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<![CDATA[Digital Modernization Of Railway Interlocking Systems Using Microprocessor Shunting Signal Modules ]]>
<![CDATA[Javokhir Juraev]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15141
<![CDATA[General Background Automation devices significantly increase transport network throughput, safety, and operational capacity. Specific Background The rapid development of digital technologies offers new opportunities for upgrading traffic control infrastructure. Knowledge Gap Traditional block-route relay architectures fail to meet modern technical requirements, yet completely replacing their existing infrastructure remains economically unfeasible. Aims This study investigates the integration and two-stage testing of NM2P-M and NM2AP-M microelectronic units designed to control station operations within legacy systems. Results Experimental laboratory evaluations and real-time station monitoring confirmed proper command exchange, accurate route setting, and functional compatibility with electromagnetic standards. Novelty The research demonstrates a step-by-step technological transformation methodology that seamlessly integrates microelectronic controllers into existing block housings without requiring significant structural modifications. Implications These findings provide a practical framework for the gradual digitalization of transport automation, accelerating fault detection and reducing maintenance costs while securing operational safety. Highlights: • The developed NM2P-M and NM2AP-M units successfully process automated commands during route setting without structural modifications. • Two-stage testing confirmed operational stability, correct hardware configuration, and electromagnetic compatibility under real-time monitoring. • Gradual technological transformation reduces maintenance costs and accelerates fault detection while preserving legacy infrastructure. Keywords: Railway Automation, Relay Infrastructure, Route Setting, Real-Time Monitoring, Functional Testing]]>
<![CDATA[Generative Artificial Intelligence Integration Yields Higher High School Poster Writing Performance : Integrasi Kecerdasan Buatan Generatif Menghasilkan Kinerja Menulis Poster Sekolah Menengah Atas Yang Tinggi ]]>
<![CDATA[Salma Fauziyah]]>;
<![CDATA[Jaja Wilsa]]>;
<![CDATA[Ira Rahayu]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15148
<![CDATA[General Background Educational transformations in the digital era increasingly leverage automated technologies to create interactive and adaptive instruction within language learning contexts. Specific Background In secondary education, environmental poster composition requires integrating persuasive text with visual communication, yet classroom instruction frequently relies on conventional methods lacking digital tool integration. Knowledge Gap Although standalone digital graphics software is utilized, quasi-experimental research simultaneously evaluating conversational artificial intelligence tools regarding student motivation and learning outcomes remains scarce. Aims This study evaluated ChatGPT as an artificial intelligence learning medium to determine its influence on student motivation, classroom engagement, and poster writing outcomes among eleventh-grade students. Results A quasi-experimental study employing a non-equivalent control group design revealed that the experimental class using ChatGPT achieved higher motivation scores, advancing from 58.88 to 70.71, compared to the control class moving from 54.00 to 60.59. Furthermore, learning outcomes in the experimental class rose from 64.71 to 91.18, significantly outperforming the control group which reached 83.24 ($p = 0.000$). Novelty This research provides empirical evidence that integrating conversational artificial intelligence into problem-based tasks accelerates creative ideation, persuasive drafting, and interactive learning behaviors beyond conventional group discussions. Implications Secondary school educators should integrate conversational artificial intelligence alongside teacher guidance to promote student-centered learning, heighten active participation, and elevate composition quality in language classrooms. Highlights ChatGPT deployment substantially elevates student motivation scores measured via the ARCS framework. Quasi-experimental analysis reveals significant cognitive assessment gains ($p = 0.000$) over conventional methods. Active classroom participation increases to 88.89% through structured prompt engineering and automated feedback. Keywords ChatGPT; Artificial Intelligence; Learning Motivation; Poster Writing; Learning Outcomes]]>
<![CDATA[Arabic Letter Wheel Accommodates Hijaiyah Decoding In Learners With Motor Impairments: Roda Huruf Arab Mengakomodasi Dekode Hijaiyah Pada Pembelajar Dengan Gangguan Motorik ]]>
<![CDATA[Abdul Rajak]]>;
