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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 YDK DALAM MENANGANI ANAK ADHD DI SDN 2 TUTUP: STUDI KASUS Yanita Sari; 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.v12i02.13917

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) in elementary schools often face difficulties in sustaining attention, controlling impulses, and engaging in social interactions. Teachers, as the frontline of learning, frequently lack appropriate strategies, especially in schools without special assistant teachers. This study aims to analyze teachers' strategies in managing ADHD children at SDN 2 Tutup through a case study of a second-grade student named ADA. A qualitative approach with a case study design was employed. Data were collected through passive participatory observation (four sessions), semi-structured interviews with Teacher YDK and ADA's parents, and documentation of lesson plans and anecdotal records. Data analysis followed the Miles, Huberman, and Saldaña interactive model. The results showed that Teacher YDK implemented six main strategies: strategic seating arrangement, reduction of visual distractions, single-step short instructions, use of simple visual media, positive reinforcement (specific praise and star stickers), and movement breaks every 20 minutes. These strategies successfully increased ADA's attention span from 3–5 minutes to 10–12 minutes, reduced impulsive behaviors by 50%, and helped ADA complete simple tasks more independently. The main obstacles included the lack of a special assistant teacher, limited facilities, and parental inconsistency. This study recommends systemic support through teacher training and the provision of inclusive facilities.
STRATEGI PEMBELAJARAN INKLUSIF BAGI SISWA TUNA DAKSA : STUDI KASUS DI SDN 2 GEMPOLREJO Budi Astuti; Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14054

Abstract

This study aims to analyze the implementation of inclusive learning strategies for students with physical disabilities (tuna daksa) in elementary schools, particularly at SDN 2 Gempolrejo. The research is motivated by the challenges faced by teachers in accommodating diverse learning needs in inclusive classrooms. This study employs a qualitative case study approach involving classroom observations, interviews with teachers, and document analysis. The results indicate that teachers have made efforts to adapt instructional methods through differentiated instruction, use of assistive learning media, and flexible classroom management. However, several obstacles were identified, including limited teacher competence in special education, lack of supporting facilities, and minimal parental involvement. Despite these challenges, the implementation of inclusive practices has shown positive impacts on students’ participation and learning motivation. The study concludes that effective inclusive education requires collaborative support among teachers, schools, and stakeholders, as well as continuous professional development for educators. These findings provide practical implications for improving inclusive learning strategies in elementary education settings.
EFEKTIVITAS TEKNOLOGI DIGITAL DALAM PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS: SLR Puput Ambaryuni; 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.v12i02.14256

Abstract

Technological advances have made a significant contribution to supporting the learning process for children with special needs (ABK). Various digital media have begun to be used to help improve students' motivation to learn, communication skills, focus, and understanding of learning materials. However, the effectiveness of digital technology utilization in ABK learning still requires further study through various previous research results. This study aims to assess the effectiveness of digital technology in learning for children with special needs using the SLR method. The research process was carried out by collecting and reviewing relevant scientific articles from various sources, such as Google Scholar. The research stages included searching for articles, selecting them based on certain criteria, analyzing data, and compiling a synthesis of research results. The study results indicate that the use of digital technology, such as interactive multimedia, learning videos, and educational applications, can improve the motivation, interaction, and learning outcomes of students with special needs. In addition to helping students, digital technology also supports teachers in creating more flexible and tailored learning to their needs. However, the implementation of digital technology still faces several obstacles, including limited facilities, teachers' ability to utilize technology, and access to digital devices. Therefore, it is necessary to provide support for infrastructure, training for educators, and the development of appropriate learning media so that the use of digital technology in learning for children with special needs
Optimalisasi Kemitraan Orang Tua-Sekolah dalam Penyelenggaraan Pendidikan Inklusi: Tantangan dan Strategi Implementasi di Tingkat Satuan Pendidikan TULUS SETYA BUDI; 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.v12i02.14277

