Interdisciplinary and Multidisciplinary Studies: Conference Series

A Culturally Adapted Digital Intervention for Early Reading Skills in Indonesian Dyslexic Learners

2025-12-05T06:41:14+07:00

Reading difficulties in children with dyslexia hinder both academic achievement and psychosocial growth. Deficits in letter recognition, sound processing, and phoneme–symbol connection require structured, multisensory interventions. This study develops the BASIA (Bantu Baca Disleksia Anak) application as an interactive, structured-literacy learning tool to strengthen early reading skills in dyslexic children. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) research and development model, the study involved 20 dyslexic students from three inclusive elementary schools. Data were collected through expert validation questionnaires, observations, and pre-post reading tests. Results show that BASIA is highly feasible, with validation scores of 92% from media experts and 90% from material experts. Four weeks of use significantly improved phoneme accuracy (36%), reading speed (55.5%), and word comprehension (41.3%). Key features—HURA (Huruf Bicara), SUKA (Susun Kata), and CERIA (Cerita Asyik)—effectively strengthened the integration of letters, sounds, and meaning. The findings demonstrate that combining structured literacy with an adaptive user-performance system can provide personalized and progressive learning. This study highlights the need for further development of inclusive, Indonesian-based digital literacy platforms for wider implementation in elementary schools as concrete support for children with dyslexia.

Readiness of Inclusive Elementary School Teachers to Implement Universal Design for Learning (UDL): A Needs Analysis

2025-12-05T06:56:10+07:00

UDL in inclusive elementary schools encounters difficulties about teachers’ knowledge and background, and access to professional support. The purpose of this study is to examine UDL-related knowledge levels, familiarity, perceived advantages, training needs and instructional constraints among 50 inclusive elementary school teachers using survey method. Findings, teachers’ attitudes toward UDL are positive in that the majority believe or strongly believe that UDL will promote academic engagement and instructional utility. One key finding is the high level of interest in UDL training, as 95% of teachers indicate a need for specialized training over and above their current knowledge to understand and implement UDL correctly. In addition, the teachers reported a number of key resources required to facilitate UDL implementation such as: training (70%), instructional modules (64%), technological tools (58%) and expert support teams (52%). The main barriers faced by teachers when teaching SEN children include lack of specialist support (34%), resources to support learning (28%) and technology (20%). Findings call for an immediate intervention on a structured UDL training model to enhance teachers’ competences in inclusive instructional practice. The study also underscores the significance of increasing resources and enabling professional collaboration, to establish more supportive and justifiable learning environment for children with disabilities in inclusive elementary schools.

Needs Analysis for Developing a Parent-Mediated Naturalistic Developmental Behavioural Intervention Training Model for Parents of Autistic Children in Malaysia

2025-12-05T06:59:37+07:00

Autism Spectrum Disorder (ASD) exhibits diverse developmental and behavioural challenges that require structured and consistent interventions. However, in Malaysia’s low-resource areas, parents of autistic children often face limited access to professional support, high therapy costs, and geographical barriers that impede timely and effective intervention. Recognising parents as primary intervention agents in their autistic children’s learning and development, this study aimed to examine the needs of parents of autistic children to design and develop a Parent-Mediated Naturalistic Developmental Behavioural Intervention (NDBI) Training Model. Guided by the Design and Development Research (DDR) approach, Phase I Needs Analysis employed a comprehensive literature review and individual semi-structured qualitative interviews with five parents of autistic children. Thematic analysis findings indicated Theme 1: lack of knowledge and limited access to behavioural intervention; Theme 2: parents as primary intervention agent in low-resource areas; and Theme 3: need for parent education and skills training in behavioural intervention. Therefore, parents showed strong desire for structured education and training. The Parent-Mediated NDBI Training Model provides a structured and dynamic reference framework for parents of autistic children to implement evidence-based developmental and behavioural strategies within natural daily routines at home. The training model holds significant implications for advancing parent education, enhancing early intervention accessibility, and guiding policymakers in promoting equitable autism services across Malaysia’s diverse socio-economic and geographical contexts.

