PELATIHAN MEMBUAT PIGURA 3 DIMENSI PADA SISWA TUNAGRAHITA DI SLB YP3LB MAKASSAR
##plugins.themes.EpsilonTheme.article.main##
Bastiana*
St. Kasmawati
Ika Putri Salsabila
Intan Agriani
Sahriati
Learning life skills and simple skills is very important to provide provisions for mentally retarded students. The aims of this training are to provide simple skills in making three-dimensional frames for independent living. This activity is followed by 12 middle class students at SLB YP3LB Makassar. The paper uses a qualitative approach by making observations. The implementation of the training on making three-dimensional frames went smoothly and resulted in several examples of frames made by students. Training for mentally retarded students and other students with special needs requires hand-eye coordination and longer time to get neat skill results. For this reason, it is suggested to the teacher to train the coordination of fine motor movements of students so that the coordination of the eyes and hands of students is well formed.
Afifah, F. (2022). Ajak Si Kecil Cara Membuat Pigura dari Stik Es Krim Ini, Mudah! https://www.orami.co.id/magazine/cara-membuat-pigura-dari-stik-es-krim
American Association on Intellectual and Developmental Disabilities (AAIDD). (2021). Defining Criteria for Intellectual Disability. American Association on Intellectual and Developmental Disabilities (AAIDD). https://www.aaidd.org/intellectual-disability/definition
Bastiana, Hadi, P., Meidina, T., Kasmawati, St., & Rasyid, R. (2022). Pemberdayaan Penyandang Tunagrahita Melalui Pelatihan Keterampilan Dari Koran Bekas. PRIMA : Portal Riset Dan Inovasi Pengabdian Masyarakat, 1(3), 21–28. https://doi.org/10.55047/prima.v1i3.187
Bm, St. A., & Sakina, U. (2021). Upaya Pengembangan Kecakapan Hidup (Life Skill) Terhadap Anak Tunagrahita Di Sekolah Luar Biasa Negeri 1 Kabupaten Wajo. JURNAL SIPAKALEBBI, 4(2), 381–397. https://doi.org/10.24252/jsipakallebbi.v4i2.18547
Eguia, K. F., Capio, C. M., & Simons, J. (2015). Object control skills influence the physical activity of children with intellectual disability in a developing country: The Philippines. Journal of Intellectual and Developmental Disability, 40(3), 265-274.
Johor, Z., Candra, R., Rasyid, W., Asnaldi, A., Oktarifaldi, & Bakhtiar, S. (2020). Effect of Hand-Eye Coordination on the Capability of Children Object Control. Proceedings of the 1st International Conference of Physical Education (ICPE 2019). 1st International Conference of Physical Education (ICPE 2019), Padang, Indonesia. https://doi.org/10.2991/assehr.k.200805.056
Megasari, M., Amal, A., & Nilawati, A. (2022). Mengembangkan Kreativitas Seni Anak Melalui Kegiatan Membuat Bingkai Foto Keluarga Dari Stik Eskrim. EDUSTUDENT: Jurnal Ilmiah Pendidikan Dan Pembelajaran, 1(4), 230. https://doi.org/10.26858/edustudent.v1i4.26894
Salisu, A., & Ransom, E. N. (2014). The Role of Modeling towards Impacting Quality Education. International Letters of Social and Humanistic Sciences, 32, 54–61. https://doi.org/10.18052/www.scipress.com/ILSHS.32.54
Shearman, F., & Sheehan, C. (2000). Vocational skills training for people with intellectual disabilities: A Multi-faceted Approach. SYDNEY INSTITUTE-PETERSHAM TAFE (Nd):. Http://Www. Adcet. Edu. Au/StoredFile. Aspx.
Vuijk, P. J., Hartman, E., Scherder, E., & Visscher, C. (2010). Motor performance of children with mild intellectual disability and borderline intellectual functioning: Motor performance of children with intellectual disabilities. Journal of Intellectual Disability Research, 54(11), 955–965. https://doi.org/10.1111/j.1365-2788.2010.01318.x