<![CDATA[Lantip Diat Prasojo]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15151
<![CDATA[General Background Inclusive education demands equal access to quality educational services for all individuals, including those with physical limitations. Specific Background Conventional Islamic education requires fine motor skills for recognizing and pronouncing alphabetic symbols, creating significant learning barriers for children born with severe limb deficiencies. Knowledge Gap Existing research predominantly focuses on digital or interactive learning tools that still require manual dexterity, leaving a lack of empirical evidence on accessible pedagogical interventions specifically designed for individuals lacking upper and lower limbs. Aims This study applies a Single Subject Research approach with an A-B-A design to evaluate a novel rotational instrument as an adaptive instructional medium for a student with congenital physical disabilities. Results The adaptive rotational mechanism significantly elevated the participant's orthographic recognition performance from a 59.48% baseline to 62.58% during the intervention, ultimately reaching a highly stable 71.03% in the post-intervention maintenance phase. Novelty This research uniquely demonstrates that integrating multisensory visual and auditory stimuli through a motor-independent mechanical tool can successfully replace traditional dexterity-reliant methods in special education. Implications Rural inclusive schools must adopt accessible, game-based interventions to ensure equitable participation, long-term skill retention, and independent literacy acquisition for marginalized students with severe physical limitations. Highlights An interactive multisensory pedagogical instrument significantly elevates early script recognition without requiring manual dexterity. Quantitative assessments confirmed stable long-term retention of alphabetical mastery following the withdrawal of the intervention. Accessible game-based instructional strategies foster independent education and active engagement within rural inclusive environments. Keywords Inclusive Education; Congenital Physical Disability; Multisensory Learning; Single Subject Research; Maintenance Effect]]>
<![CDATA[Multisensory Phonics Via Smart TV Advances Early Reading In Slow Learners: Fonik Multisensori Melalui Smart TV Memajukan Membaca Permulaan Pada Siswa Lamban Belajar ]]>
<![CDATA[Agustinus Luther Tibe]]>;
<![CDATA[Pujaningsih Pujaningsih]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15152
<![CDATA[General Background Early reading proficiency, specifically decoding and blending phonemes into meaningful words, represents a fundamental literacy milestone in elementary education. Specific Background First-grade students at risk of being slow learners frequently struggle with grapheme-phoneme correspondence and syllable blending, resulting in significantly low reading accuracy for foundational consonant-vowel (CV-CV) patterned words. Knowledge Gap While explicit phonics and digital media are individually recognized as beneficial, there remains limited classroom action research integrating Smart TV-assisted multisensory phonics with systematic segmenting, blending, and prompt fading to support these specific at-risk learners. Aims This Classroom Action Research study describes the implementation of Smart TV-assisted multisensory phonics instruction and investigates its capacity to elevate the meaningful CV-CV word reading proficiency of two first-grade students at risk of slow learning at SDN 007 Malinau Selatan Hilir. Results Following a two-cycle intervention, average reading accuracy progressed from a 44% baseline to 62% in Cycle I, ultimately achieving 85.5% in Cycle II, thereby surpassing the 80% mastery criterion. Concurrently, student engagement reached 93.49% and teacher instructional fidelity attained 97.40%. Novelty This study uniquely demonstrates that combining structured repetition and visual-auditory prompting exclusively through a synchronized Smart TV platform successfully resolves severe early decoding deficits. Implications Educational institutions and educators must prioritize structured, technology-mediated phonics interventions to scaffold early literacy acquisition, ensuring sustainable academic progression for at-risk student populations. Highlights Smart TV-assisted multisensory phonics instruction significantly elevates early word decoding proficiency. Average consonant-vowel reading accuracy escalated from a 44% baseline to 85.5%. Explicit visual-auditory prompting and structured repetition successfully bridge early literacy deficits. Keywords Early Literacy Acquisition; Multisensory Phonics; Slow Learners; Smart TV; Classroom Action Research]]>
<![CDATA[Positive Counseling And Group Dynamics For Slow Learner Independence: Konseling Positif dan Dinamika Kelompok untuk Kemandirian Siswa yang Lambat Belajar ]]>
