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<![CDATA[Behavior Contract Group Counseling For Slow Learner Student Motivation: Konseling Kelompok Kontrak Perilaku Pada Motivasi Belajar Siswa Lamban ]]>
<![CDATA[Supriadi Supriadi]]>;
<![CDATA[Suyantiningsih Suyantiningsih]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15159
<![CDATA[General Background Inclusive education requires accommodating diverse academic characteristics to guarantee equitable and quality educational access. Specific Background Individuals with slower cognitive development often experience frequent academic failures that decrease their persistence and overall engagement within mainstream classrooms. Knowledge Gap Prior behavioral interventions primarily address general achievement without specifically integrating peer support and structured agreements to solve these psychological deficiencies in inclusive settings. Aims This Classroom Action Research investigates the application of collaborative interventions combined with written commitments to elevate the academic drive of marginalized adolescents. Results After two intervention cycles involving seven junior high school participants, the average assessment score transitioned from a low category of 34.0 to a high category of 44.4. The participants exhibited observable improvements in persistence, active participation, independence, resilience, and consistency. Novelty This study introduces a structured framework integrating mutual support, individualized reinforcement, and systematic daily monitoring specifically tailored for targeted psychological development. Implications School educators and facilitators should adopt this integrated strategy to cultivate disciplined and responsible habits among diverse populations. Highlights Systematic reinforcement agreements significantly elevate the academic drive of marginalized individuals within inclusive environments. Consistent daily monitoring cultivates persistence, independence, and active educational participation. Structured peer support frameworks translate abstract expectations into concrete scholastic commitments. Keywords Behavior Contract; Group Counseling; Learning Motivation; Slow Learner; Inclusive Education]]>
<![CDATA[Simple Coding Method Application For Dyslexic Student Beginning Reading Skills: Penerapan Metode Simple Coding Untuk Kemampuan Membaca Permulaan Siswa Disleksia ]]>
<![CDATA[Susanah Susanah]]>;
<![CDATA[Ibnu Syamsi]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15160
<![CDATA[General Background Reading constitutes an essential language skill that provides the foundation for academic success, necessitating adaptive instructional practices within inclusive educational settings. Specific Background Students diagnosed with dyslexia frequently experience chronic neurobiological deficits in phonological processing, leading to significant difficulties in distinguishing visually similar letters and blending syllables. Knowledge Gap Despite the known benefits of multisensory learning, limited classroom action research has specifically investigated the Simple Coding Method as a structured visual strategy to guide dyslexic learners from letter recognition to word decoding. Aims This study investigates the application of the Simple Coding Method to elevate the beginning reading skills of first-grade students with dyslexia at an inclusive elementary school. Results Following two instructional cycles, average beginning reading mastery progressed from a baseline of 43.75 percent to 77.08 percent in the first cycle, ultimately reaching 89.58 percent in the second cycle. Participants demonstrated substantial improvements in vowel and consonant identification, syllable blending, reading fluency, and classroom confidence. Novelty This research highlights the practical efficacy of integrating a systematic, color-based visual coding system with explicit phonics instruction and structured parental engagement as a compensatory mechanism for phonological weaknesses. Implications Educational institutions should adopt visual coding as a standard adaptive pedagogical strategy and establish continuous professional training alongside parental cooperation to build supportive literacy environments. Highlights Visual color cues significantly improve phonological decoding and visual discrimination of confusing characters. Average early literacy mastery levels reached 89.58 percent following two adaptive instructional cycles. Structured parental engagement combined with explicit phonics instruction fosters robust academic confidence and participation. Keywords Dyslexia; Visual Coding; Phonological Processing; Inclusive Education; Early Literacy]]>