Integration of Social Capital and Humanistic Approaches in Reproductive Health Education (Teenagers with Down Syndrome in Special Schools)

2025-12-05T07:45:16+07:00

This article analyzes how the integration of social capital and the humanistic approach contributes to reproductive health education for adolescents with Down Syndrome in Special Schools (SLB). This issue is critical because reproductive education for adolescents with intellectual disabilities is still rarely provided systematically, although their needs increase during puberty and their vulnerability to social risks remains high. This study employed a descriptive qualitative approach involving 13 participants, consisting of five students with Down Syndrome, three teachers, and five parents. Data were collected through observations, in-depth interviews, and document analysis, and were thematically analyzed to identify patterns of social support and the application of humanistic practices in the learning process. The findings reveal that social capital,reflected in trust between teachers and parents, shared norms, and the school’s social networks, plays an essential role in creating a safe environment for addressing sensitive reproductive topics. Meanwhile, the humanistic approach practiced by teachers, including empathy, unconditional acceptance, and open communication, helps students understand their bodies, personal boundaries, and appropriate social behavior. The integration of these two approaches enhances learning comfort, strengthens students’ self-awareness, and increases parental involvement in guiding reproductive education at home. These findings highlight the importance of a community-based and humanistic reproductive education model in SLB settings.

Reading Learning Difficulties through Body Movement: An Inclusive Reflection Children with Special Needs.

2025-12-05T09:34:09+07:00

Learning difficulties, especially reading difficulties are expressed not only through academic performance but also through children’s bodily responses. This study explores how significant adults interpret the body movements of children with special educational needs (SEN) as indicators of reading-related learning difficulties. A qualitative approach using Interpretative Phenomenological Analysis (IPA) in a third-person phenomenological framework was employed. Data were collected through semi-structured interviews with special education teachers, adaptive physical education instructors, and parents, supported by contextual classroom and adaptive sports observations. The findings show that children’s body movement functions as a meaningful communicative channel through which reading difficulties become visible. Dyslexia, decoding problems, and attention-related reading difficulties each display distinctive motor patterns—such as muscular tension, avoidance postures, compulsive fidgeting, or motor restlessness. Adaptive physical activity settings further amplified these expression patterns, providing a natural environment where children reveal motor tendencies associated with cognitive load and emotional regulation. These findings affirm that in inclusive education, interpreting bodily expression is an essential pedagogical act. Recognizing motor cues helps teachers provide timely support, reduce frustration, and design flexible learning pathways aligned with the principles of Universal Design for Learning. Understanding body movement as an expressive “second language” enables educators to build more empathetic, responsive, and humanizing inclusive practices.

Keywords: reading difficulties, body movement, third-person phenomenology, inclusive education, adaptive physical activity

Abstrak: Kesulitan belajar—khususnya kesulitan membaca—tidak hanya tampak melalui capaian akademik, tetapi juga melalui respons tubuh anak. Penelitian ini mengeksplorasi bagaimana orang dewasa yang signifikan menginterpretasikan pola gerak tubuh anak berkebutuhan khusus sebagai indikator kesulitan membaca. Pendekatan kualitatif dengan desain Interpretative Phenomenological Analysis (IPA) berbasis fenomenologi pihak ketiga digunakan. Data diperoleh melalui wawancara semi-terstruktur dengan guru pembimbing khusus, instruktur pendidikan jasmani adaptif, dan orang tua, serta didukung oleh observasi kelas dan konteks olahraga adaptif.

