Articles
<![CDATA[Pengaruh Stimulasi Visual Untuk Meningkatkan Kemampuan Membaca Pada Anak Disleksia ]]>
<![CDATA[Kawuryan, Fajar]]>;
<![CDATA[Raharjo, Trubus]]>
<![CDATA[ Jurnal Psikologi: PITUTUR Vol 1, No 1 (2012): Jurnal Psikologi PITUTUR ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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<![CDATA[This study aimed to investigate the influence of visual stimulation on the ability of dyslexic children to read in elementary school. The research was conducted in SD 2 and SD 3 rotten Holy Bae District. The sample inthis study were students in the category of children as dyslexic children (reading disorder). The sample in this study amounted to 21 students. This research uses experimental research by providing treatment to students through visual stimulation using a one group pre test-post test design. Data processing results show t1.2 different coefficient of 3.141 with a p = 0.005 (p <0.05). It is also indicated by the mean difference in both the average post-test data reading skills of elementary students are dyslexic 170.910 retata higher than pre test data reading skills of elementary school students are dyslexic of 90.173. These results indicate that there is a significant difference between pre test and post test of students´ reading ability of dyslexic SD before and after treatment with visual stimulation. Based on the results of data analysis showed no differences in reading ability before and after visual stimulation treatment in children with dyslexia, in which the reading skills of elementary school students that dyslexia is given higher after treatment than before treatment is given.]]>
<![CDATA[Identifikasi Learning Disability pada Anak Sekolah Dasar ]]>
<![CDATA[Raharjo, Trubus]]>;
<![CDATA[Kawuryan, Fajar]]>;
<![CDATA[Ahyani, Latifah Nur]]>
<![CDATA[ Jurnal Sosial Budaya Vol 4, No 2 (2011): Jurnal Sosial dan Budaya ]]>
Publisher : <![CDATA[Lembaga Penelitian Universitas Muria Kudus ]]>
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<![CDATA[This study aims to identify learning disability on elementary school children. Learning disorders faced by children who have learning disabilities are grouped in four criteria: dyslexia, disgrafia, dyscalculia, ADHD. Sample of this study were children of primary school class III and IV are considered to have problems with learning disabilities in the two districts at the county of Kudus who drawn at random. As for primary schools as the place to study as many as 10 elementary schools. Results of research conducted by observation, IQ tests and tests the ability to learn to identify learning disabilities in children of primary school of 209 children obtained the result that the child is having problems reading disabilities (dyslexia) as many as 43 children, children who experience an inability to write (disgrafia) as many as 20 children, children who experience disability numeracy (dyscalculia) as many as 13 children and none having attention disorder with hyperactivity, while based on the results of research on other samples experiencing slow learner disruptions as much as 97 children.]]>
<![CDATA[Peningkatan Kemampuan Daya Ingat Anak Slow Learner Melalui Terapi Kognitif Pada Anak Sekolah Dasar ]]>
<![CDATA[Raharjo, Trubus]]>
<![CDATA[ Jurnal Sosial Budaya Vol 5, No 1 (2012): Jurnal Sosial dan Budaya ]]>
Publisher : <![CDATA[Lembaga Penelitian Universitas Muria Kudus ]]>
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<![CDATA[Penelitian ini bertujuan untuk meneliti peningkatan kemampuan daya ingat melalui terapi kognitif pada anak slow learner pada siswa sekolah dasar. Penelitian ini dilakukan di SD Karanganyar 1 Kecamatan Karanganyar Kab. Demak sebagai penyelenggara SD Inklusi. Sampel dalam penelitian ini adalah siswa-siswa yang termasuk dalam kategori anak berkebutuhan khusus yang berkategori sebagai anak slow learner (lambat belajar). Sampel dalam penelitian ini berjumlah 00 siswa. Penelitian ini menggunakan jenis penelitian eksperimen dengan memberikan perlakuan kepada siswa melalui terapi kognitif dengan menggunakan metode one group pre test-post test