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<![CDATA[PENGARUH MEDIA BATANG CUISENAIRE UNTUK MENINGKATKAN KEMAMPUAN OPERASI HITUNG PENJUMLAHAN SISWA TUNAGRAHITA KELAS IV SDLB ]]>
<![CDATA[Sekarani, Ria]]>;
<![CDATA[Hastuti, Wiwik Dwi]]>
<![CDATA[ Jurnal Ortopedagogia Vol 1, No 4 (2015): Jurnal Ortopedagogia Volume 1 Nomor 4 ]]>
Publisher : <![CDATA[Jurnal Ortopedagogia ]]>
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<![CDATA[ABSTRACT: Aims of this research are to describe: (1) capability of summation calculating operation for student with intellectual disability in the Grade IV of SDLB in baseline condition without using Cuisenaire batang media, (2) capability of summation calculating operation for student with intellectual disability in the Grade IV of SDLB in intervension condition using Cuisenaire batang media and (3) the influence of Cuisenaire batang media towards capability of summation calculating operation for student with intellectual disability in the Grade IV of SDLB. The result of the research showed that capability of summation calculating operation for student with intellectual disability is low before being given intervention and increasing after being intervention. The influence of Cuisenaire batang media as a form of intervention can be stated in calculation of overlap percentage between baseline phase 1 to intervention phase which is 0%.ABSTRAK: Tujuan penelitian adalah untuk mendiskripsikan: (1) kemampuan operasi hitung penjumlahan siswa tunagrahita kelas IV SDLB saat kondisi baseline tanpa menggunakan media batang Cuisenaire, (2) kemampuan operasi hitung penjumlahan siswa tunagrahita kelas IV SDLB saat kondisi intervensi menggunakan media batang Cuisenaire dan (3) pengaruh penggunaan media batang Cuisenaire terhadap kemampuan operasi hitung penjumlahan siswa tunagrahita kelas IV SDLB. Hasil penelitian menunjukkan, kemampuan operasi hitung penjumlahan siswa tunagrahita rendah sebelum diberikan intervensi dan meningkat saat diberikan intervensi. Adanya pengaruh penggunaan media batang Cuisenaire sebagai bentuk intervensi dapat dinyatakan dalam perhitungan persentase overlap antar fase baseline 1 ke fase intervensi sebesar 0%.]]>
<![CDATA[The Effect of Jelajah Alam Sekitar (JAS) Approach toward the Natural Science Learning Outcomes for Students with Intellectual Disability ]]>
<![CDATA[Fauzi, Muhammad Rizqianto]]>;
<![CDATA[., Sudarsini]]>;
<![CDATA[Hastuti, Wiwik Dwi]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa VOL 4, NO 1 (2017): JURNAL PENELITIAN DAN PENGEMBANGAN PENDIDIKAN LUAR BIASA ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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<![CDATA[Students with intellectual disability require specialized learning that can improve a natural science outcomes by using Neighborhood Nature Exploration approce. The purpose of this study is to determine the effect of natural surrounding exploration approach towards Learning outcomes of natural sciences for students with intellectual disability. The research design is Pre experimental of one group pretest-posttest design. Subjects of this study were 8 students with intellectual disability in the grade II. The collection of data was by providing pretest, treatment and post-test. The data analysis used was ladder - Wilcoxon signed. Hypothesis test results showed that the value Tcount  (36) > Ttable (6), then Ho is rejected. The conclusion was that there are significant effect of natural surrounding exploration approach towards Learning outcomes of natural sciences for students with intellectual disability.Siswa tunagrahita memerlukan pembelajaran khusus yang dapat meningkatkan hasil belajar IPA dengan menggunakan pendekatan Jelajah Alam Sekitar. Tujuan kajian ini adalah untuk mengetahui pengaruh pendekatan Jelajah Alam Sekitar terhadap hasil belajar IPA bagi siswa tunagrahita. Kajian ini menggunakan rancangan penelitian Pre experimental design dengan bentuk One Group Pretest-Posttest Design. Subjek kajian ini adalah 8 siswa tungrahita kelas II. Pengumpulan data dengan memberikan pretest, treatment dan post test. Analisis data menggunakan uji jenjang â bertanda Wilcoxon. Hasil uji hipotesis menunjukkan bahwa nilai Thitung  (36) > Ttabel (6), maka Ho ditolak. Kesimpulannya adalah terdapat pengaruh pendekatan Jelajah Alam Sekitar terhadap hasil belajar IPA pada siswa tunagrahita.]]>
<![CDATA[PENINGKATAN KEMAMPUAN PRAKTIK BINA DIRI DENGAN MENGGUNAKAN MEDIA BONEKA MODEL MANUSIA UNTUK SISWA TUNAGRAHITA RINGAN SDLB ]]>
