Journal of ICSAR

Canva Website-Based Digital Media Needs Analysis To Improve Discipline in Elementary School Students

Ajid Abdul Majid — 2026-04-20

The digital transformation in education encourages the use of learning media that not only support cognitive achievement but also facilitate the strengthening of students' character values, including discipline at the elementary school level. This study aims to examine the potential and need for developing Canva Site-based digital media to support learning that encourages the formation of disciplined behavior. The study used a qualitative approach, conducting a literature review of journal articles, books, and other relevant scientific documents on digital media, technology-based learning, and character education. Data were analyzed using content analysis techniques to identify patterns, key concepts, and their implications for the use of digital learning media. The study results indicate that the Canva Site has several characteristics that support learning, including multimedia integration, structured navigation, and flexible access to learning materials. Various literature shows that these characteristics can support student engagement, facilitate independent learning, and help students follow the learning flow more systematically. Furthermore, the flexibility of content presentation allows this media to be used in a more inclusive learning context by accommodating the differences in students' needs and learning styles. These findings indicate that the Canva Site has the potential to serve as an alternative digital medium for developing more participatory learning and supporting the formation of regular study habits among elementary school students.

The Influence of School Principal Leadership Style, School Culture, and Achievement Motivation on Teacher Work Discipline: A Quantitative Study in Public Junior High School

Fitriyati Dyah Permatasari — 2026-05-03

Teacher work discipline is a crucial determinant of educational quality, as it reflects teachers’ professional commitment and consistency in carrying out instructional responsibilities. In inclusive education settings, teacher discipline also involves consistency in implementing differentiated instruction and in responding to diverse learner needs, including those of students with disabilities. However, teacher discipline is not solely an individual attribute but is influenced by organizational and psychological factors within the school environment. This study aims to examine the effects of principal leadership, school culture, and achievement motivation on teacher work discipline in public junior high schools in North Pekalongan District, Pekalongan City. The study was conducted in public schools that implement inclusive education, where teachers manage heterogeneous classrooms. A quantitative survey design was employed, involving 118 teachers selected through proportional random sampling. Data were collected using validated Likert-scale questionnaires and analyzed using multiple linear regression. The results indicate that principal leadership, school culture, and achievement motivation each have a positive and significant effect on teacher work discipline. School culture emerged as the most dominant factor. These findings suggest that teacher discipline in inclusive contexts is shaped by structural, cultural, and psychological factors that support responsiveness to learner diversity. This study provides empirical evidence and highlights the importance of strengthening inclusive school culture, leadership practices that support diversity, and teacher professional development.

Managerial Leadership of School Principals in Implementing Inclusive Education: A Qualitative Study in Public Elementary School

Rika Septiyani — 2026-05-03

Inclusive education has become a strategic policy within the national education system aimed at ensuring equal learning opportunities for all students, including those with special needs. Its successful implementation at the school level largely depends on the principal’s managerial leadership capacity. This study aims to analyze the principal's role as a manager in implementing inclusive education at SD Negeri Panjang Wetan 03, Pekalongan Utara District, Pekalongan City. The research employed a qualitative case-study design. Data were collected through in-depth interviews, participatory observations, and document analysis, and analyzed using data reduction, data display, and conclusion-drawing techniques, with triangulation to ensure data validity. The findings reveal that the principal performed managerial functions integratively through participatory planning based on students’ needs, collaborative organizing among teachers, actuating through supportive supervision and instructional leadership, and reflective evaluation oriented toward continuous improvement. Rather than proposing a novel theoretical framework, this study provides a context-specific insight into how classical management functions are enacted and adapted within a resource-constrained, inclusive elementary school setting. The findings indicate that the implementation of inclusive education in this context is shaped by adaptive, collaborative, and context-responsive managerial leadership, although its outcomes are influenced by structural constraints such as limited resources and institutional support.

Needs Analysis for the Development of Interactive Learning Media Based on Articulate Storyline for Students with Intellectual Disabilities

Rama Fajria — 2026-05-04

This study examines the mismatch between the learning characteristics of students with intellectual disabilities and the conventional instructional media used in classrooms, highlighting the need for adaptive, technology-based solutions. The aim of this study is to analyze the needs for developing interactive learning media using Articulate Storyline that integrates visual and audio elements for students with intellectual disabilities. A mixed-methods approach was employed within the ADDIE Research and Development (R&D) model, with a focus on the needs analysis stage. Data were collected through classroom observations, semi-structured interviews with teachers, and Likert-scale questionnaires administered to three special education teachers. The findings indicate that students showed higher engagement when learning materials incorporated animation and audio, while teachers emphasized the need for contextual, flexible, and interactive media to support instructional delivery. The average questionnaire score of 3.46 reflects a high perceived need for innovative learning media. However, these findings are limited to a small sample within a single school context and should be interpreted cautiously. This study contributes to identifying key requirements for developing multimedia-based interactive learning media in special education. The results provide initial empirical insights to inform future design and development stages, as well as teacher training programs aimed at improving the use of technology in special education settings.

