Artikel Jurnal PELAKSANAAN PEMBELAJARAN KETERAMPILAN BATIK PAINTING BAGI ANAK CEREBRAL PALSY TIPE SPASTIK DI SLB G DAYA ANANDA SLEMAN

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Nurul, Arum
  

(2017)

IMPLEMENTATION OF LEARNING BATIK PAINTING SKILLS
FOR CHILDREN CEREBRAL PALSY SPASTIK TYPE
IN SLB G POWER ANANDA SLEMAN.

    S1 thesis, State University of Yogyakarta.
  

  

Abstract

This study aims to describe the implementation of learning
batik painting skills for spastic cerebral palsy children in SLB G Daya
Ananda Sleman. This research focuses on: 1) learning preparation; 2) process
learning; and 3) evaluation of learning.
This research type is descriptive research. Subject of this research that is
a skill teacher and two spastic cerebral palsy students. Method
data collection used is observation, interview, and documentation.
Data analysis used descriptive-qualitative analysis.
The results showed that the implementation of skills learning
batik painting consists of: 1) preparation of teachers: preparing the Implementation Plan
Learning (RPP) by setting learning objectives based on the results of the assessment
ability to move, compile material based on syllabus and source book,
modify painting painting equipment, make material modifications
by eliminating the pelorotan activity; 2) implementation: a) introduction: teacher
set the sitting subject by giving a distance of 60cm, the teacher prepares the tool
and batik painting materials, teachers and subjects perform apperception activities
strengthening of muscles and joints; b) core: the teacher improves the sitting posture of the subject, the teacher
provide guidance in the form of holding the left hand subject to take
pencil / brush, holding pencil / brush, dipping brush into wax and liquid
dye remasol, scraping pencil / brush according to geometry shaped pattern, subject
practice independently after being guided to complete a box of patterns,
subject can rest at any time when tired because there is no schedule
made by the teacher, the subject is able to make batik approximately 10 minutes; c) closing: teacher
performing individual reviews because closing activities have not been implemented; 3)
evaluation: conducted through the assessment of the process using a test technique that is a test
verbal and practice tests, and assessment of results by examining the subject's work at the end
learning

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