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Journal : Journal of Innovation and Research in Primary Education

 1 
The Effectiveness of Contextual Play-Based Learning in Enhancing Language Skills of Early Childhood Learners with Learning Difficulties Misna, Misna; Pamungkas, Bayu
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.v4i3.1544

Abstract

This study investigates the effectiveness of contextual Play-Based Learning in improving the expressive language skills of early childhood learners with identified learning difficulties. The research was conducted as a classroom action study at TK Negeri 1 Sandaran, East Kalimantan, involving 13 children aged 5–6 years, five of whom were diagnosed with language development delays. The intervention was conducted in two cycles, each comprising planning, implementation, observation, and reflection stages. Instructional activities were designed around the theme “Animals,” using role-play, guessing games, simulations, and peer collaboration to stimulate verbal engagement. Data were collected through structured observations, performance-based tasks, and anecdotal records, and analyzed descriptively. Results showed a progressive improvement in children’s expressive language abilities. In the pre-intervention phase, most participants were categorized as “Not Yet Developed.” Following Cycle I, all five targeted children reached the “Emerging Development” stage, while Cycle II saw 80% achieve the “Expected Development” level. Improvements were observed in vocabulary use, sentence construction, and peer interactions. The use of familiar, contextual themes combined with teacher scaffolding and strategic peer grouping significantly contributed to the success of the intervention. These findings underscore the potential of contextual Play-Based Learning as an inclusive instructional approach to support language development in early learners with verbal challenges. The study also emphasizes the importance of ongoing assessment, reflective teaching, and instructional adaptation to meet the diverse needs of learners.
From Isolation to Interaction: How Cooperative Learning Role-Play Transforms Social Skills in Behaviorally Challenged Kindergarteners Riwayati, Antin; Pamungkas, Bayu
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.v4i4.1994

Abstract

Children with behavioral barriers frequently experience significant challenges in developing appropriate social interaction skills, impacting their educational experiences and peer relationships. Traditional instructional approaches often inadequately address the specific needs of these children in developing essential social competencies. This study investigated the effectiveness of cooperative learning role-playing methods in enhancing social interaction capabilities among behaviorally challenged kindergarten children. A classroom action research design was employed over four weeks at TK Negeri 1 Sangatta Selatan, involving 15 children aged 5-6 years from Group B, with four children specifically identified as having behavioral barriers. The intervention consisted of structured role-playing activities within cooperative learning frameworks, implemented across two cycles with multiple sessions. Data collection utilized structured observation sheets assessing five key dimensions: communication abilities, sharing behaviors, cooperation skills, emotional regulation, and problem-solving capabilities. Assessment employed a four-point developmental scale from "Not Yet Developed" to "Developing Very Well." Significant improvements in social interaction capabilities were observed across all intervention phases. Mean social interaction scores increased progressively from 41.3% at baseline to 63% following Cycle I, and ultimately reached 83% after Cycle II completion, representing a total improvement of 41.7%. The final achievement exceeded the predetermined 80% success criterion, with 60% of children attaining "Developing Very Well" status and 33.3% reaching "Developing as Expected" levels. Cooperative learning role-playing methods effectively enhance social interaction skills among children with behavioral barriers in kindergarten settings. The structured peer-mediated approach provides practical, classroom-implementable solutions for addressing behavioral challenges while promoting inclusive educational practices. The findings support integration of social-emotional learning within mainstream early childhood curricula.
Improving Attention Abilities in Children with ADHD Characteristics through the Multisensory VAKT Method Rustiana, Rustiana; Pamungkas, Bayu
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.v4i4.2033

