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All Journal Jurnal Ekonomi dan Pendidikan Jurnal Unik: Pendidikan Luar Biasa
Farah Prihandini
Qassim University
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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LITERASI KEUANGAN BAGI INDIVIDU DENGAN DISABILITAS INTELEKTUAL: TINJAUAN LITERATUR SISTEMATIS TENTANG STRATEGI PEMBELAJARAN DAN KOMPETENSI Leni Ambar Cahyani; Farah Prihandini
Jurnal Ekonomi dan Pendidikan Vol. 23 No. 1 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jep.v23i1.97138

Abstract

Penelitian ini bertujuan mensintesis studi tentang literasi keuangan bagi individu dengan disabilitas intelektual, meliputi tren penelitian, strategi pembelajaran, kompetensi, dan capaian pembelajaran. Metode yang digunakan adalah tinjauan literatur sistematis dengan alur PRISMA, menggunakan sumber dari Scopus dan ScienceDirect tahun 2016-2026. Sebanyak 12 studi dianalisis secara deskriptif-kualitatif melalui sintesis tematik. Hasil menunjukkan bahwa penelitian masih terbatas dan didominasi studi berbasis kelas, studi kasus, serta pengembangan media. Strategi pembelajaran meliputi bermain peran, pembelajaran kontekstual, blended learning, modified schema-based instruction, teknologi asistif, permainan edukatif, dan media digital interaktif. Kompetensi yang dikembangkan mencakup pengenalan dan penggunaan uang, transaksi sederhana, pengelolaan keuangan, menabung, serta kemandirian. Secara umum, seluruh studi melaporkan peningkatan pemahaman finansial, motivasi belajar, dan keterampilan hidup. Penelitian ini menegaskan pentingnya pembelajaran yang konkret, kontekstual, dan adaptif.
Effectiveness of Montessori Art Learning on Fine Motor Skills of Children with Moderate Intellectual Disabilities in a Special Primary School Anis Tuing Isti Nur Syarifah; Ishartiwi Ishartiwi; Leni Ambar Cahyani; Farah Prihandini
UNIK (Jurnal Ilmiah Pendidikan Luar Biasa) Vol 11, No 1 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/unik.v11i1.39087

Abstract

This study aimed to investigate the effectiveness of Montessori Practical Life activity–based visual art learning in improving fine motor skills of children with moderate intellectual disabilities in special school. The research employed a quasi-experimental design with one group pre-test and post-test. Four students with moderate intellectual disabilities participated as subjects. Data were collected using performance tests adapted from Bruni Fine Motor Components and analysed with the Wilcoxon Signed Ranks Test. The findings indicate that Montessori Practical Life activity–based visual art learning significantly enhanced fine motor skills, as evidenced by the rejection of the null hypothesis (T count = 0, T table = 0) after eight sessions. Improvements were observed in several indicators, including body stability, bilateral coordination, eye–hand coordination, and dexterity. The effectiveness of this approach can be attributed to the alignment between the objectives of visual art learning and Montessori Practical Life activities, the freedom provided for children to explore activities independently, and the contextualization of tasks with daily routines. The integration of Practical Life activities—such as moving objects with a spoon before colouring and drawing, using tongs before cutting, and folding cloth before paper folding—helped strengthen finger movements. Montessori Practical Life–based visual art learning proves effective in enhancing fine motor skills of children with moderate intellectual disabilities in Special Primary School.
Co-Authors Anis Tuing Isti Nur Syarifah Ishartiwi Ishartiwi Leni Ambar Cahyani Leni Ambar Cahyani