Hasil penelitian menunjukkan bahwa gerak tubuh berfungsi sebagai saluran komunikasi yang memperlihatkan hambatan membaca. Disleksia, hambatan decoding, dan kesulitan membaca terkait atensi masing-masing memperlihatkan pola motorik khas seperti ketegangan otot, gerakan menghindar, fidgeting kompulsif, atau kegelisahan motorik. Aktivitas olahraga adaptif semakin memperjelas ekspresi tersebut, karena memberikan ruang alami bagi anak untuk menunjukkan dinamika motorik yang berkaitan dengan beban kognitif dan regulasi emosi.

Temuan ini menegaskan bahwa dalam pendidikan inklusif, interpretasi terhadap ekspresi tubuh merupakan tindakan pedagogis yang esensial. Membaca sinyal motorik membantu guru memberikan dukungan yang tepat waktu, mengurangi frustrasi anak, dan merancang pembelajaran fleksibel sesuai prinsip Universal Design for Learning. Memahami gerak tubuh sebagai “bahasa kedua” membuka jalan bagi praktik pendidikan inklusif yang lebih empatik, responsif, dan memanusiakan.

Kata kunci: kesulitan membaca, gerak tubuh, fenomenologi pihak ketiga, pendidikan inklusif, aktivitas jasmani adaptif

Sign Language Culture and Literacy Development for Deaf Students in Grade 7 Inclusive Junior High School

2025-12-05T10:02:21+07:00

This study explores the relationship between sign language culture and literacy development among Grade 7 deaf students in an inclusive junior high school. Using a descriptive qualitative approach, data were collected through classroom observations, interviews with teachers and students, and analysis of students’ literacy work. The findings indicate that sign language functions not only as a means of communication but also as a cultural foundation that enhances students’ engagement, identity formation, and comprehension in literacy learning. Strengthening sign language culture within literacy instruction supports deeper understanding, affirms students’ identities, and contributes to the creation of more inclusive learning environments.

From Policy to Practice: Challenges in Implementing Inclusive Education in Malaysia

2025-12-05T13:39:41+07:00

Inclusive education has been a central agenda in Malaysia’s educational reform, supported by policies such as the Education (Special Education) Regulations, the Malaysia Education Blueprint 2013–2025, and subsequent national initiatives promoting equitable access for learners with diverse needs. Despite these policy commitments, translating inclusive principles into effective classroom practice remains challenging. This paper examines the persistent gaps between policy intentions and actual implementation across Malaysian schools. Drawing on recent studies, field observations, and stakeholder perspectives from teachers, parents, and school administrators, the findings highlight several key issues: limited teacher preparedness and professional development, insufficient specialist support services, resource constraints, varying school cultures, and inconsistencies in policy interpretation at the school level. Additionally, systemic challenges such as workload, large class sizes, and lack of interagency collaboration further hinder meaningful inclusion. The paper argues that bridging the policy-practice divide requires a coherent implementation framework, continuous capacity building, and stronger support structures that empower teachers and schools. Recommendations are offered to strengthen inclusive practices and ensure that Malaysia’s commitment to inclusive education can be realized in everyday classroom environments.

Sociocultural Approach in The Practice of Inclusive Education in Indonesia: A Literature Review

2025-12-04T10:47:38+07:00

This literature review aims to analyze the sociocultural approach in the practice of inclusive education, particularly in Indonesia. Rooted in Vygotsky's developmental theory, the sociocultural approach is applied to create adaptive, equitable, and diversity-respecting learning environments. This review use a literature review method, identifying 11 articles through processes of identification, screening, and eligibility tests, focusing on inclusive and sociocultural pedagogy. The result of this literature review indicates that this approach is effective in building an inclusive education system that respects diversity, emphasizing the importance of multi stakeholder collaboration.. The sociocultural approach also integrates local values such as gotong royong (mutual cooperation), to enhance learning effectiveness, and reduces stigma toward individual differences. The challenges in its implementation include teacher competency gaps, cultural barriers, and a lack of policy support. This study recommends strengthening multi-stakeholder collaboration and adapting a sociocultural-based curriculum to improve the quality of inclusive education in Indonesia.

