METODE MULTISENSORI BERMEDIA GAMIFIKASI UNTUK KEMAMPUAN MENULIS PERMULAAN ANAK DYSLEKSIA

RACHMAWATI ANJANI ALBARQI, IMA KURROTUN AININ

Abstract


ABSTRAK

Penelitian ini dilatarbelakangi dengan adanya hambatan menulis permulaan pada huruf b, d dan kata sederhana. Dengan demikian perlu diberikan suatu metode pembelajaran yang dapat menarik minat, serta mampu melatih kemampuan meulis permulaan siswa. Metode multisensori bermedia gamifikasi merupakan metode pembelajaran yang melibatkan seluruh indera dalam melakukan proses belajar dengan menggunakan media gamifikasi sebagai pendukung.

Metode penelitian yang digunakan yaitu pendekatan penelitian kuantitatif dengan jenis penelitian single subject research (SSR) dan desain A (Baseline) – B (Intervensi) dengan subjek penelitian satu siswa berusia 7 tahun kelas rendah. Penelitian dilakukan selama 10 kali pertemuan menggunakan observasi instrumen menulis permulaan dan treatment latihan menulis permulaan menggunakan game belajar menulis serta menggunakan teknik analisis data statistik deskriptif.

Hasil penelitian menunjukkan pada fase baseline (A) dilakukan selama 4 kali sesi dengan hasil rentang frekuensi sebanyak 20-16 kali dan pada fase intervensi (B) dilakukan selama 6 kali pertemuan dengan rentang frekuensi sebanyak 18-13 kali dengan masing masing durasi 25 menit. Perubahan kecenderungan arah pada fase baseline (A) dapat dikatakan menurun dan pada fase intervensi (B) dapat dikatakan menurun kemudian meningkat serta data overlap sebanyak 0%. Dapat disimpulkan bahwa pemberian treatment berhasil dan menunjukkan peningkatan hasil kemampuan menulis permulaan anak dysleksia.

Kata kunci : kesulitan belajar, multisensori, gamifikasi.



ABSTRACT

This research is motivated by the obstacle of writing the beginning in letters b, d and simple words. Thus it is necessary to provide a learning method that can attract interest, and be able to practice the writing skills of the beginning of students. The multisensory method of gamification media is a learning method that involves all the senses in carrying out the learning process using the gamification media as a supporter.

The research method used is a quantitative research approach with a single subject research (SSR) and design A (Baseline) - B (Intervention) type of research with one low-grade 7-year-old research subject. The study was conducted for 10 meetings using observational preliminary writing instruments and initial writing practice training using learning writing games and using descriptive statistical data analysis techniques.

The results showed that the baseline phase (A) was carried out for 4 sessions with a frequency range of 20-16 times and in the intervention phase (B) carried out for 6 meetings with a frequency range of 18-13 times with each duration of 25 minutes. Changes in direction trends in the baseline phase (A) can be said to decline and in the intervention phase (B) can be said to decrease then increase and the data overlap by 0%. It can be concluded that the treatment was successful and showed an increase in the results of the writing ability of the beginning of dyslexic children.

Keywords: learning difficulties, multisensory, gamification.



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