Teacher Needs Analysis of the Structure Analysis Synthesis (SAS) Method Assisted by Wayang Huruf Media in Beginning Reading

Ecih Sukaesih; Udin Syaefudin Sa'ud

doi:10.17977/um005v10i12026p113-128

Authors

Ecih Sukaesih Universitas Pendidikan Indonesia
Udin Syaefudin Sa'ud Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.17977/um005v10i12026p113-128

Keywords:

early reading, student with special needs, Structural Analysis Synthesis (SAS), wayang huruf

Abstract

The low initial reading ability of lower grade students with special needs is a major problem that must be addressed immediately. This effort can be done by integrating the SAS method with learning media in the form of wayang huruf. This research was conducted with a descriptive survey design. The sample in this study consisted of 105 teachers represented from several provinces in Java, such as West Java, Jakarta, Central Java, and Yogyakarta. Data were collected using a questionnaire distributed via a link with a presentation in the form of a google form. The questionnaire used was closed and contained 30 statements. Data analysis was carried out using quantitative data analysis with a descriptive approach. There are several findings in this study, including teachers showed a high level of agreement on the need to develop the SAS (Structural-Analytical-Synthetic) method assisted by wayang huruf media in language learning, especially in early reading skills. The integration of SAS and wayang huruf is considered to strengthen the analytical and synthetic processes in early reading, making learning more concrete, enjoyable, and meaningful as long as it is supported by implementation strategies, mentoring, and adequate facilities. The need to develop the SAS method assisted by wayang huruf is a logical response to the demands for improving the quality of language learning in lower grades. The findings of this study are expected to provide useful insights for adaptive learning methods and media and provide practical recommendations for teachers in implementing innovative and interactive learning approaches and supporting the learning process for children with special needs.

References

Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL): A content analysis of peer-reviewed journal papers from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39–56. https://doi.org/https://doi.org/10.14434/josotl.v16i3.19295

Anggrellaa, D. P., Izzatib, L. R., & Sudrajat, A. K. (2023). Improving the quality of learning through lesson plan preparation workshops for an independent learning model. Journal of Community Service and Empowerment, 4(1), 162–171.

Asri, D. N., Eko, B., & Cahyono, H. (2022). Individualized Education Program IEP Bagi Siswa Berkebutuhan Khusus [Individualized Education Program (IEP) for Students with Special Needs] (P. K. Hadi (ed.)). UNIPMA Press.

Ba, N., Fajriyah, K., Arief, M., & Yeni, B. (2019). Studi Kasus Penanganan Kesulitan Membaca Siswa ABK Kelas 3 SD Negeri Poncol 03 Pekalongan dengan Metode Struktural Analitik Sintetik ( SAS ) [A Case Study on Handling Reading Difficulties of Students with Special Needs in Grade 3 at SD Negeri Poncol 03 Pekalongan Using the Structural Analytic Synthetic (SAS) Method]. Jurnal Ilmiah Sekolah Dasar, 3(4), 547–552.

Britt, L., Bilet-mossige, M., Cogo-moreira, H., Roald, Ø., & Nordahl-hansen, A. (2024). Research in Developmental Disabilities Reading instruction for students with intellectual disabilities who require augmentative and alternative communication : A multiple single case study with baseline , posttest , follow-up , and maintenance. Research in Developmental Disabilities, 151(June). https://doi.org/10.1016/j.ridd.2024.104790

Budiyono, H., & Kusmana, A. (2023). Meningkatkan Kemampuan Membaca [Improving Reading Skills]. Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia Dan Daerah, 13(2), 854–867.

Chairunnisa, C., & Rismita. (2022). Educational challenges for children with special needs in inclusive primary schools. Jurnal Ilmiah Sekolah Dasar, 6(1), 48–56.