<![CDATA[Adisty, Noor Citra Pravita]]>;
<![CDATA[Hastuti, Wiwik Dwi]]>;
<![CDATA[Kustiawan, Usep]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 1, No 2 (2014): Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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<![CDATA[The results of this study showed that the average score on the studentâs self-help capability in preaction step was 48.57 with a percentage of 14.3%. This indicated that the capability was under qualified. The implementation of Self-Help capability by using Doll-modeled Human Being Media used two cycles. The first cycle was 66 with total percentage of 28.5% classified into under qualifies. The second cycle was 85.7 with with total percentage of 85.7%. the capability of self-help in the first grade was increasing for each cycle. Based on these results it can be concluded that the use of Doll-modeled Human Being Media can increase Self-Help capability for Students with Mental Retardation in the First Grade. At the result, the teacher are expected using Doll-modeled Human Being Media in learning of Self-Help capability in order students can improve Self-Help capability.Hasil penelitian ini menunjukkan bahwa skor rata-rata kemampuan bina diri siswa pada tahap pratindakan adalah 48,57 dengan persentase sebesar 14,3%. Hal ini menunjukkan bahwa pembelajaran pada tahap pratindakan memperoleh kualifikasi nilai sangat kurang (SK). Pelaksanaan pembelajaran praktik bina diri menggunakan boneka model manusia dilaksanakan melalui 2 siklus. Padasiklus I skor rata-rata yang diperoleh adalah 66 dengan jumlah persentase sebesar 28,5%, persentase tersebut termasuk kualifikasi sangat kurang (SK). Pada siklus II skor rata-rata yang diperoleh sudah meningkat dibandingkan pada siklus I yaitu 85,7 dengan jumlah persentase sebesar 85,7%. Kemampuan bina diri siswa kelas I mengalami peningkatan pada tiap siklus. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa penggunaan media boneka model manusia dapat meningkatkan kemampuan bina diri siswa kelas I. Dengan demikian guru diharapkan menggunakan media boneka model manusia pada pembelajaran bina diri agar siswa dapat meningkatkan kemampuan bina dirinya.]]>
<![CDATA[Pengaruh Penggunaan Media Gambar Seri terhadap Kemampuan Menulis Karangan Narasi pada Siswa Tunarungu ]]>
<![CDATA[Wahyuningsih, Susi Nur]]>;
<![CDATA[Hastuti, Wiwik Dwi]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 2, No 1 (2015): JURNAL PENELITIAN DAN PENGEMBANGAN PENDIDIKAN LUAR BIASA ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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<![CDATA[The write ability of hearing impairment students have problems in composing a sentence, and even harder to explore thoughts into an article. The purpose of this research was to knowing the effect of serial image media usage toward narrative essay writing ability for students with hearing impairment. This research was using research design Quasi Experiment with one group pre-test âpost-test design model. This research used observation in data collection technique to know initially the ability of the students in pre-test and post-test. The results of of this analysis showed the use of media images effect the ability to write narrative essays for students with hearing impairment.Kemampuan menulis siswa tunarungu mengalami hambatan dalam menyusun suatu kalimat dan bahkan rumit dalam mengungkapkan ide pikiran pada sebuah tulisan. Tujuan penelitian ini, yaitu guna mengetahui pengaruh penggunaan media gambar seri terhadap kemampuan menulis karangan narasi pada siswa tunarungu kelas VII. Penelitian ini menggunakan rancangan penelitian Quasi Eksperimen dengan model satu kelompok (one group pre-test âpost-test design). Penelitian ini menggunakan teknik pengumpulan data yaitu dengan observasi untuk mengetahui kemampuan awal siswa, pre-test dan post-test. Hasil analisis uji menunjukkan bahwa nilai maka Ho ditolak dan Ha diterima.]]>
<![CDATA[THE EFFECT OF THE STORY BOOK USAGE TOWARD THE COMMUNICATION ABILITY OF CHILD WITH AUTISM ]]>
<![CDATA[Lusiati, Arie]]>;
