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All Journal Cakrawala Pendidikan JPK (Jurnal Pendidikan Khusus) Jurnal Konseling dan Pendidikan Jurnal Pendidikan dan Pemberdayaan Masyarakat Jurnal Prima Edukasia IJIET (International Journal of Indonesian Education and Teaching) Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Jurnal ORTOPEDAGOGIA Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Journal of Innovation in Educational and Cultural Research Journal of Innovation and Research in Primary Education
Pujaningsih Pujaningsih
Universitas Negeri Yogyakarta
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Development of the Entrepreneurship Program Implementation Strategy for Elementary School Students Apriyanto, Ridwan Eko; Suyud, Suyud; Pujaningsih, Pujaningsih
Jurnal Prima Edukasia Vol 12, No 1 (2024): January 2024
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v12i1.57061

Abstract

The entrepreneurship program in Indonesia is a manifestation of the initiative to enhance the image of Pancasila students. However, there are still areas that need improvement in the implementation, and there is a lack of research on the strategies for developing entrepreneurship programs. Therefore, it is crucial to develop a strategy to assist in the execution of the entrepreneurship program. This study employed a qualitative approach, specifically utilizing a case study design. Data was gathered by conducting interviews with three individuals who played a crucial role in the entrepreneurship program at Muhammadiyah Prambanan Elementary School. The findings indicate that schools incorporated entrepreneurship into their curriculum through various means, such as organizing field trips, setting up food stands, and hosting artwork exhibitions. The approach to developing the implementation of the entrepreneurship program involved the formation of committees, establishing partnerships with external schools, and engaging work instructors. Factors that contributed to the research included strong support from stakeholders and external schools through collaboration, while obstacles emerged from a lack of skills among existing school staff and challenges with guardians/parents. This study offers a comprehensive analysis of the approach to establishing entrepreneurship programs in educational institutions. It aims to provide valuable insights for other schools seeking to develop similar initiatives.
The Effectiveness of Video “6 Steps Hands Wash” to Improve the Capability Hand Washing for Children with Intellectual Disability Utami, Annisa Putri; Pujaningsih, Pujaningsih
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 8, No 2 (2021): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v8i22021p24-30

Abstract

This study aims to determine the effectiveness of the "6 - step hand washing" video media to improve the ability to wash hands properly in children with intellectual disability. A student in grade 7th with mild intelectual disability participated in this A1 – B1 – A2 single subject study design. Subject obtained the mean level increased from 30.67 in the phase baseline – 1 (A1) to 54.5 in the intervention phase (B) and 59.33 in the phase baseline – 2 (A2). Changes in the data level experienced an increase in the score, namely from the phase baseline – 1 (A1) to the intervention phase (B) is increased by +18, while in the intervention phase (B) to the phase baseline – 2 (A2) is increased by +2. Data overlap in an analysis of the condition of 0%, which means the video media "hand washing 6 steps" to improve the ability to effectively wash hands properly on the child intellectual disability mild category. There is a need to replicate the study design to increase the external validity and generalization results. The strategies described in the present study may also be useful for special teachers who teach individual with intellectual disability to gain a proper hand washing skills in various context (e.g., home, schools, and public areas).Keywords: video, hand washing, children with intellectual disability
Peningkatan Keterampilan Bina Diri Menggosok Gigi Siswa Disabilitas Intelektual Sedang dengan Penerapan Media Video Animasi Asri, Hanifa Nur; Pujaningsih, Pujaningsih
Jurnal ORTOPEDAGOGIA Vol 9, No 1 (2023): July
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v9i12023p1-11