Connors, K. H., Guertin, E. L., Nichol, M., Bosson-heenan, J. M., Gruen, J. R., & Frijters, J. C. (2025). Specificity , Co-Occurrence , and Growth : Math and Reading Skill Development in Children With Learning Disabilities. Journal of Learning Disabilities, 58(6), 411–430. https://doi.org/10.1177/00222194241312189

Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches. Journal of Electronic Resources in Medical Libraries, 19(1–2), 54–55. https://doi.org/https://doi.org/10.1080/15424065.2022.2046231

Damaianti, V. S., Rahma, R., & Astini, M. P. (2020). Basic Dimensions of Early Reading Skills of Elementary School Students in Bandung. Jurnal Ilmu Pendidikan, 26(1), 39–46. https://doi.org/10.17977/um048v26i1p39-46

Deprianti, D., Wigati, I., & Oktamarina, L. (2022). Pengaruh Media Wayang Terhadap Keterampilan Berbicara Pada Anak Usia Dini Kelompok B Di Raudahtul Athfal Plus Fatahul Wardah Palembang [The Effect of Wayang Media on Speaking Skills of Early Childhood Learners in Group B at Raudhatul Athfal Plus Fatahul Wardah Palembang]. ULIL ALBAB: Jurnal Ilmiah Multidisplin, 1(5), 1065–1074.

Fatikha, R. F., Sri, M., & Azhari, A. M. N. (2025). Wayang Puppets and Listening to Folk tales: Efforts to Improve Elementary Student’s Literacy. SHEs: Conference Series, 8(4), 377–386.

Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286–294. https://doi.org/https://doi.org/10.1080/08856257.2014.933551

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/https://doi.org/10.1080/01411926.2010.501096

Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119–135. https://doi.org/https://doi.org/10.1080/08856257.2013.778111

Gezer, M. Ü. (2021). Storybooks, Songs, and Games: Tools to Boost Early Literacy Development in Primary English Classroms. International Online Journal of Education and Teaching (IOJET), 8(4), 2683–2700.

Guo, L., & Keles, S. (2025). A systematic review of studies with parent- involved interventions for children with specific learning disabilities. European Journal of Special Needs Education, 40(4), 755–772. https://doi.org/10.1080/08856257.2024.2421112

Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2022). Exceptional learners: An introduction to special education (14th ed.). Pearson.

Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2021). A summary of the evidence on inclusive education. Abt Associates.

Helwah, D. M., Arisati, K., & Mufidah, N. Z. (2023). Metode SAS Sebagai Solusi Guru Dalam Meningkatkan Membaca di Kelas Pemula Madrasah Ibtidaiyah [The SAS Method as a Teacher’s Solution to Improve Reading Skills in Beginning Classes at Islamic Primary Schools]. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 6(1), 1–9. https://doi.org/Https://Doi.Org/10.54069/Attadrib.V6i1.354

Idris, Tahir, M., Ketut, G., Suputra, A., & Hakim, N. (2025). Application of the Synthetic Analytical Structural Method to Improve the Reading Skills. Jurnal Eduscience (JES), 12(4), 946–956.

Kusuma, D., & Makhbubah, N. (2022). Penerapan Metode SAS (Struktur Analitik Sintetik) Pada Pembelajaran Membaca Permulaan Siswa Kelas 1 SD [Implementation of the SAS (Structural Analytic Synthetic) Method in Early Reading Instruction for Grade 1 Elementary Students]. Jendela ASWAJA, 3(01), 1–7. https://doi.org/10.52188/ja.v3i01.213

Lapidot-lefler, N. (2025). Teacher Responsiveness in Inclusive Education : A Participatory Study of Pedagogical Practice , Well-Being, and Sustainability. Sustainability, 17(7), 1–19. https://doi.org/https://doi.org/10.3390/su17072919

Latifah, I., & Safrida, I. (2025). Improving Students ’ Language Skills with Punakawan Wayang Media at RA Mansyaul Huda : A Classroom Action. Joirna; of Indonesia Primary School, 2(March), 13–24.

Lisnawati, D., Tanya, R., Salsabila, P. P., & Fitriyani. (2024). Learning Styles of Students With Intellectual Disabilities. International Journal of Education, Social Studies, and Management (IJESSM), 4(1), 55–61.

