scholarly journals PENGARUH AUDITORY VISUAL THERAPY (AVT) TERHADAP PERKEMBANGAN BAHASA ANAK GANGGUAN PENDENGARAN USIA SEKOLAH (6-12 TAHUN) DI SLB DAERAH ISTIMEWA YOGYAKARTA

2018 ◽  
Vol 2 (1) ◽  
pp. 18
Author(s):  
Ketut Mendri ◽  
Atik Badi'ah
Keyword(s):  
Language Development ◽  
Speech Development ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Control Group ◽  
School Age ◽  
Control Group Design ◽  
Post Test ◽  
Experimental Group ◽  
Special Region

ABSTRAKLatar Belakang : Gangguan pendengaran yang terjadi pada anak perlu untuk dilakukan deteksi seawal mungkin mengingat peranan pendengaran dalam proses perkembangan bicara sangatlah penting. Fungsi pendengaran dan juga perkembangan bicara sudah termasuk ke dalam program evaluasi perkembangan anak secara umum yang biasa dilakukan mulai dari tingkatan Posyandu oleh profesi di bidang kesehatan khususnya profesi perawat. Perkembangan bahasa anak tunarungu pada awalnya tidak berbeda dengan perkembangan bahasa anak normal karena bahasa sangat dipengaruhi oleh pendengarannya sehingga perkembangannya terhambat.Pada awalnya perkembangan bahasa anak tuna rungu tidak berbeda dengan anak normal, pada usia awal bayi akan menangis jika lapar, haus, buang air besar, buang air kecil, atau sakit. Tujuan : Diketahuinya pengaruh Auditory Visual Therapy (AVT) terhadap perkembangan bahasa anak gangguan pendengaran usia sekolah (6-12 Tahun) di SLB Daerah Istimewa Yogyakarta (DIY). Metode : Jenis penelitianQuasi eksperiment dengan rancangan“Pre test Post test with Control Group Design“. Rancangan ini ada kelompok pembanding (kontrol), observasi dilakukan dua kali. Observasi pertama untuk mengetahui perkembangan bahasa anak gangguan pendengaran usia sekolah (6-12 tahun) sebelum diberikan Auditory Visual Therapy (AVT) dan observasi kedua sesudah diberikan Auditory Visual Therapy (AVT). Pengambilan sampel dilakukan secara purposive sampling dengan kriteria anak gangguan pendengaran usia sekolah (6-12 tahun) di SLB Daerah Istimewa Yogyakarta (DIY). Data hasil pemeriksaan dianalisis secara diskriptif  dan secara analitik dengan bantuan program SPSS for windows versi 16.0 menggunakan uji pair t-test, wilcoxon, mann whitney dan uji beda delta dengan taraf signifikan 0,05.  Hasil : Perkembangan bahasa anak dengan gangguan pendengaran pada kelompok eksperimen kategori kurang dan pada kelompok kontrol kategori kurang. Nilaipre test dan post test dengan p (sig) 0,000 < 0,05 berarti ada perbedaan antara pre test dan post test pada kelompok eksperimen. Nilaipre test dan post test dengan p (sig) 0,001 < 0,05 berarti ada perbedaan antara kelompok eksperimen pre test dan post test. Hasil uji beda delta pada kelompok eksperimen dan kontrol p (sig), 0,05. Kesimpulan : Ada peningkatan pengaruh pemberian Auditory Visual Therapy (AVT) Terhadap Perkembangan Bahasa Anak Gangguan Pendengaran Usia Sekolah (6-12 Tahun) di SLB Daerah Istimewa Yogyakarta (DIY) dengan nilai p (sig)< 0,05 berarti Ha diterima dan Ho ditolak.Kata Kunci : Auditory Visual Therapy (AVT), perkembangan bahasa, anak gangguan pendengaran, usia sekolahABSTRACTBackground : Hearing loss that occurs in children needs to be done as early as possible in view of the role of detection of hearing the speech development process is very important. Hearing and speech development is already included in the evaluation program of child development in general is usually done from IHC levels by profession in the field of health, especially in the nursing profession. Language development of deaf children at first no different from normal children's language development because the language is strongly influenced by his hearing so that its development is hampered. At first the language development of deaf children are no different from normal children, at an early age the baby will cry when hungry, thirsty, defecation, urination or pain. Objective : Knowing the influence of Auditory Visual Therapy ( AVT ) on the development of hearing impaired children's language school age ( 6-12 years ) in SLB Special Region of Yogyakarta (DIY). Method: Quasi experiment with the draft "Pre test Post test with Control Group Design". This design is no comparison group (control), observations made twice. The first observation to determine the child's language development of hearing impaired school age (6-12 years) before being given Auditory Visual Therapy (AVT) and a second observation post given Auditory Visual Therapy (AVT). Sampling was done by purposive sampling with criteria for hearing impaired children of school age (6-12 years) in SLB Special Region of Yogyakarta (DIY). Data examination results were analyzed descriptively and analytically with SPSS for Windows version 16.0 using test pair t -test, Wilcoxon, Mann Whitney and different test deltawith significance level of 0,05.Results : The development of children's language with a hearing loss in the experimental group category is less and less in the control group category. Value pre-test and post- test with p (sig) 0,000 < 0.05 means there is a difference between pre-test and post-test in the experimental group. Value pre-test and post- test with p (sig) 0,001 < 0,05 means that there is a difference between the experimental group pre-test and post test. Different test results delta in the experimental group and control p ( sig)  0,05. Conclusion :There is an increasing influence of Auditory Visual Therapy (AVT) On Language Development Hearing Impaired School-Age Children (6-12 Years) in SLB Special Region of Yogyakarta (DIY), with p (sig) <0,05 means that Ha accepted and Ho rejected.Keywords :Auditory Visual Therapy (AVT), language development, hearing impaired children, school age

