Efektivitas program kemandirian harian terstruktur terhadap peningkatan keterampilan merawat diri Anak Hambatan Intelektual

Hardiyanti Purna Pratiwi — 2025-10-31

This study aims to examine the effectiveness of a structured daily independence program in improving self-care skills among students with intellectual disabilities living in the dormitory of SLB Negeri Pembina Yogyakarta. The research employed a quantitative approach using a quasi-experimental design with a one group pretest-posttest. The participants were 10 students with intellectual disabilities aged 12–17 years. The research instrument was developed based on the adaptive behavior domains of the American Association on Intellectual and Developmental Disabilities (AAIDD), focusing on five aspects of self-care skills: mopping the floor, sweeping the floor, washing hair, ironing clothes, and doing laundry. Data were collected through observation, tests, and documentation, and analyzed using the Wilcoxon Signed Rank Test at a significance level of 0.05. The findings revealed a significant improvement in all aspects of self-care skills after the implementation of the structured daily independence program. This was evidenced by the calculated T_hitung values being greater than the T_tabelvalues, and Z_hitung > Z_tabel(1.96) for all tested skills. Therefore, the structured daily independence program was proven effective in enhancing the independence of students with intellectual disabilities in the dormitory.

Development of a screening tool for reading readiness and early literacy skills in elementary students: mapping reading challenges and support practices

Deden Mulyadi — 2025-11-26

Early reading readiness plays a critical role in children’s academic development, yet many students in Indonesia continue to face challenges in acquiring foundational literacy skills. This study aims to map early reading readiness and reading difficulties among children in preschool to Grade 2 in the Thousand Islands, representing the initial stage of developing a contextually appropriate early literacy screening tool. A total of 309 parents and 48 teachers participated using purposive sampling. Data were collected through parent and teacher questionnaires, whose reliability values improved after item refinement (parents: 0.496 → 0.605; teachers: 0.395 → 0.619). Quantitative results revealed several key findings: 76.7% of households lacked dedicated reading spaces, 51.4% of children were not yet reading independently, and 68.7% of Grade 1 students entered school unable to read. Teachers reported high proportions of decoding (72.9%) and comprehension difficulties (58.3%), with comprehension problems being the most frequently identified (total 196 cases). These findings align with the Simple View of Reading and Scarborough’s Reading Rope, indicating that weaknesses in phonemic awareness, decoding, and language comprehension form the core of early reading challenges in this region. The study’s implications highlight the urgent need for an early literacy screening tool that integrates environmental factors, instructional variability, and children’s foundational skills. Such a tool can support early identification and targeted intervention, particularly in geographically unique regions like the Thousand Islands. However, the study is limited by its regional specificity, use of self-report data, and the exploratory nature of the instruments. Future research should expand to multiple regions, incorporate direct child assessments, and involve external expert validation to strengthen the tool development process.

Literal: Disability Studies Journal

Efektivitas program kemandirian harian terstruktur terhadap peningkatan keterampilan merawat diri Anak Hambatan Intelektual

Development of a screening tool for reading readiness and early literacy skills in elementary students: mapping reading challenges and support practices