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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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Enhancing Early Reading Skills in Students with Learning Difficulties through Project-Based Multisensory Instruction Basuki, Basuki; 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.v4i3.1956

Abstract

Early reading skills constitute fundamental cornerstones in children's academic development, yet significant proportions of elementary students encounter substantial barriers in mastering critical literacy competencies. This study investigated the effectiveness of project-based multisensory instruction in enhancing early reading skills among third-grade students with learning difficulties. This action research employed a qualitative approach using the Kemmis and McTaggart model with two implementation cycles. Twelve third-grade students with early reading difficulties at SDN 006 Rantau Pulung participated in the study. The intervention integrated visual, auditory, tactile, and kinesthetic modalities through plasticine manipulation and diorama creation activities. Data collection utilized reading ability tests, structured observations, and performance assessments across multiple literacy components including word reading, writing, creative expression, and storytelling capabilities. The intervention achieved remarkable success, with 100% of students reaching satisfactory performance levels by Cycle II, compared to 75% in Cycle I. Students who initially struggled most demonstrated the greatest improvements, with gains reaching up to 35.25%. The overall class average increased significantly by 9.15%, while performance variability decreased substantially (standard deviation reduced from 18.74% to 6.94%), indicating improved learning equity across the classroom. The findings provide compelling evidence that multisensory project-based approaches effectively address diverse learning needs in inclusive settings. The integration of concrete manipulatives with systematic literacy instruction successfully eliminated performance disparities while maintaining high engagement levels. The research contributes theoretical validation for asset-based approaches to learning difficulties and offers practical frameworks for implementing inclusive literacy instruction that accommodates diverse learning profiles in elementary education contexts.
Enhancing Early Writing Skills in Slow Learners Through Learning by Doing: A Contextual Classroom Action Research Hindriyani, Eli; Purwanta, Edi
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.v4i4.2148

Abstract

Early writing development is critical for academic success, yet slow learners face significant challenges in acquiring these foundational skills. This study investigated the effectiveness of learning by doing methodology based on contextual learning in enhancing early writing abilities among kindergarten slow learners. A classroom action research design using the Kemmis and McTaggart cyclical model was implemented with one male slow learner (age 7) in Group B at TK Negeri 2 Muara Wahau, Indonesia. The intervention consisted of two cycles incorporating hands-on activities, visual aids, and concrete objects connected to daily life experiences. Data collection employed observation instruments, writing assessments, and interviews. Pre-test and post-test evaluations measured writing competency across six indicators including line tracing, letter formation, syllable construction, and name writing. The participant demonstrated substantial improvement from baseline pre-test (36%) through Cycle I post-test (55%) to final Cycle II post-test (80%), representing a 44% overall improvement. The intervention successfully enabled independent line tracing, vowel and consonant recognition, basic syllable formation, and supported name writing. Observational data revealed enhanced attention span, task persistence, and learning engagement across intervention cycles. The findings support the effectiveness of experiential learning approaches for slow learners, validating theoretical frameworks emphasizing concrete, contextual instruction. However, the intensive individualized instruction required may limit practical scalability in typical classroom settings. The study contributes empirical evidence for learning by doing methodology in special education while highlighting the importance of multisensory, contextually-relevant instruction for students with mild intellectual disabilities.
Chain Message Games as an Effective Intervention for Improving Speech Fluency in Children with Speech Delays Khoiriyah, Khoiriyah; Purwanta, Edi
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.v4i4.2155