<![CDATA[Concrete Representational Abstract Number Boards Optimize Slow Learner Statistical Data Mastery: Papan Bilangan Konkret Representasional Abstrak Mengoptimalkan Penguasaan Data Statistik Siswa Lamban ]]>
<![CDATA[Akhmad Fauzan Habibie]]>;
<![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.11.2026.15161
<![CDATA[General Background Inclusive secondary mathematics education requires adaptive instructional strategies accommodating diverse cognitive profiles. Specific Background Students at risk of slow learning often struggle with abstract concepts like measures of central tendency due to underlying arithmetic deficits in addition and division. Knowledge Gap Traditional instruction predominantly utilizes two-dimensional representations and symbolic calculations, failing to provide the transitional physical manipulatives necessary to reduce cognitive load for borderline learners. Aims This Classroom Action Research investigates the application of an integrated manipulative medium to optimize mode, median, and mean comprehension among eighth-grade students in a disadvantaged region. Results Following two pedagogical cycles, classical learning mastery elevated from 33 percent to 86 percent. Specifically for the twelve borderline participants, average scores progressed from a baseline of 32.50 to 65.83, with classical mastery jumping from zero to 75 percent. Observational data confirmed increased participation across tangible, visual, and symbolic mathematical stages. Novelty This study distinctly integrates physical unit manipulatives into a sequenced visual framework, offering a uniquely structured transition from tangible sorting to symbolic arithmetic specifically tailored for borderline intellectual capacities. Implications Educational practitioners must integrate sequenced manipulative media when introducing complex mathematical procedures to ensure inclusive conceptual development. Highlights Sequenced physical manipulatives significantly elevate mathematical comprehension among marginalized eighth-grade cohorts. Average procedural performance metrics for borderline participants jumped from zero to seventy-five percent after two pedagogical cycles. Structured tangible-to-symbolic transitions effectively reduce cognitive load during addition and division arithmetic tasks. Keywords Inclusive Education; Mathematics Instruction; Tangible Manipulatives; Central Tendency; Cognitive Load]]>
<![CDATA[Supporting Deaf Student Communication Using Low Tech Augmentative And Alternative Communication: Mendukung Komunikasi Siswa Rungu Menggunakan Komunikasi Augmentatif Dan Alternatif Berteknologi Rendah ]]>
<![CDATA[Astuti Astuti]]>;
<![CDATA[Eka Sapti Cahya Ningrum]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15162
<![CDATA[General Background Communication competence represents a fundamental requirement for academic inclusion, but learners with hearing impairments frequently experience severe language deprivation without specialized support. Specific Background Inclusive elementary schools in resource-constrained, disadvantaged, frontier, and outermost regions often lack the digital infrastructure required for high-technology interventions. Knowledge Gap While previous studies highlight computerized solutions for autism in urban settings, evidence remains scarce regarding the application of non-digital visual tools for hearing-impaired learners within rural inclusive classrooms. Aims This Classroom Action Research investigates the application of non-digital visual supports to facilitate the receptive and expressive language abilities of a fourth-grade hearing-impaired learner. Results Following two intervention cycles utilizing color-coded visual boards and adaptive picture stories, receptive language understanding increased from 20.0 percent to 75.0 percent, while expressive language production ultimately reached 66.7 percent. Furthermore, classroom learning participation surged from 15.0 percent to 81.3 percent, alongside an 80.0 percent post-test achievement. Novelty This study provides a contextualized instructional framework that transitions hearing-impaired individuals from unstructured home signs to functional symbolic exchanges using exclusively affordable, non-digital visual materials. Implications Teachers and inclusive schools in resource-limited areas must adopt non-digital visual supports alongside systematic prompt fading and peer-mediated activities to ensure sustainable educational participation. Highlights Color coded visual boards and adaptive picture stories substantially raise classroom participation rates. Receptive and expressive language abilities progress significantly through systematic prompt fading and peer interaction. Non digital visual interventions provide sustainable instructional solutions for marginalized and resource limited educational regions. Keywords Hearing Impairment; Receptive Language; Expressive Language; Inclusive Classrooms; Resource Limited Regions]]>
