UDL-Based Illustrated Text Media Successfully Improves Reading Comprehension Skills in Elementary School Slow Learner Students

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FORMOSA NEWS

Recent research conducted by Cristin Laminggu and Rendy Roos Handoyo from Yogyakarta State University in 2026 reveals that the use of Universal Design for Learning (UDL)-based illustrated text media effectively improves reading comprehension skills in slow learner students in elementary schools. These findings are crucial for realizing an inclusive educational system capable of accommodating the learning needs of students with mild cognitive barriers.

Background of the Problem

Reading comprehension is a primary foundation that determines the academic success of elementary school students across various subjects. However, slow learner students often face major obstacles in recognizing main ideas, connecting sentences, and summarizing text content. These difficulties negatively impact their motivation, engagement, and self-confidence in the classroom. At SDN 2 Sababilah, conventional lecture-based learning methods proved inadequate to accommodate the special needs of slow learner students, necessitating more adaptive visual media breakthroughs.

Research Methodology

This study applied the Classroom Action Research (CAR) method designed in two cycles comprising planning, implementation, observation, and reflection stages. The research was conducted in the fourth grade of SDN 2 Sababilah, involving two slow learner students as the main subjects. Data was collected through teacher and student activity observation sheets as well as reading comprehension tests, which were then analyzed quantitatively and qualitatively.

Main Findings of the Research

The application of UDL-based illustrated text media significantly boosted the quality of the learning process and students' academic results:

• Teacher activity increased from a range of 67.50%–75.00% in Cycle I to 85.00%–92.50% in Cycle II.
• Student engagement increased from a range of 64.28%–71.42% to 85.71%–92.85%.
• Student S's reading comprehension test score surged from 62.50 (pre-cycle) to 71.87 in Cycle I, and reached 87.50 in Cycle II.
• Student T's reading comprehension test score increased from 53.12 (pre-cycle) to 65.62 in Cycle I, and reached 78.12 in Cycle II.

Implications and Practical Impact

The integration of UDL principles—such as multi-layered visual representations, peer interaction support, and flexibility in how students express understanding—successfully created an inclusive learning atmosphere. Cristin Laminggu and Rendy Roos Handoyo from Yogyakarta State University emphasized that this innovation provides a practical alternative for teachers to design child-friendly learning for slow learners. This approach not only helps students understand texts literally, but also builds their critical, inferential, and evaluative thinking skills in the classroom.

Brief Author Profiles

• Cristin Laminggu – Researcher and student at the Faculty of Education, Yogyakarta State University.
• Rendy Roos Handoyo – Lecturer and researcher at the Faculty of Education, Yogyakarta State University.

Research Sources

• Article Title: Improving Reading Comprehension Skills Through UDL-Based Illustrated Text Media in Slow Learner Students
• Journal Name: International Journal of Education and Life Sciences (IJELS), Vol. 4, No. 7, July 2026
• DOI/URL: https://doi.org/10.59890/ijels.v4i7.55