Abstract

Speech development serves as a fundamental cornerstone of human development, yet 2.3-19% of preschool children experience speech delays that significantly impact their communication abilities and long-term developmental outcomes. Current educational approaches for addressing speech delays often rely on conventional therapeutic methods that may not adequately engage young learners or accommodate their developmental needs in early childhood settings. This classroom action research employed the Kemmis and McTaggart model to investigate the effectiveness of chain message games in improving speech fluency among five children aged 5-6 years with diagnosed speech delays at TK Masyitoh Sangatta, East Kalimantan. The study was conducted from March to May 2025 through two complete cycles, each comprising two 30-minute sessions. Speech fluency was assessed using a structured observation instrument measuring six dimensions: speech speed, pronunciation clarity, message coherence, social communication response, message completeness, and speaking confidence on a 3-point Likert scale. Substantial improvements were observed across all measured dimensions, with overall speech fluency scores increasing from 13.0% at baseline to 91.3% following the two-cycle intervention. The most pronounced improvements occurred in social communication response and speaking confidence, with all participants achieving high-performance category levels. Progressive improvements were documented throughout both intervention cycles, demonstrating sustained effectiveness of the game-based approach. The findings provide compelling evidence that structured play-based interventions can effectively address speech developmental challenges in early childhood education contexts. The intervention's accessibility and cost-effectiveness make it suitable for widespread implementation in educational settings where traditional speech therapy resources may be limited, offering immediate support for children with speech difficulties while potentially preventing cascading academic and social complications.
Examining School Acceptance Processes for Children with Intellectual Disabilities in Indonesian Elementary Education Yulfitri, Dewi; Purwanta, Edi
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.v4i4.2368

Abstract

Despite global commitments to inclusive education, children with intellectual disabilities continue to face significant barriers in accessing mainstream educational opportunities. Limited research has examined the specific processes and stakeholder attitudes that influence school acceptance decisions for these students, particularly in Indonesian elementary school contexts. This qualitative case study examined school acceptance processes for children with intellectual disabilities at SD Integral Hidayatullah Sangatta, Indonesia. Data collection involved in-depth interviews with six participants (principal, vice-principals, teacher, parent, and student), participant observation, and document analysis over three months. Data analysis followed the Miles and Huberman framework, employing multiple triangulation methods to ensure validity. The study revealed seven key findings: absence of specialized admission procedures, reactive identification processes occurring only after enrollment, limited professional support systems, minimal systematic curriculum adaptations, positive stakeholder attitudes despite structural challenges, informal parent-school communication patterns, and lack of collaboration with external professionals. While teachers and peers demonstrated accepting attitudes toward students with intellectual disabilities, institutional support systems remained inadequate. Identification of special needs occurred reactively after classroom difficulties emerged, rather than through proactive screening procedures. Findings demonstrate significant gaps between inclusive education ideals and practical implementation. The study contributes theoretical understanding by illustrating how teacher agency theory, the Family Stress Model, and multicultural education frameworks intersect to explain implementation complexity. Results suggest that positive attitudes, while necessary, are insufficient without corresponding institutional support systems, systematic professional development, and structured collaboration frameworks. Effective inclusive education requires comprehensive systemic changes addressing institutional policies, professional development, resource allocation, and family support systems. Future research should examine comparative cases across diverse contexts and investigate longitudinal outcomes of different inclusion approaches.
Contextual Digital Word Cards for Letter Recognition in Early Readers: Kartu Kata Digital Kontekstual untuk Pengenalan Huruf pada Pembaca Pemula Suprapti, Endang; Purwanta, Edi
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1704

