Learning Profile of Students with Intellectual Disabilities through the E-LAPD Live Worksheet on Chemical Reactions Material
DOI:
10.29303/jppipa.v11i12.13104Published:
2025-12-25Downloads
Abstract
Students with intellectual disabilities experience difficulties in understanding abstract concepts such as chemical equations and reaction balancing. This study aims to describe the learning profile and determine the learning outcomes of students with intellectual disabilities using E-LAPD based on Liveworksheet integrated with the Individualized Education Program (IEP). This research employed a mixed methods approach with an embedded design. Quantitative data were obtained from pre-test and post-test to measure the improvement in learning outcomes, while qualitative data were collected through students’ interviews after completing the E-LAPD using N-Vivo 11 to identify responses and challenges during the learning process. The research subjects consisted of three students with intellectual disabilities at SMAN 10 Surabaya. The results revealed that students experienced difficulties in understanding chemical symbols, connecting reactants and products, and balancing equations independently. The implementation of E-LAPD based on Liveworksheet, which provides visual support, step-by-step guidance, and interactive exercises, helped students better understand the process of reaction balancing. An improvement in learning outcomes was demonstrated by higher post-test scores in all subjects. In conclusion, the E-LAPD based on Liveworksheet has promising potential as an adaptive learning medium for students with intellectual disabilities, although further development is required regarding content refinement and learning assistance strategies.
Keywords:
Intellectual disabilities Learning profile Learning outcomes LiveworksheetReferences
Alfredsson Ågren, K., Kjellberg, A., & Hemmingsson, H. (2020). Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study. New Media & Society, 22(12), 2128–2145. https://doi.org/10.1177/1461444819888398 DOI: https://doi.org/10.1177/1461444819888398
Arifianti, D., Yanuardani, A., Khasanah, M. U., Kusumaningrum, Y. D., Ayunin, K., Azizah, U., Asih, D., & Rahadityo, P. (2025). Improvement of Student Learning Outcomes Using E-Worksheets Assisted Live Worksheets on Basic Chemistry Laws Material. Jurnal Pijar Mipa, 20(3), 394–399. https://doi.org/10.29303/jpm.v20i3.8721 DOI: https://doi.org/10.29303/jpm.v20i3.8721
Biggane, A. M., Olsen, M., & Williamson, P. R. (2019). PPI in research: a reflection from early stage researchers. Research Involvement and Engagement, 5(1), 35. https://doi.org/10.1186/s40900-019-0170-2 DOI: https://doi.org/10.1186/s40900-019-0170-2
Cinquin, P.-A., Guitton, P., & Sauzéon, H. (2019). Online e-learning and cognitive disabilities: A systematic review. Computers & Education, 130, 152–167. https://doi.org/10.1016/j.compedu.2018.12.004 DOI: https://doi.org/10.1016/j.compedu.2018.12.004
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47, 101229. https://doi.org/10.1016/j.tsc.2022.101229 DOI: https://doi.org/10.1016/j.tsc.2022.101229
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García Peñalvo, F. J. (2021). An overview of passive students’ characteristics. Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’21), 260–265. https://doi.org/10.1145/3486011.3486457 DOI: https://doi.org/10.1145/3486011.3486457
Girón-Gambero, J. R., & Franco-Mariscal, A. J. (2023). “Atomizados”: An Educational Game for Learning Atomic Structure. A Case Study with Grade-9 Students with Difficulties Learning Chemistry. Journal of Chemical Education, 100(8), 3114–3123. https://doi.org/10.1021/acs.jchemed.2c00614 DOI: https://doi.org/10.1021/acs.jchemed.2c00614
Glencross, S., Mason, J., Katsikitis, M., & Greenwood, K. M. (2021). Internet Use by People with Intellectual Disability: Exploring Digital Inequality—A Systematic Review. Cyberpsychology, Behavior, and Social Networking, 24(8), 503–520. https://doi.org/10.1089/cyber.2020.0499 DOI: https://doi.org/10.1089/cyber.2020.0499
Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37–51. https://doi.org/10.1037/amp0000452 DOI: https://doi.org/10.1037/amp0000452
Guetterman, T. C., Fetters, M. D., & Creswell, J. W. (2015). Integrating Quantitative and Qualitative Results in Health Science Mixed Methods Research Through Joint Displays. The Annals of Family Medicine, 13(6), 554–561. https://doi.org/10.1370/afm.1865 DOI: https://doi.org/10.1370/afm.1865
Gupta, V., & Jain, N. (2017). Harnessing information and communication technologies for effective knowledge creation. Journal of Enterprise Information Management, 30(5), 831–855. https://doi.org/10.1108/JEIM-10-2016-0173 DOI: https://doi.org/10.1108/JEIM-10-2016-0173
Hurwitz, L. B., & Schmitt, K. L. (2020). Can children benefit from early internet exposure? Short- and long-term links between internet use, digital skill, and academic performance. Computers & Education, 146, 103750. https://doi.org/10.1016/j.compedu.2019.103750 DOI: https://doi.org/10.1016/j.compedu.2019.103750
Kern, L., Hetrick, A. A., Custer, B. A., & Commisso, C. E. (2019). An Evaluation of IEP Accommodations for Secondary Students with Emotional and Behavioral Problems. Journal of Emotional and Behavioral Disorders, 27(3), 178–192. https://doi.org/10.1177/1063426618763108 DOI: https://doi.org/10.1177/1063426618763108