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) affects 5-7% of school-aged children globally, with affected children experiencing significant difficulties in maintaining focus, completing tasks, and adapting to educational environments. This study investigated the effectiveness of the Visual, Auditory, Kinesthetic, and Tactile (VAKT) method in improving attention abilities among early childhood children with ADHD characteristics. The research employed classroom action research design utilizing the Kemmis and McTaggart model across two implementation cycles at TK Negeri 1 Kec. Sangatta Selatan during the 2024/2025 academic year. Fifteen children from Group B2 participated, with particular focus on four children displaying ADHD characteristics including attention difficulties and disruptive behaviors. Data collection utilized structured behavioral observations assessing attention development across visual, auditory, kinesthetic, and tactile modalities using a four-point developmental scale. The intervention integrated multisensory activities including picture guessing games, animal sound imitation, obstacle courses, mystery box exploration, and finger painting activities designed to simultaneously engage all sensory processing systems. Results demonstrated substantial progressive improvements, with overall attention development scores increasing from 49.99% at baseline to 83.21% following Cycle II implementation, representing a 33.22 percentage point improvement. Among children with ADHD characteristics, three of four participants advanced to "Developing as Expected" category, showing marked improvements in sustained attention, reduced disruptive behaviors, and enhanced task completion. The VAKT method effectively addressed fundamental attention deficits by providing multiple simultaneous processing pathways that compensated for compromised executive function systems. These findings provide empirical evidence that theoretically-grounded multisensory interventions can produce meaningful improvements in attention capabilities, offering practical solutions for inclusive early childhood education settings serving children with diverse learning needs and neurodevelopmental differences.
The Effectiveness of Project-Based Learning in Improving Reading Literacy Among Fifth-Grade Students with Dyslexia Irwanto, Doli; Pamungkas, Bayu
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.v4i4.2323

Abstract

Dyslexia affects 5-15% of elementary students globally, yet traditional instructional methods often inadequately address their unique learning needs. Project-based learning (PBL) has shown promise for diverse learners, but its effectiveness for dyslexic students remains underexplored. This study evaluated the impact of project-based learning interventions on reading literacy development among dyslexic fifth-grade students. A classroom action research design using the Kemmis and McTaggart model was implemented at SD Negeri 008 Muara Bengkal, involving three diagnosed dyslexic students as primary participants. The intervention consisted of two four-week cycles incorporating authentic reading tasks, collaborative activities, and multisensory approaches. Data collection included pre- and post-intervention reading assessments and structured classroom observations. Statistical analysis employed paired t-tests and effect size calculations, while qualitative data underwent thematic analysis. Participants demonstrated significant reading improvement with a mean gain of 32.33 points (Cohen's d = 2.89, p < 0.001), exceeding grade-level proficiency standards. Engagement indicators showed substantial increases: reading participation (42% to 85%), collaborative engagement (38% to 78%), and reading strategy use (25% to 78%). Classroom-wide improvements were also observed (72.8 to 90.0 mean score). Project-based learning effectively enhances reading literacy among dyslexic students when appropriately structured with explicit instruction and scaffolding, supporting inclusive educational practices and challenging assumptions about instructional approaches for learning disabilities.
Co-Authors -, Nugraha -, Suprijanto Abu Bakar Bill Gates Agus Ramdani Ainun Jariyah Ali Nurdin Angga Damayanto Aradi, Bernadett Didin Ahidin Elma Ernisa Purwandari Fadli Ramadhan Fathinnaufal, Martsel Fawaz, Muhamad Fathur Hamzah, Norhayati Harahap, Khairul Anhar Hermanto Hermanto Hermanto Hutajulu, Bertha Meyke Waty I Gede Muriarka, I Gede I Ketut Dedy Suryawan Idah Hamidah Idayanti Nursyamsi IIN INDAWATI Irwanto, Doli Januar Irwansyah Jul Padri Keanu Rafi Pratama Mahilda Dea Komalasari Mahilda Dea Komalasari, Mahilda Manurung, Mangaraja Maulana, Haisyam Misnah Misnah Muhammad Aziz Muhammad Raihan Murdiyani, Kenanga Kusuma Niko Priambhodo Nugraha, Irdan Nur Subkhi Nurhakim, Ridwan Nuryanti Nuryanti Onah, Ifeanyi Sunday Prima, Jeffry Omega R Gamar Pratama Kusuma N Rifgi Pratama, Fadhil Riwayati, Antin Rochmat Wahab Rustiana Rustiana Sagita, Sri Melati Saputra, Dendi Sari, Maya Novita Sidik Lingga Kusuma Siregar, Paringgonan Sriwahyuningsih, Yulia Suseno, Adi Susilo, Rinto Sutriyono Syani, Mamay Velix Renata Yoyok Hendarso Zulfikri Suleman