design. Hasil pengolahan data menunjukkan koefisien beda t1.2 sebesar 2,535 dengan p sebesar 0,021 (p < 0,05). Hal ini juga ditunjukkan dengan perbedaan rerata keduanya yaitu rerata post tes data kemampuan daya ingat siswa SD yang slow learner sebesar 19,11 lebih tinggi dibandingkan dengan retata pre tes data kemampuan daya ingat siswa SD yang slow learner sebesar 16,47. Hasil tersebut menunjukkan bahwa ada perbedaan yang signifikan antara pre tes dan post tes terhadap kemampuan daya ingat anak slow learner pada siswa SD sebelum dan sesudah diberikan perlakukan dengan terapi kognitif. Berdasarkan hasil analisis data menunjukkan ada perbedaan kemampuan daya ingat sebelum dan sesudah dilakukan perlakuan terapi kognitif pada anak slow learner, di mana kemampuan daya ingat anak slow learner lebih tinggi setelah diberikan perlakuan daripada sebelum diberikan perlakukan.]]>
<![CDATA[Kesadaran Phonologi Dengan Literasi Membaca Pada Anak Disleksia: Kajian Meta Analisis ]]>
<![CDATA[Raharjo, Trubus]]>
<![CDATA[ Jurnal Psikologi Perseptual Vol 2, No 2 (2017): Jurnal Psikologi Perseptual ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Muria Kudus ]]>
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<![CDATA[Meta analisis ini bertujuan untuk mengetahui hubungan kesadaran phonologi dengan literasi membaca pada anak disleksia. Disleksia merupakan salah satu bentuk gangguan neuropsikologi pada individu yang berkaitan denga literasi membaca. Literasi membaca merupakan kemampuan kognitif untuk memasukkan informasi, menyimpan dan memproses phonologi. Seorang dengan kemampuan membaca yang buruk dapat dipengaruhi oleh kesadaran phonologi. Literasi membaca dapat dipengaruhi oleh kesadaran phonologi. Sebanyak 2080 sampel dan 27 data hubungan kesadaran phonologi dengan literasi membaca dikumpulkan dari 20 naskah yang dipublikasikan rentang tahun 2001 - 2015. Lokasi observasi dari studi-studi tersebut mencakup benua Asia, Eropa, Amerika. Hasil analisis data pada studi meta analisis ini menunjukkan bahwa hubungan tersebut tergolong sedang dengan korelasi (ř) sebesar 0.53, standar deviasi (SD) sebesar 0.373, dan interval kepercayaan berada pada rentang -0.591 < ř < 0.837, artinya nilai (ř) dapat diterima. Hasil ini menunjukkan bahwa hipotesis yang menyatakan bahwa ada hubungan antara kesadaran phonologi dengan literasi dapat diterima.]]>
<![CDATA[Reading Ability Counseling For Learning Difficulties Children With Dyslexia Using Multi-Factor Analysis ]]>
<![CDATA[Raharjo, Trubus]]>
<![CDATA[ KONSELING RELIGI Vol 10, No 2 (2019): December 2019 ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri (STAIN) Kudus ]]>
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DOI: 10.21043/kr.v10i2.6704
<![CDATA[Difficulty reading in a dyslexic person becomes a problem for students, whereas reading becomes a benchmark in the academic success of students in the class. Reading disability at diagnosis is common in children with normal intelligence but have difficulty building reading skills. Learning difficulties in dyslexic children can be detected from various analyzes of phonological awareness, memory skills, visual stimulation, and auditory stimulation. This study aims to obtain a description of the factors affecting learning difficulties in dyslexic children. The subjects in this study were divided into dyslexic categories as many as 106 and non-dyslexic as many as 104 students in grade 2 until grade 3 of elementary school and the diagnosis was carried out based on the criteria contained in the specific learning disorder category in DSM-5. Measurements were made by testing the reading ability of elementary school students who have an indication of dyslexia with a multi-factor method. The results showed an indication there was an influence between memory, visual stimulation, auditory stimulation with phonological awareness and also a correlation between variables. Students with dyslexia must immediately receive counseling from the counselor.]]>
<![CDATA[Kesadaran situasional dan kemampuan pengambilan keputusan pada siswa pesantren ]]>
<![CDATA[Trubus Raharjo]]>
