Article Per Year (5 Year)
p-Index From 2021 - 2026
3.832
P-Index
This Author published in this journals
All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN JPK (Jurnal Pendidikan Khusus) Jurnal Pendidikan dan Pengajaran Dewantara Journal of Education and Learning (EduLearn) Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan P2M STKIP Siliwangi Dinamika Pendidikan Jurnal Pendidikan dan Pemberdayaan Masyarakat Journal of ICSAR Jurnal Pendidikan (Teori dan Praktik) Inklusi Journal of Disability Studies Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Taman Cendekia : Jurnal Pendidikan Ke-SD-an Open Access Indonesia Journal of Social Sciences Pedagogia: Jurnal Ilmiah Pendidikan Dasar Indonesia Inteligensi : Jurnal Ilmu Pendidikan Open Access Indonesia Journal of Social Sciences Indonesian Journal of Innovation Studies Journal of Innovation and Research in Primary Education
Sukinah Sukinah
Universitas Negeri Yogyakarta
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 Physics Public Health Social Sciences Other

Published : 41 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 41 Documents
Search

 1   2   3   4   5 
Pelaksanaan Asesmen dan Intervensi Anak Autisme Ishartiwi, Ishartiwi; Sukinah, Sukinah; Taqiyah, Dewi Barotut
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 3 (2023)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v7i3.4570

Abstract

Asesmen dilakukan untuk mengetahui kondisi dan karakteristik, kemampuan, hambatan dan kelebihan yang dimiliki serta kebutuhan ASH untuk dasar penyusunan pelaksanaan intervensi. Pelaksanaan program intervensi dilakukan selama 16 kali pertemuan durasi 120 menit per pertemuan dengan mengunakan pendekatan secara individual, media AAC (Augmentative and Alternative Communication) dan benda-benda yang ada disekitar ASH. Subjek dalam penelitian ini berinisial ASH berusia 4 tahun dan mengalami hambatan perkembangan autisme. Penelitian ini menggunakan pendekatan kualitatif dengan studi kasus. Teknik pengumpulan data dengan wawancara, observasi dan dokumentasi. Berdasarkan hasil pembahasan pelaksanaan asesmen dan intervensi, ASH mampu melakukan interaksi sosial dengan menyapa, mengucapkan salam, komunikasi dua arah menggunakan strategi shaping. Pada aspek bahasa, ASH mampu merespon pertanyaan spontan tanpa menggunakan bantuan kartu kata, aspek motorik halus ASH mampu mewarnai gambar, menarik garis lurus, menuliskan nama, meronce dan menempel. Penggunaan media yang ada disekitar ASH dapat membantu meningkatkan kemampuan pada aspek komunikasi, motorik halus dan interaksi sosial. 
Strengthening Preschool Teacher Competencies in Inclusive Classroom Management: A Case Study from East Kutai Regency, Indonesia Adawiah, Rabiatul; Sukinah, Sukinah
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.v4i3.1756

Abstract

Despite national policies promoting inclusive education in Indonesia, significant gaps persist between policy intentions and classroom implementation, particularly in early childhood education settings. This study examined the effectiveness of professional development programs in strengthening preschool  teacher competencies for inclusive classroom management at TK Pembina, East Kutai Regency. A qualitative descriptive case study approach was employed, involving 20 preschool teachers selected through purposive sampling. Data collection occurred from January to May 2025, utilizing in-depth interviews, classroom observations, questionnaires, and document analysis. Participants were teachers who had completed inclusive education training programs and were actively implementing inclusive practices. Teachers demonstrated substantial improvements in understanding inclusive education principles and implementing Universal Design for Learning strategies. Interview data revealed enhanced confidence in managing diverse learners, with participants successfully adopting differentiated instruction approaches. Case studies illustrated transformational journeys from uncertainty to competent inclusive practice. However, persistent challenges included limited support staff, inadequate facilities, and insufficient ongoing mentoring. The findings confirm that systematic professional development can significantly enhance teacher competencies in inclusive education, supporting previous research while extending knowledge to rural Indonesian contexts. Success requires moving beyond one-time training toward sustained, practice-based learning with peer support networks. The study highlights critical needs for systemic interventions addressing resource allocation and institutional support structures alongside individual teacher development.
Inclusive School Management in Project-Based Learning Implementation: A Case Study in Kindergarten Settings Purnamawati, Purnamawati; Sukinah, Sukinah
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.v4i4.1972

