scholarly journals Penentuan Kelas Menggunakan Algoritma K Medoids Untuk Clustering Siswa Tunagrahita

2021 ◽  
Vol 5 (1) ◽  
pp. 83
Author(s):  
Husin Sariangsah ◽  
Wanayumini Wanayumini ◽  
Rika Rosnelly
Keyword(s):  
Mental Retardation ◽  
Individual Differences ◽  
Teaching And Learning ◽  
Mentally Retarded ◽  
Mild Mental Retardation ◽  
Mental Age ◽  
Iq Test ◽  
Class Placement ◽  
Mentally Retarded Children ◽  
Analyze Data

So far, the class placement of mentally retarded students is based on the age of entering the child when registering at SLB C Muzdalifah, the Intelligence Quotient (IQ) test has not been tried for mentally retarded students in classifying student classes. It is important to group mentally retarded children to make it easier for teachers to prepare programs and implement educational services. It is important for the school to understand that in mentally retarded children there are individual differences with very large variations. That is, being at almost the same age level (calendar age and mental age) and the same education level, in fact individual abilities differ from one another. Thus, of course, special strategies and programs are needed that are adapted to individual differences. This research was made to classify and analyze data mining for class clustering students with the K-Medoids algorithm to help group students who want to occupy classes according to their level of intellectual disability. From the grouping results obtained 3 clusters, which have the highest number of students is the moderate mental retardation class and the lowest cluster is mild mental retardation, the Muzdalifah special school can prepare classes based on grouping for teaching and learning activities.

Comparison of Idiom Comprehension of Normal Children and Children With Mental Retardation

1991 ◽  
Vol 34 (4) ◽  
pp. 812-819 ◽  
Author(s):  
Helen K. Ezell ◽  
Howard Goldstein
Keyword(s):  
Mental Retardation ◽  
Mentally Retarded ◽  
High Accuracy ◽  
Receptive Vocabulary ◽  
Mild Mental Retardation ◽  
Normal Children ◽  
Idiom Comprehension ◽  
Picture Stimuli ◽  
Mentally Retarded Children ◽  
Better Than

This study compared the comprehension of 20 idioms of normal children with children exhibiting mild mental retardation. Sixty-six children comprised three groups: normal 9-year-olds, 9-year-old children with mild mental retardation, and younger normal children matched with the mentally retarded children by receptive vocabulary age. The assessment included both literal and idiomatic contexts with accompanying picture stimuli. The three groups demonstrated high accuracy with the literal contexts. On the idiomatic contexts, the normal children comprehended significantly more idioms than the children with mental retardation, and the mentally retarded children performed significantly better than the younger normal children.

scholarly journals ANALISIS KEMAMPUAN INTELEKTUAL ANAK TUNAGRAHITA RINGAN DI SD NEGERI DEMAKIJO 2

2020 ◽  
Vol 21 (1) ◽  
pp. 64-75
Author(s):  
Avi Yanni ◽  
Izzatin Kamala ◽  
Muhammad Shaleh Assingkily ◽  
Rahmawati Rahmawati
Keyword(s):  
Elementary School ◽  
Mental Retardation ◽  
Mentally Retarded ◽  
Survey Method ◽  
Mild Mental Retardation ◽  
Research Subjects ◽  
Intelligence Scale ◽  
Intellectual Abilities ◽  
Inclusive Schools ◽  
Mentally Retarded Children

