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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Jurnal Civics: Media Kajian Kewarganegaraan Tadris: Jurnal keguruan dan Ilmu Tarbiyah Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Jurnal ORTOPEDAGOGIA JOIV : International Journal on Informatics Visualization Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini IJoLE: International Journal of Language Education AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Indonesian Journal of Educational Counseling Bisma The Journal of Counseling Islamic Guidance and Counseling Journal Psychology, Evaluation, and Technology in Educational Research Masyarakat Berdaya dan Inovasi International Journal of Applied Guidance and Counseling Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) G-Couns: Jurnal Bimbingan dan Konseling International Journal of Social Learning (IJSL) ProGCouns: Journal of Professionals in Guidance and Counseling Dharmas Education Journal (DE_Journal) Indonesian Journal of Innovation Studies Journal of Innovation and Research in Primary Education Mathematics Education Journal Journal on Mathematics Education Jurnal Kajian Bimbingan dan Konseling
Edi Purwanta
Universitas Ahmad Dahlan
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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The validity of coping skills learning media to manage negative emotions for children Muthmainah, Muthmainah; Purwanta, Edi; Suwarjo, Suwarjo
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 5 No. 1 (2022): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajipaud.v5i1.11966

Abstract

Coping or problem-solving skills need to be trained from an early age. If the child does not have positive coping skills, it is feared that it can cause the child to become maladaptive and stressed. This research aims to test the validity of the learning media for coping skills to manage negative emotions for children aged 4-6. The learning media guidebooks and supporting products, such as posters, emoticon pictures for jumping activities, pictures of emotional expressions, story books, cartoon films, and children's activity sheets. This learning media has a novelty because it focuses on developing media based on children's coping skills that did not exist before. This research is quantitative. This research conducted expert validation to obtain validation and then analyzed quantitatively descriptively. The researcher calculated the validation results with Aiken's V formula. Based on the assessment results from experts, it can be concluded that the learning media for coping skills to manage negative emotions for children aged 4-6 years is declared valid. All items are considered valid because Vtable is 5% greater than Vcount. Guidebooks and supporting products for coping skills to manage children's negative emotions were declared valid and worthy of use for field trials
Development of “Aku & Kesadaran Karirku” E-Book to Increase Alpha Generation Career Awareness: An R&D Study with ADDIE Model in MTs Sleman Pratiwi, Fifin Dwi; Basuki, Agus; Purwanta, Edi
G-Couns: Jurnal Bimbingan dan Konseling Vol. 9 No. 3 (2025): Agustus 2025. G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v9i3.7654

Abstract

Career plays a crucial role in an individual’s life and should be developed from an early age. However, many Generation Alpha adolescents have not yet realized their career interests. This study aims to determine the feasibility and effectiveness of "Aku dan Kesadaran Karirku" e-book as a tool for increasing students’ career awareness. Development followed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The study involved 152 eighth-grade students from four MTs N in Sleman, Yogyakarta. Data collection techniques included career awareness scales and interview guidelines. Feasibility was measured on a Likert scale of 1-5 (4.8 = very feasible). Practicality assessments yielded scores of 4.45 (individual trial), 4.12 (small group), 4.19 (large group), and 4.43 (teachers), indicating high effectiveness. Wilcoxon test showed significant improvement (p < 0.05). The findings conclude that the developed e-book is feasible and effective for enhancing career awareness, serving as an innovative tool for school counselors. Keywords: career awareness, alpha generation, e-book, guidance and counseling media
Enhancing Teachers' Pedagogical Competence in Inclusive Education through Continuous Coaching Khotimah, Khusnul; Purwanta, Edi
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.v4i3.1555

