The purpose of this study was to determine the effect of the drilling method application using abacus in improving arithmetic subtraction operations skills in deaf children. This study used an experimental method with Single Subject Research (SSR), A-B-A design. The drilling method was used in the learning process. In addition, the abacus media was also used in the subtraction arithmetic operation material in learning mathematics. The results showed that there was an effect of applying the drilling method using abacus in improving the arithmetic subtraction operation skills in deaf children with the initials SS. This could be seen from the increase in the mean level of student’s abilities starting from baseline-1 (A1) by 30%, intervention (B) by 65%, and baseline-2 (A2) by 86.66%. The methods and media were suitable to make the lesson easier to understand for students. The drilling method with the abacus media could be used as an alternative for teachers in improving the skills of arithmetic subtraction operations in deaf children. The results of this study are expected to contribute to developing special education related to the application of the drilling method using abacus media to improve arithmetic operations skills in learning next math.
Penelitian ini bertujuan mengetahui pengaruh metode kata lembaga terhadap kemampuan membaca permulaan anak berkesulitan membaca. Metode penelitiannya adalah eksperimen dengan one group pre-test post-test. Populasi dan sampel adalah siswa kelas dua, tiga dan empat SDN 138 Gegerkalong dan SD Miftahul Iman. Analisis data menggunakan Wilcoxon Sign Rank Test. Pengambilan data dengan pre-test dan post test. Hasil penelitian menunjukan skor rata-rata post-test lebih besar 78,30 dari pada skor rata-rata pretest 25. Hasil analisis non parametric diperoleh nilai Z=-2.366 dengan nilai P= 0,018. Kesimpulan penelitian ini yaitu metode kata lembaga secara signifikan meningkatkan kemampuan membaca permulaan anak berkesulitan membaca. Peningkatan terlihat pada kata berdiftong yang memiliki kaidah bunyi tersendiri, hal ini sejalan dengan metode kata lembaga yang menjadikan bunyi sebagai titik tolak proses membaca sehingga mampu mengintegrasikan persepsi auditori dengan persepsi visual secara utuh.
Children with intellectual disability have a weakness of motor skills, they tend to be less active. Minimal activity plays a major role in increasing the risk of overweight and obesity in children with intellectual disability. Overweight and obesity in children may increase the risk of various health problems and affect physical fitness. So this will worsen the physical abilities of children especially in mobility. Adaptive physical education is one of alternative way to solve the problems. This study aims to develop design model of adaptive physical education to increase physical fitness and descrease weight of children with intellectual disability. This study is one step of research development. This study through the preliminary stage, the initial model design and validation test by experts through discussion and suggestions written analyzed descriptively. The results of research are : a) physical fitness profile of children with intellectual disability are low and very low level, while body mass index (BMI) of the children is in the range 28-38 so categorized obesity level I and level II, b) the implementation of adaptive physical education in the school found many obstacles, so that the implementation is not optimal; c) design model of adaptive physical education consist of: assessment, determination of the program, implementation program, evaluation, and supporting factor.
This study was conducted to test the method of Pecs (Picture Exchange Communication System) as an approach that can be used as an alternative in the communication train children with autism because this method adjusts the communication characteristics and uniqueness of children with autism. This research aims to develop an approach to improve communication skills, knowing the communication skills of children with autism before and after the intervention and determine the extent of the influence of Pecs method to improve the communication skills of children with autism. Subjects in this study were two children with autism who have problems in communication. The method used is an experimental method using Single Subject Research approach to research design A-B-A. These results indicate that the mean level of capability to the subject 1 in the communication capabilities at baseline-A (A-1) of 4.7 in the intervention phase obtaining the mean level of 6.5. While the baseline phase-2 (A-2) after being granted intervention to get the mean level of 10. while the initial ability of the subject 2 in communication skills at baseline-A (A-1) of 5.7. In the intervention phase obtaining the mean level of 7.63, whereas the baseline phase-2 (A-2) after given intervention to get the mean level of 11. The results above two subjects have meant that there are increased communication skills of children with autism in both subjects.
Qualitative disorders of communication are one of the characteristics possessed by children with autism. In children with autism occurred late speech development and the child is trying to communicate nonverbally. In this study tested method of Pecs (Picture Exchange Communication System) is an approach that can be used as an alternative to training communication autistic children. This method adjusts the communication characteristics and uniqueness of children with autism. This research aims to develop an approach to improve the communication skills of children with autism before and after the intervention and the extent of influence methods of Pecs in improving the communication skills of children with autism. The subjects were two autistic children who experience barriers to communication. The method used is an experimental method with the approach of Single Subject Research design A-B-A. The results showed that the mean level of capability to the subject 1 in the communication capabilities at baseline-A (A-1) of 4.7 in the intervention phase obtaining the mean level of 6.5, while the baseline phase-2 (A-2) after a given intervention get the mean level of 10. the early ability subject 2 in communication skills at baseline-A (A-1) of 5.7 in the intervention phase obtaining the mean level of 7.63, whereas the baseline phase-2 (A-2) after being given intervention to get the mean level of 11. the results of the study the two subjects above results in improved communication skills of children with autism in both subjects.Keywords : Communication Skills, Autistic, Pecs ( Picture Exchange Communication System) A. PENDAHULUANManusia adalah makhluk sosial atau makhluk yang tidak dapat hidup sendiri, oleh karena itu untuk kelangsungan hidupnya manusia membutuhkan interaksi dan komunikasi dengan lingkungannya. Interaksi dan komunikasi terjadi dari semenjak kita dilahirkan, walaupun tidak akan sama proses interaksi bayi, anak-anak dan orang dewasa, karena interaksi dan komunikasi memiliki tahapan tersendiri.Bagi semua anak, tanpa memandang tingkat perkembangannya dan jenis atau derajat kecacatannya, interaksi dan komunikasi merupakan fondasi penting untuk belajar dan berkembang. Perkembangan tidak terjadi secara vakum. Perkembangan terjadi secara simultan dalam semua bidang perkembangan, dan bidang-biang ini saling terkait dan saling mempengaruhi.
