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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

Publication Trends on Higher-Order Thinking Skills and Science Process Skills in Elementary Schools (1992–2023): A Bibliometric Analysis of Science Education Nugroho, Irham; Wilujeng, Insih; Pujaningsih; Sad Iman, Muis; Nadya Mahesawati, Putri
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 2 (2025): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v17i2.12039

This study examines publication trends and thematic developments in research on Higher-Order Thinking Skills (HOTS) and Science Process Skills (SPS) in elementary science education. A bibliometric approach was employed to analyze Scopus-indexed publications from 1992 to 2023, using title, abstract, and keyword searches with queries such as ("Higher Order Thinking Skills" AND "Science Process Skills" AND "elementary science education"). The data were processed using the Bibliometrix package and BiblioShiny interface in RStudio to map growth patterns, identify influential sources, leading countries, and emerging research themes related to the integration of HOTS and SPS. The results show a significant increase in publications since 2014, with 322 documents identified. The Journal of Physics: Conference Series emerged as the leading source, while Indonesia and Malaysia were the top contributing countries. Thematic analysis revealed dominant clusters around inquiry learning, critical thinking, and digital assessment, with a noticeable shift towards applied instructional and assessment models that combine HOTS and SPS. This reflects the growing alignment of research with 21st-century education reforms emphasizing inquiry-based and problem-solving skills. The findings suggest a strong integration of HOTS and SPS in science education, but also highlight gaps in long-term classroom implementation, particularly in elementary school contexts. This study underscores the need for curriculum frameworks and teacher professional development programs focused on effectively integrating HOTS and SPS into elementary science education

Transforming Mathematics Learning for Deaf Students:The Effectiveness of the ATI Instructional Model Pratiwi, Theresia Ayu; Pujaningsih
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.29194

Mathematical word-problem solving remains a persistent challenge for deaf students, largely due to limited access to linguistic input and the abstract nature of mathematical reasoning. This study examines the effectiveness of the Aptitude Treatment Interaction (ATI) instructional model as an adaptive mechanism for improving mathematical problem-solving performance among seventh-grade deaf students. Employing a quantitative quasi-experimental one-group pretest–posttest design, the study involved ten students enrolled at a special junior high school in Indonesia. Students were classified into high, medium, and low aptitude groups based on an initial diagnostic assessment and received differentiated instructional treatments aligned with ATI principles. Data were collected through a validated mathematical word-problem test, classroom observations, and response questionnaires. Due to non-normal data distribution, the Wilcoxon Signed Rank Test was applied, accompanied by effect size estimation. The results demonstrate a statistically significant improvement in students’ problem-solving performance following ATI implementation, with mean scores increasing from 56.33 to 82.00 (p < 0.05) and a large effect size, indicating substantial practical impact. Beyond instructional effectiveness, the findings highlight ATI’s capacity to operationalize differentiated instruction by aligning learner aptitude with targeted pedagogical treatment. This study contributes empirical evidence to the global discourse on adaptive mathematics instruction and offers theoretical implications for inclusive learning models addressing heterogeneous cognitive and linguistic profiles in mathematics education.

Development of the Mini Smart Cashier Application to Improve the Counting Ability of Students with Mild Intellectual Disabilities Fitri, Resvi; Pujaningsih; Rijal, Muhamad Aflaha
Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i1.3047

This study aims to develop the Mikacer (Mini Smart Cashier) application as an Android-based counting aid to improve the ability to count money for students with mild intellectual disabilities phase D at SLB Negeri 2 Padang. Based on Piaget's cognitive development theory, Vygotsky's Scafolding, and the principles of Universal Design (UD) in learning media, Mikacer is an assistive technology designed as an adaptive and interactive money counting medium, and is easily accessible to all students who need it. The research method used the Design, Development, and Research (DDR) procedure from Richey and Klein, which produced the Mikacer (Mini Smart Cashier) mobile application with ten students with mild intellectual disabilities at a special needs school (SLB) as subjects. Data collection techniques used were observation, interviews, questionnaires, and performance observation. The results of this research are an Android-based application available on the Google Play Store for direct download. The application contains a step-by-step cashier simulation menu for calculating the amount of money, reducing money, calculating total purchases and calculating change in simple purchases. After being validated by six expert validator teams, the product results are in the very feasible category and the validation results can be used according to revisions and suggestions. Interventions to improve the ability to count money for students with mild intellectual disabilities use the Mikacer application that has been developed. Based on the results of performance observations from all subjects, they succeeded in improving their counting abilities from the initial baseline, intervention and final baseline.

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