Abstract

Despite widespread policy advocacy for inclusive education, significant challenges persist in implementation, particularly regarding teachers' pedagogical competencies to effectively serve students with diverse learning needs. This study addresses the critical gap in continuous coaching programs specifically designed for inclusive education contexts in early childhood settings. This research investigates the effectiveness of continuous coaching in enhancing teachers' pedagogical competencies for inclusive education implementation at Daarussalaam Islamic Integrated Kindergarten. The study employed School Action Research methodology using the Kemmis and McTaggart model, conducting three cycles of planning, action, observation, and reflection over three months. Five kindergarten teachers participated in the intervention, with data collected through observation sheets, semi-structured interviews, competency evaluation instruments, and teacher reflection journals. Each cycle incorporated training sessions, supervision, mentoring, and group discussions, with teachers applying learned strategies in inclusive classrooms. The intervention achieved remarkable success, with all teachers advancing from "Low" or "Adequate" competency levels to "High" performance categories, representing an overall improvement of 87.1% (from 48.28% to 90.28%). Individual teacher improvements ranged from 37.50% to 45.84%. The study achieved 100% success in predetermined criteria, with all teachers reaching "good" or "excellent" competency levels and 85% of students with special needs actively participating in learning activities. Qualitative data revealed profound conceptual evolution and behavioral changes across all competency areas. Continuous coaching significantly enhances teachers' pedagogical competencies for inclusive education, producing transformational change in both individual teacher performance and institutional culture, providing a validated framework for sustainable inclusive education implementation.
Philosophical Perspective of the Community Counseling Services to Facilitate Adolescents’ Development in Indonesia: A Systematic Review Lestari, Rizqi; Purwanta, Edi; Rukiyati, Rukiyati
Indonesian Journal of Educational Counseling Vol 9 No 2 (2025)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/001.202592.544

Abstract

Guidance and counseling have ontological, epistemological, and axiological foundations that are the basis for the implementation of services both in schools and outside schools. As one of the services in guidance and counseling, community counse1ling services cannot be separated from the underlying philosophical perspective, especially tp facilitate adolescents' development. This research aims to analyze the philosophical perspective of community counselling implementation to facilitate the development of adolescents in Indonesia. The research method used is a systematic literature review. The data collection technique was carried out by searching for articles on Google scholar using the keywords "community counselling" and "adolescent" in English and Indonesian. The data analysis techniques used the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) model and resulted in 12 of 200 research articles that could be analyzed. The analysis results show that implementation community counselling to facilitate adolescent development has not been widely implemented in Indonesia. There is a distinctive philosophical basis in all the articles analyzed. From an ontological perspective, community counseling tends to target marginalized groups such as former drug addicts, children with special needs, and the elderly. Meanwhile, an epistemological perspective shows that knowledge and truth in community counseling are still being formed through various subjective observations and experiences. The idea of integrating religion and culture in several articles shows that community counseling services have an axiological basis with a strong multicultural spirit. Further research is expected to be able to explore more deeply regarding each philosophical basis in community counseling services.
Enhancing the Ability to Recognize Fraction Numbers Through Context-Based Concrete Media in Grade V Slow Learners at a Public Elementary School Asril, Asril; Purwanta, Edi
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.v4i3.1618