Abstract

Implementation of inclusive education at the kindergarten level faces complex challenges in managing learning that accommodates student diversity. Project-Based Learning (PBL) emerges as a promising pedagogical approach for inclusive environments, yet empirical research on optimal management strategies to support PBL implementation in inclusive early childhood settings remains limited. This study employed a qualitative descriptive design conducted over three months (April-June 2025) at Taman Kanak-Kanak Kongbeng, East Kalimantan. Data were collected through semi-structured interviews with key stakeholders, direct classroom observations, and documentation analysis. Data validity was ensured through triangulation and member checking procedures. Findings indicate that inclusive school management can effectively support PBL implementation through systematic collaborative approaches involving administrators, classroom teachers, special education teachers, and parents. PBL implementation in inclusive settings enhanced both social and academic skills of all students, including children with special needs. Effective strategies included flexible project design, differentiated instruction, and authentic assessment focusing on learning processes. Results confirm that well-managed inclusive PBL environments can create positive outcomes for all students. Successful implementation requires ongoing teacher training, clear inter-staff coordination, and adequate resource allocation to support inclusive education infrastructure.
Enhancing Learning Engagement of Students with Special Needs through Inclusive Classroom Management Strategies Yuliana, Yuliana; Sukinah, Sukinah
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.v4i4.2042

Abstract

Students with special needs in inclusive early childhood education settings often experience reduced learning engagement and participation, challenging educators to develop effective classroom management strategies that accommodate diverse learning needs while maintaining quality instruction for all students. This qualitative descriptive study investigated inclusive classroom management strategies at State Kindergarten 1 Long Mesangat, Indonesia, from March to June 2025. Data collection employed participatory observation, in-depth interviews with teachers and administrators, and documentary analysis. Participants included students with special needs, classroom teachers, special education support teachers (GPK), school principal, and parents. Data analysis followed Miles and Huberman's interactive model involving data reduction, display, and conclusion drawing with verification through triangulation techniques. Findings revealed that systematic implementation of differentiated instruction, concrete learning materials, visual aids, and collaborative teaching models significantly enhanced learning interest among students with special needs. Students demonstrated improved attention spans (82% of cases), increased voluntary participation (78%), and more positive learning behaviors (75%). Special education support teachers provided crucial interventions averaging 8-15 individual assistance sessions daily. However, implementation challenges included insufficient specialized teacher training, limited adaptive resources, and inadequate family engagement in supporting inclusive practices. The study confirms that comprehensive inclusive classroom management strategies effectively enhance student engagement when supported by collaborative teaching models and appropriate resources. Findings align with Universal Design for Learning principles and evidence-based classroom management practices. However, persistent systemic barriers including teacher preparation gaps and resource limitations continue to impede optimal implementation. Systematic inclusive classroom management strategies can meaningfully improve learning outcomes for students with special needs in early childhood settings. Success requires addressing teacher preparation deficits, expanding specialized support personnel, and strengthening family-school collaboration through policy and professional development initiatives.
Enhancing Questioning Skills in Preschool Children with Speech Delays Through Project-Based Learning Nursari, Amelia; Sukinah, Sukinah
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.v4i4.2108

