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International Journal of Social Sciences and Humanities
Published by Sekolah Tinggi Ilmu Ekonomi 45 Mataram
ISSN : -     EISSN : 29856469     DOI : doi.org/10.55681/ijssh
Core Subject : Art, Social,
Arts Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences
(IJSSH). It is an international refereed journal in english published four monthly (every February, June, and October). The IJSSH is an international peer-reviewed, electronic, online journal in english that provides rapid publication of articles in all areas of the social science, humanity and linguistics. Published by Institution of Research and Community Service, 45 MATARAM SCHOOL OF MANAGEMENT with online version of E-ISSN : 2985-6469. IJSSH will cater to needs of all those researchers and academicians looking forward to contribute through their knowledge, skills and abilities in the field of social science. The IJSSH is a publication model that enables the wide dissemination of research articles to the global community without restriction. Thus, all articles published under open access can be accessed by anyone with internet connection.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 145 Documents
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Implementing the Fernald Method to Improve Early Reading Skills among Students with Reading Difficulties Dewi Yanti S; Fery Muhamad Firdaus
International Journal of Social Sciences and Humanities Vol. 4 No. 2 (2026): International Journal of Social Sciences and Humanities
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/ijssh.v4i2.3529

Abstract

This study aimed to improve the early reading skills of students with reading difficulties through the implementation of the Fernald Method in Grade II of SDN 006 Teluk Pandan. The study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of two cycles, each involving planning, action, observation, and reflection. The participants were five students identified with reading difficulties. Data were collected through early reading tests, observations, interviews, and documentation, and were analyzed using descriptive quantitative and qualitative techniques supported by the Normalized Gain (N-Gain) analysis. The findings revealed that the Fernald Method effectively improved students' early reading skills across all assessed aspects. The average score for letter recognition increased from 84.0 to 95.0 (N-Gain = 0.75; high category), syllable reading from 80.8 to 87.0 (N-Gain = 0.36; moderate category), word reading from 56.0 to 75.2 (N-Gain = 0.44; moderate category), and sentence reading from 36.0 to 75.0 (N-Gain = 0.61; moderate category). All participants achieved the predetermined learning mastery by the end of Cycle II. These findings indicate that the Fernald Method is an effective alternative for improving early reading skills among students with reading difficulties in inclusive elementary schools.
Implementing the Repeated Reading Method to Improve Reading Fluency among Fourth-Grade Students in an Inclusive Elementary School Husnul Nisa; Fery Muhamad Firdaus
International Journal of Social Sciences and Humanities Vol. 4 No. 2 (2026): International Journal of Social Sciences and Humanities
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/ijssh.v4i2.3530

Abstract

This study aimed to describe the implementation of the Repeated Reading method in an inclusive Year 4 classroom, examine improvements in reading fluency, and identify changes in the motivation and self-confidence of a student with special educational needs. Classroom Action Research was conducted in two cycles, each comprising three 70-minute sessions. Participants were 26 students, including one student with special educational needs. Quantitative data were collected using curriculum-based oral reading fluency measures to assess words correct per minute (WCPM) and accuracy, alongside a multidimensional scale for prosody. Qualitative data were obtained through classroom observations and reflective records. Implementation fidelity increased from 85.7% in Cycle I to 92.9% in Cycle II. Mean WCPM rose from 79.42 to 99.42, while classical mastery increased from 26.9% to 76.9%. Mean prosody scores improved from 59.94% to 85.26%, with mastery reaching 88.5%, and mean reading accuracy increased from 73.12% to 77.43%. The student with special educational needs also demonstrated greater enthusiasm, confidence, and reading motivation. These findings indicate that Repeated Reading effectively improves reading fluency and supports positive affective development in an authentic inclusive classroom.
Enhancing Fine Motor Skills Through a Task-Oriented Training-Based Collage Play Method for Hyperactive Children Aged 4–5 Years at TK Negeri 1 Teluk Pandan Jumarni; Rendy Roos Handoyo
International Journal of Social Sciences and Humanities Vol. 4 No. 2 (2026): International Journal of Social Sciences and Humanities
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/ijssh.v4i2.3531

