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All Journal Intuisi Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Dinamisia: Jurnal Pengabdian Kepada Masyarakat Pendas : Jurnah Ilmiah Pendidikan Dasar GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of Early Childhood and Character Education Journal of Law, Poliitic and Humanities JGK (Jurnal Guru Kita) PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Jurnal Prasasti Ilmu
Liftiah Liftiah
Universitas Negeri Semarang
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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Strategi Guru dalam Menangani Anak Speech Delay di Sekolah Dasar: Studi Kasus Fitriyani Fitriyani; Liftiah Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9680

Abstract

This study was motivated by the existence of elementary school children who experience language development disorders, namely speech delay compared to their peers in the sixth grade of an elementary school in Cirebon City. The child, whose initials are D, experiences speech delay, which hinders his communication and learning processes. This study aims to determine the strategies and obstacles faced by Teacher Y in handling Child D, who experiences speech delay in elementary school. The research method used was qualitative research with a case study. The data collection techniques used were interviews and observation. The data analysis technique used was the Miles and Huberman Model. The results of the study showed that the strategies used by the teacher were multisensory, simple and gradual instruction, and the use of interactive learning media, methods, and models to stimulate the child's language. Meanwhile, the obstacles encountered were limited time for assistance, a lack of supporting facilities, and inconsistent stimulation at home. Based on these research results, it was concluded that handling children with speech delay requires varied strategies supported by collaboration between teachers and parents in order to achieve optimal results.
Sinergi Peer Tutoring dan Circle of Friends dalam Meningkatkan Inklusi Sosial dan Perilaku Belajar Murid Lamban Belajar (Slow Learner) di Sekolah Dasar Imala Rahmawati; Liftiah Liftiah; Ali Formen
JGK (Jurnal Guru Kita) Vol. 10 No. 3: Juni 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i3.73895

Abstract

Keberadaan murid berkebutuhan khusus di kelas reguler sering kali menghadapi hambatan akademik dan integrasi sosial. Penelitian ini bertujuan mengeksplorasi sinergi strategi peer tutoring dan circle of friends bagi murid slow learner (MRS) di SDN 3 Tutup untuk mengatasi permasalahan tersebut. Menggunakan pendekatan kualitatif studi kasus, penelitian dilaksanakan pada semester genap 2025/2026. Subjek penelitian adalah seorang murid kelas V berinisial MRS. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, studi dokumen, dan tes perbuatan. Teknik analisis data menggunakan model interaktif yang mencakup reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan sinergi antara peer tutoring dan circle of friends secara signifikan meningkatkan durasi fokus subjek dari 5-10 menit menjadi 15-25 menit serta menurunkan hambatan afektif dalam interaksi sosial. Temuan dipertegas dengan skor gejala 170 yang menunjukkan perlunya penanganan melalui kurikulum adaptif. Kesimpulannya, kolaborasi antara dukungan sosial sebaya dan adaptasi akademik guru terbukti efektif mengoptimalkan layanan inklusi dan memutus rantai kegagalan akademik murid lamban belajar.
A SUPPORTING AND INHIBITING FACTORS OF SOCIAL INTERACTION OF SLOW LEARNER STUDENTS IN INCLUSIVE ELEMENTARY SCHOOL CLASSES: INCLUSIVE EDUCATION Putri Fahmi; Liftiah Liftiah; Ali Formen
Jurnal Prasasti Ilmu Vol. 6 No. 1 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i1.17289