Abstract

Speech delays affect 5-10% of preschool children and significantly impact questioning skill development, which is essential for cognitive growth and academic success. This study investigated the effectiveness of project-based learning in enhancing questioning competencies among kindergarten children with speech delays. A classroom action research design following Kemmis and McTaggart's spiral model was implemented across three intervention cycles with two kindergarten students (aged 4-6 years) diagnosed with speech delays in East Kalimantan, Indonesia. Data collection employed structured observation rubrics assessing questioning behaviors across four dimensions: question initiation frequency, complexity, contextual appropriateness, and verbal clarity. Project-based learning activities focused on environmental exploration and geometric shape identification through collaborative maket construction. Quantitative analysis examined pre-post score comparisons, while qualitative data underwent thematic analysis with triangulation across multiple sources.  Participants demonstrated substantial improvement in questioning skills, with overall mean scores progressing from 1.55 (baseline) to 3.24 (post-intervention), representing a 109% increase. The most significant improvements occurred in question type diversity (275% increase), question quality (200% increase), and independence in question formulation (216.7% increase). Performance classifications advanced from "beginning to develop" to "developing very well" across all measured competency areas. Both participants achieved age-appropriate questioning competencies by intervention completion. Project-based learning methodology effectively enhanced questioning skills among children with speech delays through authentic learning contexts that stimulated natural inquiry behaviors. The findings support constructivist and experiential learning theories while demonstrating the potential of inclusive pedagogical approaches. These results have significant implications for early childhood education practices, suggesting that strength-based interventions can successfully address communication challenges while promoting collaborative learning and cognitive development.
Development of Contextually-Based Animated Video Media for Improving Speaking Abilities in Children with Speech Delay Trimartini, Trimartini; Sukinah, Sukinah
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.v4i4.2229

Abstract

Speech delay affects 3-15% of school-age children, requiring innovative interventions that combine engaging multimedia elements with evidence-based pedagogical approaches. Traditional therapeutic methods often lack the multimodal stimulation necessary to maintain attention and motivation in young children with speech delay. This study aimed to develop and evaluate the effectiveness of contextually-based animated video media for improving speaking abilities in children with speech delay using the ADDIE development model. A research and development methodology employed the ADDIE framework with single-subject experimental design. One 4-year-old child with diagnosed speech delay participated as the primary subject. Data collection utilized expert validation scales for media and content assessment, systematic observation protocols for speaking ability measurement, and teacher response questionnaires. Expert validation involved content and media specialists evaluating technical quality and educational appropriateness. Speaking ability was assessed across five indicators using 5-point rating scales, comparing performance between traditional image media and animated video media conditions. Expert validation confirmed high feasibility with media quality scoring 4.3/5.0 and content appropriateness 4.2/5.0. Teacher evaluation demonstrated exceptional reception at 95.8%. Comparative assessment revealed 16% improvement in overall speaking ability when using animated video media versus traditional image media, with enhancements observed in articulation clarity, word production, and verbal responsiveness across four of five assessed indicators. Contextually-based animated video media proved feasible and effective for improving speaking abilities in children with speech delay. The integration of multimedia learning theory with contextual learning principles offers promising directions for technology-enhanced speech interventions, though larger-scale randomized controlled trials are needed to establish robust evidence for clinical practice.
Enhancing Pedagogical Competence in Inclusive Kindergarten Settings: The Effectiveness of Learning Communities as Professional Development Strategy Susmawati, Eko; Sukinah, Sukinah
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.v4i4.2297