Abstract

Background: Reading ability is a crucial foundation for children’s academic success, and many second-grade students still struggle with letter recognition and writing basic words. Specific Background: Traditional teaching media are often monotonous and fail to sustain student motivation, resulting in low literacy achievement. Knowledge Gap: Few studies explore contextual digital word cards as a medium tailored to early readers with reading difficulties. Aim: This study aimed to examine the use of contextual digital word cards to support letter recognition in second-grade students. Results: Using a classroom action research design with two cycles, involving 15 students, results showed a steady rise in mastery: 26.67% (pre-cycle), 62.49% (cycle I), and 71.67% (cycle II). Students demonstrated greater motivation, accuracy in identifying letters, and improved writing performance. Novelty: This study integrates digital media with contextual vocabulary to create an engaging and interactive literacy learning environment. Implications: Teachers are encouraged to adopt contextual digital word cards as an innovative approach to build early reading readiness and foster active classroom participation. Highlight: Students showed steady improvement in letter recognition and writing skills Contextual digital word cards increased engagement and participation Two learning cycles met class-level mastery target Keyword: Letter Recognition, Early Reading, Contextual Learning, Digital Word Cards, Classroom Action Research
Interactive Communication Strategies to Support the Implementation of Multidimensional Literacy and Language Education in Inclusive Settings for Achieving Sustainable Development Goals (SDGs) Amalia, Eva; Purwanta, Edi; Purbani, Widyastuti; Kharisma, Nanda Veruna Enun; Mufidah, Zulfin Rachma
International Journal of Language Education Vol. 9, No. 3, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.77400

Abstract

This study aimed to investigate how interactive communication strategies facilitate the implementation of multidimensional literacy (encompassing linguistic, cognitive, sociocultural, and developmental aspects) in inclusive classrooms, with a particular emphasis on language education and the achievement of Sustainable Development Goals (SDGs) (i.e., Quality Education). A qualitative case study was conducted in an inclusive elementary school in Yogyakarta, Indonesia. Data were collected through participatory observation, semi-structured interviews with teachers and students, and document analysis. Findings show that teachers applied adaptive strategies such as open-ended questions, paraphrasing, positive feedback, visual cues, and choice-based questioning, enabling both regular and special needs students to participate actively. These strategies enhanced sentence construction, reading comprehension, sociocultural awareness, and self-confidence by fostering meaningful dialogue and adaptive scaffolding. The study highlights that interactive communication is not merely supportive but central to equitable, holistic literacy and language education in inclusive contexts, contributing to inclusive and transformative education practices aligned with SDGs.
Career Fantasies of the Alpha Generation: The Influence of Digital Technology and Parental Guidance in Shaping Future Career Aspirations Pratiwi, Fifin Dwi; Basuki, Agus; Purwanta, Edi; Rukhana, Elya
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 01 (2026): January 2026, 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.v10i01.7617

Abstract

Every individual has future career aspirations but often faces challenges in realising them. Early career awareness and planning through career exploration is an important factor in their achievement. In elementary school-aged children, this exploration is still at the fantasy stage, where they are interested in professions that they often see. This study examines the career fantasies of Generation Alpha and the factors that influence them. Using a descriptive quantitative approach, this study involved 100 students in grades 3-6 in a remote school in Lampung, selected through purposive sampling. Data were collected through an open-ended questionnaire related to professional interests, reasons for choosing a profession, and sources of information that influence career fantasies. The results showed that doctors, teachers, police, and soldiers were the most frequently chosen professions by students. Gender, family, school, and digital media influence career fantasies. The findings have implications for career education and guidance, supporting children's early career development. Keywords: career fantasies, alpha generation, digital technology, career development
Social-emotional learning profile of junior high school students in Java Astuti, Budi; Purwanta, Edi; Lidyasari, Aprilia Tina; Bhakti, Caraka Putra; Lestari, Rizqi; Amedome, Sedem Nunyuia
ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 5 No. 1 (2024): ProGCouns: Journal of Professionals in Guidance and Counseling
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/progcouns.v5i1.65755