Abstract

This study aims to analyze the supporting and inhibiting factors of social interaction among slow learner students in inclusive elementary school classrooms. A qualitative approach with a case study design was employed. Data were collected at SDN 1 Sukorejo, SDN 2 Sukorejo, and SDN 3 Sukorejo, Tunjungan District, Blora Regency. Purposive sampling was applied to select informants consisting of slow learner students, inclusive classroom teachers, and parents. Three data collection techniques were used: participatory observation, in-depth semi-structured interviews, and documentation studies. Data were analyzed using Miles and Huberman's interactive analysis model comprising data reduction, data display, and conclusion drawing supported by source and technique triangulation as well as member checking. The results identified three supporting factors: (1) peer acceptance and empathy, especially informal peer tutoring behavior; (2) differentiated instructional strategies applied by teachers, such as mixed-ability grouping and think-pair-share techniques; and (3) active emotional support from parents at home. Three inhibiting factors were also identified: (1) social stigma and peer rejection that triggers social anxiety; (2) limited verbal communication skills and low self-efficacy of slow learner students; and (3) structural limitations, particularly the absence of a full-time Special Assistant Teacher (GPK) in all three schools. A comparative analysis across schools confirmed that social interaction quality among slow learner students is a multidimensional phenomenon shaped by the dynamic interplay of individual, teacher, classroom, family, and school policy factors.
“Strategi Pembelajaran Adaptif bagi Anak Berkebutuhan Khusus di Sekolah Dasar: Systematic Literature Review 2020-2025” Mukti Hariyadi; Liftiah Liftiah; Ali Formen
Jurnal Prasasti Ilmu Vol. 6 No. 2 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i2.17252

Abstract

This study aims to synthesize research on adaptive learning strategies for children with special needs in elementary schools. Using a Systematic Literature Review guided by PRISMA, this study analyzed 32 articles published between 2020 and 2025 from Google Scholar, Scopus, SpringerLink, ScienceDirect, DOAJ, and SINTA. The data were analyzed through thematic synthesis. The findings show that the most common strategies include differentiated instruction, adaptive curriculum, game-based learning, and adaptive learning technologies. These strategies support learning outcomes, motivation, participation, social skills, and self-regulation. Implementation depends on teacher competence, school support, technological readiness, curriculum flexibility, and student characteristics. This review contributes to inclusive education by mapping current research trends and identifying practical factors that influence adaptive learning implementation in elementary schools.
TRANSITION PLAN TOWARDS AN INCLUSIVE SCHOOL: A CASE STUDY OF SDN 3 TUNJUNGAN BLORA 2025 – 2030 Dwinanto Dwinanto; Liftiah Liftiah; Ali Formen
Jurnal Prasasti Ilmu Vol. 6 No. 2 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i2.17278

Abstract

This article presents a comprehensive five-year inclusive school transition plan (2025–2030) for SDN 3 Tunjungan, Blora Regency, Central Java. A qualitative approach with a single case study design was employed. Data were collected through document analysis, participatory observation, and semi-structured in-depth interviews with eight informants: the principal, teachers, parents of children with special needs, and a district education supervisor. Data analysis followed the Miles, Huberman, and Saldaña (2014) model, with validity ensured through source and method triangulation. SDN 3 Tunjungan possesses significant social capital to support transition, including community-based solidarity values, adaptive school leadership, and strong parental engagement traditions. The transition plan is structured into five spiral stages: (1) foundation and awareness-building, (2) system and infrastructure development, (3) full Universal Design for Learning implementation, (4) consolidation and external validation, and (5) policy institutionalization. Six sustainability pillars were identified: policy embedding, continuous teacher capacity development, diversified funding, inclusive school culture, strategic partnerships, and public accountability monitoring. This study contributes a contextual inclusive transition model adaptable by public elementary schools in rural Indonesia. The practical implication of this study is that schools can replicate this spiral transition model by leveraging existing social capital, securing multi-source funding, and establishing institutional policies that sustain inclusive education beyond individual leadership cycles.
STRATEGI IMPLEMENTASI BUDAYA SEKOLAH INKLUSI RAMAH ANAK BAGI SISWA TUNADAKSA: STUDI KASUS DI SDN 1 TUNJUNGAN BLORA Hubaibi Kirom Mujahidin; Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13601