This study aims to determine (1) intellectual abilities of mentally retarded children in Demakijo State Elementary School (SD) 2 inclusive schools, (2) Obstacles faced by teachers when teaching at Demaijo State Elementary School 2, (3) Teachers' efforts in dealing with intellectual abilities of mentally retarded children in Demakijo State Elementary School 2. The type of approach used in this study is qualitative research with a survey method. Data collection techniques used were through observation and interviews with research subjects one mild retarded grade 1 student at Demakijo State Elementary School 2. The results of the intelligence test with the Wechsler Intelligence Scale For Children (WISC) obtained the results obtained scores of 57 Verbal IQ scores included in the IQ score of 57 Mental Retardation category. IQ Performance Score 55 included in the Mental Retardation category. With the total IQ obtained is 55 included in mental retardation. Based on the analysis results contained in the table in general, mild mental retardation children are difficult to manage and do not do the work. Efforts made by teachers when experiencing difficulties in understanding the lessons conveyed by children with mild mental retardation AD is to provide personal guidance, ask questions and answer, and several times be assertive. Penelitian ini bertujuan untuk mengetahui (1) kemampuan intelektual anak tunagrahita di sekolah inklusi Sekolah Dasar (SD) Negeri Demakijo 2, (2) Hambatan yang dihadapi guru ketika mengajar di SD Negeri Demaijo 2, (3) Upaya guru dalam menangani kemampuan intelektual anak tunagrahita di SD Negeri Demakijo 2. Jenis pendekatan yang digunakan dalam penelitian ini adalah penelitian kualitataif dengan metode penelitian adalah metode survei. Teknik pengumpulan data yang digunakanya itu melalui observasi dan wawancara dengan subjek penelitian satu anak tunagrahita ringan kelas 1 SD Negeri Demakijo 2. Hasil dari tes intelegensi dengan Wechsler Intelligence Scale For Children (WISC) mendapatkan hasil skor yang didapatkan yaitu skor IQ Verbal 57 yang termasuk dalam kategori Retardasi Mental. Skor IQ Performance 55 yang termasuk dalam kategori Retardasi Mental. Dengan jumlah IQ total yang didapatkanya itu 55 termasuk dalam Retardasi mental.  Berdasarkan hasil analisis yang terdapat pada tabel secara umum anak tunagrahita ringan susah diatur dan tidak mengerjakan tugas. Upaya yang dilakukan guru ketika mengalami kesulitan dalam memahamkan pelajaran yang disampaikan anak tunagrahita ringan AD ialah dengan memberikan bimbingan pribadi, melakukan tanyajawab, serta beberapa kali bersikap tegas.

scholarly journals Semantic Structure and Communicative Sufficiency of Monologue of Mentally Retarded Children in Different Communicative Situations

2017 ◽  
Vol 13 (4) ◽  
pp. 73-80
Author(s):  
L.Yu. Dolgikh
Keyword(s):  
Mental Retardation ◽  
Primary School ◽  
Semantic Analysis ◽  
Mentally Retarded ◽  
Semantic Structure ◽  
Mild Mental Retardation ◽  
Speech Task ◽  
Mentally Retarded Children ◽  
Speech Situation

The article presents the results of semantic analysis of 120 monologues produced by children with mild mental retardation. The author describes the interrelation between such semantic characteristics as seman tic structure and communicative sufficiency and communicative situation. It was found that at the end of primary school mentally retarded children in most cases are able to accept and accomplish a speech task demanding to produce a text, but half of children’s texts are insufficient for communication. If the communicative significance of speech situation is reinforced, most mentally retarded pupils can be encouraged to produce more detailed and comprehensive texts with a more complex semantic structure. Thus, the hypothesis was confirmed that by varying the communicative situation it is possible to detect such conditions in which semantic characteristics of mentally retarded children’s texts improve due to the involvement of motivational mechanisms.

scholarly journals Pengelompokan Siswa Penyandang Disabilitas Berdasarkan Tingkat Tunagrahita Menggunakan Algoritma K-Medoids

2019 ◽  
Vol 5 (1) ◽  
pp. 134-142
Author(s):  
Rousyati Rousyati ◽  
Fanny Fatma Wati ◽  
Dany Pratmanto ◽  
Aditia Crisna
Keyword(s):  
Mental Retardation ◽  
Teaching And Learning ◽  
Mentally Retarded ◽  
Learning Activities ◽  
Educational Facilities ◽  
Clustering Techniques ◽  
Grouping Students ◽  
Data Grouping ◽  
Mentally Retarded Children ◽  
Light Medium

