Articles
<![CDATA[Shibori Skills to Improve Fine Motor Ability of Children with Autism ]]>
<![CDATA[Elisa Julianti]]>;
<![CDATA[Fatmawati Fatmawati]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 6, No 2 (2019): December ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um029v6i22019p17-21
<![CDATA[This study aims to improve the fine motor skills of autistic children through shibori skills. Problems that occur in the process of learning skills in SLB Autisma YPPA Padang are students who experience obstacles in fine motor skills such as difficulty, also the learning process that is given by teachers about shibori is less varied due to the lack of teacher knowledge about shibori. Based on this problem, this study was conducted to prove that shibori skills can improve fine motor skills for autistic children. This type of research is classroom action research that uses two cycles. The results of this study prove that shibori skills can improve fine motor skills for autistic children in SLB Autisma YPPA Padang]]>
<![CDATA[Metode Drill dalam Meningkatkan Keterampilan Membuat Tas Makrame untuk Anak Tunarungu di SLB Bina Bangsa ]]>
<![CDATA[Yuliza Salma]]>;
<![CDATA[Fatmawati Fatmawati]]>
<![CDATA[ Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol 4 No 3 (2019) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta ]]>
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DOI: 10.14421/jga.2019.43-04
<![CDATA[This study discusses vocational skills in making makrame bags for deaf children. This research is a classroom action research. The aim is to improve the ability of children to make makrame bags and to determine the effectiveness of the drill method for learning in the classroom. The research method used is class action research that is to improve teacher performance through the e drill method. This research consists of cycle I and cycle II. in the initial condition of the child 33%, this is because it has not been given maximum training, so the researcher uses the drill method. in the first cycle the first meeting of the child obtained 42%, the second meeting 66%, the third meeting 75% and the fourth meeting 83% but in the core part of the child still needed help so it needs to be continued for the second cycle. both students get 83%, the third meeting gets 91%, at the last meeting students reach 91%, so proven by the drill method can increase the ability of deaf students to know the process of making makrame bags.]]>
<![CDATA[Mentally Disabled Sex Education through Powerpoint Media ]]>
<![CDATA[Nurhusni Nurhusni]]>;
<![CDATA[Fatmawati Fatmawati]]>
<![CDATA[ EDUCATIO : Journal of Education Vol 4 No 2 (2019): November 2019 ]]>
Publisher : <![CDATA[STAI Miftahul Ula Nganjuk ]]>
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DOI: 10.29138/educatio.v4i2.185
<![CDATA[This research is motivated by problems about four students who experience problems in self-development, especially in understanding adolescent sex education. Based on observations, students do not understand about adolescent sex, so that makes students not aware of the physical and biological changes that occur in him. The purpose of this study is to improve children's understanding of adolescent sex education through powerpoint media. The research method used was classroom action research consisting of two cycles. Each cycle consists of four face-to-face meetings that are carried out in several stages, namely planning, implementing actions, observing, and reflecting. Data collection techniques used were observation, documentation, and tests. The results of this study indicate that the learning process of sex education through power points for Grade VII mentally retarded persons. Children's understanding of adolescent sex education has increased through the use of powerpoint media. So it can be concluded that the implementation of sex education learning can be increased through powerpoint media for mild mental retardation.]]>
<![CDATA[Efektivitas Media Flipbook Berbasis Praktek Langsung Dalam Meningkatkan Keterampilan Vokasional Membuat Puding Ubi Ungu Pada Anak Tunarungu Kelas VIII di SLB N Padang Sidempuan ]]>
<![CDATA[Nur Hayati Harahap]]>;
<![CDATA[Fatmawati Fatmawati]]>
<![CDATA[ Jurnal Penelitian Pendidikan Khusus Vol 9, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/juppekhu1107700.64