<![CDATA[Adaptive Physical Education Activity Modification For Physical Disability Student Independence: Modifikasi Aktivitas Pendidikan Jasmani Adaptif Bagi Kemandirian Siswa Disabilitas Fisik ]]>
<![CDATA[Faris Riski Nuladany]]>;
<![CDATA[Sumaryanti Sumaryanti]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15163
<![CDATA[General Background Inclusive physical education requires individualized pedagogical adaptations to ensure equitable participation and motor development for all learners. Specific Background Adolescents with upper-limb impairments face severe manipulative barriers during traditional sports without appropriate instructional accommodations, heavily restricting their autonomous learning. Knowledge Gap Current mainstream pedagogies rarely integrate STEP-based spatial adjustments alongside orthotic devices utilized strictly as educational aids rather than clinical interventions. Aims This Single-Subject Research investigates the application of customized motor tasks to foster autonomous participation for a physically marginalized eighth-grade adolescent. Results Following the intervention, the participant’s autonomy scores progressed from a stable baseline mean of 25.00 to an intervention mean of 37.33. The visual analysis demonstrated a zero percent data overlap, confirming consistent behavioral improvements in grasping, throwing, catching, and equipment management. Novelty This study pioneers the combination of non-clinical orthotic supports with scaffolded environmental adjustments to prioritize functional autonomy over mere athletic performance. Implications Mainstream institutions must adopt customized pedagogical frameworks and functional tools to promote true autonomous learning and social integration for marginalized populations. Highlights The STEP pedagogical framework significantly optimizes manipulative motor execution like grasping and throwing. Orthotic wrist supports function successfully as mainstream classroom aids rather than purely clinical tools. Scaffolded instructional strategies transition marginalized youth toward self-reliant participation in inclusive sports environments. Keywords Inclusive Education; Manipulative Motor Skills; STEP Framework; Single Subject Research; Wrist Support]]>
<![CDATA[Magic Box Media And Project-Based Pedagogy Build Inclusive Early Childhood Competencies: Media Magic Box Dan Pedagogi Berbasis Proyek Membangun Kompetensi Anak Inklusif ]]>
<![CDATA[Eka Nurjanah]]>;
<![CDATA[Iis Prasetyo]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15164
<![CDATA[General Background Early childhood education provides a critical foundation for optimizing cognitive, motor, language, and interpersonal domains through responsive, child-centered environments. Specific Background Students with special needs within integrated classrooms frequently face integration challenges, displaying anxious behaviors, egocentrism, and difficulties in regulating their feelings. Knowledge Gap Current instructional materials and play frameworks are rarely designed to facilitate meaningful interpersonal interactions or address the specific collaborative deficits present in diverse classrooms. Aims This study investigates the application of collaborative tasks supported by an interactive educational toy to support young learners. Results Through two action research cycles, participant scores rose significantly from an initial 56.25% to 80.73%. The most substantial behavioral growth occurred in the capacity to articulate feelings appropriately, which increased by 41.67%, alongside moderate overall developmental gains indicated by an N-Gain of 0.56. Furthermore, educators shifted from rigid lesson planning to flexible, empathetic facilitation and dynamic classroom management. Novelty This intervention uniquely integrates collaborative problem-solving structures with tactile educational tools to simultaneously transform student interpersonal behaviors and professional teaching paradigms. Implications Deploying structured, authentic play activities offers a proven framework for cultivating supportive relationships and advancing holistic development in diverse educational settings. Highlights The intervention generated a moderate N-Gain score of 0.56, indicating steady behavioral progress. Students with special needs demonstrated a 41.67% increase in their capacity to express feelings appropriately. Educators transitioned toward flexible planning and exhibited higher empathy during classroom management tasks. Keywords Collaborative Tasks; Educational Toys; Interpersonal Skills; Teacher Paradigms; Action Research]]>
