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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN JPK (Jurnal Pendidikan Khusus) Dinamika Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Ners Didaktika: Jurnal Kependidikan Indonesian Journal of Innovation Studies Jurnal Locus Penelitian dan Pengabdian Journal of Innovation and Research in Primary Education Proceeding of International Conference on Special Education in South East Asia Region Alfuad: Jurnal Sosial Keagamaan Jurnal Ragam Pengabdian Cermin Dunia Kedokteran
Atien Nur Chamidah
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Parental Involvement in Autism Communication Interventions: A Qualitative Analysis Widianti, Afra Afifah; Chamidah, Atien Nur
Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/picsar.v3i1.548

Abstract

The research investigates parental involvement in enhancing the communication skills of autistic children. Utilizing a qualitative research method with a case study approach examines 10 parents of verbally and non-verbally communicative autistic children. The data collection encompasses interviews and documentation techniques with the data analysis comprising data reduction, display, and conclusion followed by verification. The research findings indicate that parental contributions to communication skills enhance the implementation of mediation as a complement to therapy and specialized communication programs recommended by therapists and educators. Interventions are done based on assessments conducted in collaboration with therapists and educators. Intervention modalities, media, and methodologies are diversified to match the child’s needs but the lack of programmed sequences and schedules still emerges. Additionally, parental involvement extends to engaging other family members in the intervention process
Enhancing Fine Motor Skills Through Project-Based Learning: A Beading Intervention for Kindergarten Children with Learning Difficulties Nuur, Dwi Mulyanti; Chamidah, Atien Nur
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1568

Abstract

Fine motor skills development represents a critical foundation for academic readiness in early childhood, yet children with learning difficulties often experience significant challenges in this domain. This study investigated the effectiveness of project-based learning through beading activities in enhancing fine motor skills among kindergarten children with learning difficulties. A classroom action research design following the Kemmis and McTaggart model was employed, involving three children aged 4-5 years from TK Negeri 1 Kecamatan Kaliorang who demonstrated fine motor developmental challenges. The intervention was implemented across two cycles, each consisting of three sessions featuring structured beading activities using various materials including straws, beads, and string. Data collection utilized systematic observation with a seven-indicator assessment tool measuring tool handling, object manipulation, threading skills, pattern arrangement, and hand-eye coordination. Pre-test results revealed that no children achieved mastery levels, with an average completion rate of 52.4%. Following Cycle I implementation, completion rates increased to 71.4% with one child (33.3%) achieving mastery. After strategic modifications in Cycle II, including simplified instructions and enhanced materials, dramatic improvements were observed with completion rates reaching 93.3% and all three children (100%) achieving mastery levels. Qualitative observations indicated enhanced motivation, enthusiasm, and self-confidence throughout the intervention. The findings demonstrate that project-based learning through beading activities significantly improves fine motor skills in children with learning difficulties. The systematic, scaffolded approach provides valuable insights for early childhood educators seeking evidence-based interventions for inclusive learning environments.
Enhancing Number Recognition Through Contextual Learning: A Classroom Action Research with Slow Learner Children in Kindergarten Nurmulkiah, Fitri; Chamidah, Atien Nur
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1752

Abstract

Number recognition serves as a fundamental cornerstone for mathematical learning in early childhood, yet slow learner children face significant challenges in developing these essential skills. These children, representing approximately one-fifth of typical classrooms, demonstrate difficulties in information processing, weak short-term memory, and struggle with abstract concept formation, requiring specialized pedagogical approaches that connect mathematical concepts with concrete, meaningful experiences. This study investigated the effectiveness of contextual learning approaches in enhancing number recognition abilities among slow learner children in kindergarten settings. A Classroom Action Research design following Kemmis and McTaggart's cyclical model was employed over two cycles with six intervention sessions. Two slow learner participants aged 5-6 years from TK Negeri 1 Kec. Batu Ampar were selected based on their demonstrated difficulties in number recognition despite verbal counting abilities. Data collection utilized performance test checklists with 13 indicators across six competency areas, scored using a three-point scale. Contextual learning interventions incorporated familiar objects and daily life contexts, progressing from basic number cards to practical applications using shoes, clothing, and traditional games. Both participants achieved substantial improvements from baseline scores of 38-41% to final achievement rates of 76-80%, surpassing the 70% success criterion. The intervention successfully facilitated progression from "Belum Muncul" (Not Yet Emerged) to "Muncul" (Emerged) categories, demonstrating mastery of targeted number recognition skills. Contextual learning approaches effectively enhance number recognition abilities among slow learner children by transforming abstract numerical concepts into concrete, meaningful experiences, providing evidence-based guidance for inclusive early childhood mathematics education.
Beyond Traditional Therapy: Loose Parts as an Innovative Solution for Children's Speech Development Zuhraini, Asri; Chamidah, Atien Nur
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.v4i4.2031

