scholarly journals Inovasi Senam Ceria Khusus Untuk Tunagrahita Ringan di SLB Tamima Mumtaz

2020 ◽  
Vol 3 (1) ◽  
pp. 27
Author(s):  
Siti Zahro ◽  
Atma Risanti ◽  
Fajar Raya Ferdinal Kusuma Bakti ◽  
Indah Ramadhania Safitri ◽  
Wahyu Rosa Ningtias
Keyword(s):  
Developmental Disabilities ◽  
Physical Health ◽  
Community Service ◽  
Motor Skills ◽  
Motor Development ◽  
Disabled Students ◽  
Mentally Disabled ◽  
Personal Approach ◽  
Short Time

Pengabdian ini bertujuan untuk membantu pendampingan dalam menerapkan Senam Ceria Khusus (SCK) untuk meningkatkan kesehatan jasmani dan kemampuan motorik pada siswa tunagrahita dengan level ringan di Sekolah Luar Biasa (SLB) Tamima Mumtaz. Hal ini dikarenakan anak-anak Tunagrahita di SLB tersebut hanya melakukan aktifitas didalam ruangan dan belum ada kegiatan yang mendukung kesehatan jasmani dan perkembangan motoriknya melalui gerakan senam.  Senam ini diiringi dengan musik yang ceria dan menyenangkan untuk lebih menarik minat siswa dalam mengikuti gerakan senam tersebut. Senam ini terdiri dari gerakan pemanasan, gerakan inti, dan gerakan pendinginan. Metode yang digunakan dalam pengabdian masyarakat ini adalah pendekatan secara personal mulai perkenalan personal, melakukan aktivitas diluar ruang kelas, menciptakan SCK, dan mengajak siswa untuk memperagakan. Dalam pelaksanaannya, SCK di SLB Tamima Mumtaz siswa sangat antusias mengikuti gerakan SCK. Sedangkan kendala yang dihadapi adalah 1) siswa sulit dikontrol saat melakukan senam, 2) satu siswa harus didampingi oleh satu pendamping untuk membetulkan gerakannya, dan 3) singkatnya waktu pelaksanaan membuat siswa sulit mengulang gerakan. Kata kunci— SLB Tamima Mumtaz, Senam Ceria Khusus, Tunagrahita Ringan.AbstractThis service aims to assist assistance in implementing Special Cheerful Gymnastics (SCK) to improve physical health and motor skills in mentally disabled students with mild levels in Tamima Mumtaz Extraordinary Schools (SLB). This is because Tunagrahita children in SLB only do indoor activities and there are no activities that support physical health and motor development through gymnastic movements. This gymnastics is accompanied by cheerful and fun music to further attract students' interest in following the gymnastic movements. This exercise consists of heating movements, core movements, and cooling movements. The method used in this community service is a personal approach from personal introductions, conducting activities outside the classroom, creating SCK, and inviting students to demonstrate. In its implementation, the SCK at Tamima Mumtaz SLB students were very enthusiastic about participating in the SCK movement. While the obstacles faced are 1) students are difficult to control when doing gymnastics, 2) one student must be accompanied by one companion to correct their movements, and 3) the short time of implementation makes it difficult for students to repeat the movements.Keywords— SLB Tamima Mumtaz, Special Cheerful Gymnastics, Light Developmental Disabilities

scholarly journals Upaya Pengembangan Stimulus Motorik Halus Pada Anak Retardasi Mental Kategori Sedang

2020 ◽  
Vol 1 (2) ◽  
pp. 87
Author(s):  
Srinalesti Mahanani
Keyword(s):  
Mental Retardation ◽  
Health Education ◽  
Community Service ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Coordination ◽  
Fine Motor ◽  
Students With Special Needs ◽  
Fine Motor Coordination ◽  
Hand Coordination

Mental retardation children's abilities need to be stimulated related to motor skills in order to be able to skillfully use hand coordination. Cross stitch is a medium that is currently developed not only as an art but as a fine motor stimulus for children. Community Service Activities are carried out at Putera Asih SLB Students in Kediri City. The activity begins with the provision of health education to teachers then the service team teaches Cross Static students. From 21 students there were 17 people who needed full assistance, and 4 of them were partially assisted. Some students bring tools home to practice with their parents and family. In the final activity of this service, the preparation of tools is assisted by devotees and teachers. At this stage, students who are fully assisted are 15 people and 6 people are partially assisted. Cross stitch activity is one of the activities that can stimulate fine motor development. These activities will be able to flex the fingers, improve the ability of fine motor coordination and increase brain stimulus for students with special needs.