Geogebra Sebagai Alat untuk Pembelajaran Matematika: Studi Fenomenologis Siswa Tunarungu SLB N Brebes

2025-12-04T12:10:21+07:00

This study aims to explore the use of GeoGebra in enhancing mathematics learning for deaf students in a public special school, addressing the research gap on the effectiveness of this educational tool in inclusive classrooms. Adopting a qualitative case study approach, the research focuses on the experiences of principals, teachers, and deaf students in a special school in Brebes, Indonesia. Data were collected through structured interviews and observations, analyzed using the Miles and Huberman framework, which involves data reduction, display, and inference. The findings reveal that GeoGebra significantly helps deaf students by providing interactive visual learning experiences that support their understanding of abstract mathematical concepts. The use of this tool aligns with constructivist principles, encouraging independent and collaborative learning. Despite its benefits, challenges such as limited resources, inadequate teacher training, and technological readiness remain, impacting the program's sustainability. The study emphasizes the need for better infrastructure, teacher training, and policies to ensure the effective integration of GeoGebra in special education. The results show that GeoGebra has the potential to transform mathematics education for deaf students by promoting an inclusive and student-centered learning environment, but its successful implementation requires addressing existing barriers in educational settings.

Storytelling Sebagai Strategi Pembelajaran Literasi dan Numerasi pada Anak Kesulitan Belajar di Sekolah Dasar

2025-12-04T20:08:39+07:00

Numeracy literacy skills are essential for 21st-century students. Numeracy literacy skills are the ability to use various numbers and symbols to solve practical problems in everyday life. However, in the context of inclusion, teachers need special learning strategies for children with learning difficulties in numeracy and literacy. They have average or even above potential abilities but require different learning approaches and support. This study examined how storytelling can be an effective strategy to stimulate numeracy literacy for them. This study is a literature review of journals in the Google Scholar database from 2020 to 2025. Limited research discussing the use of storytelling in teaching numeracy literacy to children with learning difficulties, so more in-depth research is needed. The results showed that storytelling can provide a fun learning experience, easier to understand and connect reading (literacy) with problem-solving skills (numeracy literacy). There are various forms of storytelling, and the most effective strategy is tailored to the characteristics of children with learning difficulties. It is hoped that storytelling can stimulate numeracy literacy thinking so that children with learning difficulties have numeracy literacy skills as a provision for daily life, both now and in the future.

Kolaborasi Gen Z dengan Aktivisme Digital Hijau pada Pendidikan Kewarganegaraan

2025-12-04T20:19:07+07:00

The issue of environmental sustainability and climate change is a pressing global challenge, and Generation Z, as digital natives, are at the forefront through Green Digital Activism (GDA). This study aims to identify the dominant forms of Gen Z collaboration in GDA and analyze the potential and challenges of its integration as a transformative learning approach in Citizenship Education (CE). The method used is a qualitative approach with an embedded single-case study design. Data were collected through digital content analysis (Instagram, X, TikTok), in-depth interviews with digital activists, CE educators, and experts/academics, and Focus Group Discussions (FGD) for model formulation. The findings identified three dominant forms of Gen Z collaboration in GDA: Visual Education Content Production (short videos/infographics), Online-to-Offline Collective Action Mobilization, and Crowdsourcing/Crowdfunding for environmental issues. The integration of GDA has strong potential to enhance Digital Civic Participation and strengthen students’ Civic Knowledge and Civic Skills, confirming a shift from slacktivism to connective action. However, this integration is hampered by Pedagogical-Curriculum Challenges (lack of specific GDA project-based learning models and difficulty in measuring competencies) and Technical-Infrastructure Challenges (digital gaps and minimal teacher training). The conclusion emphasizes that GDA can be an authentic and transformative learning medium in CE, but it requires a systematic pedagogical framework. The novelty of this research lies in developing a conceptual model that systematically bridges Gen Z's digital proficiency, their GDA ethos, and the core objectives of CE to create active and environmentally conscious citizens.

