PENGARUH PENDEKATAN MULTISENSORI TERHADAP PENINGKATAN KESADARAN FONOLOGIS DAN PENGUASAAN HURUF PADA SISWA SEKOLAH DASAR DENGAN DISLEKSIA: SUATU STUDI LITERATUR SISTEMATIS
Keywords:
Multisensori, kesadaran fonologis, penguasaan huruf, disleksia
Abstract
Artikel ini bertujuan mengkaji secara sistematis pengaruh pendekatan multisensori terhadap peningkatan kesadaran fonologis dan penguasaan huruf pada siswa sekolah dasar dengan disleksia. Studi ini menggunakan desain studi literatur sistematis dengan pencarian pada PubMed, ERIC, Scopus, Web of Science, dan Google Scholar, menggunakan kata kunci terkait multisensory instruction, phonological awareness, letter sound mapping, dan dyslexia. Sintesis terhadap studi primer dan meta analisis menunjukkan bahwa pendekatan multisensori memberikan peningkatan signifikan dengan besaran efek kecil hingga sedang pada kesadaran fonologis dan penguasaan huruf, terutama pada intervensi yang intensif dan terstruktur. Pendekatan multisensori direkomendasikan sebagai komponen penting intervensi literasi awal bagi siswa dengan disleksia, meskipun penelitian lebih lanjut masih diperlukan untuk memperkuat validitas eksternal dan membandingkannya dengan fonik eksplisit murni
References
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Sayeski, K. L., et al. (2024). The effects of multisensory structured language instruction on reading outcomes: A meta-analysis. Exceptional Children, 90(3), 245–264.
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Stevens, E. A., et al. (2023). Multisensory literacy interventions for students with reading difficulties: A meta-analytic review. Journal of Learning Disabilities, 56(4), 345–367.
Tarjiah, T., et al. (2023). Identifikasi dini disleksia di sekolah dasar Indonesia: Tantangan dan peluang. Jurnal Pendidikan Dasar Indonesia, 8(2), 150–165.
Torgesen, J. K. (2022). Preventing reading failure: What works and what doesn’t. Reading Research Quarterly, 57(1), 7–31.
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Birsh, J. R., & Carreker, S. (2021). Multisensory teaching of basic language skills (4th ed.).
Brookes Publishing.
Catts, H. W., Hogan, T. P., & Adlof, S. M. (2023). Long-term consequences of early reading and language difficulties. Reading and Writing, 36(4), 765–789.
Dahl-Leonard, C., Wanzek, J., & Vaughn, S. (2025). Comparing multisensory and explicit phonics interventions for students with reading disabilities. Learning Disabilities Quarterly, 48(1), 25–40.
Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–
21. https://doi.org/10.1080/10888438.2013.819356
Ehri, L. C., & McCormick, S. (2021). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading & Writing Quarterly, 37(3), 215–233.
Eryilmaz, A., & Balci, E. (2025). Duration and intensity of multisensory literacy interventions in elementary schools. International Journal of Educational Research, 112, 102–118.
Gusenbauer, M., & Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews or meta-analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources. Research Synthesis Methods, 11(2), 181–
217. https://doi.org/10.1002/jrsm.1378
Kunasegran, A., & Subramaniam, G. (2024). Multisensory approaches to support struggling readers in Southeast Asia. Asia-Pacific Journal of Developmental Education, 9(1), 33– 49.
Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.
Paivio, A. (2020). Mind and its evolution: A dual coding theoretical approach. Psychology Press.
Park, Y., Wanzek, J., & Vaughn, S. (2024). Engagement and motivation in multisensory literacy instruction for students with dyslexia. Remedial and Special Education, 45(2), 89–102.
Peterson, R. L., & Pennington, B. F. (2015). Developmental dyslexia. Annual Review of Clinical Psychology, 11, 283–307. https://doi.org/10.1146/annurev-clinpsy-032814-
112842
Rahman, S., Saleem, R., & Beg, A. (2023). Effectiveness of multisensory phonics for primary students at risk for dyslexia. International Journal of Inclusive Education, 27(5), 612– 629.
Raposo-Rivas, M., et al. (2024). Multisensory literacy interventions in early primary grades: A meta-analysis. Educational Psychology Review, 36(1), 123–150.
Saleem, R., & Arshad, M. (2025). Motivational outcomes of multisensory instruction for children with dyslexia. Journal of Learning Disabilities, 58(1), 55–70.
Sayeski, K. L., et al. (2024). The effects of multisensory structured language instruction on reading outcomes: A meta-analysis. Exceptional Children, 90(3), 245–264.
Shaywitz, S. E., & Shaywitz, B. A. (2020). Dyslexia: Neurobiology, diagnosis, and intervention. Neuropsychiatric Disease and Treatment, 16, 2081–
2092. https://doi.org/10.2147/NDT.S213335
Shaywitz, S. E., Morris, R., & Shaywitz, B. A. (2021). The behavioral and neurobiological basis of reading and dyslexia. Development and Psychopathology, 33(2), 527–543.
Snowling, M. J., & Hulme, C. (2021). The science of reading: A handbook (2nd ed.). Wiley- Blackwell.
Stevens, E. A., et al. (2023). Multisensory literacy interventions for students with reading difficulties: A meta-analytic review. Journal of Learning Disabilities, 56(4), 345–367.
Tarjiah, T., et al. (2023). Identifikasi dini disleksia di sekolah dasar Indonesia: Tantangan dan peluang. Jurnal Pendidikan Dasar Indonesia, 8(2), 150–165.
Torgesen, J. K. (2022). Preventing reading failure: What works and what doesn’t. Reading Research Quarterly, 57(1), 7–31.
Torgerson, C. J., & Torgerson, D. J. (2008). Designing randomised trials in health, education and the social sciences: An introduction. Palgrave Macmillan.
Vaughn, S., Wanzek, J., & Roberts, G. (2022). Intensive interventions for students with reading disabilities in early grades. Elementary School Journal, 122(4), 621–642.
Wanzek, J., et al. (2023). Duration and scheduling of intensive reading interventions for students with severe reading difficulties. Reading and Writing, 36(6), 1221–1240
Published
2025-12-24
How to Cite
Hanafi, S., Dantes, N., & Parmiti, D. (2025). PENGARUH PENDEKATAN MULTISENSORI TERHADAP PENINGKATAN KESADARAN FONOLOGIS DAN PENGUASAAN HURUF PADA SISWA SEKOLAH DASAR DENGAN DISLEKSIA: SUATU STUDI LITERATUR SISTEMATIS. Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, Dan Asing, 8(2), 136-143. https://doi.org/https://doi.org/10.31540/silamparibisa.v8i2.3954
