Innovation of Classroom Teacher Strategies to Assist Grade 3B Dyslexic Students at MI Al-Istiqomah through a Multisensory Counseling Approach
Article Sidebar
Main Article Content
Abstract
Salah satu gangguan bahasa yang paling umum dialami anak adalah disleksia, yang ditandai dengan kesulitan menulis, mengeja, dan membaca. Tujuan penelitian ini adalah mengetahui efektivitas strategi multisensori dalam membantu siswa disleksia kelas 3B di MI Al-Istiqomah, Banyusari, Karawang. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan perangkat lunak NVivo 12 Pro. Hasil penelitian menunjukkan bahwa guru secara konsisten menerapkan strategi multisensori yang mencakup sentuhan, pendengaran, dan penglihatan. Strategi ini berdampak positif terhadap pemahaman serta motivasi belajar siswa disleksia. Selain itu, guru memberikan perhatian khusus, memanfaatkan alat pembelajaran yang mendukung, serta menciptakan suasana kelas yang ramah. Dengan demikian, pendekatan multisensori terbukti efektif membantu siswa disleksia memahami materi dan meningkatkan hasil belajar mereka.
Article Details
Section
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
References
Abdussamad, Z. (2022). Qualitative research methods. Syakir Media Process.
Anita, N., et al. (2024). Teacher strategies in handling students with dyslexia. Journal Name, 2, 190–201.
Burhan, B., & Putri, F. M. (2022). Educators’ portraits in 21st-century educational innovation. Tolis Scientific Research Journal, 4(1), 74–88. https://doi.org/10.56630/jti.v4i1.221
Di, A., & Dasar, P. (2019). The urgency of skill development. Journal Name, 3, 184–199.
Faizin, I. (2020). Teacher strategies in addressing learning difficulties in dyslexia. Empati: Journal of Guidance and Counseling, 7(1), 1. https://doi.org/10.26877/empati.v7i1.5632
Fakhriya, S. D. (2022). Learning disorders (dyscalculia): Definition and intervention models. Journal of Indonesian Education and Technology, 2(3), 115–119. https://doi.org/10.52436/1.jpti.152
Faruq, F., & Pratisti, W. D. (2022). Multisensory learning model for dyslexic children, effective?: A systematic review. Ideguru Journal of Scientific Works of Teachers, 7(3), 243–248. https://doi.org/10.51169/ideguru.v7i3.392
Gustiani, N., Asmiati, N., & Pratama, T. Y. (2022). The use of multisensory methods to improve early reading skills of children with reading difficulties in elementary schools. Holistika Journal, 6(1), 49–56. https://doi.org/10.24853/holistika.6.1.49-56
Hafifah, D. N. (2025). Perceptions and Readiness of Elementary Teachers in Integrating Artificial Intelligence into Learning: Evidence from South Cikarang Indonesia. International Journal of Education and Learning Studies, 1(2), 101-110. https://doi.org/10.64421/ijels.v1i2.15
Haifa, N., Mulyadiprana, A., & Respati, R. (2020). Recognizing characteristics of dyslexic children. PEDADIDAKTIKA Journal of Primary School Teacher Education, 7(2), 21–32. https://doi.org/10.17509/pedadidaktika.v7i2.25035
Harefa, E., Afendi, A. R., Karuru, P., Sulaeman, & Wote, A. Y. V. (2024). Textbook: Learning theory and instruction.
Hsb, N. S. (2021). Parental assistance to stimulate the learning of dyslexic children. Anifa Journal, 1(1), 1–15. https://doi.org/10.32505/anifa.v1i1.2427
Istandar, P. T. (2022). Aligning academic and moral education to build a superior character society. Jurnal Suara Pengabdian 45, 1(1), 71–83. https://doi.org/10.56444/pengabdian45.v1i1.881
Meilina, N. P. R., Cahaya, I. M. E., & Lestari, P. I. (2023). Multisensory learning models to improve early reading skills of 5–6-year-old children at ABCD School Kindergarten. Journal of Raudhatul Athfal Education, 6(1), 36–47. https://doi.org/10.15575/japra.v6i1.29126
Muawwanah, U., & Supena, A. (2021). The use of letter cards as a learning medium to teach reading to dyslexic children. Aulad Journal of Early Childhood, 4(2), 98–104. https://doi.org/10.31004/aulad.v4i2.120
Mulyawati, Y. Y. (2023). The application of a multisensory method assisted by letter blocks to improve the reading skills of dyslexic students in inclusive elementary schools. Foundasia, 13(2), 76–89. https://doi.org/10.21831/foundasia.v13i2.57974
Mukhlis, S., Kurnia, I. R., Syahwildan, M., Sulistiawati, N., & Kenju, R. N. M. M. (2025). Financial Literacy of Elementary Students: A Preliminary Study on Early Financial Knowledge and Attitudes in Jakarta and Bekasi. International Journal of Education and Learning Studies, 1(2), 79-89. https://doi.org/10.64421/ijels.v1i2.7
Munir, S., Syahputra, W. A., & Khotimah, K. (2023). The role of parents in increasing the learning motivation of dyslexic children. Psycho Aksara Journal of Psychology, 1(1), 77–80. https://doi.org/10.28926/pyschoaksara.v1i1.749
MS, Z. (2025). Character Formation through Culturally Responsive Teaching: Evidence from Indonesian Primary Schools. International Journal of Education and Learning Studies, 1(1), 13-22. https://doi.org/10.64421/ijels.v1i1.2
Nugroho, N. N. D., Agustian, A., Achmad, L. I., Sulistiyowati, R., & Muktiali, S. (2024). Emotion regulation strategies to enhance intelligence in elementary school. Journal Name, 2(1).
