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All Journal Saka Bahasa: Jurnal Sastra, Bahasa, Pendidikan, dan Budaya
Gaby Arnez
Pendidikan Luar Biasa, Universitas Negeri Padang
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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PENGEMBANGAN MEDIA INTERAKTIF RURI DALAM PEMBELAJARAN MENGURUTKAN BILANGAN PADA DISABILITAS INTELEKTUAL Siti Anke Ighawa Armia; Johandri Taufan; Antoni Tsaputra; Gaby Arnez
Saka Bahasa: Jurnal Sastra, Bahasa, Pendidikan, dan Budaya Vol. 3 No. 1 (2026): Saka Bahasa: Jurnal Sastra, Bahasa, Pendidikan, dan Budaya
Publisher : Jurusan Pendidikan Bahasa dan Seni Fakultas Keguruan dan Ilmu Pendidikan Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/sakabahasa.v3i1.1795

Abstract

This study aims to develop interactive media, Ruang Urut Seri (RURI), and to examine its feasibility and practicality as a learning medium for ordering numbers 1 to 10 for students with intellectual disabilities. The gap between the Phase C National Curriculum target requiring students to order numbers up to 100, and the actual condition of students who could only order two numbers within the range 1–10, motivated this study. Numbers 1–10 were chosen because mastery of this range is a prerequisite before students can progress to wider number ranges. RURI was developed using Articulate Storyline 3 through the Research and Development (R&D) method applying Borg and Gall’s model modified into seven stages. The media was validated by a media expert and an intellectual disabilities expert, then trialed with one teacher and two students with mild intellectual disabilities at SLB Peduli Anak Bangsa. Validation results yielded an average of 89.55% (Very Valid), comprising media validation 87.5% and content validation 91.6%. The practicality trial achieved an average of 90.93% (Very Practical). RURI is considered feasible and practical for supporting number ordering learning 1–10 among students with intellectual disabilities, though its effectiveness in improving learning outcomes has yet to be examined. Penelitian ini bertujuan mengembangkan media interaktif Ruang Urut Seri (RURI) dan menguji kelayakan serta kepraktisannya sebagai media pembelajaran mengurutkan bilangan 1 sampai dengan 10 bagi peserta didik disabilitas intelektual. Kesenjangan antara capaian pembelajaran Fase C yang menargetkan kemampuan mengurutkan bilangan 1–100 dengan kondisi nyata peserta didik yang baru mampu mengurutkan dua bilangan dalam rentang 1–10 melatarbelakangi penelitian ini. Bilangan 1–10 dipilih karena merupakan kemampuan prasyarat sebelum peserta didik dapat beralih ke rentang bilangan yang lebih luas. RURI dikembangkan menggunakan software Articulate Storyline 3 melalui metode Research and Development (R&D) model Borg and Gall yang dimodifikasi menjadi tujuh tahap. Media divalidasi oleh ahli media dan ahli bidang disabilitas intelektual, serta diujicobakan kepada satu guru dan dua peserta didik disabilitas intelektual ringan di SLB Peduli Anak Bangsa. Hasil validasi mencapai rata-rata 89,55% (Sangat Valid), terdiri dari validasi media 87,5% dan validasi materi 91,6%. Hasil uji coba kepraktisan mencapai rata-rata 90,93% (Sangat Praktis). Media RURI dinilai layak dan praktis digunakan untuk mendukung pembelajaran mengurutkan bilangan 1–10 bagi peserta didik disabilitas intelektual, namun belum menguji efektivitasnya terhadap peningkatan hasil belajar.
PENINGKATAN KEMAMPUAN MENGENAL LAMBANG BILANGAN MELALUI SPINNING WHEEL PADA MURID GANGGUAN SPEKTRUM AUTISME Inayah Wulandari; Mega Iswari; Rahmahtrisilvia; Gaby Arnez
Saka Bahasa: Jurnal Sastra, Bahasa, Pendidikan, dan Budaya Vol. 3 No. 1 (2026): Saka Bahasa: Jurnal Sastra, Bahasa, Pendidikan, dan Budaya
Publisher : Jurusan Pendidikan Bahasa dan Seni Fakultas Keguruan dan Ilmu Pendidikan Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/sakabahasa.v3i1.2234

Abstract

This research was motivated by a problem encountered at SLBN 1 Payakumbuh, a second-grade student with autism spectrum disorder. The student was able to name the numbers 1 through 10, but still had difficulty naming the numbers 11 through 20. This study aimed to improve the ability of students with autism spectrum disorder to recognize number symbols using a spinning wheel. The method used was a Single Subject Research (SSR) experiment with an A-B design. The baseline condition (A) was conducted over three sessions, while the intervention condition (B) was conducted over seven sessions. The subjects were second-grade students with autism spectrum disorder at SLBN 1 Payakumbuh. Data were collected using observation sheets and analyzed visually through intra-condition and inter-condition analysis. The results of the study in the baseline condition (A), which was conducted over three sessions, showed stable results of 30%, 30%, and 30%. Furthermore, in the intervention condition (B), which was implemented over seven meetings, the percentages obtained were 40%, 50%, 60%, 70%, 80%, 80%, and 80%. In the intervention condition, there was a clear increase and the percentage of data overlap was 0%. Based on the results of the study, it shows that the use of spinning wheel media can improve the ability to recognize number symbols in students with autism spectrum disorders. Penelitian ini dilatarbelakangi dari permasalahan yang temukan di SLBN 1 Payakumbuh pada seorang murid dengan gangguan spektrum autisme kelas II. Murid tersebut telah mampu menyebutkan lambang bilangan 1 sampai 10, tetapi dalam menyebutkan lambang bilangan 11 sampai 20 masih mengalami kesulitan. Penelitian ini bertujuan meningkatkan kemampuan murid gangguan spektrum autisme dalam mengenal lambang bilangan dengan menggunakan media spinning wheel. Metode yang digunakan digunakan adalah eksperimen berbentuk Single Subject Research (SSR) dengan desain A-B. Pada kondisi baseline (A) dilakukan dalam tiga pertemuan, sedangkan kondisi intervensi (B) dilaksanakan tujuh pertemuan. Subjek dalam ialah murid gangguan spektrum autisme kelas II di SLBN 1 Payakumbuh. Data yang dikumpulkan menggunakan lembar observasi dan dianalisis secara visual melalui analisis dalam kondisi dan analisis antar kondisi. Hasil penelitian pada kondisi baseline (A) yang dilaksanakan tiga pertemuan dengan persentase 30%, 30%, 30% dengan hasil stabil. Selanjutnya pada kondisi intervensi (B) yang dilaksanakan tujuh pertemuan dengan memperoleh persentase 40%, 50%, 60%, 70%, 80%, 80%, 80%. Pada kondisi intervensi, terjadinya peningkatan yang jelas dan persentase overlap data yaitu 0%. Berdasarkan hasil penelitian menunjukkan bahwa penggunaan media spinning wheel mampu meningkatkan kemampuan mengenal lambang bilangan pada murid gangguan spektrum autisme.
Co-Authors Antoni Tsaputra Inayah Wulandari Johandri Taufan Mega Iswari Rahmahtrisilvia Siti Anke Ighawa Armia