Penelitian karya inovatif ini bertujuan untuk mengembangkan sebuah media pembelajaran berupa media puzzle berseri yang dapat membantu meningkatkan kemampuan menggosok gigi anak autisme. Peneliti mengembangkan media puzzle berseri karena dibutuhkannya suatu media pembelajaran untuk bina diri menggosok gigi anak autisme kelas dasar. Pengembangan media ini menggunakan metode Research and Development (R&D) dengan model pengembangan PPE yang terdiri dari tiga tahapan, yaitu tahap perencanaan (planning), tahap produksi (production), dan tahap evaluasi (evaluation). Teknik pengumpulan data dilakukan melalui validasi oleh tiga ahli dengan instrumen yang berbeda yaitu ahli media, ahli materi dan ahli anak autis. Media puzzle berseri ini mendapatkan hasil rata-rata keseluruhan yang telah dicapai adalah baik, yaitu dengan nilai 56% menurut ahli media, 92,85% menurut ahli materi dan 92,85% menurut ahli anak autis dari nilai maksimal 100%. Nilai rata-rata yang didapat, dapat disimpulkan bahwa media puzzle berseri ini dinyatakan layak dan dapat digunakan untuk membantu anak autisme dalam bina diri menggosok gigi. Diharapkan guru dan orang tua dapat menggunakan media puzzle berseri pada pembelajaran bina diri menggosok gigi.

This article is intended to describe predictors of initial reading difficulty in students with reading difficulties in primary schools. This study used a descriptive research design. The results of this study indicate that the predictors that cause reading difficulties in students are (1) phonological awareness, (2) visual perception, and (3) one predictor that is still uncertain. However, the interesting thing is the phenomenon where students do not experience obstacles in phonological awareness or visual perception, but still experience difficulties in reading. The presumptions that appear in the last predictor are related to external factors. Keywords: Initial reading difficulties; students with reading difficulties; predictors of initial reading difficulties Abstrak: Artikel ini ditujukan guna mendeskripsikan prediktor kesulitan membaca permulaan pada siswa dengan kesulitan membaca di sekolah dasar. Penelitian ini menggunakan rancangan penelitian deskriptif. Hasil penelitian ini menunjukan bahwa prediktor yang menyebabkan kesulitan membaca pada siswa adalah (1) kesadaran fonologi, (2) persepsi visual, dan (3) satu prediktor yang masih belum diketahui secara pasti. Namun demikian hal yang menarik adalah fenomena dimana para siswa tidak mengalami hambatan dalam kesadaran fonologi ataupun persepsi visual, namun masih tetap mengalami kesulitan dalam membaca. Dugaan yang muncul pada prediktor terakhir adalah berkenaan dengan faktor eksternal. Kata kunci: Kesulitan membaca permulaan; siswa dengan kesulitan membaca; prediktor kesulitan membaca permulaan PENDAHULUAN Keterampilan membaca bukanlah suatu hal yang dapat berkembang secara alamiah layaknyanya perkembangan bahasa. Tidak diragukan lagi bahwa perkembangan manusia sangat bergantung dari pengalaman belajar yang distimulasikan oleh lingkungan. Namun demikian dalam

The aim of this study was to identify the problems faced by students with reading problem. 31 students form 7 elementary schools located in east Jakarta was assessed. The schoolswere selected on purpose and All students who have reading problem in those schoolsare being respondent. Test was being instruments to collected data. It is informal test which validation before used. Tabulation data about the problems faced by students was being analysis method. This study found that the students faced problems in, 1) phonological awareness, 2) visual perception, 3) connecting between spoken sound and written symbols, 4) decoding process.

Reading Difficulties in one of challenging which faced by student in elementary school in Indonesia. This research purpose to find variety of challenging by student in early reading. 31 students with early reading problems who comes from 7 elementary school is use as respondent. Data collection is use by informal early reading test which validation with expert in special education needs and Bahasa Indonesia. Finding of this research is almost students with reading problems can read the letters, both vowel and consonant. They have problems in blending between letters become syllable and word.

Phonological awareness is an essential skill for children to learn to read. Most children with reading difficulties have problems with it. This article was written to describe phonological awareness skills in children with reading difficulties with a descriptive method. There were 31 students with reading difficulties were tested informally. Data analysis was carried out using descriptive techniques and tabulation will define the result of their test. The results showed that there were 25 (81percent) students have problems with phonological awareness. It is indicated almost all students with reading difficulties cannot read with phonological awareness un-mastery. This theme opens up opportunities for further research on phonological awareness of language in primary schools given its importance in teaching reading in schools.