Abstract

Fraction concepts represent fundamental yet challenging mathematical domains in elementary education, with difficulties particularly pronounced among slow learners who constitute one-fifth of typical classrooms. Traditional pedagogical approaches emphasizing rote memorization have consistently demonstrated limitations in fostering deep conceptual understanding for students with IQ ranges of 70-89. This study investigates the effectiveness of contextual-based concrete media in enhancing fraction recognition abilities among fifth-grade slow learners through differentiated instructional approaches. Classroom Action Research employing Stringer's Look-Think-Act model was conducted across two cycles with 15 fifth-grade slow learners at State Elementary School 005 Sangkulirang, East Kutai Regency. Mixed methods combined qualitative observations of learning processes with quantitative analysis of formative test results. Data collection utilized observation sheets, pre-post achievement tests covering fraction recognition (½, ¼, ¾), and documentation. Success criteria required 75% of students achieving scores ≥70 (minimum mastery criteria). Progressive improvements occurred across intervention phases, with student mastery rates advancing from 20% baseline to 53.3% (Cycle I) to 100% (Cycle II). Class mean scores increased systematically from 51.3 to 69.3 to 77.3 respectively. Qualitative observations revealed transformation from passive confusion to active mathematical discourse, with enhanced student engagement and confidence in fraction-related tasks. Contextual-based concrete media significantly enhances fraction recognition among slow learners, achieving complete mastery through systematic integration of manipulative materials with authentic problem-solving contexts. The findings provide evidence-based pedagogical strategies for inclusive mathematics instruction that accommodates diverse cognitive profiles while maintaining academic rigor.  
Enhancing Reading Word Abilities in Slow Learner Students Through Global Contextual Method Alamsyah, Alamsyah; Purwanta, Edi
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.v4i3.1751

Abstract

Reading word difficulties significantly impact academic achievement among slow learner students, necessitating innovative pedagogical approaches that address their specific learning needs. This study investigated the effectiveness of the Global Contextual Method in improving reading word abilities among slow learner students in middle school settings. A Classroom Action Research design was employed over four months, involving three seventh-grade slow learner students at SMP Muara Bengkal, Indonesia. The intervention utilized a cyclical approach presenting complete words within meaningful contexts related to students' daily experiences, including school environment, family, and food-related vocabulary. Data collection involved pre- and post-intervention assessments, systematic classroom observations, and comprehensive skill evaluations across two implementation cycles. Baseline assessments revealed critically low reading abilities, with participants unable to read basic words independently and letter recognition ranging from 23% to 46%. Following the Global Contextual Method implementation, remarkable improvements were achieved across all participants. Average reading scores increased from 6.7% at baseline to 74.2% post-intervention, with individual improvements ranging from 55.5 to 74 points. Muhammad Rifici Saipik achieved the highest score (94%), while Human Sanuri demonstrated the greatest percentage improvement (91%). The contextual approach significantly enhanced student motivation, engagement, and long-term retention compared to conventional methods. These findings provide empirical support for constructivist learning principles in special education, demonstrating that meaningful, contextually relevant instruction can substantially improve reading outcomes for slow learners. The study contributes a practical pedagogical framework for inclusive education and highlights the importance of individualized, context-based approaches in addressing diverse learning needs.
Enhancing Word Reading Skills in Children with Speech Delay through Contextual Practice-Based Learning Mulyani, Sri; Purwanta, Edi
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.v4i3.1873

Abstract

Children with speech delays face significant challenges in developing word reading skills, which can impact their academic and social development. This study investigated the effectiveness of contextual practice-based learning methods in enhancing word reading abilities among children with speech delays in kindergarten settings. A classroom action research design following Kemmis and McTaggart's spiral model was implemented over two cycles with four children aged six years diagnosed with speech delays at TK An-Nur kindergarten, Indonesia. The intervention utilized letter dice games within contextual learning frameworks, connecting words to real-world objects and experiences. Data collection employed structured observations, performance assessments, interviews, and documentation. Assessment focused on five indicators: syllable combination, vowel and consonant recognition, letter-to-word construction, word-object association, and reading clarity with pronunciation. Significant improvements were observed across all assessment phases. Class average scores increased from 8.25 (pre-intervention) to 10.5 (Cycle I) to 13.5 (Cycle II). Mastery achievement improved from 25% to 75%, with three out of four children reaching the minimum threshold score of ≥15. Qualitative observations revealed enhanced engagement, confidence, and social participation during learning activities. Children demonstrated improved ability to connect words with concrete objects and showed increased responsiveness to verbal instructions. The contextual practice-based approach effectively addressed the specific learning needs of children with speech delays by providing meaningful, socially interactive learning experiences. Findings support Vygotsky's theoretical framework regarding the importance of social interaction and meaningful contexts in language development. The intervention's success demonstrates that accessible, low-cost methods can achieve substantial improvements in literacy development for children with developmental challenges, supporting inclusive education practices.
Enhancing Early Reading Skills Through Problem-Based Learning: A Classroom Action Research with Students with Intellectual Disabilities Ona, Maria Guida Prayitna; Purwanta, Edi
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.v4i3.1899