Abstract

Inclusive kindergarten education requires teachers with sophisticated pedagogical competencies to address diverse learning needs. However, significant deficiencies exist in pedagogical competence among Indonesian teachers in inclusive settings, largely due to varying educational backgrounds and insufficient understanding of children with special needs. Learning communities have emerged as promising collaborative frameworks for professional development, yet limited research examines their effectiveness in enhancing pedagogical competence within inclusive early childhood education contexts.This study investigated the effectiveness of learning communities (KOMBEL) in enhancing pedagogical competence among inclusive kindergarten teachers, analyzing specific competence aspects that experience improvement and examining factors influencing implementation success. A descriptive quantitative design was employed with seven teachers at TK Negeri 1 Teluk Pandan using saturated sampling. Data collection utilized validated questionnaires and structured observations with pre-test and post-test measurements. The pedagogical competence assessment covered six dimensions: understanding inclusive children's characteristics, learning planning, teaching methods, classroom management, assessment, and reflective capabilities. Statistical analysis employed paired-samples t-tests and descriptive analysis using SPSS 25.0.Significant improvement in pedagogical competence was observed, with mean scores increasing from 13.71 to 25.00 (82% enhancement). Statistical analysis confirmed significant differences (p < 0.000) with large effect size (Cohen's d = 7.04). All six pedagogical competence dimensions showed substantial improvement, with teaching methods and strategies demonstrating the most dramatic enhancement (2.1 to 4.3 on five-point scale). Learning communities effectively enhance pedagogical competence among inclusive kindergarten teachers through collaborative professional development. The substantial improvements across all competence dimensions validate learning communities as systematic strategies for addressing pedagogical deficiencies in inclusive education settings.
Interactive Storytelling with Hand Puppets for Improving Speaking Skills in Children with Speech Delay Wahyuni, Wahyuni; Sukinah, Sukinah
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.v4i4.2327

Abstract

Speech delay affects 3-20% of early childhood populations globally, impacting communication abilities, social interaction, and academic readiness. Hand puppet storytelling represents a potentially effective intervention approach combining narrative engagement with interactive visual elements to stimulate verbal responses in affected children. This classroom action research employed the Kemmis and McTaggart model across two intervention cycles. One 5-year-old participant with identified speech delay received hand puppet storytelling sessions twice weekly over six weeks. Data collection utilized structured observation checklists assessing seven speaking skill indicators, semi-structured teacher interviews, and anecdotal records. Quantitative analysis calculated percentage improvements, while qualitative data underwent thematic analysis. Significant speaking skill improvements were demonstrated from baseline assessment (28.57%) to post-intervention (62.5%), representing a 33.93% increase that exceeded the predetermined 30% success criterion. Five out of seven assessment indicators achieved "Developing Appropriately" status. Progressive enhancement occurred across verbal responsiveness, vocabulary usage, sentence construction, speaking confidence, and storytelling participation. Qualitative findings revealed increased spontaneous verbal initiation, enhanced peer interactions, and improved classroom confidence. The intervention's effectiveness aligns with previous research supporting narrative-based language interventions and puppet-mediated therapeutic approaches. Results demonstrate that classroom teachers can successfully implement evidence-based speaking skill interventions without specialized therapeutic training, providing cost-effective alternatives to traditional speech therapy methods. The study addresses existing research gaps by documenting practical implementation within regular educational settings rather than controlled experimental conditions.
Enhancing Learning Outcomes for Slow Learner Students through Differentiated Instruction in Social Studies Education Hudriana, Rani; Sukinah, Sukinah
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.v4i4.2346

Abstract

Slow learner students face significant challenges in Social Studies education due to difficulties with abstract concepts, chronological thinking, and information processing. This study examined the effectiveness of differentiated learning strategies in improving learning outcomes among slow learner students in junior high school Social Studies education. A classroom action research design was employed using the Kemmis and McTaggart model across two cycles. Three seventh-grade slow learner students were purposively selected from a public junior high school in East Kalimantan, Indonesia. Data collection utilized structured observations, pre-test and post-test assessments, and documentation. Differentiated learning strategies included visual materials, peer support systems, individualized guidance, and adaptive task modifications. Data analysis employed descriptive quantitative techniques to examine individual student progress. Substantial improvements were observed in both student engagement and academic achievement. Participation scores increased progressively across cycles, with students demonstrating enhanced attention, responsiveness, and motivation. Academic performance showed significant gains, with all participants achieving minimum mastery criteria by Cycle II. Student A improved from 55 to 75 points (+20), Student B from 50 to 79 points (+29), and Student C from 53 to 76 points (+23), representing substantial learning progress over the intervention period. The findings validate the effectiveness of differentiated instruction for slow learner students in Social Studies education. Results align with Tomlinson's theoretical framework and support previous research demonstrating positive impacts of adaptive teaching strategies. The study contributes empirical evidence for inclusive educational practices while highlighting the importance of individualized approaches in addressing diverse learning needs within regular classroom environments.
Effectiveness of DIR/Floortime Intervention on Communication Skills Development in Elementary School Students with Autism Spectrum Disorder Dwidjantoro, Muhammad Irma Sunu; Sukinah, Sukinah
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.v4i4.2365

