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Praditya, Nickita Kiki
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Si Mama sebagai Media Pembelajaran Interaktif Orientasi Mobilitas Sosial Komunikasi (OMSK) untuk Meningkatkan Kemandirian Peserta Didik Tunanetra Praditya, Nickita Kiki
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 1 (2025): January 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i1.1594

Abstract

This best practice aims to describe the use of Si Mama as an interactive learning media for Communication Social Mobility Orientation (OMSK) which has an impact on increasing the independence of students with special needs. Si Mama is an acronym for Siap Mandiri Bersama. Si Mama is a medium created by the author himself to help blind students increase their independence. Si Mama is implemented in the OMSK class IX at SLB Negeri 1 Bantul. The method for writing best practices uses a qualitative descriptive approach. The stages in this best practice activity consist of the preparation stage, implementation stage and evaluation stage. The author gave a questionnaire to students regarding the evaluation of the use of Si Mama which was then analyzed and used as a basis for determining conclusions. Based on the results of the questionnaire, it is known that there is an increase in the independence of blind students in learning OMSK using the interactive learning media Si Mama. Previous students had less independence and less interactive learning. The needs and abilities for independence in one class. Students who had independence before using Si Mama media were only 48 to 75, using five indicators for very poor, less, sufficient, good and very good (independent). Based on these indicators, it is known that students independence using Si Mama can increase. Thus, it can be concluded that Si Mama is an interactive learning media that can increase the independence of students with special needs.
SEMAR sebagai Media Pembelajaran Orientasi Mobilitas Sosial Komunikasi (OMSK) untuk Meningkatkan Kemandirian Peserta Didik Tunanetra Praditya, Nickita Kiki
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 2 (2024): Edisi Mei 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i2.1029

Abstract

This best practice aims to describe the use of SEMAR as a learning media for Communication Social Mobility Orientation (OMSK) which has an impact on increasing the independence of blind students when pouring water to make a drink. SEMAR means Sensor Aman Menuang Air Minum. SEMAR is a media created by the author to help blind students pour drinking water safely and independently. SEMAR is implemented in OMSK subject, on material to make a drink for class IX at SLB Negeri 1 Bantul. The method of best practices is a qualitative descriptive approach. The stages in this best practice activity consist of the preparation stage, implementation stage and evaluation stage. The author used a questionnaire evaluation of the use of SEMAR, then analyzed it and used it as a base of determining conclusions. Based on the results of the questionnaire, there is an increase in the independence of blind students in making a drink safely in OMSK learning using SEMAR media. Previously, students couldn’t make their own drink yet, it was because they were a little bit afraid of pouring drinking water, especially hot water. The presentation of students who had the independence to make a drink before using SEMAR media were only 50 then 73,75 after using five indicators for very poor, less, sufficient, good and very good (independent). Based on these indicators, it is known that students' independence in making a drink increased using SEMAR media. Thus, it can be concluded that SEMAR as a media that can increase the independence of blind students to make a drink.
Penerapan “Blind SAIH” dalam 7 Kebiasaaan Anak Indonesia Hebat untuk Meningkatkan Penguatan Karakter Murid Hambatan Penglihatan Praditya, Nickita Kiki
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 3 (2025): September 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i3.2188

Abstract

Best practice to support the implementation of 7 KAIH is carried out by making modifications to the Great Indonesian Children's Gymnastics (SAIH) for students with visual impairments. Modifications to the Great Indonesian Children's Gymnastics "Blind SAIH" for students with visual impairments are carried out without changing the essence of the original movements. Modifications are made to the movement modifications, the use of clues for each movement transition and modifications to the count. The application of "Blind SAIH" is implemented every day in the Department of Blindness SLB Negeri 1 Bantul. The method in writing this best practice uses a qualitative descriptive approach. The stages in this best practice activity consist of the preparation stage, the implementation stage and the evaluation stage. The author gave a questionnaire to students regarding the evaluation of the implementation of "Blind SAIH" in particular which was then analyzed and used as a basis for determining conclusions. Based on the results of the questionnaire, it was found that there was an increase in awareness of exercise. Students who had a strengthening character in enjoying exercise used from 55 to 80, using five indicators of independence assessment: very poor, less, sufficient, good and very good. Based on these indicators, it was known that the strengthening of the character to like exercise in students can increase. Thus, it can be concluded that the modification of "Blind SAIH" can increase the strengthening of the character of liking exercise in students with special needs.
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