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan bina dir menggosok gigi siswa disabilitas intelektual sedang dengan penerapan media video animasi “Hancurkan Kuman dengan Menggosok Gigi” di SLB Cinta Harapan. Penelitian ini merupakan Penelitian Tindakan Kelas model Kemmis dan Mc Taggart dengan dua siklus. Subjek penelitian adalah dua siswa disabilitas intelektual sedang kelas IV. Teknik pengumpulan data yang digunakan adalah observasi, tes, dan wawancara. Instrumen yang digunakan dalam peneltian ini adalah tes dan panduan observasi. Teknik analisis data yang digunakan deskriptif kuantiatatif. Indikator keberhasilan adalah mencapai level mastery yakni 85%. Hasil penelitian menunjukkan peningkatan keterampilan bina diri menggosok gigi siswa disabilitas intelektual sedang kelas IV di SLB Cinta Harapan setelah menggunakan media video animasi. Terlebih dahulu peneliti memberikan pra tindakan, subjek SAS memperoleh 55% (fluency), sedangkan subjek MAH memperoleh 60% (fluency). Pada pasca tindakan siklus I subjek SAS memperoleh 87,5% (maintenance), sedangkan subjek MAH memperoleh 83,75% (maintenance). Pada siklus II subjek SAS memperoleh 90% dan subjek MAH 86,25% dengan kategori maintenance. Prosedur penerapan media video animasi akan dibahas lebih lanjut sehingga pembaca mampu mendesain proses pembelajaran bina diri yang semakin bervariatif, menarik minat siswa, dan meningkatkan motivasi belajar siswa
AN EX POST FACTO STUDY ON DISASTER PREVENTION AND RISK REDUCTION EDUCATION IMPLEMENTATION IN SPECIAL EDUCATION SCHOOLS IN INDONESIA Cabatay, Mulina Madlangbayan; Pujaningsih, Pujaningsih
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 1 (2025): January 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i1.10199

Abstract

Indonesia is taking proactive steps to enhance disaster resilience and safeguard its citizens through the implementation of the Satuan Pendidikan Aman Bencana (SPAB). However, in disaster contexts, children with special needs and disabilities (SEND) are frequently overlooked. To further improve SPAB implementation, this research aims to investigate the cause-and-effect relationships between the compliance-based status of disaster prevention and risk reduction education in special education schools, the challenges teachers face, and the strategies employed in teaching disaster education to children with special needs and disabilities. The study employed ex post facto research design to investigate the cause-and-effect relationships between variables. Data from interviews and brief surveys were analysed using the phi coefficient, a nonparametric tool that assesses the strength and direction of correlations between variables. The researchers collected information from twenty-three special education teachers, and thirteen school principals and public relations officers across twelve special education schools in the Special Region of Yogyakarta. The results suggest that compliance-based implementation has an inverse effect on the main challenges that teachers encounter. As the quality of compliance with the specific provisions in SPAB increases, the barriers to teaching disaster education among students with special needs and disabilities decrease. However, it is important to consider that not all challenges that emerged during the implementation of disaster education were influenced by mere compliance with the SPAB provisions.
The Development of Collaborative-Based Learning Models to Increase Self-Efficacy and Positive Attitudes of Primary Teacher Education Students towards Inclusive Education in Yogyakarta Wati, Unik Ambar; Hermanto, Hermanto; Rahmadonna, Sisca; Pujaningsih, Pujaningsih; Komalasari, Mahilda Dea; Pratama, Kukuh Wahyudin
Jurnal Prima Edukasia Vol. 11 No. 2 (2023): July 2023
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v11i2.62193

Abstract

This study attempts to develop a collaborative-based learning model that can increase self-efficacy and positive attitudes of Primary Teacher Education (PGSD) students toward inclusive education in Indonesia. This study is intended to provide an understanding to PGSD students who are also teacher candidates. The understanding is about the importance of positive attitudes and teaching abilities, which in this study are limited in self-efficacy. The present study employed the Research and Development (R & D) research model. The research participants were elementary school teachers who teach in inclusive schools and 54 PGSD students. Quantitative and qualitative techniques were used to analyze the data. Mann–Whitney U test was used to determine changes in students' self-efficacy and attitudes before and after learning activities. The results indicate a significant difference in self-efficacy with p sig < 0.05. The t-test result is 0.119. As the tcount is greater than the ttable (0.119 > 0.05), it indicates that there is no significant difference. Hence, it can be inferred that there is no statistically significant difference in developing a collaborative-based lecture model aimed at enhancing self-efficacy and fostering favorable attitudes among PGSD students towards inclusive education in Yogyakarta.
Multidisciplinary collaborative model for identification and assessment services for students with special needs in inclusive schools Taqiyah, Dewi Barotut; Hermanto, Hermanto; Ishartiwi, Ishartiwi; Pujaningsih, Pujaningsih
Jurnal Cakrawala Pendidikan Vol. 44 No. 2 (2025): Cakrawala Pendidikan (June 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i2.81083