Abstract

Social-emotional learning is an essential aspect of an individual's development. Thisresearch aims to determine the profile of social-emotional learning and differences in social-emotional learning scores based on gender and grade level among junior high school students in Java. This research uses a quantitative approach with a comparative research type. The sample in this study was 2036 junior high school students on the island of Java. The data collection technique in this research used a social-emotional learning scale, which was tested for validity and reliability using the RASCH model. Data analysis techniques were carried out using descriptive statistics and the ANOVA test. The results show that the majority of junior high school students in Java had a high score in social-emotional learning (N=65.4%), and only 0.1% of students categorized indeficient. Students' social-emotional levels were not influenced by gender or grade level. The self-management aspect had the lowest score, and the self-awareness aspect had the highest score in social-emotional learning. It is hoped that the results of this research can provide an overview of the conditions of social-emotional learning in students and become a reference for the development of social-emotional learning program in schools.Guidance and Counseling teachers can improve the lowest aspect of social-emotional learning through various techniques and methods so students can have good social-emotional learning skills in all aspects. Future research needs to explore the factors that influence high levels of SEL in students and expand the research sample to obtain broader generalizations.
The Attitudes of Student-teachers toward Moodle as a Supplementary Learning Platform Suparjan, -; Purwanta, Edi; Septiarti, Serafin Wisni; Purnomo, Yoppy Wahyu
JOIV : International Journal on Informatics Visualization Vol 8, No 3-2 (2024): IT for Global Goals: Building a Sustainable Tomorrow
Publisher : Society of Visual Informatics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62527/joiv.8.3-2.2852

Abstract

During the COVID-19 pandemic, Moodle (Modular Object-Oriented Dynamic Learning Environment) emerged as a leading online learning platform, providing essential support for educational institutions transitioning to remote learning. However, its role as a supplementary tool alongside traditional teaching methods in non-pandemic contexts remains underexplored in academic research. This study aims to investigate the attitudes of higher education student-teachers toward Moodle as an asynchronous online learning platform that enhances traditional classroom learning. The research employed a descriptive-quantitative method, focusing on students from the Teacher Training and Education Faculty, specifically those in the Elementary School Teacher Education Department at Universitas Tanjungpura, Indonesia. Participants were selected through purposive sampling, targeting individuals with experience using Moodle in online and offline learning environments. Data were collected using a structured questionnaire to assess student-teacher attitudes toward Moodle. It underwent a rigorous validation process to ensure the instrument's validity, including expert reviews. The reliability of the questionnaire was assessed through a pilot test conducted with 25 elementary school student-teachers from a state university. The results indicate that most student-teachers have positive attitudes toward Moodle, particularly valuing its effectiveness in enhancing their traditional learning experiences. Despite these favorable views, further research is necessary to develop a more comprehensive understanding of Moodle as a learning management system. Future studies should explore a broader range of educational contexts and levels to better understand the diverse challenges and benefits of applying Moodle in different teaching environments.
Contextual-Based Drill Method in Developing Beginning Reading Skills of Children with Learning Difficulties: Metode Latihan Berbasis Kontekstual dalam Mengembangkan Kemampuan Membaca Permulaan Anak dengan Kesulitan Belajar Masirri, Natalia; Purwanta, Edi
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1748

Abstract

Background: Early reading skills are crucial for children’s literacy development, especially for those experiencing learning difficulties. Specific background: Traditional methods are often less responsive to the individual needs of students with learning challenges, leading to poor comprehension and motivation. Knowledge gap: Few studies have systematically examined how contextual-based drill methods can be adapted for learners with reading difficulties. Aims: This study investigates how a contextual-based drill method supports the development of beginning reading skills among second-grade elementary school students with learning difficulties. Results: Using a quasi-experimental pretest-posttest design with six students, the Wilcoxon Signed Rank Test (p < 0.05) indicated a significant improvement in letter recognition, word formation, and comprehension after intervention. Novelty: The integration of repetitive drills within meaningful contextual experiences provided a more adaptive and engaging learning structure. Implications: The method can guide teachers in designing inclusive reading instruction that bridges cognitive skill-building and real-life application for early learners. Highlights Students showed significant improvement in letter and word recognition after contextual-based drill sessions. The learning process became more meaningful and engaging through real-life contextual connections. This approach supports inclusive education by adapting repetitive learning to individual student needs. Keywords Contextual-Based Drill, Beginning Reading, Learning Difficulties, Elementary Education, Inclusive Teaching
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