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All Journal International Journal of Evaluation and Research in Education (IJERE) SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) Publikasi Pendidikan Jurnal Konseling dan Pendidikan Scholaria: Jurnal Pendidikan dan Kebudayaan RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Jurnal Bahtera - Jurnal Pendidikan Bahasa Sastra dan Budaya FONDATIA Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA) Jurnal Mandala Pengabdian Masyarakat Jurnal Genre (Bahasa, Sastra, dan Pembelajarannya) International Journal of Learning Reformation in Elementary Education
Fendy Yogha Pratama
Universitas Ahmad Dahlan
Religion Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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The The Implementation of Universal Design for Learning in English Instruction at an Inclusive Elementary School Ramadhani Uswatun Khasanah; Fendy Yogha Pratama; Ika Vitasari; Hanan Fakhriya Qonita
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002251

Abstract

Inclusive education in elementary schools ensures equitable learning opportunities for students with diverse needs; however, instructional practices often assume learner homogeneity. This study investigates the implementation of the Universal Design for Learning (UDL) framework in English language instruction at an inclusive elementary school in Yogyakarta, focusing on the principles of multiple means of engagement, representation, and action and expression. Employing a qualitative case study design, data were collected through in-depth interviews, classroom observations, and document analysis, and examined using an interactive analysis model. The findings indicate that UDL is implemented contextually, particularly in engagement and representation, as teachers utilize game-based learning, participatory activities, and multimodal resources to enhance motivation and accessibility. However, implementation of action and expression remains limited, particularly in assessment practices, which are still largely standardized and dominated by written tests. These findings suggest that UDL implementation remains at an emerging stage, where diverse instructional strategies have not yet been fully aligned with differentiated assessment approaches. This study contributes to the limited literature on UDL in English language teaching in inclusive elementary contexts in Indonesia and highlights the need to strengthen teachers’ competencies in designing flexible and differentiated assessments.
The use of flash cards in improving early reading skills in students with mild dyslexia: a single subject study (SSR) Frida Adha Yusnianingsih; Fendy Yogha Pratama
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1209000

Abstract

This study aimed to examine the use of flashcards to improve reading skills in third-grade students with mild dyslexia, particularly for words containing diphthongs and consonant clusters. The study used a Single Subject Research (SSR) approach with an A–B–A design over 20 sessions (A1 = 5 sessions, B = 11 sessions, A2 = 4 sessions). Data were collected through reading observation and analyzed using visual charts. The results showed an increase in reading skills from the initial baseline phase (10%–20%) to the intervention phase (up to 80%), with high stability in the final phase (90%–100%). The 18% overlap between phases A1 and B (PND ±82%) indicates a moderately strong intervention effect, although caution should be interpreted, considering data trends and stability. The final baseline phase (A2) consisted of four sessions because the data had consistently shown high stability. Therefore, observations were discontinued after a stable pattern was achieved. These findings suggest that flashcards have the potential to help improve reading fluency. However, because the research only involved one subject (N=1), the research results are limited and cannot be generalized widely, but only apply to similar subject characteristics.
Studi Single Subject Research Penerapan Komik Digital Interaktif Bagi Siswa Dengan Kesulitan Membaca Shabrina Nabilla Wijaya; Fendy Yogha Pratama
Publikasi Pendidikan Vol 16, No 2 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i2.83364

Abstract

Kesulitan dalam membaca masih terjadi pada siswa kelas III SD Muhammadiyah Tegalrejo, yang ditunjukkan dengan rendahnya kemampuan membaca dan pemahaman terhadap bacaan. Penelitian ini dilakukan untuk mengetahui cara penggunaan komik digital interaktif dalam membantu meningkatkan kemampuan membaca siswa kelas III SD Muhammadiyah Tegalrejo. Komik digital interaktif dibuat agar dapat menyesuaikan dengan berbagai cara belajar siswa, seperti melalui gambar dan warna untuk gaya belajar visual, suara untuk gaya belajar auditori, serta aktivitas yang bisa dilakukan secara langsung untuk gaya belajar kinestetik. Penelitian ini menggunakan metode Single Subject Research (SSR) dengan pendekatan kuantitatif berupa desain A–B–A, dengan satu siswa kelas III sebagai subjeknya. Data dikumpulkan melalui hasil observasi, dan lembar penilaian kelancaran membaca yang dianalisis secara kuantitatif dan ditampilkan dalam bentuk grafik. Hasil penelitian menunjukkan adanya peningkatan kemampuan membaca siswa pada saat intervensi dibandingkan dengan saat fase dasar. Kontribusi penelitian ditunjukkan dengan bukti empiris mengenai efektivitas komik digital interaktrif dalam meningkatkan kemampuan membaca siswa dengan kesulitan membaca. Dengan demikian, penggunaan komik digital interaktif memberikan dampak positif dalam membantu siswa SD mengatasi kesulitan membaca. Kata Kunci: komik digital interaktif, kesulitan membaca, single subject research
Penggunaan Big Book Bagi Siswa Dengan Kesulitan Menulis: Penelitian Subjek Tunggal Nisa Heldayanti; Fendy Yogha Pratama
Publikasi Pendidikan Vol 16, No 2 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i2.83340

Abstract

Penelitian dilatarbelakangi oleh kesulitan siswa sekolah dasar dalam menulis kata berimbuhan “me-“ secara tepat. Media Big Book ini digunakan sebagai sarana pembelajaran untuk meningkatkan keterampilan menulis siswa, khususnya pada penulisan kata berimbuhan “me-“. Tujuan penelitian ini adalah untuk mengetahui efektivitas penggunaan media Big Book dalam meningkatkan keterampilan siswa sekolah dasar dalam menulis kata berimbuhan “me-“. Penelitian menggunakan pendekatan Single Subject Research (SSR) berdesain A-B-A dengan subjek satu siswa kelas 3 SD Muhammadiyah Kadisoka. Data dikumpulkan melalui observasi dan dianalisis menggunakan analisis visual grafik. Hasil penelitian menyatakan bahwa keterampilan menulis siswa mengalami peningkatan setelah diterapkannya media Big Book dan menunjukkan kestabilan keterampilan pada tahap akhir penelitian.
Co-Authors Adityas, M Tolkhah Amaliyah Ulfah Andayani Cerianing Putri Pratiwi Erviana, Vera Yuli Fatah Nasikh Aryawan Frida Adha Yusnianingsih Hanan Fakhriya Qonita Huda, Much. Nuril Ichsan Ichsan Iis Suwartini Ika Vitasari Kundharu Saddhono Kusubakti Andajani Laila Fatmawati Mixghan Norman Antono Muhammad Rohmadi Nisa Heldayanti Putri, Ardhana Reswari Diyah Ragil Dian Purnama Ramadhani Uswatun Khasanah Retno Winarni Rizki Putri Ramadhani Rizkiyah, Maulidah Shabrina Nabilla Wijaya Siti Nurjannah Siti Nurjannah Sukma, Hanum Hanifa Trisanti, Anis Surya Yuni Pratiwi