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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Jurnal Ners Jurnal Sains dan Teknologi Jurnal Masyarakat Madani Indonesia Jurnal Terapi Wicara dan Bahasa
Roy Romey Daulas Mangunsong
Poltekkes Kemenkes surakarta
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Hubungan Kemampuan Phonological Awareness Terhadap Kemampuan Bahasa Ekspresif Pada Anak Intellectual Disability Di SLB C Setya Darma Surakarta Syadza Arifia Zainati; Roy Romey Daulas Mangunsong
Jurnal Terapi Wicara dan Bahasa Vol. 1 No. 2 (2023): Juni 2023
Publisher : Politeknik Kesehatan Kemenkes Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59686/jtwb.v1i2.58

Abstract

Latar Belakang: Anak Intellectual Disability memiliki masalah komunikasi yang cukup luas. Bahasa merupakan salah satu indikator dalam mengekspresikan pikiran. Phonological Awareness adalah kemampuan untuk memahami dan memanipulasi bunyi bahasa (Azizah, 2021). Tujuan: Penelitian ini bertujuan untuk mengetahui hubungan “kemampuan Phonological Awareness dengan kemampuan bahasa ekspresif pada anak Intellectual Disability di SLB C Setya Darma Surakarta.” Metode: Penelitian ini menggunakan desain penelitian cross sectional. Dalam penelitian ini populasinya 60 anak Intellectual Disability. Teknik pengambilan sampel yang digunakan yaitu purposive sampling dengan 30 responden anak Intellectual Disability di SLB C Setya Darma Surakarta. Data yang telah terkumpul dianalisis secara univariat dan bivariat dengan uji Kendall’s Tau. Hasil: Diperoleh kemampuan phonological awareness pada anak intellectual disability di SLB C Setya Darma Surakarta berada pada nilai kurang mampu (26,7%). Data bahasa ekspresif pada anak intellectual disability di SLB C Setya Darma Surakarta berada pada nilai dibawah rata-rata (26,7%). Hubungan antara kemampuan phonological awareness dengan kemampuan bahasa ekspresif dengan nilai ρ = 0,000 dan r = 0,920. Kesimpulan: Terdapat hubungan kemampuan Phonological Awareness dengan kemampuan bahasa ekspresif pada anak Intellectual Disability di SLB C Setya Darma Surakarta. Background: Children with Intellectual Disabilities have quite extensive communication problems. Language is one indicator in expressing thoughts. Phonological Awareness is the ability to understand and manipulate language sounds (Azizah, 2021). Objectives: This study aims to determine the relationship between "Phonological Awareness ability and expressive language skills in children with Intellectual Disabilities at SLB C Setya Darma Surakarta." Methods: This study used a cross sectional research design. In this study, the population was 60 children with intellectual disabilities. The sampling technique used was purposive sampling with 30 respondents of children with intellectual disabilities at SLB C Setya Darma Surakarta. The collected data were analyzed univariately and bivariately with the Kendall's Tau test. Results: It was found that the ability of phonological awareness in children with intellectual disabilities at SLB C Setya Darma Surakarta was at a disadvantage (26.7%). Expressive language data on children with intellectual disabilities at SLB C Setya Darma Surakarta is at a value below the average (26.7%). The relationship between phonological awareness and expressive language skills is ρ = 0.000 and r = 0.920. Conclusion: There is a relationship between Phonological Awareness ability and expressive language skills in children with Intellectual Disabilities at SLB C Setya Darma Surakarta.
Optimalisasi Peningkatan Kesadaran Orangtua Tentang Faktor Risiko Gangguan Makan Dan Menelan Pada Anak Balita Roy Romey Daulas Mangunsong; Anggi Resina Putri
Jurnal Masyarakat Madani Indonesia Vol. 4 No. 4 (2025): November
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/3m10sa96

Abstract

Gangguan makan dan menelan pada anak balita merupakan masalah kesehatan yang sering kurang diperhatikan, namun berdampak besar terhadap status gizi, pertumbuhan, dan perkembangan anak. Anak dengan gangguan ini berisiko mengalami malnutrisi, hambatan perkembangan, hingga gangguan kesehatan jangka panjang. Faktor lingkungan dan sosial turut berkontribusi, antara lain lingkungan keluarga, kondisi ekonomi, ketersediaan makanan, paparan media, pola asuh makan, serta dukungan sosial orangtua. Rendahnya pengetahuan masyarakat mengenai nutrisi dan teknik pemberian makan yang tepat menjadi salah satu penyebab tingginya kasus gangguan makan dan menelan pada balita di Desa Palur, Kecamatan Mojolaban, Kabupaten Sukoharjo. Tujuan kegiatan ini adalah meningkatkan kesadaran orangtua mengenai faktor risiko dan deteksi dini melalui edukasi interaktif di Posyandu. Media edukasi berupa leaflet dan video sederhana juga disediakan guna mempermudah pemahaman. Metode kegiatan meliputi tahap persiapan, pelaksanaan penyuluhan, serta evaluasi menggunakan survei pre–post untuk mengetahui peningkatan pengetahuan. Hasil evaluasi menunjukkan meningkatnya kemampuan orangtua dalam mengenali tanda gangguan, menerapkan pola makan sehat, serta tersedianya media edukasi berkelanjutan. Kegiatan ini  dapat menurunkan prevalensi gangguan makan dan menelan serta mendukung tumbuh kembang balita secara optimal di Desa Palur.
Hubungan Fungsi Kognitif Dengan Reading Comprehension Pada Anak Dengan Intellectual Disability di SLB Kota Surakarta Muhammad Tegar Afriansyah; Roy Romey Daulas Mangunsong; Setyadi Nugroho
Jurnal Ners Vol. 10 No. 2 (2026): APRIL 2026
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jn.v10i2.56233