scholarly journals Terapi Okupasi Memasang Tali Sepatu terhadap Motorik Halus pada Anak Tunagrahita Sedang

2020 ◽  
Vol 4 (1) ◽  
pp. 239-247
Author(s):  
Mochamad Heri ◽  
Ni Made Dwi Yunica Astriani ◽  
Komang Gde Trisna Purwantara ◽  
Putu Devi Kurnia Sari
Keyword(s):  
Occupational Therapy ◽  
Motor Skills ◽  
Motor Development ◽  
Quantitative Research ◽  
Univariate Analysis ◽  
Wilcoxon Test ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Mentally Disabled ◽  
Post Test

The purpose of this study was to determine the effect of occupational therapy on attaching shoelaces to the improvement of fine motor skills in mentally disabled children in SLB N 1 Badung. This research method is quantitative research with pre-experimental research design pre-post test one group design. The result of univariate analysis of the intervention of 41 respondents before being given occupational therapy for fine motor development was 1.20, and after being given occupational therapy, fine motor development was 1.41. The results of this study showed the average fine motor development during the pre-test was 1.20. After being given the occupational therapy treatment of attaching shoelaces, the average fine motor development was 1.41. Data analysis results with the Wilcoxon test get a value of 0.003 or p <α (0.05). In conclusion, occupational therapy influences placing shoelaces on fine motor skills in children with moderate mental retardation in SLB N 1 Badung.   Keywords: Fine Motoric, Occupational Therapy, Impairment

scholarly journals The Effects of Motor Skill Interventions on Motor Skills in Children with Developmental Disabilities: A Literature Review

2020 ◽  
Vol 22 (4) ◽  
pp. 11-22
Author(s):  
Byungmo Ku
Keyword(s):  
Developmental Disabilities ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Ample Evidence ◽  
Manual Search ◽  
Dynamic System Theory ◽  
Search Terms ◽  
Motor Skill Intervention ◽  
Children With Developmental Disabilities

OBJECTIVES Children with developmental disabilities experience motor skill deficits from childhood. Participation in motor skill intervention may be a promising way to promote their motor skills. The purpose of this study was to review the effectiveness of motor skill interventions on motor skills in children with disabilities.METHODS To select relevant articles about motor skill interventions for children with developmental disabilities, a search of a database with pre-determined search terms and a manual search were implemented. After screening 476 articles, 21 studies were included in the current study. The studies were systematically summarized, and theories of motor development were discussed.RESULTS Participation in motor skill intervention may be a way to promote motor skills in children with developmental disabilities. Dynamic system theory, Newell’s model and Stodden’s model can be used as a framework for motor skill interventions.CONCLUSIONS Ample evidence exist indicating motor skill interventions are effective to promote motor skills in children with developmental disabilities. The motor skill interventions should be provided to children with developmental disabilities.

scholarly journals The Effect of Permainan Galah Asin with Parental Support on Gross Motor Development in Mentally Disabled Students

2020 ◽  
Vol 5 (1) ◽  
pp. 65
Author(s):  
Darta Pardamean Saragih ◽  
Suprayitno Suprayitno ◽  
Tarsyad Nugraha
Keyword(s):  
High School ◽  
Junior High School ◽  
Motor Development ◽  
Parental Support ◽  
Junior High ◽  
Disabled Students ◽  
Gross Motor ◽  
Mentally Disabled ◽  
Gross Motor Development ◽  
Basic Movement

This study aims to determine the effect of galah asin games with parental support on gross motor development at mentally disabled students. The population are students in the SMP SLB-E Negeri Pembina Utara in 2020, totaling 28 people. The instrument used in this study was a parent support instrument and also an instrument for basic movement skills, namely TGMD-2. The first analisys results of hypothesis show that modifikasi permainan galah asin has a better effect than the permainan galah asin on gross motor development in junior high school mentally disabled students at SLB-E Negeri Pembina Sumatera Utara. The second hypothesis is that there is an interaction between permainan galah asin with parental support for on gross motor development in junior high school mentally disabled students at SLB-E Negeri Pembina Sumatera Utara. The third hypothesis is that students with high parental support have a better influence than students with low parental support on on gross motor development in junior high school mentally disabled students at SLB-E Negeri Pembina Sumatera Utara. The fourth hypothesis is that the modifikasi permainan galah asin has a better effect than the permainan galah asin on gross motor development with high parental support at in junior high school mentally disabled students at SLB-E Negeri Pembina Sumatera Utara. The results of this study suggest that to develop gross motor development for mentally disabled students provide modifikasi permainan galah asin and the need for high parental support to assist children in carrying out every movement activity so as to get maximum benefits.

