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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 Jurnal Unik: Pendidikan Luar Biasa 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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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Early Reading Competencies in Students with Mild Intellectual Disabilities: A Montessori Method Intervention Study Yuliana, Yuliana; 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.v4i4.2643

Abstract

Students with mild intellectual disabilities frequently encounter significant challenges in acquiring early reading skills, yet limited empirical evidence exists regarding effective instructional approaches tailored to their learning needs. This classroom action research investigated the effectiveness of the Montessori method in improving early reading competencies among slow learners in first-grade elementary education. Conducted over four weeks at SD Negeri 001 Muara Wahau, Indonesia, the study employed a Kemmis and McTaggart cyclical model comprising two intervention cycles. The participant was a first-grade male student identified as a slow learner demonstrating difficulties in letter recognition, phonetic sound production, and word reading. The intervention incorporated Montessori principles including concrete manipulatives (picture-word cards, letter cards, sandpaper letters), multisensory engagement activities, and systematic phonics instruction. Data collection utilized reading performance tests, structured observational checklists, and progress monitoring protocols. Results demonstrated substantial improvement from 20% baseline accuracy to 95% mastery level, representing a 75-percentage-point gain that exceeded the predetermined 80% success criterion. Letter recognition and phonetic sound production achieved 100% accuracy by Cycle II, while both consonant-vowel repetitive patterns and consonant-vowel-consonant-vowel patterns showed marked improvement. These findings provide empirical evidence that the Montessori method effectively enhances early reading competencies in students with mild intellectual disabilities, challenging deficit-oriented perspectives and validating multisensory structured literacy approaches for inclusive educational settings.
Teachers' Perception of Learning Strategies for Students with Special Needs Adi Suseno; Wening Prabawati; Pujaningsih Pujaningsih; Tria Widyastuti
UNIK (Jurnal Ilmiah Pendidikan Luar Biasa) Vol 11, No 1 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/unik.v11i1.39084

Abstract

This study aims to describe teachers' perceptions of learning strategies for students with special needs in inclusive schools and to identify factors related to these perceptions, including educational background, teaching experience, and professional training experience. The study uses a descriptive design with a quantitative approach. The research subjects consisted of 33 teachers from inclusive schools in Yogyakarta City with diverse demographic characteristics. Data were collected using a five-point Likert scale questionnaire measuring understanding of student’s characteristics, the ability to adapt learning strategies, and the ability to integrate strategies with other learning components. The data were analyzed descriptively using percentages to illustrate teachers' response trends, supported by statistical software. The research results show that teachers with a background in Special Education have a higher level of understanding and ability to adapt teaching strategies compared to teachers from other educational backgrounds or non-education backgrounds. Teaching experience of more than five years tends to be associated with more positive perceptions of competence, although this pattern is not entirely linear. Professional training shows mixed results, with some trained teachers demonstrating critical reflection on their abilities. Factors that support the implementation of teaching strategies include understanding student diversity, student engagement, collaboration, teacher commitment, and communication. Conversely, inhibiting factors include low student motivation, limited pedagogical understanding, and lack of family support. Overall, teachers' readiness for inclusive pedagogy is most strongly related to formal preparation in special education, while experience and training contribute contextually to perceptions of competence in inclusive education practice.
Co-Authors Adi Suseno 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 Tria Widyastuti Unik Ambarwati Utami, Annisa Putri Wening Prabawati Yuliana Yuliana Zulma Indra Rahmi Putri