Abstract

Speech delays affect 5-10% of preschool children, requiring effective intervention strategies that can be implemented within regular educational settings. Loose parts materials, consisting of open-ended objects without predetermined functions, offer potential for addressing communication challenges through multimodal learning experiences. This study investigated the effectiveness of loose parts media in enhancing speech development among early childhood children experiencing delays. A classroom action research design following the Kemmis and McTaggart model was implemented across two intervention cycles at TK Negeri 2 Muara Ancalong, Indonesia. Four children aged 5-6 years with identified speech delays participated in structured activities using various loose parts materials including natural objects (seeds, stones) and manufactured items (bottle caps, wooden pieces). Speech development was assessed using six indicators: object naming ability, simple question answering, desire expression, basic storytelling, vocabulary expansion, and articulation clarity. Data were collected through systematic observation and analyzed using descriptive statistics. All participants demonstrated measurable improvement in speech development indicators. Three children advanced one developmental category from baseline to post-intervention assessment, while one participant achieved exceptional progress of two categories. Pre-intervention mean scores of 1.6 increased to 2.8 following the intervention. Qualitative observations revealed enhanced communication confidence, increased vocabulary usage, and improved social interaction patterns during loose parts activities. Loose parts media represents an effective, accessible intervention strategy for addressing speech delays in early childhood settings. The approach's integration of tactile manipulation, visual discrimination, and verbal expression within meaningful play contexts facilitates natural language development while promoting collaborative competencies. The intervention's cost-effectiveness and classroom compatibility support its implementation as a viable alternative to traditional speech therapy approaches, though individual variation in response patterns indicates the need for differentiated intervention strategies.
Nature-Based Sensory Play as an Intervention for Fine Motor Skills Development in Early Childhood Halimah, Nur; Chamidah, Atien Nur
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.v4i4.2063

Abstract

Fine motor skills development during early childhood is crucial for academic readiness and daily functioning. This study investigated the effects of nature-based sensory play interventions on fine motor skills development in preschool children with identified motor difficulties. A pre-experimental one-group pretest-posttest design was employed with three participants aged 4-5 years from TK Negeri 2 Muara Ancalong who demonstrated fine motor skill challenges. The intervention consisted of three structured sensory play sessions using natural materials including sand, clay, stones, and organic matter. Fine motor skills were assessed using seven indicators including object manipulation, tool usage, pincer grasp, grip strength, and sustained attention. Data analysis employed descriptive statistics and N-Gain calculations. All participants demonstrated substantial improvements from pretest to posttest. Mean scores increased from 16.67 to 25.67 (maximum 28), representing a gain of 9.0 points. N-Gain analysis yielded 0.83, indicating high-level improvement effectiveness. Individual participants showed consistent progress across all measured indicators, with enhanced object transfer stability, improved tool control, more precise pincer movements, and increased task persistence. Progressive improvement was observed across treatment sessions, with reduced need for external motivation and enhanced concentration capabilities. Nature-based sensory play interventions effectively enhanced fine motor skills development in children with identified difficulties. The multidimensional improvements support theoretical frameworks linking motor skill development to cognitive abilities and academic readiness. Results align with research demonstrating connections between fine motor skills and executive functions, mathematical reasoning, and written expression abilities.
Project-Based Learning with Paper Quilling for Developing Fine Motor Skills in Children with Learning Difficulties: Pembelajaran Berbasis Proyek dengan Paper Quilling untuk Mengembangkan Keterampilan Motorik Halus Anak Berkesulitan Belajar Yulianti, Lia; Chamidah, Atien Nur
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.v26i4.1700