Implementation of Problem Based Learning on Direct Proportion Topic in Junior High Inclusive School

2025-12-04T20:36:47+07:00

This study investigates the implementation of Problem-Based Learning (PBL) in teaching direct proportion to students in an inclusive junior high school setting. The research aims to understand how PBL supports diverse learners, including students with special educational needs, in developing conceptual understanding and problem-solving skills. Using a qualitative descriptive design, data were collected through classroom observations, student worksheets, and teacher interviews. The findings reveal that PBL encourages active engagement, collaboration, and the use of real-life contexts that enhance students’ proportional reasoning abilities. Students demonstrate improved understanding when working in heterogeneous groups, while scaffolding and differentiated support play a crucial role in ensuring accessibility for all learners. However, challenges such as varied learning paces, limited time allocation, and the need for additional instructional aids were also identified. Overall, the implementation of PBL shows positive potential in fostering mathematical reasoning and promoting inclusive learning environments at the junior high school level.

Efektivitas Intervensi Video Pembelajaran Berbasis Virtual Reality (VR) Audiologi-Anatomi: Analisis Multiple Baseline terhadap Pemahaman Konsep Mahasiswa Lamban Belajar di Perguruan Tinggi

2025-12-05T00:07:16+07:00

This study aims to analyze the effectiveness of utilizing Virtual Reality (VR)-based learning media in enhancing the abstract concept understanding of Otolaryngology (ENT) anatomy and audiology among slow learners in higher education. The research employed a Single-Subject Research (SSR) design, specifically the Multiple Baseline Across Participants model, involving four student participants identified as slow learners. Data collection was conducted over 15 weeks, encompassing two phases: the baseline phase (A) and the intervention phase (B). Data analysis was performed using three techniques: visual graph analysis, Percentage of Non-overlapping Data (PND), and TAU-U statistics. The results demonstrate a significant improvement across all participants following the introduction of the VR intervention. The PND values reached 100% for all four participants, while the corrected TAU-U scores ranged from 0.80 to 1.00, indicating a strong to very strong intervention effect. Visual analysis further revealed a clear increase in level, a distinct change in trend, and no overlap between the baseline and intervention phases. These findings suggest that VR media with descriptive audio adaptations is functionally effective in improving concept understanding among slow learners. This research provides important implications for the development of adaptive and inclusive immersive technology-based learning in higher education.

Green Inclusion School: Empowering the LSP P1 in Beauty Therapy to Realize a Green and Inclusive School at SLB Negeri Jepon

2025-12-05T03:54:02+07:00

This study aims to analyze the implementation of the Green Inclusion School concept through the empowerment of the Professional Certification Institute (LSP) P1 in Beauty Therapy as a means to strengthen sustainable and inclusive education at SLB Negeri Jepon.The study employed a mixed-methods approach with a sequential explanatory design. Data were collected through participatory observation, in-depth interviews with teachers and students with special needs, and analysis of school program documents.The results indicate that strengthening the vocational competencies of students with disabilities through eco-beauty projects based on environmentally friendly products (such as herbal hair masks and natural soaps) not only improved their vocational skills but also fostered environmental awareness and inclusivity values. LSP P1 played a crucial role as a strategic partner in ensuring competency certification and sustainable character development.The Green Inclusion School model proved effective in integrating the principles of inclusive and sustainable education and is aligned with the Sustainable Development Goals (SDGs) points 4 and 12.