Analysis of the Needs of Interactive Learning Media for Early Reading for Children with Autism in Special Schools

Yunita Maiza — 2026-05-04

Early reading skills are a fundamental component of children’s literacy development, including for children with autism who require adaptive and individualized learning approaches. However, learning media used in Special Needs Schools (SLB) are still predominantly conventional and less effective in maintaining students’ attention and engagement. This study aims to analyze the needs for interactive learning media in early reading among children with autism, drawing on teachers' experiences, observations of student behavior, and perceptions of technology use. This study employed a mixed-methods sequential explanatory design involving four special education teachers and four children with autism aged 6–9 years in a special school. Data were collected through Likert-scale questionnaires, classroom observations, and semi-structured interviews, and analyzed using descriptive statistics and thematic analysis. The findings indicate that children with autism tend to respond more positively to visual and kinesthetic stimuli compared to auditory input, and show higher engagement when learning involves animations and real-time audio support. Teachers also perceived that conventional media are less effective in sustaining students’ focus, and expressed a strong need for more interactive and multisensory learning media. In particular, teachers highlighted the potential of Augmented Reality (AR)-based phonics media to support more engaging learning experiences. However, it is important to note that this study is limited to a needs analysis and does not examine the effectiveness of AR-based interventions. Therefore, the findings should be interpreted as reflecting teacher perceptions and contextual needs rather than evidence of impact. This study contributes by providing an empirical basis for the development of interactive and technology-based learning media and supporting the application of the Universal Design for Learning (UDL) framework. Further research is recommended to develop and experimentally evaluate AR-based phonics media for early literacy learning in children with autism.

A Systematic Review of Digital Interventions for Enhancing Social Skills in Children with Autism Spectrum Disorder: The Role of E-Books in EIBI

Intan Nurani — 2026-05-04

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by persistent impairments in social communication and interaction, which significantly affect children’s adaptive functioning in daily life. Consequently, the development of social skills remains a critical focus in educational and therapeutic interventions. In recent years, digital technology has been increasingly explored as a complementary approach to support social skill development. This study aims to systematically review and synthesize empirical evidence regarding the use of digital interventions to improve social skills in children with ASD. The review focuses on digital approaches integrating behavioral principles, including Early Intensive Behavioral Intervention (EIBI), gamification, interactive e-books, and multimodal platforms. A Systematic Literature Review (SLR) was conducted in accordance with PRISMA guidelines, with literature searches conducted across Scopus, Web of Science, PubMed, ERIC, and Google Scholar. In addition, a bibliometric analysis using the Bibliometrix package was employed to map research trends and publication patterns in this field. Of the 228 identified articles, 7 studies met the inclusion criteria and were included in the final synthesis. The findings suggest that digital interventions have the potential to improve social interaction, communication, and engagement among children with ASD. However, the evidence varies depending on intervention type, study design, and implementation context. Gamification-based interventions and interactive e-books appear promising in enhancing motivation and participation, while EIBI-based digital approaches support structured skill development. The bibliometric analysis indicates a growing, multidisciplinary research trend, although its contribution is primarily descriptive, mapping the field. In conclusion, digital interventions may serve as a complementary approach to support social skill development in children with ASD. Nevertheless, given the limited number of included studies and their methodological heterogeneity, further rigorous, context-sensitive research is required.

Technology-Supported Visual-Social Media for Body Boundary Education among Children with Intellectual Disabilities: A Systematic Literature Review

Erwin Taufik — 2026-05-04

Children with intellectual disabilities are a vulnerable group at risk of body boundary violations and sexual violence due to limitations in cognitive functioning, social understanding, and self-protection abilities. Therefore, adaptive and contextual body boundary education has become an urgent need in special education. This study aims to systematically examine the use of technology-supported visual-social media in body boundary and self-safety education for children with intellectual disabilities. A Systematic Literature Review (SLR) approach was employed, following PRISMA guidelines and complemented by bibliometric analysis to map publication trends and research characteristics. A literature search in the Scopus database identified 554 articles in the initial stage; 10 studies were selected for qualitative synthesis using inclusion and exclusion criteria. The findings indicate that visual and technology-supported approaches, including social-scenario videos, visual simulations, and interactive media, have the potential to enhance knowledge, protective attitudes, and body-safety skills among children with intellectual disabilities. However, the evidence varies across studies in terms of intervention types, research design, and methodological quality. Several included studies also do not exclusively focus on technology-based interventions, indicating the need for cautious interpretation. Overall, technology-supported visual-social media demonstrates promising potential as a supportive approach for body safety education, although current evidence remains limited and heterogeneous. Future research with more rigorous experimental designs, consistent outcome measures, and clearly defined intervention frameworks is needed to strengthen evidence-based practices in this field.

