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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

Contextual Wordwall Games for Number Recognition in Inclusive Kindergarten: Permainan Wordwall Kontekstual untuk Pengenalan Angka di TK Inklusif Sinta D, Nia Aprilia Pratama; Ishartiwi; Handoyo, Rendy Roos
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.v26i4.1688

Background: Early childhood number recognition is a crucial foundation for mathematical development and life skills, yet children with learning difficulties often struggle due to a lack of engaging and inclusive teaching media. Specific background: Existing research rarely focuses on digital game-based learning tools like Wordwall in inclusive kindergarten contexts. Knowledge gap: There is limited evidence on how contextual-based Wordwall games address numeracy challenges for children with learning barriers. Aim: This study aimed to explore the application of contextual-based Wordwall educational games to support number recognition skills in kindergarten group B children with learning difficulties. Results: Using Kemmis and McTaggart’s classroom action research design, two cycles of intervention were conducted with 10 participants. Mastery levels increased from 40–50% in cycle I (average score 6.4–6.5) to 90–100% in cycle II (average score 7.3–8.1). Cognitive, affective, and psychomotor improvements were observed, including better sequencing, number-object matching, collaboration, and confidence. Novelty: This study introduces the integration of contextual Wordwall games as a digital tool for inclusive early childhood classrooms. Implications: Findings suggest that teachers can adopt contextual Wordwall games as an alternative media to create meaningful, interactive, and adaptive learning for children with learning difficulties. Highlights Children’s number recognition skills improved after contextual Wordwall game use Cognitive, affective, and psychomotor skills developed simultaneously Teachers gained a practical and replicable strategy for inclusive classrooms Keywords: Number Recognition, Contextual Learning, Wordwall Educational Games, Inclusive Kindergarten, Learning Difficulties

Kindergarten Teachers’ Competence in Designing Inclusive Lesson Plans through Guided Training: Kompetensi Guru Taman Kanak-Kanak dalam Merancang Rencana Pelajaran Inklusif Melalui Pelatihan Terbimbing Normayani, Risma; 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.v26i4.1689

General Background: Inclusive education requires teachers to be equipped with the skills to design lesson plans that accommodate children with special needs (CSN), yet many early childhood educators lack sufficient training. Specific Background: In Indonesia, a significant proportion of kindergarten teachers struggle to create adaptive lesson plans despite policies mandating inclusive practices. Knowledge Gap: Previous studies show the potential of Problem-Based Learning (PBL) to enhance inclusive teaching, but evidence on its effectiveness in structured guided training for kindergarten teachers remains limited. Aims: This study aimed to improve the ability of kindergarten teachers to develop inclusive lesson plans through guided PBL-based training. Results: Using School Action Research with nine teachers at TK Negeri 1 Sangkulirang, findings revealed a substantial increase in competence, with average lesson plan scores rising from 48.09% in cycle I to 75.25% in cycle II. The greatest improvements occurred in defining learning objectives (35.2%), selecting strategies (32.8%), and using adaptive media (40.1%), though responsiveness and personal approaches required further support. Novelty: This study is among the first to systematically apply guided PBL training for early childhood teachers in inclusive classrooms, demonstrating its scalability. Implications: The results highlight guided PBL as a strategic pathway for professional development, aligning with national inclusive education goals and underscoring the need for sustained mentoring, case-based simulations, and collaborative practices to ensure long-term implementation.Highlight : Training improved teachers’ skills in inclusive lesson planning. Major progress in goals, methods, and adaptive media use. Emotional responsiveness still requires more guidance. Keywords : Children with Special Needs, Inclusive Learning, Problem Based Learning, School Action Research, Kindergarten Teachers

Teacher Competence Development through In-House Training and Cooperative Learning: Pengembangan Kompetensi Guru melalui In-House Training dan Pembelajaran Kooperatif Siska, Eka Usbika; 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.v26i4.1699

General Background: Inclusive education ensures equal learning opportunities for all students, including those with special needs (SEN). Specific Background: Teachers in remote schools often lack knowledge and practical skills to design inclusive learning modules. Knowledge Gap: Few studies explore how school-based professional development improves teacher competence in remote 3T areas. Aims: This study aims to develop teacher competence in creating inclusive learning modules through In-House Training (IHT) integrated with Cooperative Learning at SD Negeri 11 Sandaran. Results: Conducted as School Action Research in two cycles with 10 teachers, the program improved cognitive, psychomotor, and affective-collaborative competencies. Teacher competence scores increased from 30% to 62%, and teachers demonstrated better differentiation of learning goals, use of Jigsaw and Think-Pair-Share strategies, and adaptation of teaching materials for SEN students. Novelty: This study provides rare evidence of successful teacher competence development in a 3T setting using a combined IHT and Cooperative Learning approach. Implications: The findings may serve as a reference for inclusive education strategies in other rural or under-resourced schools, supporting the design of contextually relevant professional development models. Highlights: Teacher competence improved across cognitive, psychomotor, and collaborative domains. Learning modules became more adaptive and inclusive after two training cycles. IHT combined with cooperative learning proved applicable even in remote 3T schools. Keywords: Inclusive Education, Teacher Competence, In-House Training, Cooperative Learning, Learning Module Design

Contextual Concrete Media for Improving Subtraction Skills in Elementary Students: Media Konkret Kontekstual untuk Pemahaman Operasi Pengurangan Siswa Sekolah Dasar Kusumawati, Anggriani; Ishartiwi; Handoyo, Rendy Roos
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.v26i4.1730

Background: Mathematics learning in early elementary grades often faces challenges, particularly in teaching abstract concepts like subtraction to students with learning difficulties. Specific background: Many students experience low understanding and motivation, leading to poor learning outcomes that fall below the minimum mastery criteria. Knowledge gap: Few studies focus specifically on the use of contextual, hands-on media for subtraction skills in second-grade students with learning difficulties. Aim: This study investigates the use of a contextual concrete media, the Counting Box, to strengthen conceptual understanding of subtraction. Results: A quasi-experimental one-group pretest-posttest design was used with five students. Results revealed a significant improvement in posttest scores, with an average N-Gain score of 0.82 (82%), categorized as high. Students demonstrated greater focus, engagement, and success in solving subtraction problems within the 1–20 range. Novelty: The study presents a practical, engaging 3D learning tool designed specifically for students with learning difficulties. Implications: Findings suggest that teachers can adopt Counting Box as a classroom strategy to support inclusive education, improve conceptual understanding, and foster active participation in mathematics learning. Highlights: Students showed a 36% average score improvement after using Counting Box. The contextual design helped make subtraction concepts more concrete and engaging. Teachers reported high classroom engagement and improved focus among students. Keywords: Contextual Learning, Concrete Media, Counting Box, Subtraction Skills, Learning Difficulties

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