Abstract: Mentally retarded children have obstacles in the activity of the name of the child who still needs proper education in the learning process. SLB Shanti Yoga is one of the best schools that provides educational facilities for children with special needs for people with mental disabilities. The number of criteria determining the level of mentally retarded students makes SLB Shanti Yoga have difficulty in dividing the class according to the results of observations made. So from that research was made to classify data on students with mental retardation to determine the class occupied so that the school can prepare it. The K-Medoids algorithm of clustering techniques can help in grouping students who will occupy classes including light, medium, and heavy classes. The class that has the highest number of students is the heavy mental retardation class while the class that has the lowest number of students is the moderate mental retardation class, with known data grouping results, SLB Shanti Yoga can prepare the class to be used for teaching and learning activities. Keywords: Mentally retarded, data mining, clustering, K-Medoids

ELECTROENCEPHALOGRAPHIC AND ETIOLOGIC FINDINGS IN MENTAL RETARDATION

PEDIATRICS ◽  
1963 ◽  
Vol 31 (3) ◽  
pp. 478-485
Author(s):  
Gerald D. LaVeck ◽  
Felix de la Cruz
Keyword(s):  
Mental Retardation ◽  
Metabolic Disorders ◽  
Mentally Retarded ◽  
Motor Dysfunction ◽  
Diagnostic Aid ◽  
Mentally Retarded Children ◽  
Mental Subnormality ◽  
Etiologic Diagnosis

A series of 578 institutionalized mentally retarded patients was evaluated by a multi-discipline approach in order to establish a presumptive etiologic diagnosis. Abnormal electroencephalographic findings were found to be related to the age of the patient, the severity of retardation, and the presence of seizures or motor dysfunction. In this series 65.9% had abnormal tracings, and the most frequent abnormality was a focal change in 18.7%. However, focal abnormalities correlated with seizures and motor dysfunction so that no specific electroencephalographic aberration was characteristic of mental subnormality. Abnormal tracings were most frequent in nonseizure patients when subnormality was caused by intoxication, new growths, metabolic disorders, infectious processes, trauma, and encephalopathy of unknown cause in decreasing order of frequency. Abnormalities were seen in 36.4% of "cultural-familial" defectives and those whose intellectual defect was presumably due to psychologic factors. It is believed that electroencephalography is a valuable diagnostic aid in the evaluation of mentally retarded children.

scholarly journals ANALYSIS OF SOCIAL INTERACTION OF MENTALLY RETARDED CHILDREN

2018 ◽  
Vol 2 (2) ◽  
pp. 17-21
Author(s):  
Yudhie Suchyadi ◽  
Yulia Ambarsari ◽  
Elly Sukmanasa
Keyword(s):  
Mental Retardation ◽  
Social Interaction ◽  
Descriptive Analysis ◽  
Research Result ◽  
Mentally Retarded ◽  
Research Approach ◽  
Social Contacts ◽  
The Subject ◽  
Mentally Retarded Children ◽  
The Way

Differences in the characteritics of children with special needs will require the ability of teachers to combine various abilities and talents of each child, such as mentally retarded children who need communication like children in general. His developmental delays are often excluded from his playing enviranment, thus the need for good social interaction with mentally retarded children. Based on these problems, a study was conducted to describe the findings of social interaction in mentally retarded children in extraordinary school Mentari Kita. The research is a descriptive analysis with qualitative research approach. Technique of data analysis was performed with data reduction stage, the presentation of data, and verification (conclusions). Researchers used the test of credibility, transferabilitas, dependabilitas, and konfirmabilitas to obtain the validity of the data. The result showed that the way social interaction with mental retardation children how do social contacts and communication as being able to respond when invited to communicate but it should be repeated over and over,the subject has a weakness in the concentration of so when invited to talk hard staring at your opponents interlocutor. When did the subject communication using language that sounds stilted. Social contact subject well againts his peers is characterized by sensitivity to her friends when in distress, want to help his friend like get a pencil, and divide the food per day taken by subject. Based on the above research result it can be concluded that the way the social interactions of the child with mental retardation how do social contacts and communication in accordance with the terms of the occurrence of social interaction. Keywords: Social Interaction, Mental Retardation

