PERMAINAN HALANG RINTANG TERHADAP GERAK DASAR LOKOMOTOR ANAK TUNAGRAHITA SEDANG

SAMSUL ARIFIN

Abstract


AbstractBasic locomotor movement is a movement causes the body to move, so as evidenced by displacement of the body from one point to another. If the barriers on the basis of locomotor movement tunagrahita children were untreated, it can affect to child's physical impairments motor overall.Children's with moderet mental retardation is child who has an IQ of 44-55, it is difficult to be able to learn academically, have the same mental age with children aged 7 years in normal children. This situation affected to aspects his motor skills, especially basic locomotor movements. Therefore, need form of media that can optimize the game using the Obstacle Course games.The purpose of this study was to analyze the basic locomotor movement skills moderet mental retardation children given before and after treatment using Obstacle Course games. This study was conducted 6 children grade III moderet mental retardation in SDLB Negeri Panggungsari in basic locomotor movement skills. Design of experiments is the one group pre test post test design. Analysis of the data in this study using a non-parametric statistical analysis techniques (sign test).The results show the value of = 2,05 > Ztabel 5% = 1,96 so it can be decided H0 is rejected and Ha accepted. Based on these values it can be concluded that " there was significanly effect Obstacle Course games to the basic locomotor movements moderet mental retardation child”.Keywords : Obstacle Course Games, Locomotor MovementPENDAHULUAN.Pendidikan berperan penting dalam meningkatkan sumber daya manusia yang mendukung kemajuan bangsa dan negara. Pendidikan adalah salah satu bentuk perwujudan kebudayaan manusia yang dinamis dan sarat perkembangan atau perubahan budaya kehidupan. Hal ini sesuai pada undang-undang No. 20 tahun 2003 tentang Sistem Pendidikan Nasional dalam pasal 5 ayat 2 menjelaskan: warga negara yang mempunyai kelainan fisik, emosional, mental, intelektual, dan/atau sosial berhak memperoleh pendidikan khusus. Hal ini memberikan arti bahwa anak berkebutuhan khusus juga berhak menerima layanan pendidikan.Sunardi dan Sunaryo (2007: 7) mengungkapkan bahwa anak berkebutuhan khusus mencangkup anak yang memiliki kebutuhan khusus yang bersifat permanen akibat kecacatan tertentu (anak penyandang cacat) dan anak berkebutuhan khusus yang bersifat temporer. Selanjutnya menurut Tarigan (2000: 9) mengemukakan bahwa yang dimaksud dengan anak berkebutuhan khusus dalam lingkungan pendidikan dapat diartikan seseorang yangmemiliki penyimpangan


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