Abstract

General background: Fine motor skills are a fundamental aspect of early childhood development, requiring structured stimulation to support cognitive and physical growth. Specific background: Many teachers still rarely apply project-based learning approaches to develop fine motor skills in children with learning difficulties. Knowledge gap: Limited studies have explored the structured integration of project-based learning with paper quilling activities for this specific group. Aims: This study aimed to analyze the application of project-based learning using paper quilling media to develop fine motor skills in kindergarten children with learning difficulties. Results: Classroom action research was conducted in two cycles with three children aged 5–6. Fine motor skill achievement increased from 38%–42% (pre-cycle) to 52%–76% (Cycle I), and 82%–86% (Cycle II), meeting developmental expectations. Indicators improved in tool handling, color recognition, rolling and pasting paper, hand–eye coordination, accuracy, and independence. Novelty: This research integrates project-based learning with paper quilling for children with learning difficulties, offering a structured and engaging developmental activity. Implications: The findings provide practical strategies for educators and parents to create contextual and stimulating learning environments for fine motor development. Highlight Paper quilling activities within project-based learning improve children’s fine motor development. Structured cycles show progressive skill achievement from basic to expected levels. The approach offers practical teaching strategies for educators and parents. KeywordFine Motor Skills, Project Based Learning, Paper Quilling, Learning Difficulties, Early Childhood Education
Puzzle Sticks as a Medium for Number Recognition in Children with Learning Disabilities: Stik Puzzle sebagai Media Pengenalan Angka pada Anak Hambatan Belajar Sunarti, Sunarti; Chamidah, Atien Nur
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.v26i4.1703

Abstract

General Background: Early numeracy is fundamental for children’s cognitive development, yet children with learning disabilities often struggle to recognize numbers, leading to long-term academic challenges. Specific Background: At Bengalon 1 State Kindergarten, several children demonstrated difficulties in associating numerical symbols with quantities, highlighting the need for low-cost, multisensory interventions. Knowledge gap: Previous studies on puzzles largely emphasized general cognitive or motor aspects, with limited focus on number recognition for children with learning disabilities. Aim: This study explored the use of puzzle sticks to support number recognition in children with learning disabilities through Classroom Action Research (two cycles of planning, action, observation, and reflection). Results: Findings showed substantial improvement. Initially, children scored between 33%–44% (“Not Yet Appeared” or “Appears with Guidance”). In Cycle I, scores increased to 41%–58% but remained below the 75% success threshold. In Cycle II, all children reached 75%–91%, meeting mastery criteria. Novelty: The study demonstrates the specific application of puzzle sticks as a structured numeracy intervention for children with learning disabilities. Implications: Puzzle sticks are affordable, engaging, and adaptable for inclusive classrooms, offering practical guidance for early childhood teachers. Further studies should examine long-term retention and multimodal puzzle designs. Highlight Puzzle sticks improved number recognition among children with learning disabilities. Multisensory activities increased engagement, accuracy, and independence in learning. Affordable and adaptable puzzle sticks provide practical tools for inclusive classrooms. Keywords Number Recognition, Puzzle Sticks, Learning Disabilities, Early Childhood Education, Inclusive Classroom
Collaborative Roles of Teachers and Parents in Supporting Students with Special Needs: Peran Kolaboratif Guru dan Orang Tua dalam Mendukung Siswa Berkebutuhan Khusus Mirna, Mirna; Chamidah, Atien Nur
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.v26i4.1764

Abstract

Background: Inclusive education aims to provide equitable learning opportunities for all children, including those with special needs. Specific background: In Indonesia, the implementation of inclusive education remains challenging due to limited teacher expertise, parental understanding, and school resources. Knowledge gap: Few studies have explored how teachers and parents collaborate effectively to support special needs students in rural primary schools. Aims: This research analyzes how educators and parents work together to optimize the learning process for students with special needs at SDN 002 Sangkulirang. Results: Findings reveal that teachers act as adaptive facilitators who employ individualized strategies and concrete media, while parents provide consistent home supervision and direct participation at school. Communication that is open, flexible, and continuous strengthens this partnership. However, challenges persist, including teachers’ limited knowledge, insufficient professional support staff, and parents’ lack of understanding regarding their children’s specific conditions. Novelty: This study highlights the integrated and contextual forms of teacher–parent collaboration in rural inclusive schools. Implications: Strengthening teacher training, parental education, and structured school–home collaboration are crucial to creating a sustainable inclusive learning environment. Highlights Teachers and parents share adaptive and responsive roles in supporting special needs students. Effective collaboration depends on open communication and consistent home–school coordination. Limited knowledge and resources remain barriers to inclusive learning practices. Keywords Teacher Collaboration, Parental Involvement, Inclusive Education, Special Needs Students, School Partnership
Montessori and Contextual Teaching Learning Method for Beginning Reading Abilities: Metode Montessori dan Contextual Teaching Learning untuk Kemampuan Membaca Permulaan Rakhmawati, Agustina Dewi; Chamidah, Atien Nur; Pujaningsih
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.v26i4.1839