Abstract

Communication impairments represent core challenges in children with Autism Spectrum Disorder (ASD), significantly impacting academic and social functioning. The Developmental, Individual-differences, Relationship-based (DIR)/Floortime intervention shows promise for addressing these deficits, yet limited research has examined its effectiveness in elementary school settings. This study employed a single-subject research design with A-B-A' reversal methodology to examine DIR/Floortime intervention effects on communication skills in a 10-year-old male student with ASD. The participant was enrolled in fourth grade at an elementary school in Telen District. Data collection utilized direct behavioral observation and performance-based assessment across three phases: baseline 1 (4 sessions), intervention (6 sessions), and baseline 2 (4 sessions). The DIR/Floortime protocol followed established five-phase procedures including observation, opening communication circles, following the child's lead, expanding interactions, and natural closure. Data analysis employed within-condition and between-condition analyses, including trend analysis, stability assessment, and data overlap calculations. Systematic improvements were observed across intervention phases. Mean scores increased from 29.72 in baseline 1 to 77.1 during intervention, with maintenance at 93.8 in baseline 2, representing a 215% improvement from initial baseline. Between-condition analysis revealed 0% data overlap across phase transitions, indicating exceptionally strong intervention effects. Within-condition analysis showed 100% stability in baseline 2, confirming sustained skill acquisition. The findings provide robust evidence for DIR/Floortime effectiveness in elementary school settings. Results extend previous research by demonstrating successful implementation in educational environments, supporting cost-effective, relationship-based interventions that promote lasting communication improvements. The 0% data overlap establishes clear functional relationships between DIR/Floortime and communication skill development, aligning with systematic reviews supporting DIR/Floortime as an evidence-based practice for children with ASD.
Co-Authors Ade Putri Sarwendah Alben Ambarita Ari Anggit Triadi Arif Dwi Hantoro Astuti, Wahyu Lestari Baga, Vinsensius Susanto Barokatin, Roina bayu pamungkas Devy Sekar Ayu Ningrum Dewi Barotuttaqiyah Dwidjantoro, Muhammad Irma Sunu Effendi, Anwar Endang Rochyadi, Endang Fathurrohman, Fathurrohman Galih Rasita Dewi Hambali Hambali Hantoro , Arif Dwi Hermanto Hermanto Hudriana, Rani Imam Budi Prasetyo Ishartiwi Ishartiwi Maslahah, Sayidatul Mumpuniarti Mumpuniarti Murdiyani, Kenanga Kusuma Nur Azizah Nursari, Amelia Oriza Azzura Prasetyo, Imam Budi Pujaningsih Pujaningsih Purnamawati Purnamawati Rabiatul Adawiah Rafika Rahmawati Rafika Rahmawati Safitri, Mutiara Tectonia Sari Rudiyati Sayidatul Maslahah Septian, Muhammad Rezza Setyowati, Reni Suparno Suparno Susmawati, Eko Suwarjo Suwarjo Taqiyah, Dewi Barotut Tita Rosita Trimartini, Trimartini Uyun, Hana Qurrotul wahyuni wahyuni Wening Prabawati Yuliana Yuliana Yunisa, Riya Zaenal Alimin, Zaenal Zahirman, Zahirman