Meningkatkan keterampilan memasang kancing melalui media quiet book pada murid dengan disabilitas intelektual sedang

  • Sri Yuwanita 
    Pendidikan Luar Biasa Universitas Negeri Padang
    Indonesia
  • Antoni Tsaputra
    Pendidikan Luar Biasa Universitas Negeri Padang
    Indonesia
  • Nurhastuti Nurhastuti
    Pendidikan Luar Biasa Universitas Negeri Padang
    Indonesia
  • Syari Yuliana
    Pendidikan Luar Biasa Universitas Negeri Padang
    Indonesia

Abstract

Penelitian ini berangkat dari kesulitan seorang murid dengan disabilitas intelektual sedang dalam memasang kancing secara mandiri. Penelitian bertujuan menganalisis efek intervensi media quiet book terhadap keterampilan memasang kancing, yang diukur sebagai persentase ketepatan pelaksanaan lima langkah analisis tugas. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen dalam bentuk Single Subject Research (SSR) desain A-B. Subjek penelitian adalah seorang murid kelas II dengan disabilitas intelektual sedang di SLB Negeri 1 Padang. Fase baseline (A) dilakukan selama empat sesi dan fase intervensi (B) selama delapan sesi. Data dikumpulkan melalui tes perbuatan menggunakan lembar ceklis lima langkah memasang kancing yang disusun berdasarkan analisis tugas, kemudian dianalisis secara visual dalam kondisi dan antar kondisi serta dilengkapi indeks Percentage of Non-overlapping Data (PND). Data baseline stabil pada 30%, sedangkan data intervensi meningkat secara bertahap dari 55% hingga 100% dengan mean level 82,5%. Perubahan level antar kondisi sebesar 25 poin persentase, overlap 0%, dan PND 100% menunjukkan besaran perubahan yang tinggi. Temuan ini menunjukkan bahwa keterampilan memasang kancing meningkat bersamaan dengan penggunaan media quiet book, sehingga media ini berpotensi digunakan guru sebagai sarana latihan bina diri yang konkret dan bertahap. Namun, desain A-B tanpa fase withdrawal atau replikasi tidak dapat menyingkirkan ancaman validitas internal seperti maturasi dan history, sehingga hubungan kausal perlu diverifikasi melalui desain reversal atau multiple baseline.

Keywords
  • Keterampilan memasang kancing, Media quiet book, Disabilitas intelektual sedang, Keterampilan motorik halus, Single subject research
Lisensing Information
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

