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Kindergarten Teachers’ Skills in Initial Assessment for Special Needs Identification: Keterampilan Guru Taman Kanak-Kanak dalam Penilaian Awal untuk Identifikasi Kebutuhan Khusus Sukesi; Pujaningsih; Ishartiwi
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.v26i4.1687

General Background: Early childhood education plays a crucial role in shaping children’s development, yet teachers often struggle to conduct systematic initial assessments for identifying children with special needs. Specific Background: Despite inclusive education being a global and national priority, many kindergarten teachers lack the necessary skills, leading to delayed interventions and missed opportunities for tailored support. Knowledge Gap: Previous training programs remain mostly theoretical, one-directional, and disconnected from real classroom contexts, with limited research combining guided training and Project-Based Learning (PjBL) for early assessment in preschool settings. Aims: This study aimed to improve kindergarten teachers’ skills in conducting initial assessments of children with special needs through guided training using a PjBL approach. Results: Using collaborative School Action Research in two cycles, findings showed significant improvements in teachers’ cognitive, affective, and psychomotor competencies, with more structured assessment practices and reflective attitudes toward inclusive education. Novelty: The study introduces an integrated training model that extends the application of PjBL from instructional design to early assessment, an area rarely explored in early childhood education research. Implications: The proposed model provides a replicable framework for education authorities and early childhood institutions to strengthen teacher competence in inclusive education, contributing to sustainable improvements in service quality and supporting broader educational equity goals.Highlight : Teachers’ ability in early assessment improved through guided training with PjBL. Competence increased across cognitive, affective, and psychomotor aspects. The model supports sustainable inclusive education practices. Keywords : Initial Assessment, Children With Special Needs, Kindergarten Teachers, Project-Based Learning, Guided Training, Inclusive Education

Learning Communities Strengthen Kindergarten Teachers’ Confidence in Inclusive Education: Komunitas Belajar Menguatkan Kepercayaan Diri Guru Taman Kanak-Kanak dalam Pendidikan Inklusif Ningrum, Santi; Pujaningsih
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.v26i4.1706

General Background: Inclusive education is mandated in Indonesia, yet many kindergarten teachers struggle with confidence in teaching children at risk of developmental disorders. Specific Background: At a state kindergarten in East Kutai, most teachers showed hesitation and low confidence in addressing delays in communication, social interaction, and challenging behavior. Knowledge gap: Prior research focused mainly on pedagogical skills, with limited attention to teachers’ self-belief in inclusive teaching. Aims: This study examined how learning communities support teachers’ confidence in educating children at risk of developmental disorders. Results: Using a two-cycle School Action Research design with eight teachers, data from questionnaires, observations, and interviews revealed significant improvement. Teachers’ self-efficacy rose from 62.1% (sufficient) at baseline to 76.7% (good) in cycle I and 88.8% (very good) in cycle II. Improvements included inclusive lesson planning, child behavior management, reflective practice, and collaboration. Novelty: Unlike previous studies emphasizing skills or knowledge, this research highlights collective learning as a means of strengthening teachers’ confidence and reflective capacity in inclusive settings. Implications: Sustainable integration of learning communities is recommended in early childhood teacher development to ensure readiness for inclusive classrooms. Highlight Teachers’ confidence improved significantly through structured learning communities Inclusive lesson planning and behavior management showed marked progress Collaborative reflection proved essential for sustainable teacher development Keywords Teacher Self-Efficacy, Kindergarten, Learning Communities, Inclusive Education, Developmental Disorders

Fernald Method in Differentiated Learning for Early Reading of Science Texts: Metode Fernald dalam Pembelajaran Berdiferensiasi untuk Membaca Awal Teks Sains S, Ismayanti; Pujaningsih
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.v26i4.1707

General Background: Inclusive education in Indonesia has been mandated through national regulations, yet its implementation faces challenges, particularly in addressing reading difficulties among students with learning disabilities. Specific Background: Reading is the foundation of all learning, but many seventh-grade students at SMP Negeri 6 Sangatta Utara still struggle with basic reading skills, limiting their comprehension of science texts. Knowledge Gap: While the Fernald multisensory method has shown effectiveness internationally, limited studies in Indonesia have explored its application in science learning contexts for middle school students with reading difficulties. Aims: This study investigates the effectiveness of the Fernald method, integrated within differentiated instruction, in improving early reading skills of students with learning disabilities. Results: Conducted through Classroom Action Research in two cycles, the intervention revealed significant improvement: students’ scores increased from 20–40% in the pre-test to 90–100% in the post-test, alongside higher participation and confidence levels. Novelty: This research demonstrates the contextualized application of the Fernald method for science literacy at the junior high school level in Indonesia, emphasizing differentiated multisensory strategies. Implications: The findings suggest that Fernald’s method can serve as an effective alternative for inclusive classrooms, supporting teachers in fostering literacy, motivation, and engagement among diverse learners.Highlight : The Fernald Method is effective in improving early reading skills. A multisensory approach supports mastery of letters and words. Student participation and motivation increase in learning. Keywords : Inclusive Education, Reading Difficulties, Fernald Method, Differentiated Learning, Multisensory

Montessori and Contextual Teaching Learning Method for Beginning Reading Abilities: Metode Montessori dan Contextual Teaching Learning untuk Kemampuan Membaca Permulaan Rakhmawati, Agustina Dewi; Chamidah, Atien Nur; Pujaningsih
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.v26i4.1839

Background: Beginning reading is a foundational stage in early literacy development, particularly for children with learning disabilities who require structured and meaningful learning experiences. Specific background: In Group B of Kindergarten 1 North Sangatta, several children showed difficulties recognizing letters, distinguishing similar symbols, connecting sounds to written forms, and maintaining interest in reading activities. Knowledge gap: Existing classroom practices had not yet integrated multisensory and contextual media that align with children’s developmental characteristics. Aim: This study examined the use of the Montessori method combined with Contextual Teaching and Learning to support beginning reading abilities through structured letter-card activities. Results: Conducted through two cycles of Classroom Action Research, the intervention increased student performance from 50% at baseline to 84% in Cycle I and 94% in Cycle II, surpassing the school’s mastery criteria. Children became able to identify at least twenty alphabet letters, differentiate similar letter pairs, and read simple contextual words. Novelty: The study presents an applied model that connects Montessori sensorial materials with contextual learning tasks, allowing children to link phonetic concepts to real-life experiences. Implications: This integrative approach can be used in daily classroom practice to strengthen beginning reading abilities in children with learning disabilities. Highlights The Montessori and contextual teaching learning method supported beginning reading abilities in children with learning disabilities. Letter-card activities facilitated recognition of alphabet forms and sounds in meaningful contexts. Classroom action cycles showed steady progress in reading indicators across both implementation stages. Keywords Beginning Reading, Learning Disabilities, Montessori Method, Contextual Teaching Learning, Letter Card Media

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