PENGEMBANGAN FISIK MOTORIK ANAK USIA DINI DENGAN BERMAI

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 67-77
Author(s):  
Farhatin Masrurah ◽  
Khulusinniyah Khulusinniyah
Keyword(s):  
Early Childhood ◽  
High Activity ◽  
Motor Skills ◽  
Motor Development ◽  
Rapid Growth ◽  
Skills Development ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Gross Motor ◽  
Gross Motor Skills

The first five years of a children’s age is the period of rapid growth with physical and motor development. Those process will develop well if stimulated continuously. Early childhood always identic with high activity requires the opportunity to express their abilities. Therefore playing method is very urgent inchildren’s gross motor skills and fine motor skills development through a variety of playing activities both indoors and outdoors. Playing is an activity that cannot be separated from early childhood’s world. All playing activities will be carried out happily. By the same token learning by playing will be done happily without any sense of being forced or oppressed.

Pemetaan Pengetahuan Guru TK tentang Keterampilan Gerak Dasar Anak TK

2019 ◽  
Vol 5 (2) ◽  
pp. 76
Author(s):  
Nila Fitria ◽  
Rohita Rohita
Keyword(s):  
Survey Research ◽  
Motor Skills ◽  
Motor Development ◽  
Quantitative Methods ◽  
Educational Background ◽  
Kindergarten Teachers ◽  
Teacher Assessment ◽  
Kindergarten Children ◽  
Basic Movement ◽  
Basic Motion

<p><em>Abstrak</em><strong> - Pertumbuhan perkembangan dan belajar melalui aktivitas jasmani akan mempengaruhi tiga ranah dalam pendidikan yang meliputi ranah kognitif (menyadari gerak), ranah psikomotor (pertumbuhan biologis, kesehatan, kebugaran jasmani), dan ranah afektif (rasa senang, aktualisasi diri, konsep diri) [1]. Permasalahan yang tampak di era digital ini, terbatasnya kemampuan motorik anak dikarenakan anak-anak usia dini sudah terpapar oleh <em>gadget </em>sejak dini. Sehingga kemampuan motorik anak era digital terbatas karena pengaruh <em>gadget. </em>Tujuan dari penelitian ini adalah mengetahui tingkat pengetahuan guru keterampilan gerak dasar anak TK. </strong><strong>Penelitian ini dilakukan dengan metode kuantitatif dengan jenis penelitian survei. Penelitian survei merupakan penelitian yang menggunakan kuesioner sebagai instrumen penelitian. </strong><strong>Penelitian yang dilakukan di Taman Kanak-Kanak yang berada pada Gugus Cut Nyak Dien. 32 guru TK yang berada di Gugus Cut Nyak Dien dengan latar belakang pendidikan dari sarjana pendidikan, 65% masa kerjanya 2 tahun. Terdapat 15 guru TK yang memiiki pengetahuan yang tinggi dalam pengetahuan keterampilan gerak dasar. Terdapat 6 guru TK yang memiliki pengetahuan dalam kategori sedang terhadap pengetahuan keterampilan gerak dasar pada motorik kasar. Serta terdapat 12 guru TK yang memiliki pengetahuan yang rendah terhadap pengetahuan keterampilan gerak dasar dalam motorik kasar anak TK. Sejumlah 18% dari jumlah guru memiliki pengetahuan mengenai gerak lokomotor dan 15% dari jumlah guru belum memiliki pengetahuan mengenai gerakan non-lokomotor. Guru dapat mengimplementasikan ketiga keterampilan gerak dasar dalam berbagai kegiatan motorik melalui menari, senam, dan bentuk permainan yang diciptakan oleh guru. Penilaian keterampilan gerak dasar dilakukan guru TK dan guru melalui pengamatan. Sejumlah 75% guru TK mengetahui tujuan stimulasi keterampilan gerak dasar anak yaitu untuk meningkatkan perkembangan motorik anak.</strong></p><p> </p><p><em>Abstract <strong>- </strong></em><strong>Developmental growth and learning through physical activity will affect the three domains in education which include cognitive domains (aware of motion), psychomotor domains (biological growth, health, physical fitness), and affective domain (pleasure, self-actualization, self-concept) </strong>[1]<strong>. Problems that appear in this digital era, limited motoric abilities of children because early childhood have been exposed to gadgets early. So that the digital motor skills of children are limited due to the influence of gadgets. The purpose of this study was to determine the level of teacher knowledge of basic movement skills of kindergarten children. This research was conducted with quantitative methods with the type of survey research. Survey research is a study that uses a questionnaire as a research instrument.</strong><strong><em> </em></strong><strong>Research carried out in kindergartens in Cut Nyak Dien's Cluster. 32 kindergarten teachers who are in Cut Nyak Dien Group with educational background from undergraduate education, 65% working period is 2 years. There are 15 kindergarten teachers who have high knowledge in basic motion skills knowledge. There are 6 kindergarten teachers who have knowledge in the moderate category of basic motion skills knowledge in gross motor skills. And there are 12 kindergarten teachers who have low knowledge of basic motion skills knowledge in rough motoric kindergarten children.A total of 18% of teachers have knowledge of locomotor motion and 15% of teachers have no knowledge of non-locomotor movements. TK teachers can implement all three basic motion skills in various motor activities through dancing, gymnastics, and forms of games created by the teacher. Assessment of basic motion skills is done by kindergarten teachers and teachers through observation. 75% of kindergarten teachers know the purpose of stimulating children's basic motion skills, namely to improve children's motor development.</strong></p><p><strong> </strong><strong><em>Keywords - </em></strong><em>Knowledge, Teacher, Skills, Basic movement</em></p>