Recall of Familiar Objects and Projected Color Photographs of Objects by Mentally Retarded Individuals of Comparable Mental Age

1976 ◽  
Vol 42 (1) ◽  
pp. 139-145
Author(s):  
Andrew L. Shotick ◽  
A. Bartow Ray ◽  
C. Lewis Addison
Keyword(s):  
Memory Span ◽  
Three Dimensional ◽  
Mentally Retarded ◽  
Short Term ◽  
Delayed Recall ◽  
Mental Age ◽  
Mentally Retarded Children ◽  
Cue Availability ◽  
Familiar Objects

The effects of cue-availability on short-term and long-term recall of 40 mentally retarded children were investigated. Subjects were chosen on the basis of comparable mental age (approximately 90 mo.) and randomly assigned to either an objects (high cues) group or slides (low cues) group. 52 familiar objects served as stimuli for the objects group and projected color photographs of the objects were presented to the slides group. In the short-term recall session the subjects were shown stimuli grouped into eight trials and asked to recall the names of the stimuli in each trial ten seconds after presentation. Delayed recall was obtained 48 hr. later in a free recall session. The objects group scored significantly higher than the slides group on memory span ( p < .01), short-term recall ( p < .001), and delayed recall ( p < .025). The facilitation of recall achieved by using three-dimensional stimuli was clearly demonstrated, and the relative degree of facilitation was comparable for both short- and long-term recall.

Efficacy of Speech Therapy with Educable Mentally Retarded Children

1966 ◽  
Vol 9 (3) ◽  
pp. 423-433 ◽  
Author(s):  
Frank B. Wilson
Keyword(s):  
Speech Therapy ◽  
School Setting ◽  
Mentally Retarded ◽  
Error Reduction ◽  
Two Phase ◽  
Mental Age ◽  
Phase Study ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
And Control

A two-phase study was conducted to evaluate the articulatory abilities of 777 educable mentally retarded children between the ages of 6 to 16 years in a public school setting. In Phase I, an analysis of articulation acquisition by mental age was computed. The children were then divided into speech-deviant and normal groups, and the articulatory skills of the speech deviant group were analyzed. Substitution and omission errors tended to decrease with increasing mental age, but distortion errors increased. Phase II was an attempt to evaluate the effect of articulation therapy on sound error reduction over a three-year period. The speech-deviant group was subdivided into three groups: Experimental, Placebo, and Control. Differences in sound error reduction among the three groups were not significant.

A Comparison of the Results of a Revised Version of Berko’s Test of Morphology with the Free Speech of Mentally Retarded Children

1972 ◽  
Vol 15 (1) ◽  
pp. 169-178 ◽  
Author(s):  
Richard B. Dever
Keyword(s):  
Public School ◽  
Free Speech ◽  
School Children ◽  
Mentally Retarded ◽  
Correlational Analysis ◽  
Mental Age ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Comparison Of The Results ◽  
Nonsense Syllables

A revised version of Berko’s test of morphology was presented to 30 educable mentally retarded public school children, six each from the Mental Age (MA) groups 6, 7, 8, 9, and 10. Samples of free speech were also elicited from these children. The features tested were compared to the same features in the free speech to see if the test could predict the occurrence or the nonoccurrence of errors in the free speech. Correlational analysis suggested that this was not the case. The conclusion was drawn that the paradigm itself, whether it used nonsense syllables or real words as eliciting stimuli, was not useful in testing development of bound morphemes in educable mentally retarded children.

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