ABSTRAK
Idawati, Dede. 2019. Pengembangan Desain Kurikulum Fungsional Orientasi Mobilitas, Sosial dan Komunikasi Bagi Anak Tunanetra Usia transisi 7-8 tahun. Disertasi Program Studi Teknologi Pascasarjana, Universitas Negeri Surabaya. Promotor I: Prof. Dr. Masitoh, M.Pd., Promotor II: Dr. Bachtiar Syaiful Bachri, M.Pd
Kurikululum fungsional Orientasi Mobilitas, Sosial dan Komunikasi (OMSK) diartikan sebagai keterampilan sehari-hari yang dibutuhkan untuk hidup, bekerja, menjalin hubungan dengan orang lain maupun memanfaatkan waktu luang. Penelitian ini bertujuan untuk menghasilkan desain kurikulum fungsional Orientasi Mobilitas, Sosial dan Komunikasi (OMSK) bagi anak tunanetra usia transisi 7-8 tahun. Subyek penelitian ini adalah 3 anak tunanetra usia transisi 7-8 tahun bertempat di SLB AB. Kemala Bhayangkari 2 Gresik.
Penelitian ini menggunakan desain Penelitian dan Pengembangan, dilakukan melalui 3 tahap yaitu: (1) tahap awal, (2) tahap pengembangan, (3) tahap pengujian. Desain Kurikulum Fungsional Orientasi Mobilitas, Sosial dan Komunikasi bagi anak tunanetra usia transisi 7-8 tahun hasil dari adopsi desain pembelajaran Texas Deaflind Outreach. Blind’s Association dan Morrison, Ross, Kalman, Kemp (2011) menjadi 9 tahapan : (1) Instructional Problems, (2) Learner Characteristic, (3) Task Analysis, (4) Instructional Objectives, (5) Content Squencing, (6) Instructional Strategies, (7) Instructional Delivery, (8) Revision, (9) Sumative Evaluation. Bentuk hasil pengembangan desain kurikulum fungsional Orientasi Mobilitas, Sosial dan Komunikasi (OMSK) bagi anak tunanetra usia transisi 7-8 tahun bebentuk melingkar yang sifatnya tidak kaku disesuaikan dengan kebutuhan anak tunanetra. Proses pengumpulan data dilakukan melalui observasi, wawancara, dokumentasi, dan tes perbuatan. Analisis data dilakukan dengan pemberian tes perbuatan melalui task analysis dengan nilai 4 apabila anak mampu dengan mandiri tanpa bantuan, nilai 3 apabila anak mampu dengan bantuan 50%, nilai 2 apabila anak mampu dengan bantuan 25% dan nilai 1 apabila anak dengan bantuan secara penuh.
Hasil dari penelitian ini menunjukkan (1) desain kurikulum fungsional Orientasi Mobilitas, Sosial dan Komunikasi (OMSK) layak digunakan bagi anak tunanetra usia transisi 7-8 tahun, hal ini sebagaimana ditunjukkan dengan hasil penilaian oleh ahli desain 82 % dan ahli materi 77 % (2) kefektifan kemampuan masing-masing subyek penelitian dalam meyelesaikan task analysis menunjukkan adanya kemajuan yang signifikan antara hasil pre-test dan post-test ketiga anak tunanetra dalam materi pembelajaran toilet training. Skor rata-rata kefektifan desain pre-test (29) kategori tidak efektif, sedangkan skor rata-rata kefektifan post-test (70) kategori sangat efektif. Efektifitas ketiga subyek menggunakan N-gain diperoleh EL kategori high (0,85) (<0,85>) ≥ 0,7, ZH memperoleh skor (0,61) 0,7>(<0,61>) ≥ 0,3 kategori medium, dan AH memperoleh skor (0,77) (<0,77>) ≥ 0,7 dalam kategori high. Maka, dapat disimpulkan bahwa desain kurikulum fungsional Orientasi Mobilitas, Sosial dan Komunikasi (OMSK) sangat efektif dan layak digunakan dalam memfasilitasi anak tunanetra usia transisi 7-8 tahun dalam pembelajaran toilet training.
ABSTRACT
Idawati, Dede. 2019. Development of Functional Curriculum Design Mobility, Social and Communication Orientations for Blind Children Transitional ages 7-8 years. Dissertation of the Postgraduate Technology Study Program, Surabaya State University. Promoter I: Prof. Dr. Masitoh, M.Pd., Promoter II: Dr. Bachtiar Syaiful Bachri, M.Pd
Functional curicululum Orientation of Mobility, Social and Communication (CSOM) is defined as the daily skills needed to live, work, establish relationships with other people and make use of leisure time. This study aims to produce a functional curriculum design for Mobility, Social and Communication Orientation (CSO) for blind children of transition age 7-8 years. The subjects of this study were 3 transitional children aged 7-8 years at SLB AB. Kemala Bhayangkari 2 Gresik.
This research uses Research and Development design, carried out through 3 stages, namely: (1) the initial stage, (2) the development stage, (3) the testing phase. Functional Curriculum Design Mobility, Social and Communication Orientation for transitional blind children 7-8 years old results from the adoption of the Texas Deaflind Outreach learning design. Blind's Association and Morrison, Ross, Kalman, Kemp (2011) become 9 stages: (1) Instructional Problems, (2) Learner Characteristic, (3) Task Analysis, (4) Instructional Objectives, (5) Content Squencing, (6) Instructional Strategies, (7) Instructional Delivery, (8) Revision, (9) Suative Evaluation. The results of the development of functional curriculum design Orientation of Mobility, Social and Communication (CSO) for blind children aged 7-8 years are circular in shape that are not rigid in nature adapted to the needs of blind children. The process of collecting data is done through observation, interviews, documentation, and deed tests. Data analysis is done by giving an action test through task analysis with a value of 4 if the child is able to independently without help, value 3 if the child is capable of 50% assistance, value 2 if the child is able to help with 25% and value 1 if the child is fully assisted.
The results of this study indicate (1) the functional curriculum design Orientation of Mobility, Social and Communication (CSO) is feasible for blind children aged 7-8 years, this is as indicated by the results of assessment by design experts 82% and material experts 77% ( 2) the effectiveness of the ability of each research subject in completing task analysis shows that there is significant progress between the results of the three blind children pre-test and post-test in toilet training learning material. The average score of the effectiveness of the pre-test design (29) category was ineffective, while the average score of the effectiveness of the post-test (70) category was very effective. The effectiveness of the three subjects using N-gain was obtained by EL high category (0.85) (<0.85>) 7 0.7, ZH obtained a score (0.61) 0.7> (<0.61>) ≥ 0, 3 medium categories, and AH scored (0.77) (<0.77>) 7 0.7 in the high category. So, it can be concluded that the functional curriculum design of Mobility, Social and Communication Orientation (CSO) is very effective and feasible to use in facilitating the transition age 7-8 years blind children in toilet training learning.
Key Word : Blind Childre, Design,Curicular Fungtional, OMSK