References
  1. Bahroni, A., Udhiyanasari, K. Y., & Nurhadiyati, A. (2025). Pengaruh Teknik Modeling Terhadap Kemandirian Memasang Kancing Siswa Disabilitas Intelektual Ringan Kelas IV Di SDLB YPAC Jember. Educatio, 20(3), 562–574. https://doi.org/10.29408/edc.v20i3.30405
  2. Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. Journal of Educational Psychology, 105(2), 380–400. https://doi.org/10.1037/a0031084
  3. Damayanti, N. A., & Harsiwi, N. (2025). Peran Guru dalam Meningkatkan Keterampilan Bina Diri Anak Tunagrahita Sedang di SLB Samudra Terra Athena. Ebtida’: Jurnal Pendidikan Dasar Islam, 5(1), 527–542. https://doi.org/10.33379/ebtida.v5i1.7287
  4. Fernandes, J. M. M., de Milander, M., & van der Merwe, E. (2022). The effect of a motor intervention programme for learners identified with moderate to severe intellectual disabilities. Heliyon, 8(10), e11165. https://doi.org/10.1016/j.heliyon.2022.e11165
  5. Foster, H. G., Elliott, T. C., & Ayres, K. M. (2023). Using a tag as a stimulus prompt to increase correct dressing orientation. Research and Practice for Persons with Severe Disabilities, 48(4), 203–214. https://doi.org/10.1177/15407969231205849
  6. Ginting, R. L., Carenina, Z. Y. T., Putri, F. A., Siagian, I. Y., Pratiwi, I. D., Nababan, L. F., Panjaitan, M. C., Domianda, P., & Sembiring, T. A. B. (2023). Penanganan anak tunagrahita dalam bentuk terapi okupasi bina diri. Bima Abdi: Jurnal Pengabdian Masyarakat, 3(2), 167–173. https://doi.org/10.53299/bajpmv3i2.350
  7. Harahap, L., Fadillah, G. F., & Hidayati, A. N. (2026). Personal guidance for students with special needs through self-care programs. ProGCouns: Journal of Professionals in Guidance and Counseling, 7(1), 71–79. https://doi.org/10.21831/progcouns.v7i1.96624
  8. Hartmann, D. P. (1977). Considerations in the choice of interobserver reliability estimates. Journal of Applied Behavior Analysis, 10(1), 103–116. https://doi.org/10.1901/jaba.1977.10-103
  9. Hong, E. R., Ganz, J. B., Mason, R., Morin, K., Davis, J. L., Ninci, J., Neely, L. C., Boles, M. B., & Gilliland, W. D. (2016). The effects of video modeling in teaching functional living skills to persons with ASD: A meta-analysis of single-case studies. Research in Developmental Disabilities, 57, 158–169. https://doi.org/10.1016/j.ridd.2016.07.001
  10. Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179. https://doi.org/10.1177/001440290507100203
  11. Jeoung, B. (2018). Motor proficiency differences among students with intellectual disabilities, autism, and developmental disability. Journal of Exercise Rehabilitation, 14(2), 275–281. https://doi.org/10.12965/jer.1836046.023
  12. Kazdin, A. E. (2021). Single-case experimental designs: Characteristics, changes, and challenges. Journal of the Experimental Analysis of Behavior, 115(1), 56–85. https://doi.org/10.1002/jeab.638
  13. Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26–38. https://doi.org/10.1177/0741932512452794
  14. Lane, J. D., & Gast, D. L. (2014). Visual analysis in single case experimental design studies: Brief review and guidelines. Neuropsychological Rehabilitation, 24(3–4), 445–463. https://doi.org/10.1080/09602011.2013.815636
  15. Ledford, J. R., Barton, E. E., Severini, K. E., & Zimmerman, K. N. (2019). A primer on single-case research designs: Contemporary use and analysis. American Journal on Intellectual and Developmental Disabilities, 124(1), 35–56. https://doi.org/10.1352/1944-7558-124.1.35
  16. Ledford, J. R., & Zimmerman, K. N. (2023). Rethinking rigor in multiple baseline and multiple probe designs. Remedial and Special Education, 44(2), 154–167. https://doi.org/10.1177/07419325221102539
  17. Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis in Practice, 1(1), 37–43. https://doi.org/10.1007/BF03391719
  18. Logan, L. R., Hickman, R. R., Harris, S. R., & Heriza, C. B. (2008). Single-subject research design: Recommendations for levels of evidence and quality rating. Developmental Medicine & Child Neurology, 50(2), 99–103. https://doi.org/10.1111/j.1469-8749.2007.02005.x
  19. Maggin, D. M., Cook, B. G., & Cook, L. (2019). Making sense of single-case design effect sizes. Learning Disabilities Research & Practice, 34(3), 124–132. https://doi.org/10.1111/ldrp.12204