Mastoah, I., Fauziah, I., Inayah, & Amilhasan, Z. L. (2025). Analysis of Students’ Beginning Reading Ability in Phase A at Madrasah Ibtidaiyah. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 15(1), 68–79.

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. CAST Professional Publishing.

Mohamad, M. M., Sulaiman, N. L., Sern, L. C., & Salleh, K. M. (2015). Measuring the Validity and Reliability of Research Instruments. Procedia - Social and Behavioral Sciences, 204(November 2014), 164–171. https://doi.org/10.1016/j.sbspro.2015.08.129

Neuman, S. B., Krieger, L., Kaefer, T., Gonzalez-villisanti, H., Neuman, S. B., Krieger, L., Kaefer, T., & Gonzalez-, H. (2025). Preschool Teachers ’ Child-Directed Talk : Unlocking Opportunities for Language Learning and Preschool Teachers ’ Child-Directed Talk : Unlocking Opportunities for Language Learning and Knowledge-Building. Early Education and Development, 36(5), 1134–1155. https://doi.org/10.1080/10409289.2025.2503024

Ningrum, V., Wang, W., Liao, H., Bakar, A., & Shih, Y. (2020). A special needs dentistry study of institutionalized individuals with intellectual disability in West Sumatra Indonesia. Scientific Reports, 100, 1–8. https://doi.org/10.1038/s41598-019-56865-2

Ok, M. W., Rao, K., Bryant, B. R., & McDougall, D. (2021). Universal Design for Learning in pre-K–12 classrooms: A systematic review of research. Exceptionality, 29(2), 116–138. https://doi.org/https://doi.org/10.1080/09362835.2020.1725928

Pandian, V., Awang, M., Ishak, R., & Kok Ming, G. (2023). Validity and Reliability of Organizational Trust Instrument. International Journal of Academic Research in Progressive Education and Development, 12(2). https://doi.org/10.6007/ijarped/v12-i2/16564

Pattiasina, P. J., Lamaloang, L. K., & Santosa, R. Y. (2025). The Role of Communication in Creating Inclusive and Collaborative Learning Environmentes. International Journal of Social and Education (INJOSEDU), 2(2), 577–591.

Pratiwi, C. P. (2020). Analisis keterampilan membaca permulaan siswa sekolah dasar: Studi kasus pada siswa kelas 2 sekolah dasar [Analysis of Early Reading Skills of Elementary School Students: A Case Study of Second-Grade Students]. JPE (Jurnal Pendidikan Edutama), 7(1), 1–8. http://ejurnal.ikippgribojonegoro.ac.id/index.php/JPE

Rao, K., & Meo, G. (2016). Using Universal Design for Learning to design standards-based lessons. SAGE Open, 6(4), 1–12. https://doi.org/https://doi.org/10.1177/2158244016680688

Rauteda, K. R. (2025). Quantitative Research in Education : Philosophy , Uses and Limitations. Journal of Multidisciplinary Research and Development, 2(1), 1–11.

Rusminto, N. E., & Samhati, S. (2024). Pengembangan Buku Cerita Bergambar Berbasis Metode SAS ( Struktural Analitik Sintetik ) untuk Meningkatkan Kemampuan Membaca Permulaan [Development of Picture Storybooks Based on the SAS (Structural Analytic Synthetic) Method to Improve Early Reading Skills]. JIIP (JUrnal Ilmiah Ilmu Pendidikan), 7(1), 817–824.

Safitri, Y., & Rahmawati, F. (2025). Pengaruh Media Wayang Kertas Terhadap Keterampilan Berbicara Anak Usia 5-6 Tahun RA Islam Terpadu Thoyyibah Kerasaan I [The Effect of Paper Puppet Media on Speaking Skills of Children Aged 5–6 Years at RA Islam Terpadu Thoyyibah Kerasaan I]. Jurnal Mutiara Pendidikan, 5(1), 510-519.

Sajewicz-radtke, U., Jurek, P., Olech, M., & Łada-ma, A. B. (2022). Heterogeneity of Cognitive Profiles in Children and Adolescents with Mild Intellectual Disability ( MID ). International Journal of Environmental Research and Public Health, 19(12).

