Apa yang Berbeda? Kemampuan Kognitif pada Anak Tunanetra Tanpa Pengalaman Visual (Congenital Visual Impairment)

Savira, Siti Ina; Wagino, Wagino; Laksmiwati, Hermien

doi:10.26740/inklusi.v3n1.p20-39

Cited by 8 publications

(13 citation statements)

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“…However, there is no significant difference in verbal IQ between children with visual impairment and non-visually impaired children. This is in line with the study results from Savira et al (2019), which underlines that having limitation in their visual ability does not affect the cognitive function of visually impaired children. However, it should be noted that developmental challenges and a lack of support in the learning process may affect cognitive ability of children with visual impairment (Poljan et al, 2020).…”

Section: Discussionsupporting

confidence: 91%

“…However, it has not explicitly been mapped in where and what areas to measure the weaknesses. Research with similar relevance is also conducted by Savira et al (2019) which uses the research synthesis method to discuss the differences in children's intelligence between visually impaired children and non-visually impaired children. However, it has not yet accurately explained children's intelligence with visual disabilities because they do not use measuring instruments.…”

Section: Introductionmentioning

confidence: 99%

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Comparison of cognitive strength and weaknesses between visually impaired children and non-visually impaired children

Dewanti

Mayantya

Ardiana

et al. 2022

Psychol. Res. Interv.

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Visually impaired children experience limitation in learning and identifying the world. There has yet to be an intelligence measuring instrument tailor made to accommodate their limitations. Therefore, this study aims explore strengths and weaknesses of visually impaired children compared to non-visually impaired children in standard intelligence test as a pilot study for constructing intelligence test that is tailor made for visually impaired children. This research is a quantitative approach using WISC-R as the research instrumenrs. The data was analyzed using Mann-Whitney U Test. This study found a significant difficulty experienced by visually impaired children in performance subtest. Further, no significant difference in verbal IQ was found between visually impaired children and non-visually impaired children. The results of this study are expected to be the basis for developing intelligence measuring tools for visually impaired children in the future.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Comparison of cognitive strength and weaknesses between visually impaired children and non-visually impaired children

Dewanti

Mayantya

Ardiana

et al. 2022

Psychol. Res. Interv.

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show abstract

“…Anak-anak tunanetra pada rentang usia 10-13 tahun memiliki perkembangan kognitif yang sama dengan anak pada umumnya, yaitu memiliki rasa ingin tahu yang besar dan keinginan untuk belajar. Selain itu, anak tunanetra cenderung memiliki keunggulan dalam menggunakan informasi dalam bentuk verbal 10 .…”

Section: Hasil Dan Pembahasan 1 Karakteristik Respondenunclassified

Pembelajaran gizi menggunakan media buku gizi braille dan peningkatan pengetahuan gizi seimbang siswa sekolah dasar penyandang tunanetra

Pratiwi

Kurdanti

Iskandar

2021

puinova

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Nutrition problem in visually impaired children is similar with normal kid. The problem is caused by lack of knowledge and low application of balance nutrition in everyday life. Therefore, it’s important to educate visually impaired children on nutrition education with media that suit their characteristics. To investigate the effectiveness of nutrition education using the nutrition Braille book toward knowledge of visually impaired children. This research was quasi-experimental with pretest-posttest without control group design, conducted in SLB A YKAB Solo and SLB A ‘Aisyiyah Ponorogo. The intervention was education using the nutrition Braille book. Subjects were elementary students aged 9-13 years in SLB A YKAB Solo and SLB A ‘Aisyiyah Ponorogo with a total respondent of 14 students. Knowledge is measured using a questionnaire. Data were analyzed by paired sample t-test. Based on paired sample t-test output, the results show that there are significant differences in mean scores before and after nutritional education (p=0.000) with an increased rate of 47.7%. Nutritional education using the nutrition Braille book can increase knowledge of balanced nutrition in elementary students with visual impairment.

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“…Furthermore, Savira, Wagino, and Laksmiwati explain that blind children have obstacles in transforming and manipulating 3-dimensional objects compared to 2-dimensional objects, which are caused by difficulties in maintaining information in the form of imagery for quite a long time. In communication, they have obstacles in mastering the theory of the mind, which causes difficulties in understanding other people's point of view [6].…”

Section: Introductionmentioning

confidence: 99%

Teacher’s Effort in Diffable School to Improve Student’s Life Motivation

Hidayati¹,

Suliswiyadi²,

Rifa’i³

2021

Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Mag

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This research aims to determine the efforts of teachers at SLB Ma'arif Muntilan in increasing the life motivation of their students. Based on semi-structured interview data, we found that students with disabilities have difficulty communicating with the outside community. The inability of the community to understand students with disabilities makes students with disabilities less acceptable in socializing in a pluralistic society. This makes students less self-confidence. We conclude that schools use art in an effort to increase students' self-confidence. The talents possessed by students with disabilities are sharpened to create a sense of pride in themselves. Where this is the beginning in an effort to increase life motivation.

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Apa yang Berbeda? Kemampuan Kognitif pada Anak Tunanetra Tanpa Pengalaman Visual (Congenital Visual Impairment)

Cited by 8 publications

References 0 publications

Comparison of cognitive strength and weaknesses between visually impaired children and non-visually impaired children

Comparison of cognitive strength and weaknesses between visually impaired children and non-visually impaired children

Pembelajaran gizi menggunakan media buku gizi braille dan peningkatan pengetahuan gizi seimbang siswa sekolah dasar penyandang tunanetra

Teacher’s Effort in Diffable School to Improve Student’s Life Motivation

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