<![CDATA[This study was motivated by the low pre-writing skills of a first-grade student with Autism Spectrum Disorder (ASD) at SLB Serasi Payakumbuh, where instruction relied on limited and unvaried media. The study aimed to describe the process of using paper clay media and the changes in the student's pre-writing skills following the intervention. It employed the Kemmis and McTaggart Classroom Action Research (CAR) model, involving one student with ASD and the class teacher as a collaborator. Data were collected through observation, interviews, and documentation, then analyzed both qualitatively and quantitatively across two cycles. Each cycle consisted of four sessions comprising the stages of planning, action, observation, and reflection. The results indicated that the student's initial ability fell into the "very low" category, with a score of 0%. After Cycle I, the score rose to 66.7% but did not yet meet the success criteria. Based on reflection and adjustments to the intervention, the score in Cycle II increased to 91.7%, surpassing the minimum success threshold of 75%. The changes in achievement between cycles demonstrate that the use of paper clay media—through manipulative activities such as squeezing, rolling, flattening, pinching, and shaping—can serve as an alternative instructional method to support the pre-writing skills of students with ASD.]]>
Copyrights © 2026
