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INDONESIA
Edu Cendikia: Jurnal Ilmiah Kependidikan
Published by Information Technology and Science
ISSN : -     EISSN : 2798365X     DOI : 10.47709/educendikia
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Edu Cendikia: Jurnal Ilmiah Kependidikan meliputi hasil kajian ilmiah di bidang pendidikan multi-disiplin ilmu, baik pembelajaran dalam jaringan juga luar jaringan, merdeka belajar, pengembangan metode belajar pembelajaran terkini yang merujuk pada semua tingkat usia dan yang berkaitan dengan kebijakan pendidikan, sistem sekolah juga strategi pembelajaran yang dilakukan oleh guru, dosen maupun peneliti mandiri.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 1,018 Documents
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Penerapan Visual Scaffolding Berbasis Discovery Learning untuk Meningkatkan Keterampilan Proses Sains Dasar Murid dengan Hambatan Intelektual : Implementation of Visual Scaffolding Based on Discovery Learning to Improve Basic Science Process Skills of Students with Intellectual Disabilities Upo Junarsih; Ikhlasul Ardi Nugroho
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9308

Abstract

This study aims to improve the basic science process skills of a student with an intellectual disability by applying visual scaffolding based on discovery learning during science lessons on the digestive system. The study employed the Classroom Action Research (CAR) method using the Kemmis and McTaggart model and was conducted over two cycles; each cycle comprised the stages of planning, action implementation, observation, and reflection. The research subject was an eighth-grade student with an intellectual disability at SMP Negeri 5 Sandaran. Data were collected through observation, performance tests, and documentation. Quantitative data were analysed descriptively using percentages and average learning outcomes.In contrast, qualitative data were analysed through data reduction, data presentation, and conclusion drawing to describe changes in the learning process during the intervention. The results indicate that applying visual scaffolding based on discovery learning incrementally improved students' basic science process skills across the cycles. The percentage of science process skills rose from 35% at the initial stage to 55% in Cycle I and reached 75% in Cycle II. Performance test scores also increased from 60 in Cycle I to 75 in Cycle II, thereby surpassing the Minimum Mastery Criterion (KKM) of 69. Improvements were observed in the abilities to observe, classify, draw conclusions, communicate observations, and follow learning steps more independently. Thus, applying visual scaffolding based on discovery learning effectively enhances the basic science process skills of a student with an intellectual disability while fostering active participation and learning independence in science lessons.
Peningkatan Kemampuan Kognitif Melalui Model Pembelajaran Project Based Learning pada Anak dengan Hambatan Perkembangan : Enhancing Cognitive Abilities in Children with Developmental Disabilities through the Project-Based Learning Model Maria Arnisia; Cepi Safruddin Abdul Jabal
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9309

Abstract

This study aims to enhance the cognitive abilities of children with developmental delays at State Kindergarten 2 (TK Negeri 2) in Rantau Pulung District using the Project-Based Learning (PjBL) model. The issue addressed is the children's low cognitive ability, specifically in shape recognition, shape matching, size differentiation, and completing tasks that require hand-eye coordination. These difficulties stemmed from instruction that was overly teacher-centred and lacked concrete learning experiences; thus, a more active and meaningful learning model—tailored to the characteristics of children with learning delays—was required. The study employed the Kemmis and McTaggart Classroom Action Research (CAR) model and was conducted over two cycles. Each cycle comprised the stages of planning, implementation, action, observation, and reflection. The subjects were three children aged 4–5 years with developmental delays at the aforementioned kindergarten. Data collection involved observation and documentation, and data analysis used descriptive quantitative methods (percentages). The results indicate that implementing the Project-Based Learning (PjBL) model incrementally improved the children's cognitive abilities. The average cognitive ability score rose from 35.00% at the pre-action stage to 51.22% in Cycle I, reaching 82.12% in Cycle II. This improvement was supported by an adapted PjBL approach that used concrete materials, simplified project activities, step-by-step instructions, and teacher guidance during project execution, helping children better grasp shape concepts aligned with their developmental stages. Consequently, the Project-Based Learning (PjBL) model effectively enhances the cognitive abilities of children aged 4–5 years with developmental delays.
Implementasi Media Visual Berbasis Problem Based Learning untuk Meningkatkan Pemahaman Materi Pertumbuhan Makhluk Hidup : Implementation of Problem-Based Learning Visual Media to Enhance Understanding of the Topic of Living Organism Growth Erawati Erawati; Nur Azizah
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9310