Abstract

Penelitian ini menganalisis hubungan fungsi kognitif dengan reading comprehension pada anak intellectual disability di SLB Kota Surakarta. Latar belakang mencakup hak pendidikan, kendala membaca, serta keterbatasan fungsi kognitif yang memengaruhi comprehension. Dengan instrumen terstandarisasi, penelitian ini mengisi gap terkait pemahaman membaca, bukan sekadar kelancaran membaca. Untuk mengetahui apakah terdapat hubungan antara fungsi kognitif dengan reading comprehension pada intellectual disability usia sekolah di SLB Kota Surakarta. Penelitian kuantitatif ini menggunakan desain cross sectional dengan 30 anak intellectual disability di tiga SLB Kota Surakarta. Analisis data menggunakan Spearman Rank Correlation untuk menguji hubungan fungsi kognitif dan reading comprehension. Instrumen yang digunakan adalah Cognitive Linguistic Evaluation dan Tes Pemahaman Membaca, keduanya telah terbukti valid dan reliabel. Penelitian ini menganalisis hubungan fungsi kognitif dengan reading comprehension pada 30 anak intellectual disability di tiga SLB Surakarta. Hasil menunjukkan fungsi kognitif berkategori rendah–sedang, sementara reading comprehension bervariasi nilai 6–22. Analisis Spearman Rank Correlation menyatakan terdapat hubungan positif signifikan, menegaskan bahwa keterbatasan kognitif berpengaruh terhadap reading comprehension dan pemahaman teks anak Intellectual Disability. Hasil penelitian pada 30 anak intellectual disability di tiga SLB Surakarta menunjukkan sebagian besar fungsi kognitif di bawah rata-rata 46,7% dan kemampuan reading comprehension bervariasi nilai 6–22. Analisis Spearman Rank Correlation menemukan hubungan positif signifikan antara fungsi kognitif dan reading comprehension (r = 0,580; p = 0,001). Hal ini menunjukkan peningkatan kognitif berpengaruh pada reading comprehension.
Pengaruh Piomi terhadap Feeding Skills pada Bayi Prematur di Rsud Koja Jakarta Wasiah Kursius Samawati; Roy Romey Daulas Mangunsong; Alfiani Vivi Sutanto
INSOLOGI: Jurnal Sains dan Teknologi Vol. 4 No. 5 (2025): Oktober 2025
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/insologi.v4i5.6554

Abstract

This study aimed to examine the effect of the Premature Infant Oral Motor Intervention (PIOMI) on feeding skills in premature infants at RSUD Koja Jakarta, given that feeding skill dysfunction (mean gestational age 34.03 weeks) often leads to delayed oral feeding and prolonged hospitalization. Utilizing a one-group pretest-posttest quasi-experimental design, 30 premature infants were recruited via purposive sampling. The PIOMI intervention was administered intensively for 6 consecutive days, twice daily, starting at a mean chronological age of 6.8 days. Feeding skills were measured using the Early Feeding Skills Assessment Tool (EFSAT) before and after the intervention, and data were analyzed using the Paired Sample t-Test. Results showed that the mean EFS score significantly increased from 31.37 (pretest) to 47.17 (posttest), yielding a mean improvement of 15.8 points. The hypothesis test produced p < 0.001, indicating a highly significant effect of PIOMI. Furthermore, Cohen's d = 8.560 indicated a very strong, clinically relevant effect size (Very Large Effect). Functionally, 20% of subjects transitioned fully from OGT to oral feeding, and 43.3% increased their oral volume, accompanied by a mean weight gain from 1974.83 gr to 2049.23 gr. It is concluded that PIOMI is highly effective and has a strong clinical impact on improving feeding skills in premature infants, and its implementation as a standard protocol in the NICU is recommended to accelerate feeding independence.
Cognitive Ability and Working Memory as Predictors of Reading Comprehension in Elementary School Students Alfiani Vivi Sutanto; Roy Romey Daulas Mangunsong
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 12, No 2 (2025): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v12i22025p%p

Abstract

This study examines the relationship between cognitive abilities, working memory, and reading comprehension in elementary school students. Using a cross-sectional analytical model, data were collected from 50 students in grades 3 to 6 using standardized instruments that had been adapted and validated to measure cognitive abilities, working memory, and reading comprehension. The results indicate that both cognitive skills and working memory have a positive relationship with reading comprehension, with working memory emerging as the strongest predictor. These results suggest that students' reading comprehension is closely related to their cognitive processing abilities. This study is limited by the relatively small sample size and the use of a cross-sectional design, which restricts causal conclusions. Nevertheless, these findings have important implications for special education and inclusive education practices, particularly in the context of early identification and intervention for students with diverse learning needs. Improvements in working memory and cognitive functioning can serve as a basis for the design of adaptive teaching strategies and support services in elementary school classrooms.
Co-Authors Alfiani Vivi Sutanto Anggi Resina Putri Muhammad Tegar Afriansyah setyadi Nugroho Syadza Arifia Zainati Wasiah Kursius Samawati