Pelatihan Wirausaha Berbasis Digital untuk Peningkatan Motivasi bagi Penyandang Disabilitas dalam Memanfaatkan Produk Unggulan Masyarakat Pesisir

2025-12-05T04:13:19+07:00

This research aims to analyze the effectiveness of digital-based entrepreneurship training in increasing entrepreneurial motivation for persons with disabilities in coastal areas. In the era of digitalization, access to online marketing platforms represents a strategic opportunity to enhance economic independence, including for persons with disabilities. The research methodology uses a One-Group Pretest-Posttest design with a saturated sample of 15 participants who are persons with disabilities. The research instrument is a questionnaire on entrepreneurial motivation based on the Theory of Planned Behavior. Data were analyzed using the Wilcoxon Signed-Rank Test because the pretest data distribution was not normal. The analysis results show a significant increase in entrepreneurial motivation after participating in the training (Z=-3.412, p=0.001). These findings indicate that digital training is effective in increasing the participants' belief, readiness, and interest in starting a digital business based on superior coastal community products. Thus, digital entrepreneurship training serves as a relevant and inclusive empowerment strategy for persons with disabilities.

Asesmen Anak Syndrome Autis Yang Memerlukan AAC (Augmentative Alternative And Communication) pada Kebutuhan Belajar di SLB

2025-12-05T06:48:01+07:00

The purpose of this development research is to develop an assessment for children with autism who require Augmentative Alternative Communication (AAC) in learning at SLB. The AAC assessment consists of a guide, tutorial approach, strategies, and learning methods tailored to the needs of children with autism. This development research also produced an assessment tool for children requiring AAC, including an assessment instrument for communication system use and supporting learning materials containing operational procedures for teaching children with autism. The research design used in this study was sequential exploratory, with a focus on qualitative methods. The first stage of the research design, followed by the collection and analysis of quantitative data, was used to explain the qualitative data. This qualitative data was obtained through in-depth interviews with participants. The results of the research are an applied product that can be used in the identification and AAC assessment of children with

Pengaruh Penggunaan Meja Berlubang Setengah Oval dengan Beralas terhadap Perilaku Belajar Anak Autis

2025-12-11T22:14:40+07:00

This study aims to examine the impact of using the Half-Oval Hole Table with Base (MT A) and the Half-Oval Hole Table without Base (MT B) on the learning behavior of children with autism. The half-oval hole table design is intended to improve attention focus and sitting endurance during therapy using the Applied Behavioral Analysis (ABA) method. This research uses a mixed-method approach with an experimental quantitative design followed by qualitative analysis. The participants of this study were 7 autistic children aged 4–12 years, who exhibited active behavior and difficulty focusing on tasks. The results showed that the use of MT A resulted in longer sitting duration and fewer instances of leaving the seat compared to MT B. However, repetitive behaviors such as tapping the table, rocking the chair, and playing with the table's fold still appeared, especially with MT B. Additionally, safety concerns were found with MT A, as the metal components could pose a risk to the children. These findings provide important recommendations for teachers and therapists in selecting and designing the appropriate tables for therapy, to enhance children's attention focus and sitting endurance without causing distractions or harm.

Keywords: Half-Oval Hole Table, Learning Behavior, Children with Autism

Tinjauan Literatur: Kontribusi Audiobook terhadap Pembelajaran

2025-12-04T11:54:22+07:00

Dalam kurun waktu sepuluh tahun terakhir, perkembangan teknologi digital telah menghadirkan berbagai inovasi, baik dibidang ekonomi, sosial, budaya serta bidang pendidikan. Dalam bidang Pendidikan inovasi media pembelajaran sangat signifikan terjadi dari media pembelajaran konvensional berubah menjadi digital. Salah satunya adalah pemanfaatan audiobook sebagai media pembelajaran. Audiobook semakin banyak digunakan karena menawarkan fleksibilitas, kemudahan akses, serta pengalaman belajar multisensorik yang mampu mengakomodasi keragaman gaya belajar dan karakteristik peserta didik. Tinjauan literatur ini bertujuan menelaah berbagai penelitian yang membahas kontribusi audiobook dalam proses pembelajaran pada berbagai jenjang pendidikan, mulai dari tingkat dasar hingga perguruan tinggi, termasuk pula pendidikan khusus. Hasil kajian menunjukkan bahwa audiobook berperan positif dalam meningkatkan pemahaman membaca, motivasi belajar, retensi informasi, dan kemampuan belajar mandiri. Selain itu, audiobook efektif mendukung pembelajaran inklusif, khususnya bagi peserta didik dengan hambatan penglihatan, disleksia, maupun gangguan pemusatan perhatian. Meski demikian, efektivitas audiobook dipengaruhi oleh sejumlah faktor seperti kualitas narasi, rancangan instruksional, kecocokan materi, kesiapan teknologi, serta strategi pedagogis yang diterapkan pendidik

