Research Article
Focusing Model: A Socialization Activities Group Learning of Intellectual Disability in The Classroom
@INPROCEEDINGS{10.4108/eai.13-11-2018.2283788, author={Isna Ovari and Yendrizal Jafri}, title={Focusing Model: A Socialization Activities Group Learning of Intellectual Disability in The Classroom}, proceedings={Proceedings of the 1st EAI International Conference on Medical And Health Research, ICoMHER November 13-14th 2018, Padang, West Sumatera, Indonesia}, publisher={EAI}, proceedings_a={ICOMHER}, year={2019}, month={5}, keywords={focusing model model testing socialization}, doi={10.4108/eai.13-11-2018.2283788} }- Isna Ovari
Yendrizal Jafri
Year: 2019
Focusing Model: A Socialization Activities Group Learning of Intellectual Disability in The Classroom
ICOMHER
EAI
DOI: 10.4108/eai.13-11-2018.2283788
Abstract
Focusing Model: A Socialization Activities Group Learning of Intellectual Disability in The Classroom has been formed in the 1st year. The purpose of this second-year study was to test the models in Bukittinggi State SLB for 24 respondents and SLB AR Payakumbuh for 16 respondents, then to improve the weaknesses of the models found during the trial, to create the right learning group model for mentally disabled students. The Focussing model consists of 5 activities, one of which is session socialization activities 1,2,3,4,5. The trial has been carried out from April to July 2018. Using the dependent t-test statistical test, the results of data analysis from Bukittinggi State SLB shows session socialization activities 1,2,3,4,5. Data analysis from SLB Bukittinggi showed that all session p = 0,000, however SLB Air Randah Payakumbuh showed that session socialization activities 2 verbal abilities p-value = 0.169, session 3 verbal ability p = 0.968, session 4 ability to convey topics, choosing topics and non verbal abilities p = 0.672, 0.189 and 0.265. Next session 5 verbal skills asked and asked, answered and gave p = 0.076 and 0.135. This means that there are no significant differences before and after the module is implemented in the class. The conclusion of session socialization activities 1,2,3,4,5 carried out by mentally disabled students, proving that not all sessions provided significant differences before and after the module was implemented.