Gross Motor Development in Preschool Children with Learning Disabilities

1989 ◽  
Vol 6 (3) ◽  
pp. 268-279 ◽  
Author(s):  
James H. Rimmer ◽  
Luke E. Kelly
Keyword(s):  
Learning Disabilities ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Free Play ◽  
Adapted Physical Education ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
School Year

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.

A Comparison of the Fundamental Motor Skills of Preschool-Aged Children With and Without Visual Impairments

2020 ◽  
pp. 1-10
Author(s):  
Ali Brian ◽  
Sally Taunton Miedema ◽  
Jerraco L. Johnson ◽  
Isabel Chica
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Developmental Trajectories ◽  
Visual Impairments ◽  
Physical Activity Behavior ◽  
Underlying Mechanism ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
Preschool Aged Children ◽  
Ball Skills

Fundamental motor skills (FMS) are an underlying mechanism driving physical activity behavior and promoting positive developmental trajectories for health. However, little is known about FMS of preschool-aged children with visual impairments (VI). The purpose of this study was to examine the FMS of preschool-aged children (N = 25) with (n = 10) and without (n = 15) VI as measured using the Test of Gross Motor Development-3. Children without VI performed significantly higher than their peers for locomotor (M = +11.87, p = .014, η2 = .31) and ball skills (M = +13.69, p < .001, η2 = .56). Regardless of the presence of a VI, many participants struggled with developing FMS, with the greatest disparity resting within ball skills. These findings help to clarify the FMS levels of preschool-aged children with VI. Thus, there is a need for both further inquiry and intervention for all children.

The Effectiveness of Basic Dance Movement Therapy on the Completeness of Motoric Skill in Preschool Children

2021 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Sambodo Sriadi Pinilih ◽  
M. Khoirul Amin ◽  
Evi Rositasari
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Sampling Technique ◽  
Movement Therapy ◽  
Bivariate Analysis ◽  
P Value ◽  
Dance Movement Therapy ◽  
Dance Movement ◽  
Quasi Experimental

Motor development is one aspect of development that can integrate the development of other aspects. If the developmental aspect is not stimulated, the child's development will be delayed, so the child will have difficulty in following the learning process in elementary school. Basic Dance Movement Therapy is the provision of independent therapy. This study aims to determine the effectiveness of Basic Dance Movement Therapy on the Completeness of Motoric Skill in Preschool Children. This study used quasi-experimental with one group pre-post design. The sampling technique was Proportionate Stratified Random Sampling with a sample size of 58 children studying at Aisyiyah Playgroup, at Jamblang, Kaliabu Village, Salaman District and Az-Zahra NU Playgroup, Salaman District. Data analysis was performed using univariate and bivariate analysis with the Wilcoxon statistical test. There was a significant effectiveness of Basic Dance Movement Therapy and the completeness of motor skills of preschool children in Aisyiyah Playgroup, Jamblang, Kaliabu Village, Salaman District and Az-Zahra NU Playgroup,  Salaman, with a p-value of 0.000 (p <0.05). Basic Dance Movement Therapy is effective to improve the children's motoric skills. Suggestion: This study can be used as the basic for further research, namely modified therapy under normal conditions or combined with other methods that can be done online or offline.

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