Abstract

This study aims to describe the strategies and implementation of an inclusive child-friendly school culture for students with physical disabilities (diplegia) at SDN 1 Tunjungan, Blora. Using a qualitative case study approach, data were collected through observation, in-depth interviews with the classroom teacher, and documentation of one fourth-grade student with hand motor impairments and articulation difficulties. The results show that the implemented strategies include modified writing tools (pencil with foam grip), seating arrangement in the front row, peer assistance, and extended time for completing assignments. However, challenges persist due to the absence of special assisting teachers, speech therapy, assistive technology (speech-to-text), and physical accessibility facilities (ramps, handles). The inclusive culture is still at an early stage, but the teacher's caring professional identity and peer empathy are positive assets. This study recommends ongoing teacher training, multi-stakeholder collaboration, and provision of adaptive facilities to build a sustainable inclusive school culture.
KEBUTUHAN BELAJAR YANG TAK TERLIHAT: EKSPLORASI DUKUNGAN AKADEMIK DAN NON-AKADEMIK BAGI ABK DI SD INKLUSIF Oktafiastuti; Liftiah Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13708

Abstract

Inclusive education in elementary schools still faces challenges in meeting the holistic needs of children with special needs, especially the neglected non-academic aspects. This study aimed to explore academic and non-academic support needed by slow learner and physically disabled children in inclusive elementary schools. A descriptive qualitative approach was employed through in-depth interviews, observations, and document analysis. Participants consisted of three classroom teachers, two special assistant teachers, and three parents. The findings reveal that academic support such as initial assessment, curriculum modification, and physical accessibility has not been systematically fulfilled. Non-academic support including emotional regulation for slow learners and social acceptance for physically disabled children remains largely unaddressed. The study concludes that invisible non-academic needs show a wider gap than academic needs. It recommends strengthening social-emotional programs and improving physical accessibility in schools.
STRATEGI IMPLEMENTASI BUDAYA SEKOLAH INKLUSI RAMAH ANAK BAGI SISWA SLOW LEARNER: STUDI KASUS DI SDN 1 TAMANREJO BLORA Khoirul Mahmud; Tri Joko Raharjo; Liftiah Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13725

Abstract

This study aims to describe the strategies and implementation of an inclusive child-friendly school culture for slow learner students at SDN 1 Tamanrejo, Blora. Using a qualitative case study approach, data were collected through observation, in-depth interviews with the classroom teacher, and documentation of one fourth-grade student (Khoirul Anwar, pseudonym) who experienced learning difficulties in mathematics and Indonesian language. The results showed that the implemented strategies included clear and concise instructions, breaking material into small parts, use of visual and concrete media (pictures, videos, real objects), additional time for completing assignments, positive reinforcement, and parental involvement in regular study guidance at home. However, challenges remain due to the absence of special assisting teachers (GPK), lack of formal assessment modifications, and limited assistive technology. Khoirul Anwar showed significant improvements after three months: increased self-confidence, improved reading ability, and more active participation in group work. The inclusive culture is still in the early stage, but the teacher's caring professional identity and peer empathy are positive assets. This study recommends ongoing teacher training on differentiated instruction for slow learners, multi-stakeholder collaboration, and modified assessment systems to build a sustainable inclusive school culture.
MENGURAI MAKNA DI BALIK HURUF: PENGALAMAN GURU KELAS INKLUSI MENGIDENTIFIKASI DAN MENANGANI MURID DENGAN DISLEKSIA DI SDN 2 NGLANGITAN DWI PUJI RATNAWATI; LIFTIAH; ALI FORMEN
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13777

Abstract

This article describes the real experience of a classroom teacher at SDN 2 Nglangitan, Tunjungan, Blora, in identifying and managing a student with the pseudonym AS who showed symptoms of dyslexia. The main problem faced is the lack of teacher training and special assistance teachers in inclusive elementary schools, especially in rural areas. The purpose of this article is to explore the process of early identification of dyslexia, intervention strategies implemented, obstacles encountered, and positive impacts achieved. The method used is a qualitative case study approach based on direct observation, in-depth interviews with classroom teachers, and analysis of AS's learning documents over a period of two months. The results showed that AS experienced classic symptoms of dyslexia including difficulties distinguishing symmetrical letters (b-d, p-q), reversed reading, very slow reading speed, and a gap between good oral abilities and poor written abilities. The classroom teacher played a strategic role in early identification through systematic observation, simple assessment instruments, and collaboration with parents. Intervention strategies included multisensory methods, differentiated instruction, modification of teaching materials (enlarged spacing, colored paper, font adjustment), additional time, and positive reinforcement. The main obstacles were the lack of special training, limited facilities, large class sizes, and the absence of special assistant teachers. Despite these limitations, the intervention had a positive impact: AS's reading ability began to improve, letter reversal errors decreased, self-confidence increased, and participation in non-reading class activities improved. This experience confirms that classroom teachers can be the frontline in early detection and management of dyslexia even with limited resources, but systematic support from the government is still urgently needed.
MENGATASI TANTANGAN SEKOLAH RAMAH INKLUSI: REFLEKSI KEPALA SEKOLAH MEMBANGUN LINGKUNGAN BELAJAR SUPORTIF BAGI ABK ANDRI WIBOWO; LIFTIAH LIFTIAH; ALI FORMEN
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13916

