Buku Panduan Aman untuk Mengajarkan Keterampilan Bina Diri Berpakaian pada Anak Tunagrahita

Adelin Australiati Saragih, Budi Andayani

Abstract


One of the daily living skills that is less acquired by the intellectually disabled children is dressing skill. Mother of the intellectually disabled children very often assist them to put on their dresses. Their mothers are often reluctant to train them to put on their attires appropriately by themselves due to the lack of information on the ways to train appropriate dressing. The objective of this study was to validate guide book AMAN (Anak MAndiri berpakaiaN), which was aimed to be used by mothers to train the self dressing skill to their intellectually disabled children. The validating process of the book was done by applying content validity test by involving 7 expert panelists who scored the contents of the guide book. The implementation of this guide book was studied using quasi experiment method with one group pretest-posttest design involving 15 subjects. The findings indicated that the guide book AMAN has a significant content validity with V values ranging from 0.71 to 0.91 on each aspect of its content. The guide book AMAN potentially increased the parents’ knowledge in training dressing skills to intellectually disabled children with z value of -3.205 (p < 0.05).

Keywords


daily living skills; dressing skills; guide book AMAN; intellectual disability; parents

References


American Psychological Association (APA). (2000). Diagnostic and statistical manual of mental disorder. New York: American Psychiatric Association.

Azwar, S. (2013). Reliabilitas dan validitas (Edisi keempat). Yogyakarta: Pustaka Pelajar.

Badan Penelitian dan Pengembangan Kesehatan. (2010). Riset kesehatan dasar (Riskesdas). Jakarta: Kementerian Kesehatan RI.

Cavcakytar, A. (2007). Turkish parents as teachers: Teaching parents how to teach self-care and domestic skills to their children wih mental retardation. Education and Training in Developmental Disabilities, 42(1), 85-93.

Detrich, R., & Highbee, T. S. (2010). Teaching functional life skills to children with developmental disabilities. Acquisition, genera-lization and maintenance. In: Peacock, G. G., Ervin, R. A., Daly, e. J., & Merrell, K. W., Practical Handbook of School Psychology. New York: The Guilford Press.

Duffy, S. A. B. (2007). Adaptive behavior. In: Jacobson, J. W., Mulick, J. A. & Rojahn, J. Handbook of Intellectual and Developmental Disabilities, Issues in Clinical Child Psychology. USA: Springer Science + Business Media, LLC.

Endo, G., T., Sloane, Howard, N., Hawkes, T., W. & Jenson, W., R. (1991). Reducing child whining through self-instructional parent training materials. Child & Family Behavior Therapy, 13(3), 41-58, doi: 10.1300/J019v13n03_03.

Friend, M., & Bursick, W. D. (2012). Including students with special needs: A practical guide for classroom teachers (Edisi keenam). New Jersey: Pearson Education, Inc.

Gibson, M. (2002). The self directed learning handbook. Jossey-Bass: San Francisco.

Green, S., E. (2007). “We’re tired, not sad”: Benefits and burdens of mothering a child with a disability. Social & Medicine, 64(1), 150-163. doi: 10.1016/j.socscimed.2006.08.025

Hallahan, D., Kauffman, J., & Pullen, P. (2012). Exceptional learner (Edisi kedua belas). Amerika: Pearson Education, Inc.

Heward, W. L. (2006). Exceptional children an introduction to special education. NJ: Merill, Pearson Education Inc.

Hiemstra, R. (1994). Self-directed learning. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (Edisi kedua), Oxford: Pergamon Press.

Kementerian Pendidikan dan Kebudayaan. (2006). Panduan Pelaksanaan Kurikulum Pendidikan Khusus, Program Khusus Bina Diri, Sekolah Dasar Luar Biasa Tunagrahita Sedang (SDLB-C1). Jakarta: Direktorat Pembinaan Sekolah Luar Biasa.

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Cambridge Adult Education: Englewood Cliff.

LaRue, R. H., Manente, C. J., Dashow, E., & Sloman, K. N. (2016). Functional skills. In: Singh, N.N., Handbook of  Evidence-based Practices in Intellectual and Developmental Disabilities. Switzerland: Springer International Publishing.

