ABSTRAK

Kurnia Maharani. 2018. Pengaruh Model Pembelajaran Inquiry Berbasis Gaya Belajar Visual Auditori Kinestetik (VAK) Terhadap Kemampuan  Mengenal Konsep Bilangan dan Perilaku “Talk Active” Anak “Attention Deficit Hyperactivity Disorder” (ADHD). Tesis, Program Studi Pendidikan Luar Biasa, Program  Pascasarjana Universitas Negeri Surabaya.Pembimbing  (1) Dr. Hj. Asri Wijiastuti, M.Pd.,(2) Prof. Dr. H. Muhari

Kata Kunci : Inquiry berbasis VAK, Konsep Bilangan, Perilaku “Talk Active”  Anak (ADHD).

Anak ADHD memiliki kelemahan pada memori kerja mereka, yang menyebabkan  kesulitan pada masalah  manipulasi informasi verbal dan nonverbal. Khususnya dalam pengetahuan aritmatika, algoritma dan pemecahan masalah. selain itu Anak  ADHD di sekolah sering  tidak berada di kursi mereka saat seharusnya duduk atau jika mereka duduk di kursi, mereka tidak mampu bertahan lama. Mereka akan berbicara terus menerus, berteriak mengganggu teman-teman lain, berlari dan melompat tanpa tujuan yang jelas dan tidak ada satupun tugas akademis yang dapat diselesaikan. Penelitian ini bertujuan untuk membuktikan pengaruh model pembelajaran inquiry berbasis gaya belajar VAK terhadap kemampuan mengenal bilangan dan perilaku talk active anak ADHD.

Pendekatan Penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif jenis eksperimen diterapkan dalam penelitian Single Subject Research (SSR), dengan desain Reversal A-B-A-B. Subjek penelitian ini 2 anak ADHD, dengan karakteristik yang berbeda dalam mengikuti pembelajaran di kelas. teknik pengumpulan data perilaku talk active  melalui pengamatan pada setiap sesi-fase, dan data kemampuan mengenal  bilangan melalui tes. Analisis data frekuensi untuk perilaku dan untuk kemampuan mengenal konsep bilangan anak ADHD digunakan analisis Wilcoxon Signed Rank Test menggunakan software SPSS    .

Hasil  pre-tes dan pos-tes diperoleh  nilai Z yang didapat sebesar   -1,342 dengan p value (Asymp. Sig 2 tailed) sebesar 0,180 lebih besr dari batas kritis penelitian 0,05, serta diperoleh data pada fase baseline 1 subjek HA memperoleh  25,2  AB  24,4  pada fase intervensi 1 subjek  HA memperoleh  20,6 dan AB memperoleh 18,2 pada fase baseline 2 subjek HA memperoleh  22,5  AB  19 dan  pada fase intervensi 2  subjek  HA memperoleh 19,3 dan AB memperoleh 17, sehingga dapat disimpulkan tidak ada pengaruh dengan taraf signifikansi tabel 0.05 terhadap kemampuan mengenal konsep bilangan akan tetapi cukup signifikan dalam pengurangan perilaku talk active anak ADHD.

ABSTRACT

Kurnia Maharani. 2018. The Impact of Inquiry Learning Models Based on Learning Styles of Visuals Auditory Kinesthetic (VAK) Against Ability to Know Number Concepts and  "Talk Active" Behavior " Children with “Attention Deficit Hyperactivity Disorder" (ADHD). Thesis, Special Education Study Program, Surabaya State University Postgraduate Program. Promotor (1) Dr. Hj. Asri Wijiastuti, M.Pd., (2) Prof. Dr. H. Muhari

Keywords: Inquiry based VAK, Number Concept, "Talk Active" Behavior Children  with (ADHD).

Children with ADHD have weaknesses in their working memory, which causes difficulties in the problem of verbal and nonverbal information manipulation. Especially in arithmetic knowledge, algorithms and problem solving. other than that ADHD children in school often are not in their seats when they are supposed to sit or if they sit in a chair, they cannot last long. They will talk continuously, shouting annoying other friends, running and jumping without clear goals and none of the academic tasks that can be completed. This study aims to prove the effect of inquiry learning models based on VAK learning styles on the ability to recognize the number and talk active behavior of children’s with ADHD.

The research approach used in this study is a qualitative type of experimental research applied in the Single Subject Research (SSR) research, with the A-B-A-B Reversal design. The subjects of this study were 2 children with ADHD, with different characteristics in participating in classroom learning. Data collection techniques of active talk behavior through observation at each phase-session, and data on the ability to recognize numbers through tests. Analysis of frequency data for behavior and for the ability to recognize the concept of numbers of ADHD children used Wilcoxon Signed Rank Test analysis using SPSS software.

The results of the pre-test and post-test obtained Z value obtained at -1.342 with p value (Asymp. Sig 2 tailed) of 0.180 greater than the critical limit of the 0.05 study, and obtained data on the baseline phase 1 subject HA obtained 25, 2 AB 24.4 in the intervention phase 1 HA subject obtained 20.6 and AB obtained 18.2 in the baseline phase 2 HA subjects obtained 22.5 AB 19 and in the intervention phase 2 HA subjects obtained 19.3 and AB obtained 17, so it can be concluded that there is no effect with significance level of table 0.05 on the ability to recognize the number concept but it is quite significant in reducing the talk active behavior of children with ADHD.