<![CDATA[This study describes the vocational skills of making purple yam pudding in grade VIII deaf children at SLB N Padang Sidempuan, where purple yam pudding is a dessert. The purpose of this research is to find out if direct practice-based flipbook media can be effective in improving vocational skills of making sweet potato pudding in grade VIII deaf children at SLB N Padang Sidempuan. Type of research used by researchers is a type of experimental research design one group pretest-postest. The technique for data collection used by researchers is through observation to see the initial condition of learners (pretest) in making purple yam pudding, then given treatment using flipbook media based on direct practice in making purple yam pudding and the last one is (postest) to see the ability of learners in making purple yam pudding after treatment. Then the results can be processed and compared using nonparametric statistical tests using wilcoxon sign rank test with SPSS 23 program.The results of this study showed that flipbook media based on direct practice is effective in improving vocational skills in making purple yam pudding in grade VIII deaf children at SLB N Padang Sidempuan.]]>
<![CDATA[Meningkatkan Kemampuan Motorik Halus Anak Autis Melalui Keterampilan Shibori Kelas VII di SLB Autisma YPPA Padang ]]>
<![CDATA[Elisa Julianti]]>;
<![CDATA[Fatmawati Fatmawati]]>
<![CDATA[ Jurnal Penelitian Pendidikan Khusus Vol 6, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Penelitian ini bertujuan untuk meningkatkan kemampuan motorik halus anak autis melalui keterampilan shibori. Permasalahan yang terjadi dalam proses pembelajaran keterampilan di SLB Autisma YPPA Padang adalah siswa yang mengalami hambatan pada kemampuan motorik halusnya seperti kesulitan dalam mengikat, menulis, melipat, menggunting dan lain-lain, juga pembelajaran yang diberikan guru tentang shibori kurang bervariasi dikarenakan masih minimnya pengetahuan guru tentang shibori. Hal ini dibuktikan dengan hasil guntingan anak yang tidak rapi, hasil lipatan tidak simetris,hasil ikatan tidak kuat dan kemampuan anak masih rendah dalam keterampilan membuat shibori. Berdasarkan masalah tersebut, penelitian ini dilakukan untuk membuktikan bahwa keterampilan shibori dapat meningkatkan kemampuan motorik halus untuk anak autis. Jenis penelitian ini adalah penelitian tindakan kelas yang menggunakan dua siklus. Hasil penelitian ini membuktikan bahwa keterampilan shibori dapat meningkatkan kemampuan motorik halus bagi anak autis di SLB Autisma YPPA Padang.]]>
<![CDATA[UPAYA MENINGKATKAN KEMAMPUAN MEMBACA KATA MELALUI METODE GLOBAL BAGI ANAK KESULITAN BELAJAR ]]>
<![CDATA[Yulida Putri]]>;
<![CDATA[Fatmawati Fatmawati]]>;
<![CDATA[Damri Damri]]>
<![CDATA[ Jurnal Penelitian Pendidikan Khusus Vol 2, No 3 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jupe20510.64
<![CDATA[This study starts from the fact that in SLB Lumin Alisa child encountered reading learning disabilities, especially reading the word. From the observation, the child struggles with reading words while reading children often omit syllables in mid-word. This study, using experimental approaches in the form of Single Subject Research (SSR) using AB design. The subject was one of those kids learning disabilities. Consistent assessment conducted in several parts of words and pictures that can be read and dijodohkkan correctly. Analysis of the data in this study is the visual data in the form of graphs. In the baseline condition (A) was 7x meeting, the initial condition of the child with the child the value of 3 in the first meeting, the intervention condition (B) is done using methods 7x meeting global, ascending the child's ability to reach 5 questions that were answered correctly for the next meeting able to complete 9 questions answered correctly. Thus the proposed hypothesis can be accepted, so by using the global method can improve the reading skills for children learning disabilities in special schools Lumin Alisa Balai Gadang Padang. Teachers and researchers suggest further research in order to use global methods to improve the child's reading ability.]]>
<![CDATA[MENINGKATKAN KETERAMPILAN MEMBUAT KERIPIK KENTANG MELALUI METODE LATIHAN BAGI ANAK TUNARUNGU ]]>
<![CDATA[Aspuriyah Aspuriyah]]>;
<![CDATA[Kasiyati Kasiyati]]>;
<![CDATA[Fatmawati Fatmawati]]>
<![CDATA[ Jurnal Penelitian Pendidikan Khusus Vol 2, No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jupe9790.64