Systematic Literature Review: Analysis of Safety Skills in Natural Disaster Preparedness for Mild Intellectual Disabilities

2025-12-04T21:50:53+07:00

Indonesia is known as an area in the Pacific Ring of Fire region that is prone to earthquakes, tsunamis, and eruptions. However, most people in Indonesia still view natural disasters as events beyond their ability so they tend not to prepare themselves for the possibility of natural disasters in their area. Disaster preparedness is not only the responsibility of adults, but it is also important to instill in children, including children with disabilities, in the context of making decisions quickly, and responding in emergency situations. The research method used is SLR (Systematic Literature Review). This study aims to analyze the development of natural disaster preparedness learning for children with disabilities as the basis for the development of safety skills assessment instruments that can be used to design learning programs or interventions. The results of the study show that the assessment instruments used to collect data related to the ability of children with disabilities in the aspect of safety skills are still not able to be used in Indonesia, especially in several exceptional schools in Klaten City, so it is necessary to adjust the assessment instruments used to map the abilities of children with disabilities and prepare learning programs.

A Smart Book Based on Integrated "VAK": An Innovation in Learning Materials for Students With Disabilities Within Universal Design For Learning

2025-12-05T04:21:52+07:00

The presence of people with disabilities in communities around the world has significant impacts, both on their survival and on meeting their educational needs. From various perspectives, implementing an inclusive education model across all levels of public education is an appropriate solution to ensure students receive educational services that meet their needs. The resources to support this policy are not always readily available. These resources consist of two components: the human resources (HR) needed to support inclusive education services and the availability of supporting facilities and infrastructure. Smart books, innovations in advanced learning technology, are well-suited to accommodate various learning styles of students with special needs, both visual, auditory, and kinesthetic. Given their ability to accommodate diverse learning styles, the development of smart books as learning material templates is expected to play a crucial role in universal design for learning in the implementation of education for people with disabilities in inclusive schools.

Kesan Gaya Kepimpinan terhadap Tahap Stres dalam Kalangan Guru Sekolah Rendah di Daerah Keramat, Kuala Lumpur

2025-12-04T21:45:47+07:00

Work-related stress among teachers is a significant issue within the education system, particularly in urban areas that face heavy workloads and high administrative demands. School leadership has been identified as an important organizational factor with the potential to influence teachers’ levels of work stress. This study aims to identify the level of principals’ transformational leadership, the level of teachers’ work stress, and to examine the relationship and influence of transformational leadership on the work stress of primary school teachers in the Keramat District, Kuala Lumpur. This study employed a quantitative approach using a survey research design. A total of 56 primary school teachers were selected as respondents through purposive sampling. The research instruments consisted of the Multifactor Leadership Questionnaire (MLQ) to measure transformational leadership and the Teacher Stress Inventory (TSI) to measure teachers’ work stress. Data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The findings indicate that the level of principals’ transformational leadership practices is high, while the level of teachers’ work stress is moderate. Correlation analysis reveals a significant negative relationship between transformational leadership and teachers’ work stress (r = −0.412, p < 0.01). Regression analysis further shows that transformational leadership is a significant predictor of teachers’ work stress, accounting for 16.9% of the variance. In conclusion, principals’ transformational leadership plays an important role in reducing teachers’ work stress and contributes to the creation of a more supportive and positive school environment.