<![CDATA[Think Pair Share Pedagogy Supports Reading Comprehension In Struggling Elementary Learners: Pedagogi Think Pair Share Mendukung Pemahaman Membaca Siswa Dasar Berkesulitan Belajar ]]>
<![CDATA[Jamiatul Aini]]>;
<![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.11.2026.15165
<![CDATA[General Background Reading competence provides the essential foundation for academic achievement and long-term scholastic success in basic education. Specific Background Despite this necessity, upper-elementary learners frequently experience persistent literacy challenges, demonstrating poor phonological awareness and mechanical decoding when approaching simple texts. Knowledge Gap Traditional teacher-centered instruction rarely offers the structured peer interaction necessary to address varied cognitive needs or active engagement in modern classrooms. Aims This study investigates the application of a cooperative pedagogical model to foster the decoding and understanding of two-syllable words among fourth-grade students facing literacy deficits. Results Following a two-cycle action research framework, the participants' mean test scores progressed significantly from an initial 59.50 to 83.33. Furthermore, class mastery criteria grew from 0% in the preliminary phase to a complete 100% by the second cycle, alongside a notable transition from passive to active instructional participation. Novelty This intervention uniquely applies structured social constructivist scaffolding to specifically target basic decoding and vocabulary deficits within an older cohort expected to have already mastered these skills. Implications Integrating structured peer-assisted learning frameworks provides a practical strategy to cultivate inclusive, interactive, and student-centered educational environments while reducing reliance on direct teacher intervention. Highlights The cooperative instructional framework shifted mean test scores from 59.50 to 83.33 across two cycles. Classroom mastery levels progressed from zero to full attainment following the peer-assisted intervention. Participants demonstrated significant behavioral transitions from passive observation to active collaborative engagement. Keywords Cooperative Learning; Peer Assisted Instruction; Literacy Difficulties; Social Constructivism; Action Research]]>
<![CDATA[Interactive Multimedia And Direct Instruction Elevate Volleyball Mastery For Slow Learners: Multimedia Interaktif Dan Instruksi Langsung Mengangkat Penguasaan Voli Siswa Lamban Belajar ]]>
<![CDATA[Hanrayani Hanrayani]]>;
<![CDATA[Ari Iswanto]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15166
<![CDATA[General Background Physical education requires adaptive pedagogical strategies that respond to the varied cognitive and psychomotor developmental needs of students in inclusive settings. Specific Background Slow learners typically process information gradually, struggle with complex directions, and require repeated visual demonstrations and systematic scaffolding to successfully acquire motor competencies. Knowledge Gap While digital visualizations and explicit teaching frameworks individually support skill acquisition, their integrated application remains underexplored for this specific demographic in athletic contexts. Aims This study investigates the application of direct instruction paired with interactive multimedia to advance the volleyball mastery of seventh-grade students. Results Through a three-cycle action research design, mean performance scores progressed significantly from a pre-cycle baseline of 76.18 to 92.43 by the final cycle. Furthermore, classical proficiency levels surged from 20% to a consistent 100%, alongside notable improvements in student classroom engagement and independent practice behaviors. Novelty This research uniquely merges multimedia cognitive theory with explicitly structured sequencing to create an accessible, highly tailored psychomotor learning environment for cognitive learning difficulties. Implications Deploying visually supported, systematic models provides educators with a proven strategy to optimize movement execution and promote active participation among students with special educational needs. Highlights The structured pedagogical intervention raised the average performance scores of participants from 76.18 to 92.43 across three action cycles. Proficiency levels in underhand passing and serving techniques surged from a 20% baseline to a complete 100% attainment. Seventh-grade students with borderline intellectual functioning demonstrated greater classroom engagement and independence during practical physical education tasks. Keywords Interactive Multimedia; Direct Instruction; Slow Learners; Volleyball Mastery; Physical Education]]>