Malone, H. I. C., Fleming, C., Chung, Y. C., Wheeler, G. M., Basbagill, A. R., & Singh, A. H. (2011). Teaching daily living skills to seven individual with severe intellectual disabilities: A comparison of video prompting to video modeling. Journal of Positive Behavior Interventions, 13(3), 144-153. doi: 10.1177%2F1098300710366593

Mangunsong, F. (2009). Pendidikan anak berkebutuhan khusus. Depok: LPSP3 Fakultas Psikologi Universitas Indonesia.

McIntyre, L., L. (2008). Parent training for young children with developmental disabilities: randomized controlled trial. American Journal on Mental Retardation, 113(5), 356-368. doi: 10.1352/2008.113:356-368

Merriam, S., B. (2001). Andragogy and self-directed learning pillars of adult learning theory. New Direction for Adult and Continuing Education, 89, 3- 13. doi: 10.1002/ace.3

Mohsin, M. N., Khan, T. M., Doger, A. H., & Awan, A. S. (2011). Role of parents in training of children with intellectual disability. International Journal of Humanities and Social Science, 1(9), 78-88.

Kerenhappachu, M. S.., & Sridevi, G. (2014). Care giver’s burden and perceived social suport in mothers of children with mental retardation. International Journal of Scientific and Research Publications, 4(4), 1-7.

Mottaghipour, Y., & Bickerton. (2005). The pyramid of family care: A framework for family involvement with adult mental health services. Toronto: Prentice Hall Health.

Narayan, J., & Kutty, A. T. T. (2001). Dressing skill training in the mentally retarded persons: A package for trainers. Bowenpally: National Institute for the Mentally Handicapped.

Pierangelo, R., & Giuliani, G. (2007). Special education eligibility. A step-by-step guide for educators. USA: Corwin Press.

Russell, J. D., & Johanningsmeier, K. A. (1981). Improving competence through modular instruction. USA: Kendal/ Hunt Publishing Company.

Ruteere, R. K. (2013). Effectiveness of teaching methods for daily-living skills to learners with mental retardation in special units in primary schools, Kasarani Sub-county, Kenya (Tesis tidak dipublikasikan). The School of Education of Kenyatta University, Kenya.

Ruteere, R. K., Mutia, J. M., Mwoma, T., & Runo, M. (2015). Challenges experienced in teaching daily living skills to learners with mental retardation. Journal of Education and Practice, 6(18), 159-163.

Sattler, J. M. (2002). Assesment of children: Behavioral and clinical applications. San Diego: Jerome M. Sattler Publisher, Inc.

Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA, US: Houghton, Mifflin and Company.

Simamora, R., S. (2009). Buku ajar pendidikan dalam keperawatan. Jakarta: EGC.

Susanti, L. (2013). Meningkatkan kemampuan memakai seragam sekolah melalui media model bagi anak tunagrahita ringan. Jurnal Ilmiah Pendidikan Khusus, 1(2), 92-108. doi: 10.24036/jupe11490.64

Susilana, R. & Riyana, C. (2009). Media pembelajaran: Hakikat, pengembangan, pemanfaatan dan penilaian. Bandung: CV Wacana Prima.

Snow, C. E. (2002). Reading for understanding. Santa Monica: RAND Education.

Taras, M. E., & Matese, M. (1990). Acquisition of self-help skills. In: Matson, J. L. (Ed.), Handbook of behavior modification with the mentally retarded second edition (pp. 273-303). New York: Springer Science + Business Media.

Udonwa, R. S., Iyam, M. A., Osuchukwu, N. C., Ofem, O. M. E., Etim, J. J., & Ikong, M. A. (2015). Mentally retarded children and deficits in daily living skills: Case study of Calabar municipality local government area, Cross River State, Nigeria. IOSR Journal of Research & Method in Education, 5(2), 21-26.

Watson, L. S., & Uzzel, R. (1981). Teaching self-help skills to the mentally retarded. In Matson, J. L., & McCartney, J. R. (Eds), Handbook of behavior modification with the mentally retarded (pp. 151-175). New York: Plenum Press.

Woolley, G. (2011). Reading comprehension: Assisting children with learning difficulties. London: Springer.

Wu, P. F. Malone, H. I. C., Wheaton, J. E., & Tullis, C. A. (2014). Using video prompting with different fading procedures to teach daily living skills: A preliminary examination. Focus on Autism and Other  Developmental Disabilities, 31(2), 1-11. doi: 10.1177/1088357614533594.


Full Text: PDF

DOI: 10.22146/gamajpp.49957

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Gadjah Mada Journal of Professional Psychology (GamaJPP)

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