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Negative impact due to lack or absence of self-
confidence that is in itself that will be obtained if not
as soon as possible to overcome and find a solution.
In addition to self-confidence can be raised by
means of exercise and others, there is an alternative
form of therapy that can help overcome the problem
of lack of self-confidence in yourself (Upton, 2012).
From the above opinion it can be concluded that
self-confidence is the ability of the intellect to
understand the positive and negative feelings that
will generate a sense of security, and this will look at
the attitude and behavior of someone who looks
calm, not easy to doubt or hesitate, not easily
nervous, assertive.
1.2 Mentally Retarded Children
There are some general terms used to refer to a child
with intellectual impairment, such as:
underdeveloped child, mental handicap, mental
retardation, intellectual disability and tunagrahita.
Often people describe that a child with intellectual
impairment is difficult to adapt in the academic and
environmental sciences (Mukhtar, 2009). In 1992,
the American Association on Mental Retardation
defines disorder as follows: "Mental retardation is a
characteristic of disability that causes significant
obstacles in intellectual function and adaptive skill" /
"mental retardation is a disability characterized by
significant limitations of both in intellectual
functioning and in adaptive skills"
The above definition emphasizes that disorder is
a challenge in a person's development period to
adapt and integrate with his environment in
developing skills. Meanwhile, according to Bandi
Delphie (2006), tunagrahita child is a child with
difficulty in developing ability, having problem of
learning caused by obstacles of intellectual, mental,
emotional, social, and physical development.
A person is categorized as subnormal mental
disorder or tunagrahita, if he has a low level of
intelligence (below normal), so to pursue the task of
development requires specific assistance or services,
including in education programs (Irham, 2005).
The retardation of the child's tunagrahita is
usually associated with a person's intelligence level.
The level of intelligence in general is usually
measured through intelligence tests whose results
are called IQ (intelligence quotient):
1. Mild mental retardation has IQ score: 52-67
2. Moderate mental retardation has IQ score:
36-51
3. Severe mental retardation has IQ score: 25-36
4. Profound mental mortality has IQ score: <25
One of the barriers to a child with tunagrahita is
performing adaptive skills. Adaptive skills are
actually needed to build social relationships with the
environment around the child's tunagrahita, such as
communication skills, self-development skills, the
skills to perform home tasks, leisure skills, skills to
maintain personal health and self-directed skills in a
particular activity.
According to Mohammad Efendi (2009) child
tunagrahita can be classified as follows:
1. metally retarded children are able to learn
(debil) is a child of metally retarded who is
unable to follow in ordinary school program,
but still have ability that can be developed
through education although result not maximal.
2. metally retarded children able to train (imbecil)
is a child with a low intelligence metally
retarded so it is not possible to follow a
program that is intended for children metally
retarded able to learn.
3. metally retarded child is able to care (idiot) is a
child of metally retarded who have very low
intelligence so that he can not take care of
themselves or socialization.
2 METHODS
This study aims to improve the confidence of
children tunagrahita in Special Education
Laboratory Building Daksinapati State University of
Jakarta through the method of playing water.
This research uses Action Research research
method or action research method. This research
method developed together between researchers and
colabolators to determine the policy in every
improvement of learning aspects. This research uses
Action Research research method or action research
method. This research method developed together
between researchers and colabolators to determine
the policy in every improvement of learning aspects.
Treatment in action research is by using action
program, where the work plan program implemented
in the form of action implementation framework to
fit the research conditions (Zainal, 2009& Muchlis,
2009).
The design of this research uses an action
research model with a chart depicting four steps and
repetition starting from planning, acting, observing,
reflecting, and continuing with re-planning as the
basis for problem-solving strategies or research
action steps.
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