Article Per Year (5 Year)
p-Index From 2020 - 2025
2.728
P-Index
This Author published in this journals
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

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
Enhancing Early Reading Skills through Integrated VAKT and Contextual Learning: A Classroom Action Research with First-Grade Students with Learning Difficulties Ristyaningsih, Ristyaningsih; 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.v4i4.2184

Abstract

Early reading proficiency represents a fundamental prerequisite for academic success, yet approximately 30% of kindergarten students demonstrate resistance to conventional reading instruction. Students with learning difficulties face particular challenges in mastering foundational reading skills, necessitating specialized intervention approaches. This study investigated the effectiveness of integrating Visual, Auditory, Kinesthetic, and Tactile (VAKT) methodology with contextual learning principles for improving beginning reading skills among first-grade students with learning difficulties. A qualitative classroom action research design following the Kemmis and McTaggart model was employed with five first-grade students (aged 7.1-8.7 years) experiencing difficulties reading CVDCC pattern words. The intervention integrated systematic VAKT activities with contextual learning elements across two cycles, each consisting of three intervention sessions and one assessment session. Data collection utilized reading performance assessments and observational protocols measuring student participation and teacher implementation fidelity. Substantial improvements were observed across both intervention cycles. Pre-intervention mean performance of 24% increased to 68% following Cycle I and reached 96% after Cycle II, with all participants exceeding the 80% success criterion. Students demonstrated enhanced engagement and sustained attention when interventions incorporated optimal scheduling and multisensory activities. Three participants achieved perfect scores (100%) while two reached 90% proficiency levels. The integrated VAKT-contextual approach effectively addressed reading challenges by compensating for individual processing weaknesses through multiple learning modalities while connecting abstract concepts to meaningful, familiar contexts. The intervention provides a structured, implementable framework for inclusive classroom practices supporting diverse learners with beginning reading difficulties.
Phonics-Based Contextual Learning for Early Reading Development in Students with Intellectual Disabilities Suwarsih, Ati; 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.v4i4.2367

Abstract

Students with intellectual disabilities face significant challenges in developing early reading skills, often due to inadequate instructional approaches that fail to address their specific learning needs. This study investigated the effectiveness of phonics-based contextual learning in improving early reading skills among fourth-grade students with intellectual disabilities. A classroom action research design following the Kemmis and McTaggart spiral model was employed with three participants (aged 9 years) with mild intellectual disabilities at State Elementary School 013 Muara Wahau, Indonesia. The intervention consisted of two cycles, each containing three 90-minute sessions incorporating systematic phonics instruction integrated with contextual learning strategies. Pre- and post-intervention assessments measured reading performance using CV and CVCV word pattern recognition tasks. Data were analyzed using descriptive statistics with success criteria set at 85% achievement. All participants demonstrated substantial improvements in reading performance. Baseline scores ranged from 0-20%, progressing to 60% (Cycle I) and ultimately achieving 80-100% (Cycle II). AL achieved 100% proficiency, while R and ZN both reached 80% proficiency. Qualitative observations revealed enhanced student engagement, confidence, and independent learning behaviors throughout the intervention period. Phonics-based contextual learning proved highly effective for improving early reading skills in students with intellectual disabilities. The intervention's success demonstrates the potential of combining systematic phonics instruction with contextually meaningful learning experiences in classroom settings. These findings contribute valuable evidence supporting inclusive educational practices and provide a practical framework for literacy instruction in this population.
Evaluating an ABA-Based Early Stimulation Program for Children with Speech Delay in a Resource-Limited Indonesian Kindergarten: A CIPP Model Approach Sinuhaji, Betaria Br; 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.v4i4.2442

Abstract

Speech delay among preschool children increased significantly at TK St. Fransiskus Assisi Sangatta, from 2 cases (2021-2022) to 9 cases (2023-2024). This study evaluated the implementation of an Applied Behavior Analysis (ABA)-based early stimulation program for children with speech delay using the CIPP (Context, Input, Process, Product) model. A qualitative evaluative research was conducted on five children aged 4-5 years who participated in the program for at least one year. Data were collected through structured observations, questionnaires distributed to parents, teachers, and stimulation providers, semi-structured interviews, and analysis of children's developmental documentation. Context evaluation revealed the program aligned with the institution's inclusive needs. Input evaluation exposed resource limitations with only two ABA-trained staff and limited facilities. Process evaluation demonstrated systematic implementation of Discrete Trial Training 3-4 times weekly, despite challenges in attendance consistency and parental involvement. Product evaluation showed all participants achieved significant progress, particularly in receptive language skills, with optimal outcomes in children receiving consistent parental support. The ABA program effectively improved language development in children with speech delay in resource-limited educational settings, but requires enhanced professional training, material support, and structured parental involvement for optimal outcomes.
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