<![CDATA[Principal Academic Supervision Facilitates Deep Learning In Inclusive Elementary Classrooms: Supervisi Akademik Kepala Sekolah Memfasilitasi Pembelajaran Mendalam Di Sekolah Dasar Inklusif ]]>
<![CDATA[Setiati Pai]]>;
<![CDATA[Hermanto Hermanto]]>
<![CDATA[ Academia Open Vol. 11 No. 2 (2026): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.15167
<![CDATA[General Background The shift toward twenty-first-century competencies requires educators to facilitate meaningful, mindful, and joyful educational experiences. Specific Background Implementing these pedagogical strategies presents complex challenges in integrated environments where educators must accommodate diverse cognitive profiles and special educational needs. Knowledge Gap Current professional development often prioritizes administrative document reviews over the continuous, collaborative coaching required to help educators design authentic, student-centered classroom activities. Aims This research investigates how structured leadership interventions facilitate the pedagogical transition toward rigorous conceptual instruction in an integrated primary school setting. Results Through two collaborative action cycles, educators' pedagogical comprehension progressed from a 51% baseline to 83%. Correspondingly, student conceptual mastery and engagement metrics grew from 44% to 79%, reflecting positive shifts in inclusive classroom management and differentiated instruction. Novelty This study uniquely links cyclical, reflective leadership mentoring directly with both educator competency metrics and the cognitive advancement of special needs learners. Implications Deploying systematic, non-evaluative observation and feedback frameworks provides school leaders with a proven mechanism to transform teaching quality and cultivate highly adaptive, learner-centric environments. Highlights Structured leadership mentoring progressed teacher pedagogical comprehension from a 51% baseline to 83% across two cycles. Learner conceptual mastery and classroom engagement metrics grew significantly from 44% to 79%. Continuous reflective dialogue successfully transitioned teachers toward utilizing differentiated instructional strategies and varied learning media. Keywords Academic Supervision; Deep Learning; Inclusive Education; Teacher Competence; Action Research]]>
<![CDATA[Guided Discovery Learning And Fraction Puzzles Facilitate Mathematical Comprehension For Slow Learners: Pembelajaran Penemuan Terbimbing Dan Teka Teki Pecahan Memfasilitasi Pemahaman Matematis Siswa Lamban Belajar ]]>
<![CDATA[Jumiri Aziz]]>;
<![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.11.2026.15168
<![CDATA[General Background Primary education establishes foundational mathematical competencies necessary for logical reasoning and quantitative literacy. Specific Background Students at risk of being slow learners often struggle with abstract mathematical topics, particularly proportional quantities, due to limited working memory capacity and slower cognitive processing speeds. Knowledge Gap Traditional mathematics instruction predominantly utilizes abstract, lecture-based procedures without sufficient concrete manipulative scaffolding, thereby overwhelming the cognitive load of slower learners. Aims This research investigates the application of a modified guided pedagogical framework supported by physical manipulative media to facilitate mathematical conceptualization in fifth-grade students facing cognitive delays. Results Following a two-cycle adaptive classroom action research methodology, the participants' average conceptual understanding scores progressed from 48.0 to 78.0. Furthermore, classroom mastery rates grew from 0% in the preliminary phase to 100%, alongside notable increases in active participation and independent problem-solving capabilities. Novelty This study uniquely adapts exploratory pedagogical frameworks by integrating visual simplifications and concrete enactive manipulation to specifically accommodate the restricted working memory of slower processing students. Implications Providing structured, hands-on learning experiences offers a practical strategy for educators to minimize extraneous cognitive load and cultivate proportional reasoning in inclusive elementary classrooms. Highlights The modified pedagogical intervention progressed the average participant test scores from 48.0 to 78.0 across two instructional cycles. Classroom mastery rates for proportional reasoning tasks advanced from zero to full attainment following the concrete manipulative integration. Participants demonstrated substantial behavioral transitions from passive observation to active engagement and independent cognitive processing. Keywords Proportional Reasoning; Cognitive Load; Inclusive Classrooms; Concrete Manipulatives; Action Research]]>