Abstract

This study aims to improve the understanding of the topic of "growth in living organisms" among students with learning difficulties through the implementation of visual media based on Problem-Based Learning (PBL) in an eighth-grade class at SMP Negeri 2 Sangatta Utara. Consequently, a learning strategy that could accommodate the needs of students with learning difficulties in an inclusive education setting was required. The research employed the Classroom Action Research (CAR) method using the Kemmis and McTaggart model and was conducted over two cycles. Each cycle consisted of planning, action implementation, observation, and reflection stages, with two meetings per cycle. The research subjects were five eighth-grade students with learning difficulties at SMP Negeri 2 Sangatta Utara. Data collection techniques included learning outcome tests, observations of student and teacher activities, and documentation. Data analysis was conducted quantitatively and qualitatively to assess improvements in student understanding during the implementation of the actions. The results indicate that instruction quality improved in each cycle. Implementing visual media based on Problem-Based Learning successfully enhanced students' understanding of the material on the growth of living organisms. The students' average score rose from 42.6 in the pre-cycle stage to 72.0 in Cycle I and further to 82.4 in Cycle II. The percentage of learning mastery increased from 20% in the pre-cycle stage to 60% in Cycle I, reaching 100% in Cycle II. Student activity levels rose from 70.5% in Cycle I to 89.5% in Cycle II. The findings show that using visual media with Problem-Based Learning and inclusive education principles effectively improves conceptual understanding, learning participation, and student engagement in the learning process.
Pengembangan Strategi Pembelajaran Adaptif untuk Mengatasi Kesulitan Membaca Siswa Slow Learner di SMP Negeri 1 Sandaran: Development of Adaptive Learning Strategies to Address Reading Difficulties Among Slow-Learning Students at SMP Negeri 1 Sandaran Saidah Saidah; Lantip Diat Prasojo
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9421

Abstract

Reading difficulties among "slow learner" students with special needs can hinder material comprehension, classroom participation, and academic achievement. This study aimed to develop an adaptive learning strategy that tailors reading instruction to the prior abilities, needs, and individual development of slow learner students at SMP Negeri 1 Sandaran. The study employed the Research and Development (R&D) method using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation phases. The limited trial involved 10 seventh-grade students. Data were collected through observation, interviews, reading proficiency tests, documentation, expert validation, and teacher feedback. The developed strategy integrates initial assessment, tiered materials, multimodal support, guided reading, mnemonics, scaffolding, feedback, independent practice, and individual evaluation across three levels of support: intensive, moderate, and independent. Results showed an increase in the average reading proficiency score from 55 in the pretest to 80 in the posttest. Product validation yielded Aiken's V values ranging from 0.82 to 0.94, while instrument reliability was 0.845. Teacher feedback indicated a positive reception of the product. These findings suggest that the strategy possesses initial feasibility and shows signs of improving reading proficiency. However, as the trial was conducted with a limited sample and lacked a control group, causal effectiveness cannot yet be confirmed. Broader testing is required to obtain stronger evidence of effectiveness.
Analisis Citraan dalam Kumpulan Puisi Kisah Cinta Kesekian Karya Tia Ragat : An Analysis of Imagery in the Poetry Collection Kisah Cinta Kesekian by Tia Ragat Mela Farhany; Sri Rahayu
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9461