Abstract

This study addresses the challenges faced by an elementary school principal in creating an inclusive, supportive learning environment for children with special needs (disleksia, ADHD, and speech delay) in the absence of special assistant teachers (GPK). The purpose is to identify real challenges and practical solutions based on reflective practice. A qualitative case study approach with reflective practice was employed, involving the principal as the key informant, along with five classroom teachers, one sports teacher, one religion teacher, and seven parents. Data were collected through participatory observation, in-depth interviews, and documentation over three months. Findings reveal four main challenges: limited teacher competency in understanding the characteristics of dyslexia, ADHD, and speech delay; lack of appropriate facilities and learning media; inconsistent home-based stimulation from parents; and the absence of professional staff such as psychologists or speech therapists. In response, practical solutions were implemented: ongoing teacher training tailored to each subject (classroom, sports, religion); provision of low-cost interactive media (homemade alphabet cards, simple fidget tools, picture cards); strengthening parent collaboration through monthly meetings and daily activity sheets; and optimizing the principal’s role to collaborate with community health centers, university psychologists, and student interns. After one year, positive impacts include improved letter differentiation for dyslexic students, increased focus duration (10–15 minutes) for ADHD students, and initial two-to-three-word utterances for speech-delayed children. This study concludes that despite resource limitations, a supportive inclusive school can be achieved through collaboration among all teachers, parents, and the community.
Co-Authors Aggacito, Aggacito Ali Formen ANDRI WIBOWO Ani Setyorini Annafi, Masrukhin Ayuningtyas, Karin Widya Budi Astuti Budi Widyaningsih Budiyono Budiyono Diana DWI PUJI RATNAWATI Dwinanto Dwinanto Eka Fatmahwati Ekawaldi, Ikromi Zufri Enny Khoirun Nihaya Fatma Kusuma Mahanani, Fatma Kusuma Fitriyani Fitriyani Hubaibi Kirom Mujahidin Ika Kusumawati Imala Rahmawati Ina pujiyanti Karima, Mayyaza Urfa Khoirul Mahmud Kusuma Wijayanti Leny Kurniawati Lilik Noeraini Luthfi Atin Khusna Luthfi Fathan Dahriyanto, Luthfi Fathan Mardianti Dwiardhany Moh. Iqbal Mabruri Mukti Hariyadi Mulawarman Mulawarman Nadhifa, Tiara Azka Nila Nofitasari Nofi Kristianto Oktafia, Nur Eka Oktafiastuti Perdana, cindy Pratomo, Anistya Wulandari Puput Ambaryuni Putri Fahmi Rafika Bayu Kusumandari, Rafika Bayu Sa'diyah, Khotimatus Sri Sumartiningsih Sugiariyanti, Sugiariyanti Sukma Adi Galuh Amawidyati Swaraswati, Yogi Tambunan, Yessica Rebecca Tri Esti Budiningsih Tri Joko Raharjo TULUS SETYA BUDI Uni Haryanti, Dwi Utami, Nugraheni Putri Vitradesie Noekent, Vitradesie Widya Hary Cahyati Widyaningsih, Budi Wiji Listiyani Woro Apriliana Sari Yanita Sari Yuli Kurniawati Sugiyo Pranoto, Yuli Kurniawati Sugiyo Yuni Sulistyawati