<![CDATA[Arpina Arpina]]>;
<![CDATA[Bayu Pamungkas]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15153
<![CDATA[General Background Inclusive education policies mandate equitable psychological and pedagogical support for all learners, particularly those with diverse cognitive profiles. Specific Background Borderline intellectual functioning places adolescents at substantial risk of chronic academic failure, necessitating proactive interventions to build self-regulation, initiative, and responsibility. Knowledge Gap Conventional school guidance predominantly relies on reactive, deficiency-based remediation rather than leveraging positive psychological resources and collaborative peer interactions to build autonomy. Aims This Classroom Action Research investigates the application of strength-based cooperative therapy to cultivate academic autonomy among marginalized adolescents within an inclusive junior high school setting. Results Following two cyclical interventions incorporating gratitude exercises, hope mapping, and collaborative support, participants' autonomous engagement metrics transitioned from a low baseline of 38.1 percent to a very high category of 89.1 percent. Observational assessments further confirmed substantial progression in self-confidence, collaborative participation, and academic self-regulation. Novelty This research distinctly integrates positive psychology principles with peer therapeutic factors, shifting the intervention paradigm from deficit correction to psychological strength optimization. Implications Educational institutions must prioritize strength-based cooperative therapies as a primary preventative framework to foster holistic academic autonomy among vulnerable student populations. Highlights Strength-based therapeutic interventions significantly elevate academic autonomy and self-regulation among marginalized adolescents. Iterative cooperative peer support strategies successfully transition at-risk individuals from passive dependency to active classroom participation. Psychological resource optimization drastically transitions autonomous engagement metrics from low baseline levels to exceptional proficiency. Keywords Positive Psychology; Inclusive Education; Academic Autonomy; Classroom Action Research; Therapeutic Peer Support]]>
<![CDATA[Interactive Digital Media Remedial Programs Improve Slow Learner Reading Comprehension Skills: Program Remedial Berbasis Media Digital Interaktif Meningkatkan Keterampilan Pemahaman Membaca Siswa yang Lambat Belajar ]]>
<![CDATA[Eko Yulianto']]>;
<![CDATA[Sigit Nugroho]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15154
<![CDATA[General Background Reading proficiency is essential for academic success, critical thinking development, and independent learning throughout secondary education. Specific Background Seventh-grade slow learners at SMPN 2 Long Mesangat face persistent challenges in text comprehension, reading fluency, and classroom engagement, consistently scoring far below the Minimum Learning Achievement Criteria. Knowledge Gap While traditional tutoring provides some support, previous reading interventions have lacked structured digital interactivity specifically tailored to engage secondary school slow learners within a sustained remedial framework. Aims This Classroom Action Research investigates the implementation of an interactive digital media-based remedial program to elevate reading and text comprehension skills among seventh-grade slow learner students. Results Following two instructional cycles using Canva-based digital texts and interactive exercises, average reading comprehension scores surged from a 37% baseline to 87.50% in Cycle II. Furthermore, student learning activity and overall classroom engagement escalated significantly from 39% to 89%. Novelty This study demonstrates that integrating interactive digital media within a structured, multi-cycle remedial program successfully transforms passive decoding into active, independent meaning construction for students with specific learning delays. Implications Schools should integrate interactive digital multimedia into customized remedial literacy programs, providing intensive teacher scaffolding to secure equitable academic progression and motivation for students with learning difficulties. Highlights An interactive multimedia intervention significantly elevated student classroom participation and enthusiasm. The two-cycle action research framework successfully raised literacy scores above the minimum achievement threshold. Continuous teacher scaffolding combined with digital exercises strengthened inferential thinking and retelling abilities. Keywords Remedial Program; Interactive Digital Media; Reading Comprehension; Slow Learner Students; Classroom Action Research]]>