Abstract

This study aims to understand the multidissiplinary collaboration among professionals who voluntarily participate and share common goals in implementing assessment and identification services for children with special needs. This collaboration involves a multidisciplinary team to develop an assessment service model and recommendations from the multidisciplinary for assessing children with special needs in inclusive schools.This research is qualitative with a case study method. Data sources include psychologists, orthopedagog, medis, principals, teachers, and parents at inclusive school Yogyakarta, Indonesia. Data collection methods include in-depth interviews, observations, and documentation. Data validation is performed using two triangulation techniques: source triangulation and technique triangulation. The results show that in the assessment services for primary school children with special needs, there are three service models: educational assessment model, psychological assessment model, and medical assessment model. The preparation stage is divided into four activities: formulating goals, targets, preparing instruments, and preparing for implementation. The implementation stage includes four aspects: approach, techniques, methods, and referral. The reporting stage is divided into two parts: result analysis and recommendations, and the final stage, follow-up, is conducted through a case conference.
Enhancing English Vocabulary Reading Skills Through Audiovisual Phonics Instruction: A Classroom Action Research on Students with Specific Learning Difficulties Nurhidaya, Nurhidaya; Pujaningsih, Pujaningsih
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.v4i3.1640

Abstract

This study aims to improve English vocabulary reading skills among junior high school students with specific learning difficulties through the implementation of an audiovisual phonics-based instructional method. Conducted as a Classroom Action Research (CAR) using the Kemmis and McTaggart model, the research involved four Grade VII students at SMP Negeri 1 Kaliorang during the 2024/2025 academic year. The intervention was delivered in two cycles, each comprising planning, action, observation, and reflection phases. Instructional strategies were designed to enhance phoneme recognition, sound-symbol correspondence, and contextual vocabulary acquisition through multimodal media, including slow-paced videos and interactive visual aids. Data were collected via pre- and post-tests, observation sheets, and student participation checklists. The results showed consistent improvement in students’ vocabulary reading performance, with all participants exceeding the 80% mastery threshold by the end of Cycle II. Teacher implementation scores rose from 77% to 97%, while student engagement increased significantly across sessions. The findings suggest that audiovisual phonics instruction, when combined with structured scaffolding and adapted media, can effectively support vocabulary development among students with reading difficulties. However, further research is recommended to validate the method’s effectiveness in broader and more diverse educational contexts.
Enhancing Early Reading Skills Through Multisensory Contextual Learning: A Classroom Action Research Study with First-Grade Students with Learning Difficulties Wulandari, Retno; Pujaningsih, Pujaningsih
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.v4i3.1783

Abstract

Early reading skills represent fundamental prerequisites for academic success, yet many first-grade students, particularly those with learning difficulties, struggle to master these competencies. This study investigated the effectiveness of multisensory contextual learning strategies in improving early reading skills among students with learning difficulties in inclusive classroom settings. A classroom action research design following Kemmis and McTaggart's spiral model was employed over three months (April-June 2025) at an inclusive elementary school in East Kalimantan, Indonesia. Twenty-five first-grade students participated, including four students with learning difficulties who served as the primary focus. The intervention utilized Visual, Auditory, Kinesthetic, and Tactile (VAKT) approaches integrated with contextual learning principles. Data collection employed observations, parent interviews, and cognitive assessments across two intervention cycles. Statistical analysis included paired-sample t-tests to evaluate pre-post intervention differences. Students with learning difficulties demonstrated statistically significant improvements across all measured domains. Cognitive scores increased from 15.62 to 21.25 (t = 6.45, p < 0.05), while affective domain measures improved from 1.42 to 2.42 (t = 6.16, p < 0.05). Pre-reading skills enhanced from 1.75 to 2.75 (t = 6.12, p < 0.05). Over 80% of participants achieved predetermined early reading indicators. Qualitative observations revealed increased confidence, motivation, and active participation in reading activities. The multisensory contextual approach effectively addressed reading difficulties by engaging multiple sensory pathways and connecting learning to students' experiential contexts. Findings support existing literature on neuroeducational benefits of multisensory instruction and validate contextual learning theories. The intervention's success using readily available materials demonstrates practical feasibility for diverse educational settings, contributing evidence for inclusive pedagogy and differentiated instruction approaches.
Enhancing Writing Skills in Slow Learners Through Differentiated Learning and Audio-Visual Media: A Classroom Action Research in Indonesian Elementary Education Kamsiah, Kamsiah; Pujaningsih, Pujaningsih
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.v4i4.1911

