BUDIDAYA SAYURAN HIDROPONIK MELALUI EXPERIENTIAL LEARNING PESERTA DIDIK TUNAGRAHITA RINGAN DI SLB PKK GEDEG
HYDROPONIC VEGETABLE CULTIVATION THROUGH EXPERIENTIAL LEARNING FOR MILDLY IMPROVED STUDENTS
ABSTRAK
Mochamad Afan Jaelani
BUDIDAYA SAYURAN HIDROPONIK MELALUI EXPERIENTIAL LEARNING PADA PESERTA DIDIK TUNAGRAHITA RINGAN
Surabaya, Fakultas Ilmu Pendidikan, 2025
Budidaya hidroponik merupakan keterampilan yang dapat diajarkan kepada anak tunagrahita ringan untuk meningkatkan kemandirian dan pemahaman mereka terhadap proses bercocok tanam tanpa media tanah. Pembelajaran berbasis teori sering kali kurang efektif bagi siswa tunagrahita ringan. Dengan penerapan pendekatan experiential learning, Siswa dapat belajar melalui pengalaman dan mengembangkan keterampilan praktis yang dapat meningkatkan pemahaman mereka.
Penelitian ini menggunakan desain kuantitatif dengan pendekatan one group pretest-posttest untuk mengetahui pengaruh penerapan experiential learning terhadap pemahaman dan keterampilan budidaya hidroponik pada anak tunagrahita ringan di SLB PKK Gedeg. Data dikumpulkan melalui tes pretest dan posttest yang dianalisis dengan uji statistik Wilcoxon Match Pair Test. Penelitian ini bertujuan untuk mengevaluasi sejauh mana penerapan metode pembelajaran berbasis pengalaman dapat meningkatkan kemampuan siswa dalam menguasai keterampilan pertanian hidroponik.
Hasil penelitian menunjukkan bahwa penerapan experiential learning berpengaruh positif terhadap peningkatan pemahaman dan keterampilan anak tunagrahita ringan dalam
budidaya hidroponik, serta direkomendasikan untuk diterapkan dalam pembelajaran keterampilan vokasi pertanian.
Kata kunci: Budidaya hidroponik, experiential learning, anak tunagrahita ringan, keterampilan, vokasi pertanian.
ABSTRACT
Surabaya, Faculty of Education, 2025
Hydroponic cultivation is a skill that can be taught to children with mild mental retardation to increase their independence and understanding of the process of farming without soil. Theory-based learning is often less effective for students with mild intellectual disabilities. By implementing an experiential learning approach, students can learn through experience and develop practical skills that can improve their understanding.
This research used a quantitative design with a one group pretest-posttest approach to determine the effect of implementing experiential learning on the understanding and skills of hydroponic cultivation in mildly mentally retarded children at SLB PKK Gedeg. Data was collected through pretest and posttest tests which were analyzed using the Wilcoxon Match Pair Test statistical test. This research aims to evaluate the extent to which the application of experience-based learning methods can improve students' ability to master hydroponic farming skills.
The results of the research show that the application of experiential learning has a positive effect on increasing the understanding and skills of children with mild intellectual disabilities in hydroponic cultivation, and is recommended for application in agricultural vocational skills learning.
Key words: Hydroponic cultivation, experiential learning, mildly mentally retarded children, skills, agricultural vocation.