<![CDATA[Contextual Pedagogy Facilitates Literacy Acquisition For Junior High Slow Learners: Pedagogi Kontekstual Memfasilitasi Akuisisi Literasi Untuk Anak Lamban Belajar Sekolah Menengah Pertama ]]>
<![CDATA[Mawir Mukhlish]]>;
<![CDATA[Ikhlasul Ardi Nugroho]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15155
<![CDATA[General Background Reading ability functions as a fundamental competency supporting academic progression across all school subjects. Specific Background However, seventh-grade cohorts identified as slow learners at SMPN 1 Busang experience significant difficulties with word recognition, fluency, and text comprehension, which restricts their active classroom participation. Knowledge Gap Although literature documents the benefits of real-life learning connections, empirical research investigating its specific application for junior secondary slow learners within geographically remote rural environments remains limited. Aims This Classroom Action Research investigates the application of Contextual Teaching and Learning to develop the reading capabilities of seventh-grade slow learners. Results Following two interventional cycles utilizing familiar daily experiences and guided practice, student reading proficiency rates increased significantly from 30% to 90%, alongside mean score progressions from 58 to 78. The instructional adjustments also successfully stimulated active participation, word decoding accuracy, and the capacity to retell narratives. Novelty This study provides specific evidence that integrating familiar daily experiences with individualized pedagogical guidance directly accommodates the distinct cognitive requirements of junior high slow learners. Implications Educational institutions should adopt contextual pedagogical approaches and provide relevant visual resources to support inclusive literacy development in regular classrooms. Highlights Meaningful real-life learning connections successfully stimulate classroom motivation and text comprehension. Guided instructional methods significantly raise word decoding accuracy alongside narrative retelling capabilities. Iterative action research cycles demonstrate substantial test score progressions and academic success. Keywords Contextual Teaching And Learning; Classroom Action Research; Reading Skills; Slow Learners; Junior Secondary School]]>
<![CDATA[Contextual Mind Mapping Facilitates Reading Comprehension For Deaf Elementary Students: Pemetaan Pikiran Kontekstual Memfasilitasi Pemahaman Membaca Bagi Siswa Tunarungu Sekolah Dasar ]]>
<![CDATA[Mersita Mersita]]>;
<![CDATA[Rendy Roos Handoyo]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15156
<![CDATA[General Background Literacy acquisition constitutes an essential foundation for academic success across all educational subjects. Specific Background Fifth-grade learners with hearing impairments frequently struggle to understand narrative texts due to conventional instruction and an absence of visual learning media. Knowledge Gap Although visual graphic organizers and real-life pedagogical approaches have been extensively studied separately, their combined application to accommodate marginalized learners in inclusive classrooms remains severely underexplored. Aims This Classroom Action Research evaluates the implementation of Contextual Teaching and Learning (CTL)-based visual media to support the narrative text processing of a hearing-impaired fifth-grader alongside their peers. Results Following two instructional cycles, the focal participant's academic score progressed from a 45 baseline to 60 in Cycle I, ultimately achieving 80 in Cycle II, thereby surpassing the minimum mastery criterion. Concurrently, learner engagement escalated as individuals actively constructed visual nodes, identified main ideas, and connected written content to real-life experiences. Novelty This study uniquely integrates a visual graphic organizer with contextual learning principles specifically tailored to address the cognitive and communication characteristics of special educational needs learners within an inclusive setting. Implications Educators must adopt visually rich, contextualized instructional strategies to reduce cognitive load and facilitate meaningful literacy acquisition for individuals facing auditory constraints. Highlights The integration of a visual graphic organizer with real-life connections significantly elevated learner engagement during narrative text lessons. The focal participant's academic score progressed from a failing 45 to an 80, surpassing the minimum mastery threshold. Reducing textual information into structured visual nodes minimized cognitive load for individuals with special educational needs. Keywords Reading Comprehension; Hearing Impairment; Mind Mapping; Contextual Teaching; Inclusive Education]]>
<![CDATA[Manipulative Learning Accommodates Fraction Comprehension In Inclusive Elementary Classrooms: Pembelajaran Manipulatif Mengakomodasi Pemahaman Pecahan Di Ruang Kelas Dasar Inklusif ]]>
