Pengaruh Video Interaktif dan Media Gambar terhadap Kemampuan Merawat Diri pada Anak Tunagrahita

Rosmaya, Indah; Sulaeman, Suhendar; Purwati, Nyimas Heny

doi:10.31539/joting.v1i1.494

Cited by 5 publications

(7 citation statements)

References 2 publications

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“…Audio-visual learning media can be used as an alternative for vocational teachers in carrying out learning during the COVID-19 pandemic (Suryana, 2021). There is a significant difference in the effect of using interactive videos in improving students' abilities (Rosmaya et al, 2019). Through the use of interactive learning videos, most students have an interest, where animated learning videos to help study at home (Prehanto et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

effect of using animation video media through problem-based learning settings on learning outcomes for making fashion patterns

Angendari

Candiasa

Warpala

et al. 2022

ijhs

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This study aims to determine the effect of using animated video media through problem-based learning settings on learning outcomes to make fashion patterns. The type of research used is a quasi-experimental design with a non-equivalent control group design. Variables consist of independent variables and dependent variables. The independent variables are the use of animated video media with problem-based learning model settings and the use of PowerPoint media with problem-based learning model settings. The dependent variable is the result of learning to make fashion patterns. The population of this study was all students of class X Fashion Design for the 2021/2022 academic year in Buleleng Regency, which consisted of 34 people at SMK Negeri 2 Singaraja and SMK Negeri 1 Seririt. The sampling technique uses saturated sampling that is using the entire population. Data were collected by using multiple choice and rubric test techniques. The multiple-choice test instrument has been tested with item validity tests, reliability tests, item difficulty tests, and different power tests. The skill assessment rubric is tested with expert validation. Prerequisites for data analysis in the form of a homogeneity test and normality test. While the analysis of hypothesis testing was carried out using the t-test.

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Section: Discussionmentioning

confidence: 99%

effect of using animation video media through problem-based learning settings on learning outcomes for making fashion patterns

Angendari

Candiasa

Warpala

et al. 2022

ijhs

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show abstract

“…Interactive video is a medium, especially in learning, in increasing individual enthusiasm or interest in teaching materials or materials in class. This is relevant to Rosmaya (2019), Kristianto (2018), andRidha (2021), as the use of video is effective in increasing interest and making it easier for students to understand the material or study material being studied. This is also reinforced by Ridha's statement, (2021), where the use of interactive video can be used as a means or media to support learning that can be accessed anywhere and anytime, and can be properly and safely documented.…”

Section: Figure 2 Presentation Of 5th Grade Student Responses At Sdn ...mentioning

confidence: 99%

Interactive-Animative Learning Videos as an Instructional Medium for Social Studies Learning for Elementary School During the Covid 19 Pandemic

Prehanto

Aprily

Merliana

et al. 2021

IJPE

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The pandemic of Covid 19 requires teachers to guide their students through distance or online learning. Effective learning should always be explored so that students' learning outcomes does not decrease during this pandemic. It is certainly not easy to carry out effective and fun learning for students. Teachers keep always try the latest ideas every single time. Interactive video is one of the most appropriate strategies to solve learning problems in the classroom. This study aims to find out: 1) the percentage of students who responds positively to animative-interactive learning videos; 2) the percentage of students who does not respond to animative-interactive learning videos; 3) the percentage of students who responds negatively to interactive learning videos. This data was gained from 104 students of elementary school throughout in District of Tasikmalaya and Majalengka who learned Social Studies. Overall results analyzed through percentage form based on the students' response qualifications. The study was conducted by three observers who researched in different primary schools. Through this research, it was obtained that the use of Animative-interactive learning videos was effectively implemented as a learning strategy during this pandemic covid 19. The use of this media was also appropriate to be applied in the subjects of primary school of class of VI, because it was able to increase interest and explore the creativity of students. Through suitable analysis of the characteristics of learners, this type of media would be a reference for teachers to the implementation of learning that should use learning media that was fun and liked by students.

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“…Kemampuan pada usia anak sekolah khususnya anak tunagrahita, mampu merawat dirinya sendiri dalam melakukan personal hygiene. Meskipun anak tersebut harus tetap diajarkan terlebih dahulu sebelum melakukan aktivitas perawatan diri (Rosmaya, 2019).…”

Section: Pembahasan 1 Hubungan Karakteristik Anak Dengan Kemandirian ...unclassified

Hubungan Karakteristik Anak, Dukungan Keluarga Dengan Kemandirian Personal Hygiene Anak Tunagrahita

Parulian¹,

Supriyanti²,

Supardi³

2020

carol. j. of. nurs.

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Anak tunagrahita merupakan anak yang memiliki tumbuh kembang yang berbeda dengan anak normal lainnya dari aspek mental, fisik, intelektual, sosial dan emosional Tujuan penelitian untuk mengetahui hubungan karakteristik anak, dukungan keluarga dengan kemandirian personal hygiene anak tunagrahita di SLB Kembar Karya Pembangunan III Kota Bekasi. Pengumpulan data dilakukan bulan Februari – Maret 2020. Desain penelitian yang digunakan adalah deskriptif korelasi dengan pendekatan cross sectional. Populasi penelitian yaitu ibu yang memiliki anak tunagrahita pada anak SLB Kembar Karya Pembangunan III Kota Bekasi. Jumlah sampel sebanyak 39 responden yang diambil dengan total sampling. Alat pengumpulan data penelitian menggunakan kuesioner. Hasil uji validitas dan reliabilitas didapatkan nilai Alpha Cronbach’s (0,700) > r tabel (0,374) pada variabel dukungan keluarga dan variabel kemandirian personal hygiene. Metode penelitian dengan melakukan analisa univariat terhadapdistribusi frekuensi dan analisa bivariat menggunakan uji Chi Square dengan ketentuan p value < 0,05. Hasil penelitian menyatakan ketidakmandirian personal hygiene anak tunagrahita 35,9%. Tidak ada hubungan yang bermakna antara usia p value=0,475, jenis kelamin p value=0,584, dukungan informasional p value=0,754, dukungan emosional p value=0,986 dan kemandirian personal hygiene anak tunagrahita. Penelitian ini merekomendasikan agar orang tua yang memiliki anak tunagrahita dapat terus memberikan dukungan keluarga seperti pelatihan khusus dalam melatih kemandirian personal hygiene anak tunagrahita.

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Pengaruh Video Interaktif dan Media Gambar terhadap Kemampuan Merawat Diri pada Anak Tunagrahita

Cited by 5 publications

References 2 publications

effect of using animation video media through problem-based learning settings on learning outcomes for making fashion patterns

effect of using animation video media through problem-based learning settings on learning outcomes for making fashion patterns

Interactive-Animative Learning Videos as an Instructional Medium for Social Studies Learning for Elementary School During the Covid 19 Pandemic

Hubungan Karakteristik Anak, Dukungan Keluarga Dengan Kemandirian Personal Hygiene Anak Tunagrahita

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