ABSTRAK

Kurnia Maharani. 2018. Pengaruh Model Pembelajaran Inquiry Berbasis Gaya Belajar Visual Auditori Kinestetik (VAK) Terhadap Kemampuan  Mengenal Konsep Bilangan dan Perilaku “Talk Active” Anak “Attention Deficit Hyperactivity Disorder” (ADHD). Tesis, Program Studi Pendidikan Luar Biasa, Program  Pascasarjana Universitas Negeri Surabaya.Pembimbing  (1) Dr. Hj. Asri Wijiastuti, M.Pd.,(2) Prof. Dr. H. Muhari

Kata Kunci : Inquiry berbasis VAK, Konsep Bilangan, Perilaku “Talk Active”  Anak (ADHD).

Anak ADHD memiliki kelemahan pada memori kerja mereka, yang menyebabkan  kesulitan pada masalah  manipulasi informasi verbal dan nonverbal. Khususnya dalam pengetahuan aritmatika, algoritma dan pemecahan masalah. selain itu Anak  ADHD di sekolah sering  tidak berada di kursi mereka saat seharusnya duduk atau jika mereka duduk di kursi, mereka tidak mampu bertahan lama. Mereka akan berbicara terus menerus, berteriak mengganggu teman-teman lain, berlari dan melompat tanpa tujuan yang jelas dan tidak ada satupun tugas akademis yang dapat diselesaikan. Penelitian ini bertujuan untuk membuktikan pengaruh model pembelajaran inquiry berbasis gaya belajar VAK terhadap kemampuan mengenal bilangan dan perilaku talk active anak ADHD.

Pendekatan Penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif jenis eksperimen diterapkan dalam penelitian Single Subject Research (SSR), dengan desain Reversal A-B-A-B. Subjek penelitian ini 2 anak ADHD, dengan karakteristik yang berbeda dalam mengikuti pembelajaran di kelas. teknik pengumpulan data perilaku talk active  melalui pengamatan pada setiap sesi-fase, dan data kemampuan mengenal  bilangan melalui tes. Analisis data frekuensi untuk perilaku dan untuk kemampuan mengenal konsep bilangan anak ADHD digunakan analisis Wilcoxon Signed Rank Test menggunakan software SPSS    .

Hasil  pre-tes dan pos-tes diperoleh  nilai Z yang didapat sebesar   -1,342 dengan p value (Asymp. Sig 2 tailed) sebesar 0,180 lebih besr dari batas kritis penelitian 0,05, serta diperoleh data pada fase baseline 1 subjek HA memperoleh  25,2  AB  24,4  pada fase intervensi 1 subjek  HA memperoleh  20,6 dan AB memperoleh 18,2 pada fase baseline 2 subjek HA memperoleh  22,5  AB  19 dan  pada fase intervensi 2  subjek  HA memperoleh 19,3 dan AB memperoleh 17, sehingga dapat disimpulkan tidak ada pengaruh dengan taraf signifikansi tabel 0.05 terhadap kemampuan mengenal konsep bilangan akan tetapi cukup signifikan dalam pengurangan perilaku talk active anak ADHD.

ABSTRACT

Kurnia Maharani. 2018. The Impact of Inquiry Learning Models Based on Learning Styles of Visuals Auditory Kinesthetic (VAK) Against Ability to Know Number Concepts and  "Talk Active" Behavior " Children with “Attention Deficit Hyperactivity Disorder" (ADHD). Thesis, Special Education Study Program, Surabaya State University Postgraduate Program. Promotor (1) Dr. Hj. Asri Wijiastuti, M.Pd., (2) Prof. Dr. H. Muhari

Keywords: Inquiry based VAK, Number Concept, "Talk Active" Behavior Children  with (ADHD).

Children with ADHD have weaknesses in their working memory, which causes difficulties in the problem of verbal and nonverbal information manipulation. Especially in arithmetic knowledge, algorithms and problem solving. other than that ADHD children in school often are not in their seats when they are supposed to sit or if they sit in a chair, they cannot last long. They will talk continuously, shouting annoying other friends, running and jumping without clear goals and none of the academic tasks that can be completed. This study aims to prove the effect of inquiry learning models based on VAK learning styles on the ability to recognize the number and talk active behavior of children’s with ADHD.

The research approach used in this study is a qualitative type of experimental research applied in the Single Subject Research (SSR) research, with the A-B-A-B Reversal design. The subjects of this study were 2 children with ADHD, with different characteristics in participating in classroom learning. Data collection techniques of active talk behavior through observation at each phase-session, and data on the ability to recognize numbers through tests. Analysis of frequency data for behavior and for the ability to recognize the concept of numbers of ADHD children used Wilcoxon Signed Rank Test analysis using SPSS software.

The results of the pre-test and post-test obtained Z value obtained at -1.342 with p value (Asymp. Sig 2 tailed) of 0.180 greater than the critical limit of the 0.05 study, and obtained data on the baseline phase 1 subject HA obtained 25, 2 AB 24.4 in the intervention phase 1 HA subject obtained 20.6 and AB obtained 18.2 in the baseline phase 2 HA subjects obtained 22.5 AB 19 and in the intervention phase 2 HA subjects obtained 19.3 and AB obtained 17, so it can be concluded that there is no effect with significance level of table 0.05 on the ability to recognize the number concept but it is quite significant in reducing the talk active behavior of children with ADHD.