<![CDATA[This study aimed to: 1) Determine the implementation process in improving skills to make potato chips through training methods and 2) prove that the method of exercises can improve the skills of making potato chips in deaf children class V SDLB 20 Nanbalimo Solok City.This study removed using action research method (Classroom Action Research) conducted in collaboration with colleagues. Data were collected through observation and testing techniques, and then analyzed qualitatively and quantitatively. The results showed that 1) the implementation process in improving skills to make potato chips through training methods done in two cycles. Cycle I conducted five meetings with the goal of cycle "so that children are able to recognize and process the material for making potato chips." While the second cycle followed by "frying potato chips" conducted in four sessions. Activities carried out by following the flow of the cycle: planning, implementation, observation and reflection. 2) The results of the study proved that the child's children's ability to make potato chips with current training methods of increased. It proved: results asessmen Learning outcomes: children's ability to make potato chips with current training methods of assessment are: IN is (43.3%), while SC only (36.7%). After being given a lesson in the first cycle with training methods and cognitive ability for making potato chips IN is (86,7%) and SC was (80%). Cycle II results obtained IN (100%) and (93,3%) have been able to perform independently. It can be concluded that the method of exercises can improve the skills of making potato chips in deaf children class V SDLB 20 Nanbalimo Solok City. Keterampilaan suggested to teachers to use teaching methods in practice other skills.]]>
<![CDATA[Efektivitas Pendekatan Concrete Representational Abstract (CRA) untuk Meningkatkan Pemahaman Konsep Penjumlahan Bilangan Cacah bagi Siswa Diskalkulia ]]>
<![CDATA[Agmi Almanawara]]>;
<![CDATA[Fatmawati Fatmawati]]>
<![CDATA[ Jurnal Penelitian Pendidikan Khusus Vol 9, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Penelitian ini menguji keefektivan pendekatan Concrete Representational Abstract (CRA) sebagai intervensi untuk mengukur apakah ada peningkatan pemahaman konsep penjumlahan bilangan cacah siswa diskalkulia. Rendahnya pemahaman konsep penjumlahan bilangan cacah siswa diskalkulia membuat siswa kesulitan mengerjakan soal penjumlahan bilangan cacah khususnya penjumlahan satuan dengan satuan. Metodologi penelitian yang peneliti gunakan pada penelitian ini Single Subject Research (SSR) menggunakan desain A-B-A, peneliti menggunakan teknik analisis visual grafik untuk menganalisis data. Hasil penelitian menunjukan peningkatan pada pemahaman konsep penjumlahan bilangan cacah dengan mendapatkan skor di atas rata-rata ketuntasan, arah positif dengan mean level kondisi A1 (23,35) sedangkan kondisi intervensi dan kondisi A2 lebih tinggi dibanding kondisi A1 yaitu mean level intervensi (79,15) dan mean level A2 (98,325). Kesimpulan dari perolehan data bahwa penggunaan pendekatan CRA efektif bagi siswa diskalkulia dalam meningkatkan pemahaman konsep penjumlahan bilangan cacah.]]>
<![CDATA[Peranan Teman Sebaya dalam Orientasi dan Mobilitas Lingkungan Sekolah pada Siswa Tunanetra di SMKN 7 Padang ]]>
<![CDATA[Ayu Ermayuni]]>;
<![CDATA[Fatmawati Fatmawati]]>
<![CDATA[ Jurnal Penelitian Pendidikan Khusus Vol 7, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[The problem examined in this study is the role of peers who are intended as an alert companion to the environment and mobility in the school environtment for blind students. This study aims to describe the implementation of relationships and mobility, what happens and how to solve problems. This study uses a qualitative descriptive method. Universal distributed data techniques, interviews, and documentation. The results of the study indicate that peer assignments and travel as a companion help in giving directions or direction to blind students. Constraints related to road conditions, stairs and mastery of techniques. An attempt is made to give an injection first. So it can be concluded that there is still a lack of mastery of techniques by blind or alert students.]]>
<![CDATA[Meningkatkan Keterampilan Menanam Kunyit Melalui Metode Demonstrasi pada Anak Tunagrahita Ringan ]]>
<![CDATA[Bayu Perdana Aryand]]>;
<![CDATA[Fatmawati Fatmawati]]>
<![CDATA[ Jurnal Penelitian Pendidikan Khusus Vol 7, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[The purpose of this research is to describe the process of improving skills of planting saffron through the method of demonstrasion. Researcher used methods classroom action research. The results showed that planting turmeric learning through demonstration method is done in two cycles can be increased. Where the learning process carried out observations of teachers through observation guide format that initial activity. Results obtained final meeting of the second cycle that teachers obtain a value of 100%. The first cycle of four meetings and the second cycle of four meetings. It can be seen from the data before the given action, where the ability of the child while doing 16 steps to grow saffron namely: M is (55%), and O is (44%). While at the end of the first cycle capability M increased (70% ), and O (64%). In the second cycle capability M increased to (83% ), and O (83%).]]>