<![CDATA[ Prosiding Temu Ilmiah Nasional X Ikatan Psikologi Perkembangan Indonesia Vol 1 (2017) ]]>
Publisher : <![CDATA[Prosiding Temu Ilmiah Nasional X Ikatan Psikologi Perkembangan Indonesia ]]>
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<![CDATA[Penelitian ini bertujuan untuk meneliti kemampuan pengambilan keputusan ditinjau dari kesadaran situasional pada siswa pesantren. Subyek dalam penelitian ini adalah siswa Madrasah Tsanawiyah kelas VII dan kelas VIII. Penelitian ini dimaksudkan untuk menguji hipotesis kemampuan pengambilan keputusan ditinjau dari kesadaran situasional dan menguji perbedaan kesadaran situasional serta kemampuan pengambilan keputusan pada siswa pesantren. Pada penelitian ini teknik pengambilan sampel menggunakan random cluster sampling, di mana siswa kelas VIII sebagai subyek try out penelitian dan kelas VII sebagai subyek penelitian. Analisis yang digunakan dalam penelitian ini adalah analisis product moment dan uji t dengan program SPSS. Hasil dalam penelitian ini diperoleh p sebesar 0.000 (p<0.01) dengan rxy sebesar 0.728 berarti ada hubungan yang sangat signifikan pengambilan keputusan ditinjau dari kesadaran situasional dan hasil uji beda kesadaran situasional dengan t sebesar 1.959 dengan p sebesar 0.051 artinya tidak ada perbedaan kesadaran situasional antara kelas VII dengan kelas VIII dan hasil uji beda pengambilan keputusan dengan t sebesar 2.264 dengan p sebesar 0.025 artinya ada perbedaan kemampuan pengambilan keputusan antara kelas VII dan kelas VIII. Kata kunci: kesadaran situasional, pengambilan keputusan, siswa pesantren]]>
<![CDATA[Identifikasi Learning Disability pada Anak Sekolah Dasar ]]>
<![CDATA[Trubus Raharjo]]>;
<![CDATA[Fajar Kawuryan]]>;
<![CDATA[Latifah Nur Ahyani]]>
<![CDATA[ Jurnal Sosial dan Budaya Vol 4, No 2 (2011): Jurnal Sosial dan Budaya ]]>
Publisher : <![CDATA[Lembaga Penelitian Universitas Muria Kudus ]]>
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<![CDATA[This study aims to identify learning disability on elementary school children. Learning disorders faced by children who have learning disabilities are grouped in four criteria: dyslexia, disgrafia, dyscalculia, ADHD. Sample of this study were children of primary school class III and IV are considered to have problems with learning disabilities in the two districts at the county of Kudus who drawn at random. As for primary schools as the place to study as many as 10 elementary schools. Results of research conducted by observation, IQ tests and tests the ability to learn to identify learning disabilities in children of primary school of 209 children obtained the result that the child is having problems reading disabilities (dyslexia) as many as 43 children, children who experience an inability to write (disgrafia) as many as 20 children, children who experience disability numeracy (dyscalculia) as many as 13 children and none having attention disorder with hyperactivity, while based on the results of research on other samples experiencing slow learner disruptions as much as 97 children.]]>
<![CDATA[Peningkatan Kemampuan Daya Ingat Anak Slow Learner Melalui Terapi Kognitif Pada Anak Sekolah Dasar ]]>
<![CDATA[Trubus Raharjo]]>
<![CDATA[ Jurnal Sosial dan Budaya Vol 5, No 1 (2012): Jurnal Sosial dan Budaya ]]>
Publisher : <![CDATA[Lembaga Penelitian Universitas Muria Kudus ]]>
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<![CDATA[Penelitian ini bertujuan untuk meneliti peningkatan kemampuan daya ingat melalui terapi kognitif pada anak slow learner pada siswa sekolah dasar. Penelitian ini dilakukan di SD Karanganyar 1 Kecamatan Karanganyar Kab. Demak sebagai penyelenggara SD Inklusi. Sampel dalam penelitian ini adalah siswa-siswa yang termasuk dalam kategori anak berkebutuhan khusus yang berkategori sebagai anak slow learner (lambat belajar). Sampel dalam penelitian ini berjumlah 00 siswa. Penelitian ini menggunakan jenis penelitian eksperimen dengan memberikan perlakuan kepada siswa melalui terapi kognitif dengan menggunakan metode one group pre test-post test design. Hasil pengolahan data menunjukkan koefisien beda t1.2 sebesar 2,535 dengan p sebesar 0,021 (p kurang dari 0,05). Hal