Kim, M., & Cheon, K.-A. (2024). Exploring the Clinical Characteristics and Comorbid Disorders of Borderline Intellectual Functioning. Journal of the Korean Academy of Child and Adolescent Psychiatry, 35(3), 181–187. https://doi.org/10.5765/jkacap.240012 DOI: https://doi.org/10.5765/jkacap.240012
King-Sears, M. E., & Johnson, T. M. (2020). Universal Design for Learning Chemistry Instruction for Students with and Without Learning Disabilities. Remedial and Special Education, 41(4), 207–218. https://doi.org/10.1177/0741932519862608 DOI: https://doi.org/10.1177/0741932519862608
Kumala Dewi, R., Wardani, S., Wijayati, N., & Sumarni, W. (2019). Demand of ICT-based chemistry learning media in the disruptive era. International Journal of Evaluation and Research in Education (IJERE), 8(2), 265. https://doi.org/10.11591/ijere.v8i2.17107 DOI: https://doi.org/10.11591/ijere.v8i2.17107
Mikropoulos, T. A., & Iatraki, G. (2023). Digital technology supports science education for students with disabilities: A systematic review. Education and Information Technologies, 28(4), 3911–3935. https://doi.org/10.1007/s10639-022-11317-9 DOI: https://doi.org/10.1007/s10639-022-11317-9
Naami, A., & Mort, K. S.-T. (2023). Inclusive education in Ghana: How prepared are the teachers? Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1056630 DOI: https://doi.org/10.3389/feduc.2023.1056630
Niswah, P. U., & Dewi, N. R. (2024). Development of E-Worksheet with the TPACK Approach to Train Students’ Digital Literacy and Higher Order Thinking Skills. Jurnal Penelitian Pendidikan IPA, 10(6), 3473–3485. https://doi.org/10.29303/jppipa.v10i6.4850 DOI: https://doi.org/10.29303/jppipa.v10i6.4850
Olusanya, B. O., Wright, S. M., Nair, M. K. C., Boo, N.-Y., Halpern, R., Kuper, H., Abubakar, A. A., Almasri, N. A., Arabloo, J., Arora, N. K., Backhaus, S., Berman, B. D., Breinbauer, C., Carr, G., de Vries, P. J., del Castillo-Hegyi, C., Eftekhari, A., Gladstone, M. J., Hoekstra, R. A., … Kassebaum, N. J. (2020). Global Burden of Childhood Epilepsy, Intellectual Disability, and Sensory Impairments. Pediatrics, 146(1), e20192623. https://doi.org/10.1542/peds.2019-2623 DOI: https://doi.org/10.1542/peds.2019-2623
Patel, D. R., Cabral, M. D., Ho, A., & Merrick, J. (2020). A clinical primer on intellectual disability. Translational Pediatrics, 9(S1), S23–S35. https://doi.org/10.21037/tp.2020.02.02 DOI: https://doi.org/10.21037/tp.2020.02.02
Prabowo, A. (2021). Penggunaan Liveworksheet dengan Aplikasi Berbasis Web untuk Meningkatkan Hasil Belajar Peserta Didik. Jurnal Pendidikan Dan Teknologi Indonesia, 1(10), 383–388. https://doi.org/10.52436/1.jpti.87 DOI: https://doi.org/10.52436/1.jpti.87
Pulina, F., Lanfranchi, S., Henry, L., & Vianello, R. (2019). Intellectual profile in school-aged children with borderline intellectual functioning. Research in Developmental Disabilities, 95, 103498. https://doi.org/10.1016/j.ridd.2019.103498 DOI: https://doi.org/10.1016/j.ridd.2019.103498
Quílez, J. (2019). A categorisation of the terminological sources of student difficulties when learning chemistry. Studies in Science Education, 55(2), 121–167. https://doi.org/10.1080/03057267.2019.1694792 DOI: https://doi.org/10.1080/03057267.2019.1694792
Rashid, S. M. M., & Wong, M. T. (2022). Challenges of Implementing the Individualized Education Plan (IEP) for Special Needs Children with Learning Disabilities: Systematic Literature Review (SLR). International Journal of Learning, Teaching and Educational Research, 22(1), 15–34. https://doi.org/10.26803/ijlter.22.1.2 DOI: https://doi.org/10.26803/ijlter.22.1.2
Rodríguez Herrero, P., Izuzquiza Gasset, D., & Cabrera Garcia, A. (2021). Inclusive education at a Spanish University: the voice of students with intellectual disability. Disability & Society, 36(3), 376–398. https://doi.org/10.1080/09687599.2020.1745758 DOI: https://doi.org/10.1080/09687599.2020.1745758
Sothayapetch, P., & Lavonen, J. (2022). Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2124. https://doi.org/10.29333/ejmste/12118 DOI: https://doi.org/10.29333/ejmste/12118
Tümay, H. (2016). Reconsidering learning difficulties and misconceptions in chemistry: emergence in chemistry and its implications for chemical education. Chemistry Education Research and Practice, 17(2), 229–245. https://doi.org/10.1039/C6RP00008H DOI: https://doi.org/10.1039/C6RP00008H
Vladušić, R., Bucat, R., & Ožić, M. (2016). Understanding of words and symbols by chemistry university students in Croatia. Chemistry Education Research and Practice, 17(3), 474–488. https://doi.org/10.1039/C6RP00037A DOI: https://doi.org/10.1039/C6RP00037A
Widiyani, A., & Pramudiani, P. (2021). Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Software Liveworksheet pada Materi PPKn. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 5(1), 132. https://doi.org/10.20961/jdc.v5i1.53176 DOI: https://doi.org/10.20961/jdc.v5i1.53176
License
Copyright (c) 2025 Jihan Sakinah Al Farhani, Soekarmiani, Rahmania Fitrah Sari, Ima Kurrotun Ainin, Dian Novita
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
