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All Journal Cakrawala Pendidikan JPK (Jurnal Pendidikan Khusus) Jurnal Konseling dan Pendidikan Intiqad: Jurnal Agama dan Pendidikan Islam 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
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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.
Peningkatan Pra Menulis Anak Tunarungu Melalui Permainan Sensomotorik: Classroom Action Research Sulisnuryati, Sulisnuryati; Pujaningsih, Pujaningsih
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 6 (2025): In Progress
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i6.7449

Abstract

Anak tunarungu sering menghadapi hambatan pra-menulis karena keterbatasan sensorimotor yang berdampak pada koordinasi tangan–mata dan kontrol motorik halus. Penelitian ini bertujuan menganalisis efektivitas permainan sensomotorik dalam meningkatkan kemampuan pra-menulis anak tunarungu usia dini. Jenis penelitian adalah Penelitian Tindakan Kelas model Kemmis & McTaggart dalam tiga siklus dengan subjek dua anak berusia 6–7 tahun yang memiliki hambatan pendengaran berat. Data dikumpulkan melalui observasi menggunakan instrumen 17 indikator kemampuan pra-menulis (skor 0–3), wawancara, dokumentasi, dan catatan lapangan. Validitas instrumen diperoleh melalui expert judgment (CVI = 0,87) dan reliabilitas antarpenilai (? = 0,82). Analisis dilakukan secara deskriptif persentase. Hasil menunjukkan peningkatan signifikan: skor rata-rata naik dari 21,6% menjadi 82,3%, dengan AD dari 19,6% ke 76,5% dan NY dari 23,5% ke 88,2%. Simpulan, permainan sensomotorik efektif mengubah kemampuan pra-menulis dari kategori kurang menjadi sangat baik, serta dapat diintegrasikan guru TKLB sebagai strategi pembelajaran berkelanjutan.
Improving Appropriate Behaviour of a Student with Emotional and Behavioural Problems Through SWPBS and LST Collaboration Pujaningsih, Pujaningsih; Haryanto, Haryanto
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.77502

Abstract

Support for students with emotional and behavioural problems (EBP) in Indonesia remains limited. This action research explores the use of School-Wide Positive Behaviour Support (SWPBS) to improve student behaviour through collaboration among classroom teachers, subject teachers, special education teachers, school administrators, parents, and psychologists. The study involved 13 teachers and key school stakeholders working together as a learning support team to enhance the appropriate behaviours of a student with EBP. Data were collected through structured and informal teacher reflections and analysed using descriptive statistics. Findings show that collaborative implementation of SWPBS increased the student’s appropriate behaviours and reduced inappropriate ones. Internalising behaviours, such as staying on task and avoiding distractions, reached 100% frequency, while externalising behaviours like physical disruptions dropped to 0%. Class cooperation and routine adherence also reached 100%. However, verbal engagement remained low, with 0% participation in discussions and 33–67% in other academic behaviours, indicating the need for continued support in this area. Teachers reported using various strategies to foster a supportive classroom environment, including greeting the student (66.7%), maintaining a calm setting (40%), assisting with problem-solving (33.3%), and teaching emotional regulation (26.7%). Other strategies included adapted tasks, physical activity, leadership opportunities, and positive reinforcement. These findings highlight the effectiveness of teacher-driven, relationship-based strategies in supporting students with EBP. They also suggest implications for future educational policy, including the integration of social-emotional learning in teacher training and the inclusion of student wellbeing indicators in school practice to promote more inclusive and responsive educational environments.
Role Community Study For Increase Teacher Professionalism At State Kindergarten 2 Kongbeng East Kutai Srywahyuni, Srywahyuni; Hermanto, Hermanto; Pujaningsih, Pujaningsih
Intiqad: Jurnal Agama dan Pendidikan Islam Vol 17, No 2 (2025)
Publisher : UMSU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/26915

Abstract

This study aims to identify the implementation, benefits, and inhibiting factors of learning community activities at TK Negeri 2 Kombeng. This type of research is a qualitative field study. Data collection techniques include observation, interviews, and documentation, which were then analyzed through several stages, namely data collection, data reduction, data presentation, and conclusion drawing. The results of the study show that the establishment of a learning community serves as a relevant and effective strategy to promote collaboration among educational stakeholders such as teachers, principals, parents, and the surrounding community. The learning community functions as a forum where members actively share knowledge, experiences, ideas, and solutions to problems encountered in the learning process and school management. At TK Negeri 2 Kombeng, the formation of the learning community is based on the need to create a sustainable learning culture and to support the improvement of the quality of educational services.
Co-Authors Apriyanto, Ridwan Eko Asri, Hanifa Nur Azkia Mardhatillah Nesy Badiatul Islami Cabatay, Mulina Madlangbayan Haryanto Haryanto 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 Srywahyuni, Srywahyuni Sukinah Sukinah Sulisnuryati, Sulisnuryati Suwarsih, Ati Suyud, Suyud Taqiyah, Dewi Barotut Unik Ambarwati Utami, Annisa Putri Zulma Indra Rahmi Putri