Abstract

Stylistics plays a crucial role in establishing the beauty and meaning of poetry. Imagery evokes sensory experiences, enabling readers to visualize, feel, and deeply internalize the poem's content. The poetry collection Kisah Cinta Kesekian by Tia Ragat was selected as the research subject because it uses simple language that is nonetheless rich in imagery, depicting emotional experiences such as longing, loss, hope, and love. This study aims to describe and analyze the forms of imagery found within the collection. A qualitative approach utilizing a descriptive method was employed. The primary data source is the poetry collection Kisah Cinta Kesekian by Tia Ragat, published by Gramedia Pustaka Utama in 2022. The data consist of words, phrases, lines, and stanzas containing imagery. Data collection used the "read-and-note" technique, while data analysis involved identifying, classifying, describing, and interpreting the data. Based on the analysis of imagery in Kisah Cinta Kesekian, the poet employs various types of imagery as a stylistic element to enhance linguistic beauty and reinforce meaning. The analysis reveals six types of imagery: visual, auditory, olfactory, gustatory, tactile, and kinesthetic. These six types appear across various lines of poetry with varying degrees of intensity, depending on the poet's need to depict inner experiences, atmospheres, or objects presented to the reader.
Peningkatan Akurasi Membaca Siswa Berkesulitan Belajar Kelas II Melalui Metode Fonik Berbantuan Kartu Huruf: Improving the Reading Accuracy of Class II Students with Learning Difficulties Using the Phonics Method Assisted with Letter Cards Sri Lidiyawati; Aini Mahabbati
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9501

Abstract

Reading accuracy is a fundamental skill in early reading, particularly in recognizing grapheme-phoneme relationships, decoding, and reading syllables and words precisely. Students experiencing reading difficulties require structured instruction tailored to their individual needs. This study aimed to improve the learning process and reading accuracy of three second-grade students with reading difficulties using a phonics method supported by letter cards. The study used the Kemmis and McTaggart classroom action research model and was conducted over two cycles—each comprising two sessions—following the stages of planning, action, observation, and reflection. Data were collected through tests, observations, and documentation, and analyzed using both quantitative and qualitative descriptive methods. The interventions included exercises on letter-sound relationships, blending sounds into syllables, constructing and reading words using letter cards, repetition, immediate feedback, and tailored support based on student needs. Reading accuracy for student AAS improved from 40% at the pre-intervention stage to 67% in Cycle I and 100% in Cycle II. For student GI, accuracy improved from 40% to 53% and then 93%, while for student S, it rose from 53% to 73% and finally 100%. Observations also indicated improved student engagement after the intervention was refined based on reflections from Cycle I. The results demonstrate an improvement in both the learning process and the reading accuracy of the three students throughout the implementation of the intervention sequence. The findings are contextual, as the study involved only three students and no control group; consequently, the improvements cannot be attributed exclusively to any single component of the intervention.
Peningkatan Kelancaran Membaca Siswa Berkesulitan Belajar Kelas V Melalui Repeated Reading Berbantuan Media Audio: Improving Reading Fluency of Fifth-Grade Students with Learning Difficulties through Repeated Reading Assisted by Audio Media Natalia Wulandari; Aini Mahabbati
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9502

Abstract

Reading fluency is essential for supporting efficient word recognition and reading comprehension. Students with reading difficulties need structured practice that builds reading automaticity through audio modelling and scaffolding tailored to individual needs. This study aimed to improve the learning process and reading fluency performance of a fifth-grade student with reading difficulties using a series of audio-assisted repeated reading exercises. The study employed the Kemmis and McTaggart classroom action research model and was conducted over two cycles spanning five sessions. Data were gathered through observations of teacher and student activities and reading performance tests measuring Correct Words Per Minute (CWPM) and accuracy; the data were then analysed using both qualitative and quantitative descriptive methods. Results: At the pre-intervention stage, the student achieved 13 CWPM with 86% accuracy. By the end of Cycle I, performance reached 65 CWPM with 100% accuracy. Based on reflection, Cycle II incorporated increased scaffolding, word pointing, teacher-led shared reading, and adjustments to reading materials. By the end of Cycle II, the student achieved 92 CWPM with 100% accuracy. However, the final scores were obtained using previously used texts—meaning text familiarity may have influenced performance—and transferability to new texts was not tested. Conclusion: In this case, a combination of repeated reading, audio modelling, and adaptive scaffolding was associated with improvements in reading fluency. These findings are context-specific and support individualised instructional practices within inclusive education.
Peningkatan Kemampuan Mengenal Alfabet melalui Metode Multisensori VAKT pada Siswa dengan Hambatan Membaca Permulaan: Improving the Ability to Recognize the Alphabet through the VAKT Multisensory Method in Students with Early Reading Barriers Yunita Sari; Sukinah Sukinah
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9503

