Pengembangan modul guru materi variasi dan kombinasi gerak lokomotor non-lokomotor manipulatif untuk siswa autis

Abstract

Penelitian dan pengembangan ini memiliki tujuan yaitu mengembangkan dan menguji kelayakan modul guru untuk pembelajaran materi gerak variasi dan kombinasi gerak lokomotor, non-lokomotor dan manipulatif pada SMALB kelas XII. Dalam penelitian ini menggunakan metode Research and Development (R&D) dengan menggunakan model ADDIE. Pengumpulan data menggunakan instrumen angket. Subjek uji coba kelompok kecil berjumlah 7 guru PJOK SLB dan uji coba kelompok besar berjumlah 14 guru PJOK SLB. Berdasarkan hasil analisis data menunjukkan uji coba kelompok kecil dengan tingkat kelayakan 80% sehingga layak digunakan dengan sedikit revisi, kemudian untuk uji coba kelompok besar dengan tingkat kelayakan 92% sehingga layak digunakan untuk pembelajaran. Hasil dari penelitian dapat disimpulkan bahwa produk pengembangan modul pembelajaran materi variasi dan kombinasi gerak lokomotor, non-lokomotor dan manipulatif kelas XII SMALB Autis berdasarkan uji coba kelompok besar dan kecil dapat dinyatakan bahwa modul guru pada materi variasi dan kombinasi gerak lokomotor, non-lokomotor dan manipulatif kelas XII SMALB autis sangat valid digunakan dalam pembelajaran.Kata kunci: modul guru; autis; keterampilan gerak. This research and development aimed to develop a teacher module in learning the subject matter of locomotor, non-locomotor and manipulatif movement variations and combinations for SMALB class XII.In this study using the Research and Development (R&D) method using the ADDIE model. Data collection uses a questionnaire instrument. The subject of the small group trial was opened by 7 PJOK SLB teachers and the large group trial was opened by 14 PJOK SLB teachers. Based on the results of data analysis, small group trials with a scale of 80%, so it is suitable for use with a little revision, then for large group trials with a scale of 92% so that it is suitable for use for learning. The results of the research can be said that the product of the development of learning modules for the material variations and combinations of locomotor, non-locomotor and manipulatif movements for class XII SMALB with autism based on large and small group trials, it can be stated that the teacher module on material variations and combinations of locomotor, non-locomotor and manipulatif movements class XII SMALB with autism is very suitable for use in learning

Lower Elementary School Student Non-Locomotor Movement Profile During COVID-19 Pandemic

“…There are 5 steps in a child's motor development, namely: 1) reflexive movements (4 months before birth-1 year), 2) rhythmic movements (4 months-1 year), 3) immature movements (1-2 years), 4) basic movements, and 5) special movements (Gallahue, 2012;Veiskarami & Roozbahani, 2020) Children in elementary school feel a desire to leave the house and join their peers, which creates a desire to actively participate in games that require physical activity (Sari et al, 2019). Therefore, it is important for physical education teachers in elementary schools to pay attention to basic movement skills and aspects of movement related to physical education, including manipulative movements, nonlocomotor movements, and locomotor movements (Kurniawan et al, 2022). Non-locomotor movement, or what is commonly referred to as stationary movement, is when a person makes a movement without being followed by the movement of moving from its original place, in this case such as stretching, swinging, turning, pushing, lifting, and landing (Anwar et al, 2020).…”

The relationship between social interaction abilities and physical education learning participation of childrens with special needs on locomotor movements in inclusive elementary schools

“…Basic movements are given more attention in physical education, sports, and health classes in particular, so that students won't find it difficult to follow lessons. This is particularly crucial for pupils who struggle with fundamental playing motions (Hulteen et al, 2018;Kurniawan et al, 2022;Mora-Gonzalez et al, 2019;O'Connor & Penney, 2021). There are three different kinds of movement: manipulative movement, non-locomotor movement, and locomotor movement.…”

Development of Teacher Guidelines on Non-Locomotor Movement Learning for Student with Autism

“…The teacher module for teaching motor movements to special school students is still limited to the senior high school level (Kurniawan, Aji Pradana, et al, 2022;. o help improve students' motoric movement at the elementary school level, it is still limited to dynamic balance movement teaching material (Kurniawan, Mu'arifin, et al, 2022).…”