Efektivitas Metode VKAT dengan Bantuan Media Video Animasi Interaktif dalam Meningkatkan Kemampuan Menulis Permulaan Siswa dengan Hambatan Intelektual
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12353Keywords:
hambatan intelektual, metode VKAT, menulis permulaan, video animasi interaktifAbstract
Penelitian ini bertujuan untuk mengetahui tingkat efektivitas metode VKAT (Visual, Kinestetik, Auditori, Taktil) berbantuan media video animasi interaktif dalam meningkatkan kemampuan menulis permulaan pada siswa dengan hambatan intelektual kelas III SDN 006 Karangan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain penelitian subjek tunggal atau Single Subject Research (SSR) melalui desain A-B-A. Penelitian ini dilakukan di SDN 006 Karangan. Subjek penelitian adalah seorang siswa perempuan kelas III dengan hambatan intelektual yang disertai gangguan koordinasi visual-motorik dan kesulitan diskriminasi bentuk huruf. Pengumpulan data dilaksanakan selama 12 pertemuan yang terbagi menjadi tiga fase: Fase Baseline 1 (A1) sebanyak 3 pertemuan, Fase Intervensi (B) sebanyak 6 pertemuan, dan Fase Baseline 2 (A2) sebanyak 3 pertemuan. Teknik pengumpulan data meliputi observasi langsung, tes perbuatan (performance test), dan dokumentasi. Pengujian keabsahan efek intervensi dianalisis melalui deskriptif visual dan perhitungan persentase tumpang tindih data (overlap). Hasil penelitian menunjukkan bahwa kemampuan awal menulis permulaan subjek pada fase Baseline 1 (A1) berada pada kategori "perlu bimbingan" dengan perolehan nilai sebesar 25. Setelah diberikan intervensi (B) menggunakan metode VKAT berbantuan video animasi interaktif, kemampuan menulis subjek mengalami peningkatan dengan perolehan nilai berkisar dari 37,5 hingga mencapai skor tertinggi sebesar 75 (kategori "berkembang sesuai harapan"). Pada fase Baseline 2 (A2), kemampuan subjek terbukti menetap tinggi pada nilai stabil 75. Berdasarkan analisis antar-kondisi, diperoleh nilai persentase tumpang tindih (overlapping data) sebesar 0% antara fase baseline 1 (A1) dan fase intervensi (B). Nilai overlap 0% ini membuktikan bahwa Hipotesis Kerja (Ha) diterima, sehingga disimpulkan bahwa metode VKAT berbantuan media video animasi interaktif sangat efektif dalam meningkatkan kemampuan siswa untuk menulis tugas-tugas yang menantang secara intelektual.
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