<![CDATA[Hastuti, Wiwik Dwi]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 3, No 1 (2016): Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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<![CDATA[The purposes of this research were to describe: (1) the communication ability of children with autism before using a story book, (2) the communication ability of children with autism after using a story book, (3) the significant effect between story book for the communication ability of children with autism. The research design was experiment method with the single subject (Single Subject Research) and A-B-Aâ design. The data was collected by using an assessment and observation. It has been collected by percentage. Based to the result, the mean level was 85.7 in intervention condition. Overlap percentage was 0%, it has showed that the intervention with telling story by the story book had an effect to the behaviorâs target of communication ability. It could increased the communication ability of children with autism. The conclusion of this research showed that by using the story book can increase the communication ability of children with autism after getting intervention by using the story book. The suggestion for the teacher should use a media such as a story book that based on the theme to increase the communication of children with autism]]>
<![CDATA[THE EFFECT OF TOTAL COMMUNICATION APPROACH TOWARDS THE TEXT RETELLING ABILITY OF HEARING IMPAIRMENT STUDENTS ]]>
<![CDATA[Khotimah, Khusnul]]>;
<![CDATA[Hastuti, Wiwik Dwi]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 3, No 2 (2016): Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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<![CDATA[The purpose of this research was to know the effect of the total communication approach towards the hearing impairment studentsâ text retelling ability in the third grade of SDLB Kepanjen Malang. This research was experimental study using A-B-A Single Subject Research (SSR) design. The result of the study showed that the total communication approach affected the studentâ text retelling ability. The analysis showed that the intervention gave an effect to the improvement of the targetâs behaviour.Penelitian ini bertujuan untuk mengidentifikasi pengaruh pendekatan komunikasi total terhadap kemampuan menceritakan kembali isi bacaan siswa tunarungu kelas 3 di SDLB Kepanjen Malang. Pendekatan yang digunakan dalam penelitian ini yaitu bersifat eksperimen dengan metode SSR (Single Subject Research) desain A-B-A. Hasil penelitian ini menunjukkan bahwa pendekatan komunikasi total yang dijadikan sebagai intervensi kepada siswa tunarungu ternyata memiliki pengaruh terhadap peningkatan kemampuan dalam menceritakan kembali isi bacaan siswa tunarungu. ]]>
<![CDATA[Pengaruh Metode Picture Exchange Communication System (PECS) terhadap Kemampuan Komunikasi Anak Autis di SLB Autis Laboratorium UM ]]>
<![CDATA[Putri, Citra Rizky Ratna]]>;
<![CDATA[Hastuti, Wiwik Dwi]]>;
<![CDATA[Adi, Eka Pramono]]>
<![CDATA[ Jurnal ORTOPEDAGOGIA Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[Jurnal ORTOPEDAGOGIA ]]>
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<![CDATA[Abstrak: Anak autis adalah anak yang mengalami gangguan perkembangan yang sangat kompleks yang mencakup bidang komunikasi, interaksi sosial, emosi, dan ketertarikan terhadap perilaku tertentu. Anak membutuhkan alat bantu dan metode khusus dalam mengembangkan kemampuan komunikasi dan bahasa terutama dalam kemampuan berbicara. Salah satu metodenya yaitu metode Picture Exchange Communication System (PECS). Penelitian ini dilakukan dengan menggunakan metode Single Subject Research dengan desain A-B-A. Pengumpulan data dilaksanakan selama 20 sesi. Hasil penelitian ini menunjukkan adanya pengaruh dari metode PECS terhadap kemampuan komunikasi anak autis. Hal ini dibuktikan dengan persentase overlap sebesar 0%. Kesimpulannya adalah metode Picture Exchange Communication System (PECS) berpengaruh pada kemampuan komunikasi anak autis. Kata Kunci: autis;metode Picture Exchange Communication System (PECS); kemampuan komunikasi]]>
<![CDATA[PELATIHAN ORIENTASI MOBILITAS PADA GURU SLB DAN SEKOLAH INKLUSI DI KOTA MALANG ]]>
<![CDATA[Wahyuno, Endro]]>;
<![CDATA[Hastuti, Wiwik Dwi]]>;
<![CDATA[Umah, Umi Saiful]]>;
<![CDATA[Pradipta, Riqi Fajar]]>
<![CDATA[ Jurnal Graha Pengabdian Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Universitas Negeri Malang ]]>