Abstract

This study aimed to improve the fine motor learning process, which had previously been less effective due to the limitations of the teaching methods used, causing hyperactive children to have difficulty maintaining focus and actively participating in learning activities. The improvement in the learning process was indicated by increased attention, participation, and engagement during classroom activities. In addition, this study aimed to improve the fine motor skills of hyperactive children aged 4–5 years through a collage play method based on Task-Oriented Training (TOT) at TK Negeri 1 Teluk Pandan. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection stages. The implementation of the TOT-based collage method involved task orientation, demonstration, guided practice, independent practice, and feedback with reinforcement. The subjects of the study were two hyperactive children aged 4–5 years. Data were collected through observation, documentation, and field notes, while data analysis was conducted using descriptive quantitative and qualitative techniques. The findings showed that the TOT-based collage play method improved children's fine motor skills, as indicated by better eye-hand coordination, pinching ability, accuracy in attaching materials, and neatness of the final work. The fine motor skill percentage of subject GF increased from 45% in the pre-action stage to 60% in Cycle I and 90% in Cycle II, while subject AZ improved from 40% to 65% and reached 95% in Cycle II. Therefore, the collage play method based on Task-Oriented Training was effective in developing the fine motor skills of young hyperactive children.
Improving Early Reading Skills Through Picture Storybook-Based Learning Albertin; Agus Basuki
International Journal of Social Sciences and Humanities Vol. 4 No. 2 (2026): International Journal of Social Sciences and Humanities
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/ijssh.v4i2.3532

Abstract

This study aimed to: (1) describe the implementation of picture storybook media in beginning reading instruction for first-grade students at SDN 001 Teluk Pandan, and (2) examine the improvement of students' beginning reading skills through the use of this instructional media. The study was motivated by the low level of students' beginning reading skills, as indicated by an initial mean score of 61.50, with all students (100%) failing to achieve the Minimum Learning Achievement Criteria (KKTP) of 75. This study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of four stages: planning, action, observation, and reflection. The participants were six first-grade students at SDN 001 Teluk Pandan, East Kutai Regency, comprising three boys and three girls. The research was conducted over two cycles, with each cycle consisting of two meetings. Data were collected through beginning reading tests, classroom observations, and documentation, and were analyzed using descriptive quantitative techniques based on mean scores and classical learning mastery percentages. The findings revealed that the use of picture storybook media effectively improved students' beginning reading skills. The mean score increased from 61.50 in the pre-cycle to 80.00 at the end of Cycle II, while the classical learning mastery improved from 0.00% to 83.33%, exceeding the predetermined success criterion of at least 75%. Students' learning activities also improved substantially, from 50.00% (fair category) to 92.50% (very good category). Therefore, the use of picture storybook media was found to be effective in improving the beginning reading skills of first-grade elementary school students.
Instructional Leadership Strategies of School Principals to Enhance Teachers' Competencies in Differentiated Instruction Supik Atun; Hermanto
International Journal of Social Sciences and Humanities Vol. 4 No. 2 (2026): International Journal of Social Sciences and Humanities
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/ijssh.v4i2.3534

Abstract

This study aimed to analyze the principal's instructional leadership strategies in improving teacher competence in differentiated learning at SDN 005 Sangatta Utara. The study employed a descriptive qualitative approach. Data were collected through observations, in-depth interviews, and documentation involving the principal, teachers, and the school committee selected purposively. Data trustworthiness was ensured through source triangulation, member checking, and reflection, while data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data collection, data condensation, data display, and conclusion drawing. The findings revealed that the principal implemented four major instructional leadership strategies: teacher capacity development through training and workshops, strengthening an inclusive school culture, improving educational facilities and infrastructure, and enhancing collaboration with internal and external stakeholders. These strategies contributed to improving teachers' pedagogical, professional, personal, and social competencies in implementing differentiated learning. Supporting factors included the principal's commitment, teachers' motivation, a collaborative school culture, and support from the Education Office and the school committee. Meanwhile, the main challenges were limited educational facilities and infrastructure, budget constraints, heavy teacher workloads, uneven understanding of inclusive education, and limited support from Special Education Teachers (SETs).

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