Abstract

Inclusive education demands close collaboration between schools and parents so that children with special needs (CWSN) can optimally develop their academic and social potential. However, the implementation of parent-school partnerships at the school level still faces various challenges. This study aims to identify the main challenges and formulate implementation strategies for optimizing parent-school partnerships in the implementation of inclusive education. The research employed a qualitative approach with a case study design conducted in three elementary schools implementing inclusive education in Surabaya, Indonesia. The study involved 21 participants consisting of principals, classroom teachers, special needs teachers, and parents of CWSN. Data collection was carried out through in-depth interviews, participant observation, and document analysis. Data analysis used the Miles, Huberman, and Saldaña model. The findings revealed three main categories of challenges: structural challenges (lack of regular meeting schedules and forums), communication and understanding challenges (gaps in understanding inclusion and IEPs, one-way communication), and cultural and psychological challenges (stigma, anxiety, symbolic segregation). This study also identified five implementation strategies, including flexible regular meetings, intensive two-way communication, parental involvement in IEP development, parental empowerment through training, and the creation of an inclusive school culture. This study concludes that optimizing partnerships requires a systemic approach with the principal as the central leader. Parents are not obstacles but rather underutilized resources.
PENDEKATAN PEMBELAJARAN ADAPTIF BAGI ANAK SLOW LEARNER (LAMBAN BELAJAR) DI ERA PENDIDIKAN INKLUSIF Ika Kusumawati; 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.v12i01.14388

Abstract

Inclusive education provides equal opportunities for all students, including slow learners, to receive appropriate educational services according to their needs. Slow learners tend to process learning materials more slowly and therefore require adaptive learning strategies. This study aims to describe the importance of adaptive learning for slow learners in inclusive elementary schools through a literature review approach. The method used in this study was a literature review by analyzing scientific journals and books published within the last four years. The findings indicate that adaptive learning can be implemented through differentiated instruction, the use of concrete learning media, repeated instruction, individualized approaches, and collaboration between teachers and parents. These strategies improve students’ learning motivation, engagement, and conceptual understanding. Furthermore, an inclusive learning environment and teacher support are important factors in the success of adaptive learning in elementary schools.
PENDEKATAN PEMBELAJARAN MULTISENSORI MENGGUNAKAN KARTU HURUF SAMBIL MEMBUNYIKAN METODE FONIK UNTUK ANAK BERKEBUTUHAN KHUSUS DISLEKSIA Nofi Kristianto; 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.v12i02.14389

Abstract

Dyslexia is a specific neurobiological learning disorder that affects children's phonological processing abilities, causing difficulties in reading, spelling, and understanding text despite having normal intelligence. This literature review aims to analyze the effectiveness of a multisensory learning approach using letter cards while sounding out phonics for children with special needs with dyslexia. The literature review was conducted on 28 scientific articles (15 international studies and 13 national studies) published between 2020 and 2026 from various reputable databases. The synthesis results indicate that a multisensory approach based on Orton-Gillingham and Structured Literacy that integrates letter cards (visual-tactile) with sounding out techniques (auditory-kinesthetic) is effective in improving phonemic awareness, decoding skills, reading fluency, as well as motivation and self-confidence in children with dyslexia. The reported effectiveness ranges from moderate (0.22–0.72). This approach is highly relevant in Indonesia because it is simple, inexpensive, and easily adapted to the Independent Curriculum and inclusive school conditions. However, most studies in Indonesia are still action research with small sample sizes, so more rigorous experimental research is needed in the future.
Optimalisasi Peran Kepala Sekolah dalam Pendampingan Guru Menangani ABK Disleksia: Studi Kasus di SDN SOKO Leny Kurniawati; Liftiah 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.v12i02.14551

Abstract

This study aims to describe the optimization of the principal's role in assisting a classroom teacher to handle a dyslexic student at SDN SOKO. Dyslexia affects 10–15% of elementary school children in Indonesia, yet many teachers lack training and principals limit their role to administrative duties. A qualitative case study method was employed, involving the principal (researcher), teacher (WEM), and dyslexic student (AI). Data were collected through interviews with teacher WEM and AI's parents, three months of classroom observations, and documentation. Data analysis followed Miles, Huberman, and Saldaña's interactive model, with triangulation ensuring validity. The findings reveal five optimized roles of the principal: manager (forming inclusion team, allocating budget for multisensory media), supervisor (clinical supervision every two weeks), facilitator (internal training, quiet reading corner), communicator (monthly parent-teacher-principal meetings), and motivator (reward certificates for AI, public appreciation for teacher WEM). Consequently, AI's reading accuracy improved from 20/100 to 65/100, and letter reversal errors decreased by 70% within three months. The study concludes that an active, systematic principal role significantly enhances teacher competence and dyslexic students' reading ability.
Implementasi Program Inklusi bagi Peserta Didik dengan Hambatan Fisik Motorik: Studi Kasus Penanganan oleh Guru Kelas di SDN 2 Kemiri Ani Setyorini; Liftiah 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.v12i02.14552