Teachers’ Resistance and Adaptation in Facing the Digitalization of Education at Vocational High School in Indonesia

Hilma Zuroida — 2026-05-04

This study explores vocational high school teachers' resistance and adaptation in responding to educational digitalization and examines the factors shaping this process. A qualitative phenomenological approach was employed to investigate teachers' lived experiences at SMK Muhammadiyah 1 Kepanjen, Indonesia. Data were collected through in-depth interviews, observations, and documentation, and analyzed using thematic analysis. The findings indicate that teacher resistance is not a rejection of technology but a transitional phase characterized by hesitation, uncertainty, and adjustment. Internal factors such as digital literacy, technological self-efficacy, and generational differences influence teachers' responses, while external factors, including leadership, infrastructure, and professional communities, support adaptation. Teachers gradually develop adaptive strategies by integrating digital tools with conventional teaching practices. These findings highlight the reconstruction of teachers' professional identities. Although this study did not directly examine students with disabilities, the processes of teacher adaptation identified here include flexibility, differentiated support, and pedagogical adjustment. These elements are foundational to creating inclusive digital learning environments in vocational education. The study concludes that resistance and adaptation are interconnected phases in teachers' professional development during educational digitalization.

The Use of Canva Learning Media to Improve the Learning Focus of Students with Special Needs at SLBN Balikpapan in the Subject of Flat Shapes

Rahayu Sri Waskitoningtyas — 2026-05-12

The purpose of this study was to determine how the application of Canva learning media could improve the learning focus of students with special needs at SLBN Balikpapan with flat building materials. The study was conducted at SLBN Balikpapan using flat building materials. The research subjects were students at SLBN Balikpapan. This study was descriptive and qualitative. There were 22 students at SLBN Balikpapan who were the research subjects, using purposive sampling. The data collection methods were (1) observation, (2) interviews with 6 students and two teachers at SLBN Balikpapan, and (3) instruments/questionnaires regarding the use of Canva. The questionnaire was tested beforehand to prove its validity. Of the 25 questionnaires, 16 statements were deemed valid, and the reliability test was calculated using the Cronbach Alpha formula, yielding a reliability index of 73.76. Data analysis techniques included data reduction, data presentation, and conclusion drawing. For data validity, source triangulation was used. The questionnaire results regarding the use of Canva among SLB students showed an achievement rate of 81.22%. In conclusion, the use of Canva learning media at SLBN Balikpapan has contributed positively to improving the learning focus of students with special needs in flat shape subjects. Attractive and interactive visualizations make it easier for students to understand the material and actively participate in the learning process.

How Do Psychosocial Factors of Children with Special Needs Affect Work-Family Life Balance?

Sirjon Sirjon — 2026-05-13

This study examines the impact of psychosocial factors on Work-Family Life Balance (WFB) among parents of children with special needs. The study focuses on three key factors: financial well-being, community support, and problem-solving skills. The data gathered from 100 parents by Purposive Sampling was analyzed quantitatively using Structural Equation Modeling (SEM). The results show that community support (T-statistic = 4.517, p = 0.000) and problem-solving skills (T-statistic = 2.533, p = 0.012) have a statistically significant positive effect on family life balance. In contrast, financial well-being (T-statistic = 1.566, p = 0.118) had no significant effect on WFB. These results demonstrate the importance of social support and problem-solving skills in helping parents juggle the responsibilities of parenting children with special needs. While financial stability remains important, community support was found to be the most influential factor in achieving a balanced family life. The study highlights the necessity of family support networks to better support parents and adds to the body of knowledge on inclusive education policy. To improve the generalizability of the findings, future studies should examine the long-term impacts of these variables and consider a wider range of groups.

Bridging the Gap in Child Safeguarding: Teachers' Interpretation of Safeguarding Policies and Perceived Competence in Inclusive Schools (A Phenomenological Study)

Yohanes Subasno — 2026-05-13

This qualitative phenomenological study interprets the experiences of teachers who work with students with disabilities in inclusive schools in Malang, Indonesia. In the safeguarding context, although existing literature has extensively examined safeguarding policies and/or programmatic effectiveness, less attention has been paid to the psychological and professional burdens experienced by teachers within high-risk contexts of victimization faced by children with disabilities. To address this gap, in-depth semi-structured interviews were conducted with 20 teachers from inclusive primary and secondary schools. Data were analyzed using Reflexive Thematic Analysis (RTA) and interpreted through Bronfenbrenner’s socio-ecological framework to situate teachers’ experiences within interconnected micro-, meso-, exo-, and macro-level systems. Through three main themes, the findings illustrate how teachers interpret safeguarding challenges as embedded within structural and institutional constraints, including the absence of clear written Standard Operating Procedures (SOPs), limited competency-based training, and fragmented inter-professional collaboration within schools. Rather than attributing safeguarding difficulties to individual moral shortcomings, teachers’ accounts highlight tensions arising from role ambiguity, elevated emotional labor, and systemic misalignment between national policy mandates and school-level implementation. Teachers also describe how they navigate these difficulties through adaptive agency, including developing informal networks and external support mechanisms to compensate for institutional gaps. These practices are interpreted as efforts to support professional role fulfillment while navigating the demands and risks associated with implementing child safeguarding in inclusive school settings.