<![CDATA[Musdalifah Musdalifah]]>;
<![CDATA[Siti Rohmah Nurhayati]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15157
<![CDATA[General Background Mathematics education requires logical reasoning, where fractions represent a notoriously difficult transition from whole-number concepts to proportional thinking. Specific Background Within inclusive elementary environments, traditional teacher-centered instruction frequently fails to provide concrete learning experiences, leaving regular learners alongside students with dyscalculia or slow learning traits struggling to interpret abstract numerical representations. Knowledge Gap Although physical learning tools are widely researched in homogeneous settings, empirical evidence detailing their systematic application to simultaneously support neurotypical children and those with special educational needs in a single space remains scarce. Aims This Classroom Action Research investigates the application of concrete instructional materials, guided by Bruner’s cognitive representation stages, to advance mathematical understanding among twenty-three diverse fourth-grade students at SD Negeri 017 Sangatta Utara. Results The intervention significantly raised classical conceptual mastery from a 26.09% pre-action baseline to 86.96% by the conclusion of the second cycle. Furthermore, the students' average test scores increased substantially from 55.21 to 77.26. Novelty This study uniquely validates that transitioning sequentially through enactive, iconic, and symbolic representations using tangible objects successfully bridges the cognitive demands of abstract mathematics for highly diverse learner profiles simultaneously. Implications Educators must adopt hands-on pedagogical strategies to provide equitable, concrete learning scaffolds that accommodate individualized cognitive requirements during complex arithmetic instruction. Highlights Utilizing concrete instructional materials successfully bridges abstract mathematical gaps for slow learners and dyscalculic students. Conceptual mastery of proportional mathematics surged from a 26.09% baseline to an 86.96% final achievement rate. Transitioning sequentially through distinct cognitive stages minimizes cognitive overload during complex arithmetic instruction. Keywords Inclusive Education; Manipulative Instruction; Fraction Comprehension; Cognitive Representation; Classroom Action Research]]>
<![CDATA[Predictive Factors Of Peer And Educator Involvement On Special Needs Development: Faktor Prediktif Keterlibatan Teman Sebaya Dan Pendidik Pada Perkembangan Berkebutuhan Khusus ]]>
<![CDATA[Subli Subli]]>;
<![CDATA[Agus Basuki]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15158
<![CDATA[General Background Education constitutes a fundamental right that demands an environment of inclusive learning catering to the diverse capabilities of all populations. Specific Background Within these settings, cultural arts instruction taught collaboratively provides valuable opportunities for marginalized individuals to acquire communication, creativity, and social competencies. Knowledge Gap Despite known advantages, prior literature predominantly investigates general pedagogical methods, rarely examining the concurrent variables of educator roles alongside peer participation within collaborative artistic frameworks. Aims This quantitative ex post facto study investigates the joint predictive value of teacher facilitation and student involvement concerning the cognitive, social, emotional, and autonomy milestones of marginalized populations. Results Multiple linear regression analysis of observational and questionnaire data from an integrated junior high school demonstrates that both independent variables concurrently account for 77.3 percent of the statistical variance in developmental progression. Crucially, peer participation emerged as the most dominant predictive variable. Novelty This research uniquely isolates collaborative artistic pedagogy as a distinct domain where non-authoritative interactions supersede traditional authoritative facilitation in predicting holistic growth. Implications Schools must prioritize structured cooperative models and peer-tutoring programs over purely authoritative pedagogies, ensuring comprehensive progression. Highlights Active participation from classmates accounts for the most significant portion of holistic growth within integrated classrooms. Classroom facilitators successfully accommodate learner independence through adaptive and cooperative guidance strategies. Cooperative cultural groupwork explains substantial statistical variance concerning overall cognitive and emotional milestones. Keywords Inclusive Education; Cultural Arts; Collaborative Pedagogy; Social Competence; Holistic Growth]]>
