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All Journal Edukasi Elita : Jurnal Inovasi Pendidikan Sinergi : Jurnal Ilmiah Multidisiplin
Retno Andriyani
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Aerospace Engineering Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Asessmen Perkembangan Anak Autisme dalam Pendidikan Inklusif di SKH 01 Nurbayan Kelas 5 Retno Andriyani; Amanda Putri Humaeroh; Siti Sholikha; Virli Ibtisam Naura Azis; Sabila Putri Andriani
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2026): Januari: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i1.2776

Abstract

Inclusive education requires a comprehensive understanding of the characteristics and learning needs of students with special needs, particularly children with autism spectrum disorders. Assessment plays a crucial role as an initial step in identifying abilities, challenges, and educational needs to design appropriate learning interventions. This study aims to describe the results of developmental assessment of a child with autism in an inclusive education setting at SKH 01 Nurbayan Grade 5. This research employs a descriptive approach using assessment instruments that cover five developmental domains: social interaction, communication, behavior, emotional regulation, and sensory perception. The results reveal significant difficulties in social communication, including low social interest, delayed language development, limited nonverbal communication, and the presence of repetitive behaviors. Emotional regulation remains underdeveloped, and sensory processing issues are evident. These findings indicate that children with autism require individualized, structured, and needs-based educational interventions. Therefore, assessment serves as a fundamental basis for planning effective and sustainable inclusive learning programs.
Upaya Guru dalam Mengatasi Kesulitan Perkalian pada Siswa Diskalkulia di Kelas III MI Nurul Falah 3 Irma Agustin; Retno Andriyani; Serawati Serawati; Elsa Rizqina Agustin; Rizkia Putri Awalina
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2026): Januari: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i1.2779

Abstract

Dyscalculia is a difficulty in learning mathematics that is commonly experienced by elementary school students, especially in multiplication materials. Students with dyscalculia experience obstacles in understanding the concept of numbers and calculation operations, which has an impact on low learning outcomes and students' confidence in mathematics learning. This study aims to describe the difficulties of learning multiplication in dyscalculia students in grade III of MI Nurul Falah 3, as well as identify learning efforts that can help overcome these difficulties. This study used a qualitative approach with a case study design on two students who were identified as having dyscalculia. Data collection techniques include observation, diagnostic assessment, interviews with students and teachers, and analysis of learning outcomes. The results showed that students had difficulty recognizing number symbols, often flipped numbers, and were not able to complete simple multiplication independently. Concrete learning using the "Multiplication Smart Wallet" media has been proven to help students understand the concept of multiplication, increase learning motivation, and reduce anxiety about mathematics. Thus, the use of concrete media is considered effective in supporting more inclusive mathematics learning for dyscalculia students.
Implementasi Strategi Multisensori dalam Meningkatkan Kemampuan Membaca Anak Disleksia Kelas 2 SD Negeri Bugel 2 Tangerang Siti Alya Solihats; Retno Andriyani; Rahma Izzatul Janah; Syahnia Maulida Fitria; Delia Syifa
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2026): Januari: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i1.2786

Abstract

This study aims to describe the implementation of multisensory strategies in improving the early reading skills and comprehension of dyslexic children in grade 2 of Bugel 2 Public Elementary School. The subject of the study was a student with dyslexia characteristics who had shown difficulties in phonological aspects, letter recognition, reading syllables, and reading comprehension. The method used was direct observation using an early reading test instrument, a comprehension test, and a learning behavior observation sheet. The results showed that the implementation of multisensory strategies (Visual-Auditory-Kinesthetic-Tactile) through letter tracing activities, reading with the help of sounds, arranging letter cards, and reading together exercises was able to improve reading accuracy, strengthen letter-sound relationships, and foster students' self-confidence. Thus, multisensory strategies were proven effective in helping dyslexic children master early reading skills and comprehend simple texts. This study provides an important contribution to the development of more inclusive and effective teaching methods, especially for students with dyslexia, who require a more holistic and comprehensive approach to improve their literacy skills. As a suggestion, the implementation of this strategy can be expanded by involving more students and considering variations in the types of texts and teaching materials used.
Hasil Penerapan Asesmen Anak Disgrafia Di Sekolah Inklusi Suci Angraeni; Delvia Rahmah; Lilis Hermawati; Nadzifa Shafira Putri; Dela Kurnia Agustina; Retno Andriyani
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 2 No. 1 (2026): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe and analyze the results of assessment implementation for children with dysgraphia at Sudimara Timur 2 State Elementary School as an inclusive education provider. The research employed a qualitative approach with descriptive case study design involving two dysgraphic students with different characteristics and one special education teacher as key informant. Data collection techniques included in-depth interviews, participatory observation, and document analysis of assessment results. Research findings indicate that dysgraphia manifests in complex spectrum variations with different specific barriers in each individual. Assessment implementation using combination of formal instruments and direct observation produced complementary data illustrating that writing abilities fluctuate depending on learning contexts, with lower-grade students obtaining instrument scores of 51 in Sufficient category and observation scores of 32 in Good category, while upper-grade students demonstrated instrument scores of 62 and observation scores of 30 in Good category. Intervention strategies based on assessment results including fine motor exercises and structured writing therapy with 60% time allocation proved effective in improving writing abilities. Main challenges include limited learning media and minimal multi-stakeholder collaboration. Comprehensive assessment results serve as essential foundation for developing individual education programs tailored to specific needs of children with dysgraphia.   Abstrak Penelitian ini bertujuan mendeskripsikan dan menganalisis hasil penerapan asesmen anak disgrafia di Sekolah Dasar Negeri Sudimara Timur 2 sebagai sekolah penyelenggara pendidikan inklusi. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif yang melibatkan dua siswa disgrafia dengan karakteristik berbeda dan satu guru pendidikan khusus sebagai informan kunci. Teknik pengumpulan data mencakup wawancara mendalam, observasi partisipatif, dan analisis dokumen hasil asesmen. Temuan penelitian menunjukkan bahwa disgrafia muncul dalam variasi spektrum yang kompleks dengan hambatan spesifik berbeda pada setiap individu. Implementasi asesmen menggunakan kombinasi instrumen formal dan observasi langsung menghasilkan data komplementer yang menggambarkan kemampuan menulis bersifat fluktuatif bergantung konteks pembelajaran, dengan siswa kelas rendah memperoleh skor instrumen 51 kategori Cukup dan observasi 32 kategori Baik, sedangkan siswa kelas tinggi menunjukkan skor instrumen 62 dan observasi 30 kategori Baik. Strategi intervensi berbasis hasil asesmen berupa latihan motorik halus dan terapi menulis terstruktur dengan alokasi waktu 60% terbukti efektif meningkatkan kemampuan menulis. Tantangan utama meliputi keterbatasan media pembelajaran dan minimnya kolaborasi multipihak. Hasil asesmen komprehensif menjadi landasan penting penyusunan program pendidikan individual yang sesuai kebutuhan spesifik anak disgrafia.   Kata Kunci: asesmen, disgrafia, pendidikan inklusi, program intervensi, sekolah dasar
Co-Authors Amanda Putri Humaeroh Dela Kurnia Agustina Delia Syifa Delvia Rahmah Elsa Rizqina Agustin Irma Agustin Lilis Hermawati Nadzifa shafira Putri Rahma Izzatul Janah Rizkia Putri Awalina Sabila Putri Andriani Serawati Serawati Siti Alya Solihats Siti Sholikha Suci Angraeni Syahnia Maulida Fitria Virli Ibtisam Naura Azis