scholarly journals The Effect of Parenting on The Language Development of Autistic Children

2020 ◽  
Vol 3 ◽  
pp. 509-515
Author(s):  
Atik Badi’ah ◽  
Ni Ketut Mendri ◽  
Heru Santoso Wahito Nugroho ◽  
Wawuri Handayani
Keyword(s):  
Language Development ◽  
Family Environment ◽  
Autistic Child ◽  
Children With Autism ◽  
Control Group ◽  
P Value ◽  
Autistic Children ◽  
Control Group Design ◽  
Post Test ◽  
Experimental Group

Autistic children have abilities and characteristics that are different from each other, so different ways of interacting with themselves and the environment and making autistic children as unique individuals (Ginanjar, 2007). The development of autistic children both physically, emotionally, intellectually, and psychosocially has a problem that results in the inhibition of children reaching a level of language development that is appropriate to their age. Parenting in children with autism includes autistic child parents providing emotional, social, informational and practical support. Attention and love from parents and family will encourage autistic children to develop better. An autistic child will feel that he is loved and wanted if more and more people in the family environment who love and care for him. Based on the results of a preliminary study conducted by the author by interviewing 8 autistic schools in the provinces of DIY and Ponorogo, East Java, to 16 parents who have autistic children, the majority of parents (93%) think that by entering autistic children into an outside school ordinary (SLB) autism in accordance with its limitations means their efforts can be said to be enough. Not all parents realize that having children with special needs in accompanying language development can maximize language development. Knowing the effect of parenting on the language development of children with autism This type of quantitative research uses Quasi experiment with the design "Pre test Post test with Control Group Design". Observation was carried out twice. The first observation is to determine the development of an autistic child before being given parenting and the second observation after being given parenting. Sampling was done by purposive sampling with the criteria of parents and autistic children aged 6-12 years in the autistic schools of the provinces of Yogyakarta and Ponorogo, East Java. Examination data were analyzed analytically with the help of SPSS for Windows version 16.0 using paired t-test and Wilcoxon, with a significant level of p <0.05. The experimental group pre-test and post-test with a value of p (sig) 0,000 <0.05 then Ha is accepted and Ho is rejected, meaning there is a difference between pre-test and post-test in the experimental group. In the control group pre-test and post-test with p value (sig) 0.002 <0.05 then Ha is accepted and Ho is rejected, meaning there is a difference between pre-test and post-test in the control group. There is a parenting effect on the language development of autistic children in autistic schools with p (sig) <0.05 means that Ha is accepted and Ho is rejected.