ini juga ditunjukkan dengan perbedaan rerata keduanya yaitu rerata post tes data kemampuan daya ingat siswa SD yang slow learner sebesar 19,11 lebih tinggi dibandingkan dengan retata pre tes data kemampuan daya ingat siswa SD yang slow learner sebesar 16,47. Hasil tersebut menunjukkan bahwa ada perbedaan yang signifikan antara pre tes dan post tes terhadap kemampuan daya ingat anak slow learner pada siswa SD sebelum dan sesudah diberikan perlakukan dengan terapi kognitif. Berdasarkan hasil analisis data menunjukkan ada perbedaan kemampuan daya ingat sebelum dan sesudah dilakukan perlakuan terapi kognitif pada anak slow learner, di mana kemampuan daya ingat anak slow learner lebih tinggi setelah diberikan perlakuan daripada sebelum diberikan perlakukan.]]>
<![CDATA[Pengaruh Stimulasi Visual Untuk Meningkatkan Kemampuan Membaca Pada Anak Disleksia ]]>
<![CDATA[Fajar Kawuryan]]>;
<![CDATA[Trubus Raharjo]]>
<![CDATA[ Jurnal Psikologi: PITUTUR Vol 1, No 1 (2012): Jurnal Psikologi PITUTUR ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
Show Abstract
|
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Full PDF (232.838 KB)
<![CDATA[This study aimed to investigate the influence of visual stimulation on the ability of dyslexic children to read in elementary school. The research was conducted in SD 2 and SD 3 rotten Holy Bae District. The sample inthis study were students in the category of children as dyslexic children (reading disorder). The sample in this study amounted to 21 students. This research uses experimental research by providing treatment to students through visual stimulation using a one group pre test-post test design. Data processing results show t1.2 different coefficient of 3.141 with a p = 0.005 (p smaller than 0.05). It is also indicated by the mean difference in both the average post-test data reading skills of elementary students are dyslexic 170.910 retata higher than pre test data reading skills of elementary school students are dyslexic of 90.173. These results indicate that there is a significant difference between pre test and post test of students' reading ability of dyslexic SD before and after treatment with visual stimulation. Based on the results of data analysis showed no differences in reading ability before and after visual stimulation treatment in children with dyslexia, in which the reading skills of elementary school students that dyslexia is given higher after treatment than before treatment is given.]]>
<![CDATA[Assessment of learning difficulties in the category of children with dyslexia ]]>
<![CDATA[Trubus Raharjo]]>;
<![CDATA[Supra Wimbarti]]>
<![CDATA[ Jurnal Konseling dan Pendidikan Vol 8, No 2 (2020): JKP ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/141600
<![CDATA[This study is aimed to assess the diagnostic criteria for children with dyslexia. The diagnostic criteria are based on behavioral symptoms that appear in children with difficulty in reading and writing. The measurement of criteria of dyslexia is based on the criteria found in the specific learning difficulties category in DSM-5. Measurements were made of children who were considered to have learning difficulties as indicated by the inability and poor learning outcomes. Measurements were by testing the ability to read and write. Research used a qualitative approach with a case study method to obtain a description of the results. Research subjects were conducted on 65 elementary school students who had indications of learning difficulties. The results on the ability to read and write obtained as many as 28 students who were indicated to have criteria of dyslexia. Materials testing with aspects of phonological awareness and orthographic aspects. The next measurement is done by conducting an intelligence test using WISC III. Combining the results of measurements of reading and writing abilities and the results of intelligence tests are used to diagnose children with dyslexia, based on the criteria for indications of dyslexia taken from DSM-5. The results category on children with dyslexia can be diagnosed using one or more of the categories available on DSM-5]]>
