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All Journal Cakrawala Pendidikan Indonesian Journal of Teaching in Science
Juhanaini, J.
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Education Environmental Science Mathematics Social Sciences Other

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Media Learning Patch Board in Science Learning Energy Change Materials for Children with Intellectual Disabilities Juhanaini, J.; Sholihat, Lulu Fikriyah; Maryanti, Rina; Budiman, Rika Aprillia; Armindony, Fandu Fanovanugraha
Indonesian Journal of Teaching in Science Vol 2, No 2 (2022): IJOTIS: September 2022
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijotis.v2i2.47995

Abstract

The purpose of this study was to determine the use of patch board learning media in science learning about energy changes for children with intellectual disabilities. The method used in this research is one group pretest-posttest. The subjects in this study were children with intellectual disabilities who attended a special school in Indonesia. Children with intellectual disabilities are students at the senior high school level. After learning to use the patch board media, the test results increased. The average initial score obtained through the initial test was 3.75 and then increased to an average of 8. This was because the use of patch board learning media was interesting and easily understood by children. This is also proven that the use of patch board media in science learning materials on energy change can improve the understanding of children with intellectual disabilities, especially in learning science for energy change materials.
Improving reading comprehension learning for students with learning disabilities through know-want-learned strategy Juhanaini, J.; Rizqita, Alya Jilan; Putri, Lamina Amalia
Jurnal Cakrawala Pendidikan Vol. 44 No. 1 (2025): Cakrawala Pendidikan (February 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i1.82376

Abstract

Reading comprehension is a crucial skill that needs to be mastered. It helps individuals to understand the context and message through reading. For students with learning disabilities, mastering reading comprehension skills is particularly important. This research focuses on enhancing the reading comprehension of these students using the Know-Want-Learned (KWL) strategy. The study involved three experts who validated the instrument and included eight students with learning disabilities as participants. A mixed-methods approach was utilized, combining both quantitative and qualitative data to evaluate the effectiveness of the KWL strategy. Pre- and post-tests were conducted to measure improvements in reading comprehension levels, while interviews revealed the students' experiences and perceptions of the strategy. The results showed a significant increase in reading comprehension scores among the participants, highlighting the effectiveness of the KWL strategy in aiding understanding and information retention. Furthermore, qualitative feedback indicated that students felt more engaged and motivated during reading activities, as the KWL strategy prompted them to tap into their prior knowledge and establish learning goals. This research emphasizes the need for customized instructional strategies for students with learning disabilities, showcasing the KWL method as a valuable resource for enhancing reading comprehension. Future research should investigate the long-term impacts of this strategy and its relevance in various learning environments.
Co-Authors Armindony, Fandu Fanovanugraha Budiman, Rika Aprillia Putri, Lamina Amalia Rina Maryanti RIZQITA, ALYA JILAN Sholihat, Lulu Fikriyah