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All Journal JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Indonesian Journal Education
Rahmi Mufa Rananta
Universitas Negeri Padang
Education Mathematics Other

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DETEKSI DINI RISIKO AUTISM SPECTRUM DISORDER PADA ANAK MELALUI SKRINING M-CHAT di SLB ATHALLAH SUNGAI RUMBAI Rahmi Mufa Rananta; Rahmatrisilvia Rahmatrisilvia
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2825

Abstract

Autism Spectrum Disorder (ASD) is a developmental disorder that affects children's communication, social interaction, and behavior, making early identification essential to support appropriate intervention. This study aimed to identify ASD risk indicators in a child through screening using the Modified Checklist for Autism in Toddlers (M-CHAT). A descriptive research design was employed, with data collected through interviews with the child's parent using the 23-item M-CHAT instrument. The participant was a 7-year-5-month-old child enrolled at Athallah Special School (SLB) Sungai Rumbai. The findings revealed several ASD risk indicators, including limited eye contact, poor response to name, limited nonverbal communication, and mild repetitive behaviors, indicating a moderate-risk category (medium risk). These findings suggest that the child requires further assessment by qualified professionals to confirm the diagnosis and determine appropriate interventions. The study also highlights the importance of early ASD screening in special education settings. ABSTRAKAutism Spectrum Disorder (ASD) merupakan gangguan perkembangan yang memengaruhi kemampuan komunikasi, interaksi sosial, dan perilaku anak sehingga deteksi dini diperlukan untuk mendukung pemberian intervensi yang tepat. Penelitian ini bertujuan mengidentifikasi indikator risiko ASD pada anak melalui skrining menggunakan instrumen Modified Checklist for Autism in Toddlers (M-CHAT). Penelitian menggunakan metode deskriptif dengan pengumpulan data melalui wawancara kepada orang tua menggunakan 23 item pertanyaan M-CHAT pada seorang anak berusia 7 tahun 5 bulan di SLB Athallah Sungai Rumbai. Hasil penelitian menunjukkan adanya beberapa indikator risiko, meliputi keterbatasan kontak mata, kurangnya respons terhadap panggilan nama, keterbatasan komunikasi nonverbal, dan perilaku repetitif ringan yang mengarah pada kategori risiko sedang (medium risk). Berdasarkan temuan tersebut, dapat disimpulkan bahwa anak memerlukan asesmen lanjutan oleh tenaga profesional untuk memastikan diagnosis dan menentukan intervensi yang sesuai, serta menegaskan pentingnya skrining dini di lingkungan pendidikan khusus.
Developing self-development skills in autistic children at Sidikalang State SLB Kontesalonika Br Sinulingga; Rahmahtrisilvia Rahmahtrisilvia; Annisa Amalia; Rahmi Mufa Rananta; Rizka Nurida Siregar; Septian Hadinata
Indonesian Journal Education Vol. 5 No. 2 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i2.1640

Abstract

This study aims to describe the implementation of the self-development program for autistic children at Sidikalang State Special School (SLB Negeri), including the teaching strategies applied, challenges encountered, and efforts undertaken to address those challenges. A descriptive qualitative approach was employed, with teachers and autistic students serving as research subjects. Data were collected through observations and in-depth interviews and analyzed using descriptive techniques. The findings reveal that the self-development program is systematically integrated into scheduled learning activities to foster students’ independence in daily living skills. Teachers implement various strategies, including structured teaching, visual media, modeling, repetitive practice, positive reinforcement, and collaboration with parents. The implementation process, however, faces several challenges, such as difficulties in understanding instructions, limited attention span, repetitive behaviors, low motivation, and inadequate facilities. To overcome these barriers, teachers simplify instructions, provide direct demonstrations, utilize engaging visual media, consistently reinforce positive behaviors, and strengthen communication with parents. The study concludes that a structured and consistent self-development program supported by appropriate instructional strategies and active parental involvement can effectively enhance the independence of autistic children in performing daily activities.
Co-Authors Annisa Amalia Kontesalonika br Sinulingga Rahmahtrisilvia Rahmahtrisilvia Rahmatrisilvia Rahmatrisilvia Rizka Nurida Siregar Septian Hadinata