<![CDATA[This research was initiated by the low performance of self-care hijab-wearing skills among ninth-grade visually impaired female students at SLB A YAPTI Makassar. The students encountered persistent difficulties in folding the hijab into a triangle, determining its proper position on the head, and independently balancing the right and left sides. The research problem formulations included: (1) what were the students' hijab-wearing skills prior to the implementation of the Peer Tutoring method, (2) what were the skills following the implementation of the Peer Tutoring method, and (3) was there a significant improvement in hijab-wearing skills through the application of the Peer Tutoring method. This study employed a quantitative approach with a descriptive research design. The research subject was a ninth-grade visually impaired female student at SLB A YAPTI Makassar. Data collection techniques were conducted via performance tests and documentation, while data analysis was performed by comparing pretest and posttest scores. The results indicated that the subject’s hijab-wearing skills before the implementation of the Peer Tutoring method were in the very poor category, with a pretest score of 16.7%. Conversely, after the implementation of the Peer Tutoring method, the capability significantly increased to 100%, falling into the excellent category. Consequently, the Peer Tutoring method is highly effective in improving self-care hijab-wearing skills for ninth-grade visually impaired female students at SLB A YAPTI Makassar.]]>
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