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<![CDATA[Abstrak:Orientasi Mobilitas (OM) sangat penting untuk siswa dengan hambatan penglihatan. Dengan OM siswa tunanetra bisa bergerak menuju lokasi yang diinginkan tanpa harus tergantung dengan orang lain. Di sekolah Luar Biasa (SLB) dan sekolah inklusi tidak semua guru memiliki pengetahuan dan praktik dasar orientasi mobilitas, sehingga kemampuan mobilitas anak tunanetra tidak leleuasa dan sering tergantung pada orang lain. Tujuan pelatihan ini adalah meningkatkan kemampuan OM pada guru SLB dan sekolah inklusi. Dengan adanya pelatihan diharapkan guru dapat melatih OM kepada siswa yang tunanetra dengan teknik pendamping awas (sighted guide) dan teknik sticks guide yang benar. Pelasanaan kegiatan dengan metode pelatihan. Hasil pelatihan bahwa kemampuan pengetahuan maupun praktik OM pada guru SLB dan guru sekolah inklusi meningkat secara signifikan.Abstract:Mobility orientation (OM) is very important for students with visual impairments. With OM blind students can move to the desired location without having to depend on others. In Extraordinary Schools (SLB) and inclusive schools not all teachers have the basic knowledge and practice of mobility orientation, so that the mobility abilities of children with visual impairments are not flexible and often depend on others. The purpose of this training is to improve OM skills in SLB teachers and inclusive schools. With the training it is expected that teachers can train OM to blind students with sighted guide techniques and the correct sticks guide technique. Implementation of activities with training methods. The results of the training show that the knowledge and practice ability of OM in SLB teachers and inclusive school teachers increased significantly.]]>
<![CDATA[PENINGKATAN KEMAMPUAN PRAKTIK BINA DIRI DENGAN MENGGUNAKAN MEDIA BONEKA MODEL MANUSIA UNTUK SISWA TUNAGRAHITA RINGAN SDLB ]]>
<![CDATA[Noor Citra Pravita Adisty]]>;
<![CDATA[Wiwik Dwi Hastuti]]>;
<![CDATA[Usep Kustiawan]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 1, No 2 (2014): December ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um029v1i22014p163-168
<![CDATA[The results of this study showed that the average score on the student’s self-help capability in preaction step was 48.57 with a percentage of 14.3%. This indicated that the capability was under qualified. The implementation of Self-Help capability by using Doll-modeled Human Being Media used two cycles. The first cycle was 66 with total percentage of 28.5% classified into under qualifies. The second cycle was 85.7 with with total percentage of 85.7%. the capability of self-help in the first grade was increasing for each cycle. Based on these results it can be concluded that the use of Doll-modeled Human Being Media can increase Self-Help capability for Students with Mental Retardation in the First Grade. At the result, the teacher are expected using Doll-modeled Human Being Media in learning of Self-Help capability in order students can improve Self-Help capability.Hasil penelitian ini menunjukkan bahwa skor rata-rata kemampuan bina diri siswa pada tahap pratindakan adalah 48,57 dengan persentase sebesar 14,3%. Hal ini menunjukkan bahwa pembelajaran pada tahap pratindakan memperoleh kualifikasi nilai sangat kurang (SK). Pelaksanaan pembelajaran praktik bina diri menggunakan boneka model manusia dilaksanakan melalui 2 siklus. Padasiklus I skor rata-rata yang diperoleh adalah 66 dengan jumlah persentase sebesar 28,5%, persentase tersebut termasuk kualifikasi sangat kurang (SK). Pada siklus II skor rata-rata yang diperoleh sudah meningkat dibandingkan pada siklus I yaitu 85,7 dengan jumlah persentase sebesar 85,7%. Kemampuan bina diri siswa kelas I mengalami peningkatan pada tiap siklus. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa penggunaan media boneka model manusia dapat meningkatkan kemampuan bina diri siswa kelas I. Dengan demikian guru diharapkan menggunakan media boneka model manusia pada pembelajaran bina diri agar siswa dapat meningkatkan kemampuan bina dirinya.]]>
<![CDATA[Game Card Quartets for Increasing Numeracy Ability of Adding 1-10 for Intellectual Disability Students ]]>
<![CDATA[Anton Cahyo Yuwhono]]>;
<![CDATA[Wiwik Dwi Hastuti]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 6, No 1 (2019): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um029v6i12019p41-43
<![CDATA[This research was conducted with the aim to determine the effect of quartet card games towards the numeracy ability of adding 1-10 for intellectual disability students in the grade III SDLB. This study used an experimental research model pre-post design. The conclusion of this quasi-time-series experimental method is that the quartet card game can improve the numeracy ability of adding 1-10 for students with intellectual disability in the grade III SDLB.]]>
