SKRIPSI Jurusan Pendidikan Luar Biasa - Fakultas Ilmu Pendidikan UM, 2019

Ukuran Huruf:  Kecil  Sedang  Besar

Pengembangan Multimedia Pembelajaran Interaktif Berhitung Permulaan Untuk Anak Tunagrahita di SDLB Pelita Qolbu

Praseka Dica

Abstrak


ABSTRAK

Praseka, Dica. 2019. Pengembangan Multimedia PembelajaranInteraktifBerhitungPermulaanBagiSiswaTunagrahita di SDLB PelitaQolbuKabupaten Malang.Skripsi, JurusanPendidikanLuarBiasa, FakultasIlmuPendidikan, UniversitasNegeri Malang, Pembimbing (I)DraWiwikDwiHastutiM.Pd, (II) Drs. UsepKustiawan, M.Sn

Kata Kunci: BerhitungPermulaan, Multimedia PembelajaranInteraktif, Tunagrahita

Berhitungpermulaanmerupakanpembelajaranawaldalampembelajaranmatematika.Dalam proses pembelajaranberhitungpermulaan di SDLB PelitaQolbuKabupaten Malang guru menggunakan media yang dianggapkurangmembuatanaktertarikdalampembelajaran. Makadiperlukan multimedia pembelajarangunamembantu guru dalam proses mengajardanmembantuanakdalammemahamimateri. Makadaripadaitupenggunaan multimedia interaktifinibisamenjadialternatifpermasalahandisekolah.

Tujuandaripenelitiandanpengembanganuntukmenghasilkansebuahproduk multimedia interaktif yang dapatdigunakansebagaialternatifpembelajaranuntukmencapaitujuanpembelajaran yang diinginkandanmeningkatkanminatbelajarsiswasertameningkatkanhasilbelajarsiswatunagrahita di SDLB PelitaQolbuKabupaten Malang.

Model rancanganpengembangan multimedia yang dilakukanmenurutlangkah Borg and Gall yang sudahdimodifikasi. Adapunlangkah- langkah yang dilakukansebagaiberikut:

1) Penelitiandanpengumpulan data,

2) Perencanaan,

3) Pengembangan design produkawal,

4) ValidasiProdukawal,

5) RevisiProdulawal,

6) Ujicobalapangan, dan

7) Revisiprodukakhir. Subyekdalampeneitiandanpengembanganiniadalahsiswatunagrahita di SDLB PelitaQolbu yang belummampuberhitungpermulaan.Adapunjenis data yang digunakanadalah data kualitatifdankuantitatif.

Hasilpengembangan multimedia pembelajaraninteraktifmateriberhitungpermulaanmemenuhikriteria valid yakni, ahli media 96,7%, ahlimateri 92,5%,praktisi 92,5%, Hasil post-test mencapainilaikriteriakeefektifan 100% sehinggadapatdikatakansangatefektif.

Saran bagisiswa, diharapkansiswatetapmemperhatikan guru padasaatpenggunaan media dandalam proses pembelajaran yang ada di dalamkelas.        

ABSTRACT

Praseka, Dica. 2019. Development of Interactive Learning Multimedia ofBeginning Counting for Students with Intelectual Disability in Elementary SchoolPelitaQolbuMalang Regency. Thesis, Department of Special Education, Faculty of Education, University of Malang, Advisor (I) DraWiwikDwiHastutiM.Pd, (II) Drs. UsepKustiawan, M.Sn

Keywords:Beginning counting, Multimedia Interactive Learning, Student with Intellectual Disability

Beginning counting of an early learning in mathematics. In the SDLB PelitaQolbu the learning of Beginning counting process Qolbu teachers use media that are considered less make children interested in learning. Multimedia learning is needed to help teachers to teach and help children to understand the material. So rather than the use of interactive multimedia can be an alternative school problems.

The purpose of the research and development to produce an interactive multimedia products that can be used as an alternative to learning to achieve the desired learning objectives and increase student interest and improve student learning outcomes in SDLB PelitaQolbutunagrahita Malang.

Model design multimedia development undertaken by Borg and Gall steps that have been modified. The steps are performed as follows:

1) research and data collection,

 2) planning,

3) Development of the initial product design,

4) Validation of the initial products,

5) Revision Produl early,

6) The trial court, and

7) Revision of the final product , Subjects in peneitian and this development is retarded students in SDLB PelitaQolbu who have not been able to count the beginning. The type of data used is the qualitative and quantitative data.

The result of the development of multimedia interactive learning materials Early counting valid criteria namely, media expert 96.7%, 92.5% materials experts, practitioners, 92.5%, post-test results reach the value of 100% effectiveness criteria that can be said to be very effective.

Advice for students, taking into account the expected student teachers during use of the media and in the process of learning in the classroom.