The effect of patience training on university students’ patience and life satisfaction levels

2021 ◽  
Vol 9 (3) ◽  
pp. 712-719
Author(s):  
Ayşe Eliüşük Bülbül ◽  
Keyword(s):  
Life Satisfaction ◽  
University Students ◽  
Wilcoxon Test ◽  
Control Group ◽  
Control Group Design ◽  
Satisfaction Scale ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The purpose of this study is to determine the effect of the "patience training program" on the patience and life satisfaction levels of university students. The study was organized as a pre-test, post-test experiment and control group design. For a total of 30 students from which were 17 in the control group and 17 in the experimental group, patience training was given for 5 weeks. The "Patient Scale" developed by Schnitker (2010) and adapted to Turkish by Eliüşük and Arslan (2016) and the "Life Satisfaction Scale" developed by Diener, Emmons, Larsen and Griffin (1985) and adapted to Turkish by Dağlı and Baysal (2016) were used as a data collection tool in the study. The "Wilcoxon" test was used for the comparison of in-group differences in the analysis of obtained data and the "Mann-Whitney U" test was used in examining the differences between the two groups. As a result of the study, it was observed that the patience and life satisfaction average scores of students in the experimental group receiving "patience training" increased significantly, while there was no significant difference in the patience and life satisfaction averages scores of the control group students.

scholarly journals USING SOCIOGRAM TO IMPROVE THE WRITING AND SPEAKING ACHIEVEMENTS OF THE EIGHT GRADE STUDENTS OF SMPN 1 JARAI

2019 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Yoga Pratama
Keyword(s):  
Eighth Grade ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Control

The objectives of this study were to find out whether or not there was significant improvement in writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant improvement in each aspect of writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant difference in writing and speaking achievements between the eighth grade students of SMP 1 Jarai who were taught by using Sociogram and those who were not, and to find out the perception of the eighth grade students of SMPN 1 Jarai after they were taught by using Socoiogram. In this paper, an experimental research method with pre and post test control group design was used with 70 students as the sample divided into two groups, experimental and control group. However, only the students of the experimental group were taught by using Sociogram. The obtained data were analyzed by using t-test. The students were given questionnaire to know their perceptions. The result showed that there was a significant difference in both students? writing and speaking achievements after they were tought by using Sociogram. Furthermore, it was found that there was a significant difference in students? writing and speaking achievement between the experimental and control groups. In conclusion, Sociogram improves the students? writing and speaking achievements.

scholarly journals Peningkatan Keterampilan Sosial dan Motorik Halus Anak Melalui Pembelajaran Berbasis Proyek

2021 ◽  
Vol 1 (1) ◽  
pp. 14-33
Author(s):  
Wuni Arum Sekar Sari
Keyword(s):  
Emotional Development ◽  
Project Based Learning ◽  
Fine Motor ◽  
Control Group ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Control Group Design ◽  
Post Test ◽  
Group A ◽  
Experimental Group

This study examines the effect of project-based learning on children’s social-emotional development and children’s fine motoric development. This study uses a Quasi-Experimental Design. Control-Group Design (Pre-test and Post Test) or Nonequivalent [Pretest and Post Test] Control-Group Design, the experimental group (A) and the control group (B), were selected without a random assignment procedure. In these two groups, both pretest and posttest were carried out. Only the experimental group (A) was treated. This research was conducted at RA Uniform Debit and RA Kusuma Mulia, Ngino, Plemahan, Kediri. Data were collected using observation sheets, descriptive statistical data analysis, and paired t-test with alpha <0.05.  Based on the results of different tests with the Paired t-test, the Sig. As much as 0.000, where this value is less than 0.05, reject H1 and accept H0, there are differences in social-emotional development and fine motor skills between before (pretest) and after (posttest) getting project-based learning the experimental group and the control group. The average value shows that the social-emotional development after being given the Project-Based learning was more significant than the social-emotional development, namely 26.03> 20.44 in the experimental group and 22.10> 20.23 in the control group. Likewise, fine motor development before being given the Project-Based learning, namely 14.97> 11.84 in the experimental group and 13.03> 11.97 in the control group. This means that the project-based learning given to RA students in Plemahan, Kediri is more effective than learning in the control group.

scholarly journals Profile of Students' Creative Thinking Skills on Quantitative Project-Based Protein Testing using Local Materials

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
D. K. Sari ◽  
A. Permanasari ◽  
F. M. T. Supriyanti
Keyword(s):  
Creative Thinking ◽  
Research Result ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Local Materials ◽  
Experimental Group