Abstract

Background: Beginning reading is a foundational stage in early literacy development, particularly for children with learning disabilities who require structured and meaningful learning experiences. Specific background: In Group B of Kindergarten 1 North Sangatta, several children showed difficulties recognizing letters, distinguishing similar symbols, connecting sounds to written forms, and maintaining interest in reading activities. Knowledge gap: Existing classroom practices had not yet integrated multisensory and contextual media that align with children’s developmental characteristics. Aim: This study examined the use of the Montessori method combined with Contextual Teaching and Learning to support beginning reading abilities through structured letter-card activities. Results: Conducted through two cycles of Classroom Action Research, the intervention increased student performance from 50% at baseline to 84% in Cycle I and 94% in Cycle II, surpassing the school’s mastery criteria. Children became able to identify at least twenty alphabet letters, differentiate similar letter pairs, and read simple contextual words. Novelty: The study presents an applied model that connects Montessori sensorial materials with contextual learning tasks, allowing children to link phonetic concepts to real-life experiences. Implications: This integrative approach can be used in daily classroom practice to strengthen beginning reading abilities in children with learning disabilities. Highlights The Montessori and contextual teaching learning method supported beginning reading abilities in children with learning disabilities. Letter-card activities facilitated recognition of alphabet forms and sounds in meaningful contexts. Classroom action cycles showed steady progress in reading indicators across both implementation stages. Keywords Beginning Reading, Learning Disabilities, Montessori Method, Contextual Teaching Learning, Letter Card Media
Penggunaan Media Konkret Berbasis Project Based Laerning (PJBL) dalam Upaya Peningkatan Kemampuan Berbicara Anak Speech Delay di Taman Kanak-Kanak Marthina Rona Bara; Atien Nur Chamidah
Jurnal Ners Vol. 9 No. 4 (2025): OKTOBER 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jn.v9i4.49818

Abstract

This study aims to determine the effectiveness of using concrete media based on Project Based Learning (PjBL) in improving the speaking skills of young children with speech delays in kindergarten. The method used is Classroom Action Research (CAR) with a qualitative approach, conducted in two cycles. The research subjects consisted of two children out of a total of 12 children in the class. Data was collected through observation sheets, documentation, and tests in the form of observations and final assessments of speaking skills. The results of the study showed that the use of concrete media based on PjBL can significantly improve children's speaking skills. This was evident from the increase in participation scores and language skills of the children from pre-action to cycle II. At the beginning, student AC scored 46% (sufficient category) and ZA scored 33% (sufficient category). After cycle I, AC improved to 57% (good category) although it did not reach the KKTP 70% threshold, while ZA scored 43% (sufficient category). In Cycle II, AC reached 79% (very good category) and ZA 75% (good category). The implementation of concrete media based on PjBL can be used as an effective alternative learning strategy to develop children's speaking skills, especially for those with speech delays.
Co-Authors Adika Zhulhi Arjana Agmi Almanawara Aini Mahabbati Anis Tuing Isti Nur Syarifah Apriani Apriani D. Ramos Ernisa Purwandari F, Arumi Savitri Irvan Dwi Novaldi Leni Cahyani Lerianto Lerianto Luthfi Nur Afifah Mahfudhi, Pristian Marthina Rona Bara Melya Wati Mirna Mirna Mumpuniarti Mumpuniarti Nur Halimah Nur Hayati Nurmayanti Nurmayanti Nurmulkiah, Fitri Nuur, Dwi Mulyanti Pratiwi, Karina Satyani Pujaningsih Purwandari Purwandari Rakhmawati, Agustina Dewi Ratnaningrum, Ayu Yunita Sabana, Manusama Hasan Sigit Al Jihad Sunarti Widianti, Afra Afifah Yuli Imawati Zuhraini, Asri