Abstract

Early reading skills constitute fundamental competencies for academic success, yet students with intellectual disabilities face significant challenges in literacy acquisition. Problem-Based Learning (PBL) has emerged as a promising pedagogical approach, but limited research exists on its effectiveness for improving reading skills among students with cognitive limitations. This study investigated the implementation of PBL methodology to enhance early reading competencies in an inclusive elementary classroom setting. A Classroom Action Research design employing the Kemmis and McTaggart model was conducted over two cycles with 24 sixth-grade students at SDN 013 Bengalon, including one student with diagnosed intellectual disability. The intervention utilized PBL methodology integrated with picture story books and letter cards. Data collection employed oral reading assessments evaluating pronunciation accuracy, intonation, fluency, and voice clarity, alongside structured observations. Each cycle consisted of planning, action, observation, and reflection phases across four intervention meetings. Systematic implementation of PBL yielded substantial improvements in reading competencies. Class average scores increased from 68 to 92 points, while proficiency rates advanced from 62.5% to 100%. The student with intellectual disability demonstrated remarkable progress, improving from 40 to 70 points across intervention cycles. Observational data revealed enhanced student engagement, collaborative participation, and social interaction throughout the implementation period. PBL methodology effectively improves early reading skills among diverse learners, including students with intellectual disabilities. The collaborative, contextual approach successfully addresses both academic and social development needs within inclusive classroom environments. These findings suggest that PBL can serve as a universal design for learning approach, challenging traditional assumptions about segregated special education requirements and advocating for inclusive pedagogical practices.
Enhancing Early Reading Skills in Students with Intellectual Disabilities: The Effectiveness of Contextual Learning-Based Interactive Animation Media Armini, Armini; Purwanta, Edi
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.v4i3.1909

Abstract

Students with intellectual disabilities face significant challenges in early reading acquisition, requiring specialized instructional approaches that address their unique learning needs. This study investigated the effectiveness of contextual learning-based interactive animation media in improving early reading skills among first-grade students with intellectual disabilities. A quasi-experimental design was employed with three first-grade students with intellectual disabilities at SD Negeri 004 Sangkulirang, Indonesia. Participants completed pretest and posttest assessments measuring five reading components: letter pronunciation, syllable formation, word construction, simple word reading, and short sentence reading (maximum score: 80 points). A contextual learning-based interactive animation intervention was implemented, featuring familiar daily life contexts and interactive elements. Student experiences were assessed through questionnaires using 5-point Likert scales. Data analysis included descriptive statistics and prerequisite assumption testing. All participants demonstrated substantial and consistent improvements, achieving identical 25-point gains between pretest and posttest measurements. Mean scores increased from 40.0 to 65.0 points, representing a 62.5% improvement in overall reading performance. Student questionnaire responses indicated high satisfaction with interactive elements (mean: 12.0), content relevance to daily life (mean: 11.3), and visual/audio appeal (mean: 11.0). Statistical prerequisite tests confirmed data normality and homogeneity assumptions. The uniform improvement pattern demonstrates that contextual learning-based interactive animation media effectively addresses reading acquisition challenges in students with intellectual disabilities. The intervention's success stems from its integration of familiar contextual content, multi-modal presentation, and interactive engagement that prevents cognitive overload while facilitating meaningful knowledge construction. These findings extend constructivist learning theory and multimedia learning principles to inclusive education contexts, providing a replicable framework for developing educational technologies for students with learning differences.
Managing Temper Tantrums in Autistic Middle School Students: A Case Study of Environmental Interventions and Empathetic Approaches in Inclusive Education Settings Nurhidaya, Nurhidaya; Purwanta, Edi
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.v4i3.1943