  20. Memisevic, H., & Djordjevic, M. (2018). Visual-motor integration in children with mild intellectual disability: A meta-analysis. Perceptual and Motor Skills, 125(4), 696–717. https://doi.org/10.1177/0031512518774137
  21. Miranti, D., Asmiati, N., & Pratama, T. Y. (2021). Penggunaan media quiet book dalam meningkatkan keterampilan mengancingkan baju pada anak tunagrahita ringan. Jurnal UNIK: Pendidikan Luar Biasa, 6(2), 82–87.
  22. Nida, D. A. D. T. P. P., & Tjakrawiralaksana, M. A. (2018). Teaching self-dressing skill behavior in a child with moderate intellectual disability and low vision with backward chaining technique. In Proceedings of the 1st International Conference on Intervention and Applied Psychology (ICIAP 2017) (pp. 166–177). Atlantis Press. https://doi.org/10.2991/iciap-17.2018.14
  23. Parker, R. I., & Vannest, K. (2009). An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy, 40(4), 357–367. https://doi.org/10.1016/j.beth.2008.10.006
  24. Parker, R. I., Vannest, K. J., & Davis, J. L. (2011). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35(4), 303–322. https://doi.org/10.1177/0145445511399147
  25. Rakap, S. (2015). Effect sizes as result interpretation aids in single-subject experimental research: Description and application of four nonoverlap methods. British Journal of Special Education, 42(1), 11–33. https://doi.org/10.1111/1467-8578.12091
  26. Ramadhani, S. N., & Sudarsini, S. (2018). Media quiet book dalam meningkatkan keterampilan memakai baju berkancing bagi tunagrahita. Jurnal Ortopedagogia, 4(1), 12–16. https://doi.org/10.17977/um031v4i12018p12-16
  27. Saidah, N., Safaruddin, S., Zulmiyetri, Z., & Arnez, G. (2026). Meningkatkan Keterampilan Mengancingkan Baju Menggunakan Media Dressing Frame Pada Anak Disabilitas Intelektual. Pedagogik Journal of Islamic Elementary School, 9(1), 234–250. https://doi.org/10.24256/pijies.v9i1.10052
  28. Schalock, R. L., Luckasson, R., & Tassé, M. J. (2021). An overview of intellectual disability: Definition, diagnosis, classification, and systems of supports (12th ed.). American Journal on Intellectual and Developmental Disabilities, 126(6), 439–442. https://doi.org/10.1352/1944-7558-126.6.439
  29. Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special Education, 8(2), 24–33. https://doi.org/10.1177/074193258700800206
  30. Slocum, S. K., & Tiger, J. H. (2011). An assessment of the efficiency of and child preference for forward and backward chaining. Journal of Applied Behavior Analysis, 44(4), 793–805. https://doi.org/10.1901/jaba.2011.44-793
  31. Tassé, M. J., Luckasson, R., & Schalock, R. L. (2016). The relation between intellectual functioning and adaptive behavior in the diagnosis of intellectual disability. Intellectual and Developmental Disabilities, 54(6), 381–390. https://doi.org/10.1352/1934-9556-54.6.381
  32. Taufan, J., Ardisal, A., & Konitah, K. Y. (2020). Efektivitas model pembelajaran make a match dalam meningkatkan kemampuan membaca permulaan bagi anak disleksia di sekolah dasar penyelenggara pendidikan inklusif. Jurnal Basicedu, 4(4), 1149–1159. https://doi.org/10.31004/basicedu.v4i4.521
  33. Vascelli, L., Artoni, V., & Berardo, F. (2023). Using precision teaching to train motor skills to improve the daily living skills of adolescents with intellectual disabilities. Journal of Developmental and Physical Disabilities, 35, 1–16. https://doi.org/10.1007/s10882-022-09842-z
  34. Vuijk, P. J., Hartman, E., Scherder, E., & Visscher, C. (2010). Motor performance of children with mild intellectual disability and borderline intellectual functioning. Journal of Intellectual Disability Research, 54(11), 955–965. https://doi.org/10.1111/j.1365-2788.2010.01318.x
  35. Wuang, Y.-P., Wang, C.-C., Huang, M.-H., & Su, C.-Y. (2008). Profiles and cognitive predictors of motor functions among early school-age children with mild intellectual disabilities. Journal of Intellectual Disability Research, 52(12), 1048–1060. https://doi.org/10.1111/j.1365-2788.2008.01096.x

Similar Articles

<< < 7 8 9 10 11 12 13 14 15 16 > >> 

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)

Downloads

PDF

Statistic

Abstract Views
: 49 times
PDF
: 18 times