<p>The purpose of this study is to obtain a profile of students’ creative thinking skills on quantitative project-based protein testing using local materials. Implementation of the research is using quasi-experimental method pre-test post-test control group design with 40 students involved in Biochemistry lab. The research instrument is pre-test and post-test using creative thinking skills in the form of description and students’ questionnaire. The analysis was performed with SPSS 22.0 program to see the significance normality, U Mann-Whitney test for nonparametric statistics, N-Gain score, and the percentage of student responses to the practicum performed. The research result shows that the pretest rate in the experimental group is 8.25 while in the control group is 6.90. After attending a project-based practicum with local materials, the experimental group obtained the mean of posttest is 37.55 while in control class is 11.18. The students’ improvement on creative thinking skills can be seen from the average of N-Gain in the experimental class with 0.32 (medium category) and in the control category with 0.05 (low category). The experimental and control class have different creative thinking skills significantly different fluency, flexibility, novelty, and detail. It can be concluded that quantitative project-based protein testing using local materials can improve students’ creative thinking skills. 71% of total students feel that quantitative project-based protein testing using local materials make them more creative in doing a practicum in the laboratory.</p>

scholarly journals Effect of Emotive Cognition Strategies on Enhancing Meaningful Learning among B.Ed. Student-Teachers

2020 ◽  
Vol 9 (1) ◽  
pp. 152-162
Author(s):  
A Ananda Kumar ◽  
K Chellamani
Keyword(s):  
Student Teachers ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Meaningful Learning ◽  
Cognitive Outcome ◽  
Control Group ◽  
Control Group Design ◽  
Emotional Process ◽  
Post Test ◽  
Experimental Group

The meaningful learning process of an individual is understood separately with his emotional aspect or cognitive aspect. Cognition and emotions are interrelated, and hence in the learning process it requires functions of both the domains. Cognition can be a basis for emotion and the emotional process can have cognitive outcome. Therefore the aim of the study is to examine the effect of emotive cognition strategies on enhancing meaningful learning. The investigator has employed experimental research with a pre-test-post-test-control group design. The size of the sample of the study is 90 first year B.Ed. Student-teachers, 45 in the experimental group and 45 in the control group. The researcher has implemented emotive cognition strategies application in teaching to the experimental group for enhancing their meaningful learning. The data have been collected before and after the intervention through the administration of the tools- A Scale for Assessing the Application of Emotive Cognition Strategies in Teaching and A Scale on Measuring Meaningful Learning of the Learners. The data have been analyzed through statistical techniques. The descriptive analysis shows that there is a significant mean difference between pre-test and posttest scores of the experimental group in emotive cognition application and meaningful learning. The experimental group which had intervention scored higher in the post-test in their meaningful learning. In contrast, the control group had the traditional method of teaching received a low score in the post-test. Correlation analysis shows that there is a significant relationship between emotive cognition application and meaningful learning.

scholarly journals The Effect of Using Word Family Game on The Vocabulary Mastery of The Fifth Grade Students at SD Negeri 1 Astina in Academic Years of 2017/2018

2017 ◽  
Vol 1 (3) ◽  
pp. 122
Author(s):  
Ni Komang Amelia Kartadi
Keyword(s):  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Fifth Grade Students ◽  
Conventional Teaching ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group ◽  
Better Than

This study aimed at investigating of the effect of using word family game committed by the fifth grade student in SD Negeri 1 Astina in mastering the English vocabulary. This study was True-Experimental with post-test only control group design. The population was 59 students of the fifth grade and the sample was selected by using cluster random sampling. The sample of this research study was 22 students in 5A as an Experimental Group while 22 students in 5B as a Control Group. The experimental group was taught by using Word Family Game and control group was taught without using Word Family Game. The data was analyzed descriptively and inferentially through SPSS 16.0 Program. Descriptively, the students in experimental group were achieved better than the students in control group. It was proven by the result of the mean score of the experimental group was 90.45, while the mean score of control group was 83.18. The result of the t-test also showed that the score of the (tobs) was 3.393 which the score of (tcv) was 1.682 which based on the degree of freedom was 42. It showed that the (tobs) > (tcv), where: 3.393 > 1.682. It could be concluded that the word family game had a significant effect on the students’ vocabulary mastery rather than using conventional teaching. 

scholarly journals Perbedaan Pemahaman Siswa Tentang Sopan Santun Ditinjau Dari Pemberian Layanan Bimbingan Kelompok Berlandaskan Falsafah Dandang Tingang Kelas VII SMP Muhammadiyah Palangkaraya

