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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 Jenius: Journal Education Policy and Elementary Education Issues Indonesian Journal of Innovation Studies Journal of Innovation and Research in Primary Education Proceeding of International Conference on Special Education in South East Asia Region
Atien Nur Chamidah
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Religion Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Social Sciences Other

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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
Implementing Differentiated Learning in Inclusive Schools: Challenges and Teacher Practices in Accommodating the Needs of Students with Special Needs Yusuf, Sitihardiyanti; Suparno, Suparno; Chamidah, Atien Nur; Azizah, Nur; Salido, Achmad
JENIUS (Journal of Education Policy and Elementary Education Issues) Vol. 6 No. 2 (2025): DECEMBER
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v6i2.12508

Abstract

Inclusive education provides opportunities for students with special needs and regular students to learn together in one educational environment. In this context, differentiated learning becomes a strategy that allows teachers to design instruction according to the needs, learning styles, and readiness of both regular and special-needs students. This study aims to identify and gather information on the implementation of differentiated learning in inclusive schools, with an emphasis on teachers' roles in accommodating the needs of students with special needs. The research method used was descriptive qualitative through interviews with inclusive schools in Gorontalo City. The results show that teachers face challenges in differentiating content, processes, and learning products, especially for students with special needs. However, teachers continue to strive to implement various adaptation practices, such as utilizing supporting learning methods and media. This study emphasizes the importance of teachers' roles in implementing differentiated learning to accommodate student diversity in the context of inclusive education.
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.
Peningkatan Kemampuan Komunikasi Anak Speech Delay Melalui Metode Bermain Nurmayanti Nurmayanti; Atien Nur Chamidah
Jurnal Ners Vol. 10 No. 1 (2026): JANUARI 2026
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jn.v10i1.51268

Abstract

This study aims to: (1) examine the learning process through the play method in improving the communication skills of children with speech delay at Tunas Bangsa Kindergarten, East Kutai Regency; and (2) identify the outcomes of applying this method to enhance children's communication abilities. The study used a Classroom Action Research (CAR) approach combining qualitative and quantitative methods. This independent CAR involved the teacher as both the implementer and the researcher. The research was conducted to directly improve the learning process, particularly in addressing the low communication skills of children with speech development disorders. The subjects were 4 children with speech delay out of a total of 15 students in the class. The primary instrument was the researcher (human instrument). Data were collected through classroom observations, field notes describing teacher and student activities, tests (evaluations and final assessments) to measure progress in communication skills, and documentation of the children’s development during the learning process. The results show that the success indicators were met, with 60% to 75% of students showing positive engagement and enjoyment during play-based learning, and 75% to 80% achieving minimum to maximum levels of improvement. Additionally, there was a noticeable increase in the number of words and sentences used by children with speech delay, demonstrating that play-based media is effective in enhancing their communication abilities. This finding confirms that a fun, interactive, and child-centered learning approach can positively impact the language development of children with special needs.
Peningkatan Kemampuan Bicara pada Anak Speech Delay dengan Metode Bercerita di Tk Negeri 1 Muara Ancalong Melya Wati; Atien Nur Chamidah
Jurnal Ners Vol. 10 No. 1 (2026): JANUARI 2026
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jn.v10i1.51430

Abstract

This study aims to improve speaking skills in children with speech delay disorders through the application of storytelling methods in TK Negeri 1 Muara Ancalong. This study uses a Classroom Action Research (CAR) approach implemented in two cycles. Each cycle consists of four stages, namely planning, action implementation, observation, and reflection. The research subjects were group A children aged 4–5 years who experienced speech delay. Data collection techniques used observation, interviews, and documentation, while data analysis was carried out by calculating the average and percentage of children's learning completion. The results of the study showed an increase in children's speaking skills from cycle I with an average completion of 66% (sufficient category) to 83% in cycle II (good category). This 17% increase indicates that the storytelling method is effective in developing children's expressive language skills, enriching vocabulary, and increasing children's courage to speak in front of teachers and friends. Thus, the storytelling method can be used as a creative and fun learning strategy in stimulating the speaking skills of early childhood, especially for children with speech delay, so that their language development can develop optimally.
Co-Authors Aini Mahabbati Anis Tuing Isti Nur Syarifah Ernisa Purwandari F, Arumi Savitri Leni Cahyani Lia Yulianti Luthfi Nur Afifah Marthina Rona Bara Melya Wati Mirna Mirna Mumpuniarti Mumpuniarti Nur Azizah Nur Halimah Nur Hayati Nurmayanti Nurmayanti Nurmulkiah, Fitri Nuur, Dwi Mulyanti Pujaningsih Purwandari Purwandari Rakhmawati, Agustina Dewi Salido, Achmad Solly Aryza Sunarti Suparno Suparno Widianti, Afra Afifah Yuli Imawati Yusuf, Sitihardiyanti Zuhraini, Asri