Abstract

Alphabet recognition skills form the foundation of early reading, encompassing the recognition of letter shapes, the discrimination of similar letters, and the relationship between graphemes and phonemes. An initial assessment in a third-grade class at SD Negeri 002 Malinau Kota revealed that four out of 20 students still faced challenges in this area. This study aimed to describe improvements in the learning process and the development of alphabet recognition skills among students with early reading difficulties during the implementation of multisensory instruction based on the Visual, Auditory, Kinesthetic, and Tactile (VAKT) approach. The study employed the Kemmis and McTaggart Classroom Action Research model across two cycles, each consisting of two sessions. The primary subjects were four third-grade students. The intervention integrated visual, auditory, kinesthetic, and tactile activities, which were refined based on reflections from each cycle. Data were collected through tests, observations, and documentation, then analyzed using both quantitative and qualitative descriptive methods. The average alphabet recognition score rose from 51.25 at the pre-intervention stage to 65 in Cycle I and 90 in Cycle II. Learning mastery increased from 0% to 50% and subsequently to 100%. Average student activity levels also improved from 3.17 in Cycle I to 4.58 in Cycle II, particularly regarding visual and auditory engagement and participation. Among the four students studied, alphabet recognition skills improved during the multisensory learning sequence, which incorporated repetition, varied media, feedback, and individual guidance. However, as the study utilized a classroom action research design without a control group, the observed improvements cannot be definitively attributed solely to the VAKT approach.
Peningkatan Kelancaran Membaca Kalimat Siswa Slow Learner Melalui Guided Reading Berbasis Kontekstual: Improving Sentence Reading Fluency of Slow-Learning Students Through Context-Based Guided Reading Hasan Setiadi; Ishartiwi Ishartiwi
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9505

Abstract

Sentence reading fluency is a crucial skill that enables students to acquire information and comprehend texts. Two sixth-grade "slow learner" students exhibited difficulties such as halting reading, pronunciation errors, improper prosody, and anxiety during oral reading; their pre-intervention performance scores were below 40%. This study aimed to describe improvements in the learning process and the development of sentence reading fluency in these two students during the implementation of a context-based guided reading approach. The study employed the Kemmis and McTaggart Classroom Action Research model across two cycles, each consisting of six sessions. Data were collected through oral reading tests, observations, documentation, and field notes, and were analyzed using a descriptive-qualitative approach supported by percentage analysis. In Cycle I, Student A achieved a score of 63.3%, and Student B achieved 56.7%. Following intervention refinements—including adjustments to processing time, the use of visual aids and color coding, immediate feedback, and more adaptive scaffolding—performance in Cycle II improved to 80.0% and 76.7%, respectively. Both students met the minimum success indicator of 75%. Observations also revealed improvements in attention, participation, independence, and responsiveness to the learning context, along with reduced reading-related difficulties and anxiety. For the two students studied, reading fluency improved during the implementation of the context-based guided reading series, which incorporated various instructional modifications. However, because the interventions were administered concurrently within the action research design—without a control group—the observed improvements cannot be attributed solely to the guided reading method.
Strategi Guru dalam Pengelolaan Pembelajaran bagi Siswa dengan Indikasi Hambatan Pemusatan Perhatian: Teacher Strategies for Managing Instruction for Students Showing Signs of Attention Deficits Muhammad Addinul Islam; Edi Purwanta
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9507

Abstract

Students showing signs of attention deficits may struggle to maintain focus, follow instructions, and complete tasks, requiring instructional management responsive to their learning needs. This study aims to describe teacher strategies for managing instruction for elementary school students exhibiting signs of attention deficits. A qualitative case study design was employed. Informants—including the school principal, a classroom teacher, a subject teacher, a student, and a parent—were purposively selected. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña interactive model, involving data condensation, data display, and conclusion drawing/verification. Data validity was reinforced through triangulation of sources, techniques, and time. The results indicate that teachers utilized a variety of instructional methods, concrete and technology-based media, learning environment adjustments, positive reinforcement, individual support, and communication with parents. The most prominent strategies were varied, participatory teaching methods combined with interactive media. During these activities, students were observed following instructions, waiting for their turn, using media, participating in group activities, and completing tasks, although they still required redirection in certain situations. Challenges identified included easily distracted attention, the need for repeated instructions, spontaneous behavior, and distractions caused by a noisy classroom environment. The findings highlight the importance of flexible, context-specific instructional adjustments tailored to students' responses and needs.

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