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overlap is large. At baseline-2 (A2) the graph
increases steadily.
The development of the Mean level of each
phase, i.e. baseline-1 (A1), intervention (B), and
baseline-2 (A2) can be described as follows.
Figure 1: Mean Level Phase A1-B-A2 Directions
Orientation Skill.
Figure 1 shows an increase in the mean level of
each phase. Delphie (2005, p.109) puts forward
"Give as many exercises of motion coordination as
possible through game play by using certain media /
tools." Media use affects the subject's understanding
and interest in learning. Attractive media creates a
memorable experience for the subject. The use of
learning media such as puzzle carpets, game carpet
show direction, the use of speakers while dancing,
and the property used by the subject as a sign of the
direction (head) students use to distinguish the right
direction, left, front, and back.
Delphie (2005, p. 109) suggests how the
application of the second rhythmic motion is "Give
the teaching material by starting from the concrete
and abstracted on the abstract." The researcher
teaches the direction that begins by distinguishing
the body parts themselves like right and left hand,
right and left legs. Then go in the direction of
movements such as stepping, jumping, facing right
or left. In a position between objects such as
mentioning a friend who is in front or a friend who
is behind. In addition, teaching begins from the
front-rear direction first and then the direction of the
right-left, because the taught must be from the
easiest to the more difficult.
The third method of applying the third rhythmic
motion of Delphie (2005, p.109) suggests that
"Group exercises or games should be given, even if
individual services persist." At the time of the
treatment, the researcher intervened on the subject
by including his or her friend one or two people to
follow learning together. Apparently with the friend
the subject is more excited and cheerful than when
learning alone. In addition to training relationships
with friends, also train the subject more tolerance
towards his friend.
How to apply the fourth rhythmic motion
according to Delphie (2005, p.110) is "The motion
exercises presented in the lesson should have a form
of problem solving for each student's self according
to his or her level of ability." Through the right-left-
silent game, the subject of practice by determining
which direction he should move according to the
dice eye out. Then in the game show direction, the
subject practiced to follow the trail and mention the
direction he was walking on without the help of the
researcher. Obviously, the game has been tailored to
suit the ability of the subject, so some of the
rhythmic motion game activities can train the
problem-solving skills of the subject in
distinguishing directions. Awareness of direction is
closely related to cognition.
Implementation of rhythm motion in direction
orientation learning according to Delphie will be
more vibrant and increase the imagination, if the
pattern of motion is assisted with the pattern of lines
on the floor vary so that children can perform in
accordance with the pattern of the lines that are
arranged. Once in the field the researchers realized
that the use of the pattern of lines on the floor is very
helpful at all to facilitate the subject in
distinguishing directions, such as the game show the
direction, the subject is easier to understand the
direction because he just follows and mentions the
pattern of directions that have been arranged on the
floor. With the use of line patterns on the floor,
making learning more concrete and easier subject.
Students are able to distinguish the front-rear
direction through various tests, diverse activities,
and it still shows consistent answers. Can be
concluded, that students understand the direction of
front-rear. For the right-left direction has not shown
a consistent answer and is still often wrong, because
the direction awareness still needs to be trained.
Compared to the initial ability, it shows an increase
during the intervention phase and baseline-2. A need
for more easily remembered directions is needed.
Distinguishing the right-left direction is more
difficult than the front-rear, because students
including children with mental tunagrahita MA 7-8
years. Hurlock (1978, p.52) points out, "Until the
age of 7 or 8 years, children do not distinguish right
and left, they can apply the concept to their hands,
arms and legs but not to objects." The theory
supports that the ability of students cannot be forced,
Influence of Rhythm Motion on Improving the Ability of Orientation of Student with Intellectual Disability
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