdian PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI
Aini Mahabbati
Universitas Negeri Yogyakarta
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 34 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 34 Documents
Search

 1   2   3   4 
Peningkatan Akurasi Membaca Siswa Berkesulitan Belajar Kelas II Melalui Metode Fonik Berbantuan Kartu Huruf: Improving the Reading Accuracy of Class II Students with Learning Difficulties Using the Phonics Method Assisted with Letter Cards Sri Lidiyawati; Aini Mahabbati
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9501

Abstract

Reading accuracy is a fundamental skill in early reading, particularly in recognizing grapheme-phoneme relationships, decoding, and reading syllables and words precisely. Students experiencing reading difficulties require structured instruction tailored to their individual needs. This study aimed to improve the learning process and reading accuracy of three second-grade students with reading difficulties using a phonics method supported by letter cards. The study used the Kemmis and McTaggart classroom action research model and was conducted over two cycles—each comprising two sessions—following the stages of planning, action, observation, and reflection. Data were collected through tests, observations, and documentation, and analyzed using both quantitative and qualitative descriptive methods. The interventions included exercises on letter-sound relationships, blending sounds into syllables, constructing and reading words using letter cards, repetition, immediate feedback, and tailored support based on student needs. Reading accuracy for student AAS improved from 40% at the pre-intervention stage to 67% in Cycle I and 100% in Cycle II. For student GI, accuracy improved from 40% to 53% and then 93%, while for student S, it rose from 53% to 73% and finally 100%. Observations also indicated improved student engagement after the intervention was refined based on reflections from Cycle I. The results demonstrate an improvement in both the learning process and the reading accuracy of the three students throughout the implementation of the intervention sequence. The findings are contextual, as the study involved only three students and no control group; consequently, the improvements cannot be attributed exclusively to any single component of the intervention.
Peningkatan Kelancaran Membaca Siswa Berkesulitan Belajar Kelas V Melalui Repeated Reading Berbantuan Media Audio: Improving Reading Fluency of Fifth-Grade Students with Learning Difficulties through Repeated Reading Assisted by Audio Media Natalia Wulandari; Aini Mahabbati
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9502

Abstract

Reading fluency is essential for supporting efficient word recognition and reading comprehension. Students with reading difficulties need structured practice that builds reading automaticity through audio modelling and scaffolding tailored to individual needs. This study aimed to improve the learning process and reading fluency performance of a fifth-grade student with reading difficulties using a series of audio-assisted repeated reading exercises. The study employed the Kemmis and McTaggart classroom action research model and was conducted over two cycles spanning five sessions. Data were gathered through observations of teacher and student activities and reading performance tests measuring Correct Words Per Minute (CWPM) and accuracy; the data were then analysed using both qualitative and quantitative descriptive methods. Results: At the pre-intervention stage, the student achieved 13 CWPM with 86% accuracy. By the end of Cycle I, performance reached 65 CWPM with 100% accuracy. Based on reflection, Cycle II incorporated increased scaffolding, word pointing, teacher-led shared reading, and adjustments to reading materials. By the end of Cycle II, the student achieved 92 CWPM with 100% accuracy. However, the final scores were obtained using previously used texts—meaning text familiarity may have influenced performance—and transferability to new texts was not tested. Conclusion: In this case, a combination of repeated reading, audio modelling, and adaptive scaffolding was associated with improvements in reading fluency. These findings are context-specific and support individualised instructional practices within inclusive education.
Keterlibatan Orang Tua dalam Pembelajaran Sosial Emosional (PSE) Anak Autism Spectrum Disorder di Rumah Shofia Qotrunnada Mutiarani; Aini Mahabbati
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/k5x8k023

Abstract

This qualitative case study aimed to explore the model of parental involvement in social-emotional learning (SEL) for children with autism at home and identify the factors influencing it. Conducted with three parents of elementary-school-age children with autism in Yogyakarta, data were collected through semi-structured interviews, passive participant observation, and documentation. Then analyzed using Creswell's spiral model with NVivo 15 support. Findings show that parental involvement forms a generic, non-linear model integrating five aspects: perceived life context, parental beliefs and motivation, perceived invitations to involvement, parenting style with child receptivity, and SEL practices, connected through both mediated and direct pathways. Life context (education, occupation, time-energy, social support, economic condition) shapes parents' beliefs-motivation and how they appraise invitations to involvement; child-originated invitations prove most influential, while general school invitations show little impact. In conclusion, parental involvement is dynamic, contextual, and individual, meaning the same parenting goal can produce distinct social-emotional competence profiles across children.
Improving Fluent Reading Skills for Slow Learner Students in Grade VII Through the Implementation of Guided Reading Jhoni; Aini Mahabbati
International Journal of Education, Vocational and Social Science Vol. 5 No. 04 (2026): International Journal of Education, Vocational and Social Science( IJVESS)
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v5i04.6408

Abstract

This study aims to improve the fluent reading skills of a seventh-grade slow learner student at SMP Negeri 3 Malinau Kota through the guided reading method assisted by "Story Calendar" (Kalender Cerita) media. The subject's main problems included low reading ability, high learning anxiety, passivity, and visual-spatial disorientation regarding twin letters (b-d and p-q). This type of research is Classroom Action Research (CAR), which was conducted in two cycles. Each cycle consisted of planning, implementing, observing, and reflecting stages. The subject of this research was one student with slow learner difficulties. Data were collected through teacher and student activity observation sheets, as well as reading learning outcomes performance tests. Data analysis techniques were carried out using qualitative descriptive analysis for the learning activity observation results and quantitative descriptive analysis to measure individual learning outcomes based on the average score formula. The results showed a highly significant increase in each stage. In the initial condition (Pre-Cycle), the subject's learning mastery percentage was only 31.25% (very poor category). After interventions were provided in Cycle I using the Picture Walk technique, Whisper Reading, finger navigation, and Level 1 differentiated writing (copying sentences), the subject's score increased to 56.25%, but had not yet reached the minimum process target of 75%. In Cycle II, through the reinforcement of individual scaffolding, color-coding for twin letters, directed dictation techniques, and Level 2 differentiated writing (arranging word fragments), the subject's ability surged drastically to achieve a mastery percentage of 93.75% (excellent category). Psychologically and affectively, the subject transformed from a passive, anxious, and withdrawn individual into a focused, enthusiastic student who was bold enough to read aloud with proper intonation, and capable of writing full-structured sentences (S-P-O) using 100% correct punctuation mechanics on time. The conclusion of this study is that the implementation of the Guided reading method with a tiered individual guidance (scaffolding) approach is empirically proven to be effective in alleviating cognitive, fine motor, and psychological barriers in slow learner students within an inclusive classroom.
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 Jhoni Mirna Sari Nasution, Annio Indah Lestari Natalia Wulandari Nazara, Dewi Kurnia Noviana Mustapa Nur Hayati Nur Shafira Yunanda Nurhayati Nurhayati Purwandari Purwandari Purwandari Purwandari Ramadani, Lia Rini, Sri Asung Sundari Rusdiana, Yunita Sari Rudiyati Selviana Patulen Shofia Qotrunnada Mutiarani Sholikhati Nur Aziza Soetrisno Soetrisno Sri Lidiyawati Tin Suharmini Wening Prabawati Yatin, Sri