2018 ◽  
Vol 4 (1) ◽  
pp. 17-23
Author(s):  
Dewi Rabiola ◽  
Muhammad Andi Setiawan
Keyword(s):  
Control Group ◽  
Research Approach ◽  
Control Groups ◽  
Control Group Design ◽  
Guidance Services ◽  
Post Test ◽  
Sample Test ◽  
And Control ◽  
Experimental Group ◽  
Group Guidance

This study aims to determine whether there is a difference in understanding of Student Polite regarding the provision of Group Guidance Services based on the Dandang Tingang Philosophy. This study used the Pure Experimental Research approach. The design used is the pretest-posttest control group design. Based on the results of research conducted at Palangka Raya Muhammadiyah Middle School with the results of the calculation of paired sample test with t count on the results of the Pre-test the value of t = 1,088 = and t table 2,10 which shows no difference between the control group and the experimental and postal results -test value t = 5.696 = and t table 2.10 price t count = t table so that Ho is rejected, and Ha is accepted it can be said if the experimental group gets better results compared to the control group. In the results of the Pre-test which showed no difference between the experimental and control groups and after being given treatment through group guidance services in the experimental group, the results of the post-test showed there were differences between the control and experimental groups. It can be concluded if the implementation of group guidance services in the experimental class is effective in increasing the understanding of students manners.

scholarly journals Pengaruh Model SFAE Berorientasi Tri Hita Karana Terhadap Hasil Belajar IPA

2019 ◽  
Vol 3 (2) ◽  
pp. 202
Author(s):  
I G. N. Pt. Adi Laksana Putra
Keyword(s):  
Primary Schools ◽  
Science Achievement ◽  
Fifth Graders ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

This study aimed at investigating the effect of Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana towards students’ science achievement in fifth grade of Buleleng district primary schools cluster XV academic year 2017/2018. This study was an experimental study utilizing non-equivalent post-test only control group design. The population of this study was fifth graders of Buleleng district primary schools cluster XV and the sample of this study was fifth graders of SD Negeri 2 Kalibukbuk as the experimental group and fifth graders of SD Negeri 3 Anturan as the control group. The data collection was utilizing instrument in the form objective test. Then, the obtained data was analysis using both descriptive and inferential (t-test) statistical analysis. The result showed that there was a difference of mean score between both groups. The mean score for experimental group was 23,12 while the mean score for control group was 16,21. Furthermore, hypothesis testing showed that tobs>tcv (tobs=6,821 > tcv=1,99962). Based on the result of the study, it can be concluded that there was a significant difference on students’ science achievement between the students taught using Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana and the students taught without Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana at fifth graders of Buleleng district primary schools cluster XV academic year 2017/2018

scholarly journals Is Training Effective to Develop Individual’s Soft Skills in Organizations? Emphatic Communication Training on Friendly and Helpful Behavior in Private Hospital

2020 ◽  
Vol 13 (1) ◽  
pp. 5-13
Author(s):  
Ferdinand Hindiarto ◽  
Rahmat Hidayat ◽  
Bagus Riyono
Keyword(s):  
Management Practices ◽  
Private Hospital ◽  
Soft Skills ◽  
Skill Training ◽  
Communication Training ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

Background: Training is a common activity done in HR management practices. However, previous studies on the effectiveness of trainings show inconsistent results, in particular, on developing soft skills. Theoretically, achieving effectiveness is more difficult compared to hard skill training. Objectives: This study is aimed at examining whether training is effective to develop individual’s competencies in an organization, especially in the area of soft skills. Methods: This research uses experimental method by The Untreated Control Group Design with Pre-Post-Test. The study was conducted at a private hospital X in Semarang city. The participants of this study comprised of 496 subjects, which were divided into experimental and control groups. The intervention given to the experimental group was empathic communication training which is aimed at building sumeh (friendly) and nulungan (helpful) behavior, as the actualization of organizational values. The measurement of friendly and helpful behavior was done before and after the intervention, that was by post-test 1 and post-test 2. Results: There was a significant difference between the scores of pre-test and post-test 1 and there was no difference between the scores of post-test 1 and post-test 2 for experimental group. For the control group, there was no difference either between the scores of pre-test and post-test 1 or between post-test 1 and post-test 2. Conclusion: Emphatic communication training is effective to develop friendly and helpful behavior, where both of the behaviors are included in soft skills category.

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