Pengembangan Model Pembelajaran  Lihat, Ucapkan, dan Lakukan (LIULA) Pada Mata Pelajaran Bina Diri Bagi Anak Autis kelas D1 SLB

The Development of See, Say, Do Learning Model in Self-Development Subject For Autistic Children in D1 Classes Special School

Abstrak

Pamuji, 2021. Pengembangan Model Pembelajaran  Lihat, Ucapkan, dan Lakukan (LIULA) Pada Mata Pelajaran Bina Diri Bagi Anak Autis kelas D1 SLB.

Disertasi Teknologi Pendidikan, Program Doktor Pascasarjana Universitas Negeri Surabaya, Pembimbing (1) Prof.Dr.Siti Masitoh, M.Pd. dan Pembimbing (2) Prof.Dr.Mustaji. M.Pd.

Anak autis merupakan kondisi anak yang mengalami hambatan dalam proses pertumbuhan dan perkembangan pada sebagian syaraf di otak yang berdampak pada ketidakmampuan beraktivitas hidup keseharian. Ketidakmampuan ini akan mengganggu perkembangan aspek-aspek yang lain. Faktor lain yang memicu ketidakmampuan ini selain dari dalam diri anak, sikap perlindungan orangtua yang berlebihan di rumah dan masyarakat, model pembelajaran di sekolah yang konvensional. Untuk itu perlu model pembelajaran khusus yang mampu menstimulasi anak beraktivitas secara mandiri. Model pembelajaran LIULA merupakan cara membelajarkan anak autis dengan melihat/mengamati, mengucapkan/bertanya, melakukan/mencoba. Mengamati objek/kondisi/kejadian dapat menimbulkan persepsi yang mendorong anak mau bertanya untuk memperoleh pengalaman baru. Dengan diperolehnya pengalaman baru dapat menambah kepahaman bagi anak yang dapat membangun kepercayaan diri.  Untuk itu dalam pembelajaran Bina Diri anak autis dapat mempraktekan dalam kehiduapan sehari-hari.  Tujuan penelitian ini menghasilkan model  pembelajaran LIULA yang layak, praktis, dan efektif untuk meningkatkan kemandirian beraktivitas dalam kehidupan sehari-hari  bagi anak autis.

Penelitian pengembangan ini menggunakan prosedur model Dick&Carey (2015). Subjek penelitian berjumlah 3  anak autis kelas D1  SLB Harapan Bunda Surabaya.  Data penelitian dikumpulkan dengan kuesioner, dan lembar observasi dan dianalisis dengan menggunakan teknik statsistik deskriptif uji N-gane.

Hasil pengembangan model pembelajaran Liula pada mata pelajaran Bina Diri berupa: model pembelajaran LIULA yang terdiri atas: landasan filosofi dikembangkanya model pembelajaran LIULA yang mengacu landasan belajar behavioristik (yang dikembangkan oleh Lovas) dan teori belajar Vygotsky (teori belajar sosiokultural), silabus, RPP.  Hasil  kelayakan pakar  model pembelajaran LIULA diperoleh skor rerata 3.5 (baik) dari skor maksimal 4. Hasil uji kelompok kecil   keterlaksanaan model pembelajaran LIULA diperoleh skor rerata 3,5 (baik). Hasil aktivitas siswa dalam pembelajaran model LIULA   pada mata pelajaran Bina Diri diperoleh skor rerata 3,3 (baik). Hasil uji efektifitas model pembelajaran LIULA, diproleh  skor rerata 3.5 (baik). Jika model pembelajaran LIULA diterapkan   pada mata pelajaran Bina diri sangat dimungkinkan  mencapai kemandirian dalam beraktivitas hidup sehari-hari bagi anak autis. 

Kata kunci : anak autis, pembelajaran LIULA, kemandirian

Abstract

Pamuji, 2021. The Development of See, Say, Do Learning Model in Self-Development Subject For Autistic Children in D1 Classes Special School.

Dissertation on Educational Technology, Postgraduate Doctor Program, State University of Surabaya, Advisor (1) Prof.Dr.Siti Masitoh, M.Pd. and Supervisor (2) Prof.Dr.Mustaji. M.Pd.

         Autistic children are a condition of children who experience some barriers in the process of growth and development in some nerves of the brain that have an impact on the inability to live daily activities. This incompetence will interfere with the development of other aspects. Excessive parental protection attitudes at home and society, the conventional learning models at schools are other factors that trigger this disability aside from children themself. Therefore, it requires a special learning model that enables stimulating children to do activities independently. The see, say, do learning model is a method of teaching autistic children by seeing/observing, saying/asking, doing/trying. Observing Objects/conditions/ events can lead to perceptions that encourage the children's willingness in asking questions in order to gain new experiences. Besides, it could increase children's understanding which can build self-confidence hopefully. Thus, in learning self-development, autistic children can practice it in their daily lives.

        This study aims to produce a valid, practical, and effective see, say, do learning model to increase autistic children's independence in carrying daily activities. Dick & Carey's research model is applied in this study while the test subjects were three autistic children in class D1 Harapan Bunda Surabaya Special School. Data of the study were collected by questionnaires and observation sheets. Subsequently, descriptive statistical techniques N-gane test was applied to analyze all the data collection.

        There are several results presented in this study. The research development of see, say, do learning model consists of philosophical principles, then it is developed which refers to the behavioristic learning base (developed by Lovas) and Vygotsky's learning theory (sociocultural learning theory), syllabus, and lesson plans. The feasibility results conducted by experts showed the see, say, do learning model achieved an average score of 3.5 (good) from the maximum score. The results of small group test of the see, say, do learning model implementation showed an average score of 3.5 (good). The result of student activities in learning the see, say, do model in self-development subjects obtained an average score of 3.3 (good). The results of the effectiveness test of see, say, do learning model, raised an average score of 3.5 (good).

       It can be concluded that if the see, say, do learning model is applied to self-development subjects, it is highly possible for autistic children to achieve independence in daily activities.

Keywords: autistic children, see,say,do learning model, independence.