Salsabila, N., Azzahra, Y., Amelia, N., Rahayu, G. C., Wardani, S. A., & Pebriana, P. H. (2024). Kajian Literatur: Penerapan Semantik Dalam Pelajaran Bahasa Indonesia Pada Siswa SD. Jurnal Pendidikan Dan Konseling, 6(1), 8–23.

Sandjaja, M. (2022). Pengaruh Metode Fernald Terhadap Kemampuan Membaca Permulaan dan Menulis Anak Tuna Grahita Ringan [The Effect of the Fernald Method on Early Reading and Writing Skills of Children with Mild Intellectual Disabilities]. Jurnal Pendidikan Kebutuhan Khusus, 6(1), 11–18.

Sari, E., Sumarno, & Putri, A. D. S. (2019). Pengaruh Penggunaan Media Tiga Dimensi Terhadap Kemampuan Berpikir Analisis Siswa Pembelajaran Tematik [The Effect of Three-Dimensional Media Use on Students’ Analytical Thinking Skills in Thematic Learning]. Jurnal Ilmiah Sekolah Dasar, 3(2), 150–157.

Singer-Brodowski, M. (2025). The potential of transformative learning for sustainability transitions: moving beyond formal learning environments. Environment, Development and Sustainability, 27, 20621–20639. https://doi.org/https://doi.org/10.1007/s10668-022-02444-x

Slee, R. (2020). Inclusive education isn’t dead, it just smells funny. Routledge.

Sulaiman, U., & Hasrianti, A. (2021). The Effect of Synthetic Structural Analytical Method on Beginning Reading Ability of Students in Makassar City. Ethical Lingua, 8(2), 364–368. https://doi.org/10.30605/25409190.301

Sunanih, & Maulidah, N. (2025). Development of An Structural Analytic Synthetic (SAS)-Based Learning Application to Enhance Early Reading Skills in Islamic and General Primary Schools. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan, 11(2), 643–653.

Turiman, P., Wook, T. S. M. T., & Osman, K. (2019). 21 St Century Skills Mastery Amongst Science Foundation Programme Students. International Journal on Advanced Science, Engineering and Information Technology, 9(1), 46–53. https://doi.org/10.18517/ijaseit.9.1.6431

Ufer, S., & Bochnik, K. (2020). The Role of General and Subject-specific Language Skills when Learning Mathematics in Elementary School. Journal Fur Mathematik-Didaktik, 41(1), 81–117. https://doi.org/10.1007/s13138-020-00160-5

UNESCO. (2020). Global education monitoring report 2020: Inclusion and education – All means all. UNESCO Publishing.

Valle, P. R. D., & Ferreira, J. D. L. (2025). Content Analysis in The Perspective of Bardin: Contributin and Limitations for Qualitative Research in Education. Educação Em Revista, 41, 1–21. https://doi.org/http://dx.doi.org/10.1590/0102-469849377-t

Weadman, T., Serry, T., & Snow, P. C. (2023). The oral language and emergent literacy skills of preschoolers : Early childhood teachers ’ self-reported role , knowledge and confidence. International Journal of Language and Communication Disorders, 58(1), 154–168. https://doi.org/10.1111/1460-6984.12777

Woodcock, S., & Anderson, J. (2025). International Journal of Educational Research Open Conceptions to classrooms : The influence of teacher knowledge on inclusive classroom practice. International Journal of Educational Research Open, 8(December 2024), 100412. https://doi.org/10.1016/j.ijedro.2024.100412

Yang, C., & Wang, T. (2025). Towards a Sustainable Future in Education : A Systematic Review and Framework for Inclusive Education. Sustainability, 17(9), 1–20. https://doi.org/https://doi.org/10.3390/su17093837

Younas, A., & Porr, C. (2018). A step-by-step approach to developing scales for survey research. Nurse Researcher, 26(3), 14–19. https://doi.org/10.7748/nr.2018.e1585