Penelitian ini dilatarbelakangi oleh permasalahan seorang siswi tunagrahita ringan kelas VII yang belum mampu menghias diri secara mandiri. Hal tersebut disebabkan oleh pembelajaran bina diri khususnya pada aspek menghias diri belum menggunakan media yang tepat. Selain itu, di tengah kondisi pandemik covid-19 sulit untuk guru melakukan pembelajaran dengan efektif sehingga peran keluarga dibutuhkan untuk membantu pembelajaran siswa di rumah. Bertitik tolak dari latar belakang tersebut, penelitian ini bertujuan mengetahui efektivitas penggunaan media video tutorial untuk meningkatkan keterampilan menghias diri siswi tunagrahita. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan pendekatan Subject Single Research dan menggunakan desain A-B-A dimana terdapat dua kondisi kontrol (baseline) sebelum dan sesudah intervensi. Berdasarkan hasil pengolahan dan analisis data, ditemukan peningkatkan keterampilan menghias diri setelah diberikan intervensi. Maka dari itu dapat disimpulkan bahwa media video tutorial efektif untuk meningkatkan keterampilan menghias diri pada siswi tunagrahita. Peneliti merekomendasikan kepada pendidik, orangtua maupun peneliti selanjutnya agar dapat menggunakan media video tutorial untuk pembelajaran bina diri lainnya.
AbstractsThis research entitled "The Effect of phonological awareness for Problem Resolution Capability in Elementary School Math Stories". The purpose of this study was to determine the effect of phonological awareness component (semantic and syntactic) the ability of the completion of a story about math at the Grade 1 Elementary School. The achieve the research objectives, this research is using the exposure facto quantitative approach. The data collection in this study using a test technique with one retrieval, which tests math story problem resolution skills and phonological awareness skills test. The data was analyzed using path analysis. The samples in this study were 96 students of grade 1 elementary school in the District Antapani Bandung.The results show that phonological awareness components (semantics and syntax) and the combined partial both have a significant effect on the ability of the settlement effect story about the math of the completion of a story about math at the Elementary School (reading comprehension, mathematic computation, and comprehension). Keywords : Phonological awareness,kemampuan penyelesaian soal cerita matematika A. PENDAHULUANSalah satu sasaran pendidikan adalah untuk memberi bekal pengetahuan dan kemampuan yang dapat berfungsi secara efektif dalam menjalani kehidupan dizaman yang semakin berkembang ini. Apa yang dipelajari dijenjang pendidikan formal diharapkan dapat memberikan manfaat praktis bagi siswa dalam kehidupannya sehari-hari. Oleh karena itu mata pelajaran yang dipelajari di sekolah seharusnya menjadi sesuatu hal yang disukai dan diminati oleh siswa, sehingga diharapkan siswa akan belajar dan memahami setiap mata pelajaran tersebut tanpa beban.Matematika merupakan salah satu mata pelajaran yang dipelajari jenjang pendidikan formal. Meskipun pada kenyataannya mata pelajaran matematika masih sering menjadi hal yang sangat sulit dan tidak disukai siswa, hal ini sejalan dengan apa yang dikemukakan Rusffendi (1991:34) matematika merupakan mata pelajaran yang kurang disenangi, dianggap sebagai ilmu yang sukar, ruwet dan memperdayakan. Akibatnya motivasi dan kemampuan yang ditampilkan dalam mata pelajaran ini cenderung tidak sesuai dengan potensi yang dimiliki siswa.Berdasarkan hasil survey di Amerika Serikat dan Eropa menurut Geary (2004) terdapat 5% -8% siswa yang mengalami kesulitan belajar matematika atau mathematic learning difficulties dari jumlah populasi siswa Sekolah Dasar yang berada di kedua negara tersebut. Dari data yang diperoleh hasil survei tersebut jelas merupakan permasalahan yang meski disikapi. Semua siswa yang mengalami kesulitan belajar matematika tersebut berhak memperoleh pendidikan yang sesuai dengan kebutuhan belajarnya.Paradigma baru menuntut layanan pendidikan yang diberikan harus inkusif, dimana layanan pendidikan yang diberikan
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