Nugroho, S. M. D., & Achmad, L. I. (2024). Family parenting as the foundation for personality development. Journal Name, 2(1), 15–21.
Nurzannah, S. (2022). The role of teachers in learning. ALACRITY Journal of Education, 2(3), 26–34. https://doi.org/10.52121/alacrity.v2i3.108
Prabowo, S., & Andayani, A. (2025). Augmented Reality as Catalyst for Digital Literacy Enhancement: Investigating University Students’ Readiness in the Era of Disruptive Educational Technologies. International Journal of Education and Learning Studies, 1(1), 37-48. https://doi.org/10.64421/ijels.v1i1.4
Putri, D. Y., Lathifah, A. S., Prasetyo, C. M. A., & Suparmi, S. (2024). The role of teachers in improving the reading skills of dyslexic children. Wahana Karya Scientific Journal of Education, 8(1), 26–36. https://doi.org/10.35706/wkip.v8i01.11578
Rahmat. (2022). Learning innovation of Islamic education: Reorientation of applied and implementative theory (p. 156).
Safitri, F., Ali, F. N., & Latipah, E. (2022). Reading disabilities (dyslexia) and their impact on child development. WASIS Scientific Journal of Education, 3(1), 37–44. https://doi.org/10.24176/wasis.v3i1.7713
Saiful, A., & Witono, H. (2023). Teacher strategies in overcoming dyslexia in grade 3 students at SDN 31 Cakranegara. PENDAS Primary Education Journal, 4(1), 21–29. https://doi.org/10.29303/pendas.v4i1.2716
Sani, R. A. (2007). Learning innovation (Vol. 16, No. VIII). https://doi.org/10.21009/pip.162.11
Satwika, P. A., Setyowati, R., & Anggawati, F. (2021). ADHD center, Omah Lebah Kecil, Yogyakarta, Indonesia. Journal of Psychology and Application, 11(3), 304–314.
Supena, A., & Dewi, I. R. (2020). Multisensory methods for dyslexic students in elementary schools. J. Basicedu, 5(1), 110–120. https://doi.org/10.31004/basicedu.v5i1.623
Suryati, N., & Salehudin, M. (2021). Guidance and counseling programs to develop students’ spiritual and emotional intelligence. Edukatif Journal of Educational Sciences, 3(2), 578–588. https://doi.org/10.31004/edukatif.v3i2.349
Thahir, M., Rachmaniar, A., & Thahir, W. (2024). The influence of parental involvement on students’ academic achievement. Indonesian Journal of Educational Counseling, 8(1), 99–107. https://doi.org/10.30653/001.202481.343
Wahab, G., & Rosnawati. (2021). Learning and instructional theories (Vol. 3). http://repository.uindatokarama.ac.id/id/eprint/1405/1/TEORI-TEORI%20BELAJAR%20DAN%20PEMBELAJARAN.pdf
Wahyuddin, A. A. W., Ernawati, & Hadaming, M. H. (2024). Learning theory and its applications: A guide to effective and innovative teaching (Vol. 4, No. 1).
Wijaya, E. (2020). Identification and intervention of specific learning disorders in children. Damianus Medical Journal, 19(1), 70–79. https://doi.org/10.25170/djm.v19i1.1279
Yestiani, D. K., & Zahwa, N. (2020). The role of teachers in teaching elementary school students. Fondatia, 4(1), 41–47. https://doi.org/10.36088/fondatia.v4i1.515