Abstract

Writing difficulties among slow learners present significant challenges in inclusive elementary education settings. This study investigated the effectiveness of combining differentiated learning strategies with audio-visual media to enhance writing abilities among fifth-grade slow learners. A participatory classroom action research design was employed using the Kemmis and McTaggart spiral model across two intervention cycles. The study was conducted at SD Negeri 003 Sandaran, East Kalimantan, Indonesia, with one primary slow learner participant (IQ 75-89) from a class of 31 students. Data collection involved pre-test and post-test assessments, structured observations of learning activities and student participation, and documentation of instructional processes. The intervention integrated differentiated instruction principles with Smart TV-based audio-visual materials, focusing on simple command sentence writing skills. The primary participant demonstrated substantial improvement, progressing from 20% baseline performance to 95% competency after two intervention cycles, representing a 75-percentage-point increase. Class-wide achievement rates improved from 14% to 86% of students meeting minimum competency standards. Observation data revealed enhanced student participation (89% to 97%) and optimal instructional implementation fidelity (94% to 100%) across cycles. The intervention proved particularly effective following strategic refinements including shortened video content and increased individualized support. The findings validate the integration of Tomlinson's differentiation framework with Mayer's multimedia learning theory for slow learner populations. The dramatic improvements support the effectiveness of systematic scaffolding combined with visual-auditory stimulation in addressing working memory limitations and motivational challenges characteristic of slow learners. However, single-participant design and brief intervention duration limit generalizability and long-term effectiveness assessment. Future research should employ larger samples with control groups and extended follow-up periods to establish more definitive evidence for this promising pedagogical approach.
Enhancing Early Reading Skills in Slow Learner Students Through an Integrated Global-Direct Instruction Method Rahmawati, Rahmawati; Pujaningsih, Pujaningsih
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.v4i4.1984

Abstract

Slow learner students face significant challenges in early reading acquisition due to cognitive processing limitations and reduced statistical learning efficiency. This study investigated the effectiveness of an integrated Global-Direct Instruction (GLODIN) method for improving CVCV pattern word reading among fourth-grade slow learner students. A classroom action research design following the Kemmis and McTaggart model was implemented over six weeks with three slow learner participants (IQ 70-89) at SDN 009 Sangatta Utara. The intervention consisted of two cycles: Cycle I (four sessions) and Cycle II (three sessions) incorporating systematic modifications based on reflective analysis. The GLODIN method integrated global reading approaches with direct instruction principles through structured 12-step procedures using picture-word cards and letter manipulation activities. Data collection utilized observation protocols for instructional fidelity and student participation, plus 15-item oral reading assessments measuring CVCV word accuracy. All participants demonstrated substantial improvement from baseline to final assessment (mean improvement: 51.11%). Individual gains ranged from 50% to 53.33%, with all students achieving the 85% mastery criterion. Student participation increased by 18.11% across cycles, while instructional quality improved by 12.67%. Cycle I yielded 76.66% mean performance, progressing to 92.22% in Cycle II. The GLODIN method successfully addressed dual-route reading acquisition by strengthening both lexical recognition and phonological decoding pathways. Results challenge deficit-based perspectives regarding slow learner capabilities, demonstrating that systematic multisensory instruction with increased repetition can overcome cognitive processing limitations. The integration of global and direct instruction methodologies represents a novel contribution advancing beyond previous isolated approaches, providing educators with a validated framework for inclusive reading instruction.
Co-Authors Apriyanto, Ridwan Eko Asri, Hanifa Nur Azkia Mardhatillah Nesy Badiatul Islami Cabatay, Mulina Madlangbayan Hermanto Hermanto Ishartiwi Ishartiwi Kamsiah Kamsiah Komalasari, Mahilda Dea Mahardhika Andiansyah Mar’atu Husnia Alfi Mumpuniarti Mumpuniarti Nur Azizah Nurhidaya Nurhidaya Pratama, Kukuh Wahyudin Rahmawati, Rahmawati Retno Wulandari Ristyaningsih, Ristyaningsih Sarinten Sarinten Sinuhaji, Betaria Br Sisca Rahmadonna Sukinah Sukinah Suwarsih, Ati Suyud, Suyud Taqiyah, Dewi Barotut Unik Ambarwati Utami, Annisa Putri Zulma Indra Rahmi Putri