Abstract

This study examines the implementation of an inclusive education program for students with physical motor impairments, focusing on the role of a classroom teacher at SDN 2 Kemiri, Indonesia. Using a qualitative case study approach, data were collected from February to April 2026 through participant observation, in-depth interviews with the classroom teacher (codenamed SE), and documentation of the student (codenamed INZ), who has locomotor disabilities. The study aims to describe the teacher’s strategies, challenges encountered, and the support system provided by the school principal as the policymaker at the school level. Results indicate that the classroom teacher implemented three main strategies: modification of learning media and classroom layout, individual assistance during specific subjects requiring fine motor skills, and regular collaboration with parents and the school principal. Key challenges included the teacher’s limited formal training in special education, inadequate physical infrastructure such as accessible ramps and restrooms, and time constraints for preparing individualized learning plans. Despite these obstacles, positive outcomes were observed in the student’s participation, learning motivation, and basic academic achievement. The study concludes that a committed classroom teacher can significantly enhance inclusive practices even when systemic support is limited. Recommendations include compulsory in-service training for all classroom teachers, provision of minimum accessibility standards in every school, and a more structured role for school principals in monitoring and evaluating inclusive programs. This research contributes to the growing body of knowledge on inclusive education in Indonesian elementary schools, particularly in non-urban settings.
STRATEGI ADAPTIF GURU KELAS DALAM MENGEMBANGKAN EFIKASI PADA PENYELENGGARAAN SEKOLAH INKLUSI TANPA GURU PENDAMPING KHUSUS Mardianti Dwiardhany; Liftiah 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.v12i02.14553

Abstract

The implementation of inclusive education in Indonesia continues to face a significant structural challenge, namely the acute shortage of Special Assistance Teachers (GPK). This condition places classroom teachers as the frontline of inclusive services without adequate professional support, forcing them to develop their own strategies to maintain teaching effectiveness. This study aims to explore the adaptive strategies employed by classroom teachers to develop and sustain their self-efficacy in managing inclusive classes without GPK. A qualitative phenomenological approach was adopted, selecting six classroom teachers from public elementary schools in three schools of Blora Central Java through purposive sampling. Data collection involved semi-structured in-depth interviews and participatory observation, analyzed using the thematic analysis framework of Braun and Clarke. The findings reveal five main adaptive strategies: simplification and concrete visualization of instructional materials, flexible learning management through time modification, spontaneous instructional improvisation to address challenging behaviors, extensive informal collaboration with parents and colleagues, and self-reflective practices as a continuous learning mechanism. These strategies operate as a self-driven support system that sustains teacher self-efficacy, even without formal GPK assistance. This study concludes that the sustainability of inclusive education heavily relies on the development of a systematic support ecosystem, including continuous training and mental health services for teachers.
PEMBELAJARAN MENDALAM SEBAGAI STRATEGI PENGUATAN PENDIDIKAN INKLUSIF BAGI ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR Enny Khoirun Nihaya; Tri Joko Raharjo; 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.v12i02.14554

Abstract

Inclusive education is an effort to provide equal educational services for all students, including children with special needs. In its implementation, inclusive education requires learning strategies that are able to accommodate the diverse characteristics and learning needs of students. One approach that can support the success of inclusive education is deep learning, which emphasizes active engagement, meaningful understanding, and the development of students’ critical thinking and collaborative skills. This study aims to describe the implementation of deep learning as a strategy to strengthen inclusive education for children with special needs in elementary schools. The study employed a qualitative approach with a descriptive research design. The research subjects consisted of classroom teachers, special assistant teachers, school principals, and students with special needs in inclusive elementary schools. Data were collected through observation, interviews, and documentation. Data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results showed that the implementation of deep learning was carried out through active, collaborative, contextual learning and differentiated instruction based on students’ needs. Deep learning was able to improve learning participation, social interaction, self-confidence, and understanding of learning materials among children with special needs. However, its implementation still faced several obstacles, such as limited teacher understanding, inadequate learning facilities, and challenges in managing inclusive classrooms. Therefore, support from schools, improvement of teacher competencies, and collaboration with parents are needed to optimize the implementation of inclusive education in elementary schools.
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