<![CDATA[Pengabdian kepada masyarakat bertujuan (1) mengedukasi peserta didik disabilitas intelektual (PDDI) tentang pentingnya konsumsi makanan bergizi dan menjaga kebersihan makanan, dan (2) meningkatkan kemandirian PDDI dalam mengelola kebutuhan makan mereka sendiri, mulai dari memilih makanan sehat, menyiapkan makanan, hingga menjaga kebersihan makanan di SLB Putra Mandiri Surabaya. Metode yang digunakan dalam memecahkan masalah mitra diawali dengan pra-tes, pelatihan inservice dan onservice, paska-tes. Peserta sejumlah 9 PDDI yang sudah mampu makan sendiri. Analisis data pra dan paska tes menggunakan uji Wilcoxon signed rank test untuk membandingkan dua kelompok data berpasangan dan P value d untuk mengukur signifikansi. Hasil kegiatan pengabdian melalui praktik disertai pemodelan dapat meningkatkan pengetahuan (Z= -2,371; p=0,018) dan keterampilan menggunakan alat makan, mengambil makanan sesuai porsi isi piringku, etika cara makan menggunakn sendok dn garpu, mencuci alat makan (Z=-2,521; p=0,012) sebagai bekal keterampilan hidup PDDI. Praktik mengambil makanan berbantuan poster “isi piringku” dan etika tatacara makan dilakukan dengan promt fisik dan verbal. Kemampuan motorik halus PDDI meningkat terkait dengan memegang sendok, garpu, menggunakan sendok-garpu, mengambil makanan, makan makanan berkuah, minum dengan gelas, mencuci alat makan yang digunakan dan mengembalikan ke rak piring. Simpulan menunjukkan bahwa deret intervensi modelling dan praktik table manner secara signifikan meningkatkan pengetahuan dan keterampilan peserta didik disabilitas intelektual. Analisis hasil nilai p menginformasikan bahwa intervensi sinergis metode modeling dan praktik langsung meningkatkan aspek kognitif sekaligus keterampilan PDDI. Enhancing Life Skills in Students with Intellectual disabilities through Table Manners and Eco-Literacy Mentoring Abstract The objectives of this community service project are: (1) to educating students with intellectual disabilities on the importance of consuming nutritious food and maintaining food hygiene, and (2) to enhancing the independence of students with intellectual disabilities in managing their own dietary needs, ranging from selecting healthy food and preparing meals to ensuring food cleanliness at SLB Putra Mandiri Surabaya. The method employed to address the partner’s needs involves a pre-test, in-service and on-service training, and a post-test. The participants consisted of nine individuals with intellectual disabilities (PDDI) who were already capable of self feeding. Data were analyzed using a paired t-test to assess the significance of the mean improvement, while Cohen’s d was used to measure the effect size. Conducted through practice combined with modeling, the community service activity resulted in significance improvements. Specifically, knowledge increased (Z= -2.371, p=0,018) and skills improved regarding the use of eating utensils, portioning food according to the “Isi Piringku” guidelines, dining etiquette using a spoon and fork, and washing utensils (Z= -2,521, p= 0.012). Ultimately, this activities successfully equipped the participants with essential life skills. Guided by the “Isi Piringku” poster, the training in food scooping and dining etiquette utilized both physical and verbal prompts. This approach enhanced the students fine motor skills, specifically in holding and using a spoon and fork, scooping food, eating brothy dishes, drinking from a glass, washing utensils, and returning them to the dish rack. In conclusion, the intervention sequence (modeling and table manner practice) significantly enhanced the knowledge and skills of students with intellectual disabilities. Analysis of the p-value indicated that the synergistic intervention combining modeling and hands-on practice enhanced both the cognitive aspects and skills of students with intellectual disabilities.]]>
