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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 Al Ishlah Jurnal Pendidikan 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
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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.
Collaborative Teaching in Inclusive Kindergarten Education: A Qualitative Study of Spontaneous and Structured Partnership Models Suwarlis, Suwarlis; Hermanto, Hermanto; 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.v4i4.2182

Abstract

This study examined teacher collaboration patterns in inclusive kindergarten education to understand how classroom teachers and special education support teachers coordinate their efforts in supporting children with special needs. Using qualitative case study methodology, data were collected through structured observations, semi-structured interviews, and document analysis at two kindergarten institutions in East Kutai Regency, Indonesia. Participants included principals, classroom teachers, special education support teachers, and children with special needs from both institutions. The study revealed two distinct collaboration models: spontaneous collaboration characterized by immediate problem-solving and flexible role adaptation, and structured collaboration emphasizing systematic planning and preparation. Both approaches demonstrated effectiveness through complementary expertise integration, shared accountability, and trust-based relationships. Key challenges included communication inconsistencies, limited specialized resources, and informal documentation processes. However, collaborative practices resulted in enhanced student inclusion, professional growth through mutual learning, and improved educational outcomes for children with special needs. The findings contribute to theoretical understanding of collaborative teaching by demonstrating that effective partnerships can emerge through multiple pathways while maintaining shared commitment to inclusive education principles. The research provides evidence-based recommendations for teacher preparation programs, professional development initiatives, and institutional support structures in early childhood inclusive education settings.
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)
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 Haryanto, Haryanto; Pujaningsih, Pujaningsih
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.
Enhancing Early Reading Skills in Elementary Students with Learning Difficulties Through RTI-Based Moveable Alphabet Media Ranny Dwi Agustin; Pujaningsih Pujaningsih
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8416

Abstract

Early reading difficulties among first-grade students can hinder academic success if not addressed promptly. This study explores the effectiveness of a Response to Intervention (RTI)-based moveable alphabet media in improving early reading skills among students with learning difficulties in an Indonesian elementary school. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model across two cycles. Eight first-grade students at Anugerah Abadi 2 Bengalon Elementary School, identified with early reading challenges, participated in the intervention. The RTI-based instruction incorporated multisensory learning through the use of moveable alphabet media. Data were collected using observations, pre- and post-tests, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The average reading ability increased from 30% in the pre-cycle to 67.5% in Cycle I and 92.5% in Cycle II. Initially, none of the students met the success criteria (≥80%), but by Cycle II, all students achieved it. Observations indicated increased student engagement, motivation, and independence in reading activities. The findings suggest that integrating multisensory media with the RTI framework significantly enhances early reading skills in students with learning difficulties. The structured and individualized approach allowed for targeted interventions based on ongoing assessments. The study supports the effectiveness of hands-on, differentiated instruction grounded in constructivist and multisensory learning theories.
Early Reading Profile of Slow Learner Students in Inclusive Schools in Yogyakarta Rezky Ultabaini; Pujaningsih Pujaningsih
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5653

Abstract

This study examines the reading abilities of slow learner students in inclusive elementary schools, focusing on their strengths and weaknesses in accuracy, fluency, vocabulary (receptive and expressive), and comprehension (listening and reading). A quantitative descriptive approach was employed, involving 25 slow learner students (n=25) from inclusive elementary schools in Yogyakarta with IQs ranging from 70 to 88. Data were collected through adapted reading assessment instruments and IQ tests using the Binet and WISC scales. Descriptive statistics were used for analysis. The findings reveal that most slow-learner students were male and were more easily identified at higher grade levels. In lower grades (grades II and III), students demonstrated strengths in receptive vocabulary and listening comprehension but faced challenges with expressive vocabulary, reading accuracy, fluency, and text comprehension. In contrast, higher-grade students (grades IV to VI) showed improvements in receptive and expressive vocabulary and listening comprehension but continued to struggle with reading accuracy, fluency, and comprehension of complex texts. These results underscore the need for targeted interventions. For lower-grade students, enhancing reading accuracy and fluency is crucial, while for higher-grade students, the focus should shift to improving reading comprehension. Early and tailored support is essential to help slow learner students overcome reading barriers and achieve their academic potential, ensuring their inclusion in educational progress.
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 Ranny Dwi Agustin Retno Wulandari Rezky Ultabaini Ristyaningsih, Ristyaningsih Sarinten Sarinten Sinuhaji, Betaria Br Sisca Rahmadonna Srywahyuni, Srywahyuni Sukinah Sukinah Sulisnuryati, Sulisnuryati Suwarlis, Suwarlis Suwarsih, Ati Suyud, Suyud Taqiyah, Dewi Barotut Unik Ambarwati Utami, Annisa Putri Yuliana Yuliana Zulma Indra Rahmi Putri