Abstract

Temper tantrums represent significant behavioral challenges for autistic students in inclusive educational settings, yet comprehensive understanding of their patterns, triggers, and effective management strategies remains limited, particularly during the critical middle school period when academic and social demands intensify. This qualitative case study employed intensive observation and in-depth interviews to examine temper tantrum patterns in an autistic middle school student (FT) within an inclusive classroom setting at SMP Negeri 1 Sangatta Utara over three months. Data were collected through structured interviews with teachers and peers, behavioral observations, and document analysis, with triangulation ensuring data validity. The study identified a three-phase tantrum pattern: pre-crisis indicators (blank staring, table hitting), crisis manifestation (screaming, object throwing, self-injury), and post-crisis withdrawal. Primary triggers included sensory overstimulation from classroom noise, social misunderstandings, and academic pressure. Tantrum frequency and intensity decreased significantly from first to second semester following implementation of empathetic, non-confrontational interventions including environmental modifications, preventive communication, and role-assignment strategies. The behaviors created multi-dimensional impacts affecting classroom dynamics, peer anxiety, and instructional quality. Systematic environmental accommodations combined with empathetic intervention strategies can substantially reduce tantrum frequency and intensity in autistic middle school students. Success requires understanding tantrums as communication attempts reflecting neurological differences rather than behavioral problems requiring discipline. Effective inclusive education demands comprehensive teacher training on autism sensory processing, environmental modifications including noise reduction and visual simplification, and policy-level support for sustained intervention implementation.
Co-Authors Affero Ismail, Affero Agungbudiprabowo, Agungbudiprabowo Agus Basuki Aini Mahabbati Alamsyah - Amedome, Sedem Nunyuia Anggito, Albi Aprilia Tina Lidyasari Arini, Arintiya Nadia Armini, Armini ASRIL ASRIL Badrus Sholeh Basuki , Budi Astuti Caraka Putra Bhakti Chandra, Ahmad Dhanang Suwidagdho Endang Suprapti Eva Amalia Eva Imania Eliasa Farida Agus Setiawati Farozin, Moh Franciska, Sely Gena Diniarti Hindriyani, Eli Ika Budi Maryatun Indriyana Rachmawati Kharisma, Nanda Veruna Enun Khoiriyah Khoiriyah khusnul khotimah Kiromim Baroroh Kurniasih, Cucu Lestari, Rizqi Mahardhika, Muhammad Masirri, Natalia Mufidah, Zulfin Rachma Muhammad Nur Wangid Muthmainah Muthmainah Nadya, Aisha Nastiti, Rahajeng Bellinda Ningrum, Dita Salsavira Cahya Nur Hidayat Nurhidaya Nurhidaya Nurwangid, Muhammad Ona, Maria Guida Prayitna Parsi, Parsi Pratiwi, Fifin Dwi Putra, Bela Janare Putrawangsa, Susilahudin Risqiyain, Liya Husna Rita Eka Izzaty, Rita Eka Rohmatus Isnaini Rukhana, Elya Rukiyati Rukiyati Saputra, Edy Cahya Sari, Junia Melya Serafin Wisni Septiarti Shoihin, Nur Siti Irene Astuti Dwiningrum Sri Mulyani Sri Utami Subekti, Amin Sukirjo, Sukirjo Sunarti Suparjan . Sutikno Sutikno Suwarjo Suwarjo Syafitri, Deananda Uswatun Hasanah Utami, Sri Uning Puji Veronica, Nia Wahyu Widyatmoko Wening Prabawati Widiyaningrum, Kurniasari Widyastuti Purbani Widyastuti, Dian Ari Yoppy Wahyu Purnomo Yulfitri, Dewi