The Instructional Thematic Game for Children with Mild Mental Retardation: For Enhancement of Left-Right Recognition Skill

Children with mild mental retardation had several difficulties with interaction, remembering information, problem-solving, physic-motoric, learning problem, etc. Therefore, we proposed a novel framework to increase their learning skill using instructional thematic game rehabilitation framework based on Kinect sensor as the solution. Basically, the framework had three components. First, intellectual functions, which implied to the competencies reached through the game by the student. Second, instructional thematic game model, which was the concept to learn everything from the real single topic of the subject by associating to the abstract objects. Three, computer sensor device, which was the equipment as the bridge between the children and the program application. This research covered enhancement of right and left-hand recognition. We adopted Single Subject Research to evaluate the effectiveness of the system and to explore each of the individual’s progress. This process was divided into 2 steps. Namely, baseline stage and treatment stage. Apparently, from our finding, such framework gave the student an enhanced learning skill covering left-right recognition skill, decreasing the level of disturbance, and improving the level of learning independence

Gamification for Elementary Mathematics Learning in Indonesia

The purpose of this research is to combine multimedia elements and mathematics learning material to a mathematic learning interactive application. Research and design methodology that used is Game Development Life Cycle (GDLC) which consist of initiation, pre-production, production, testing and release. Content inside the game is made using gamification and expert system concept. The result of this research is an interactive learning game to support student to understand mathematic materials. The purpose of this application is to help student to learn mathematic in an interactive and interesting way, to deliver mathematic material easily

Integrated competency-based assessment and certification in vocational high school in Indonesia

The objective of this research is to find a model of Integrated Competency-Based Assessment (ICBA) and certification that is appropriate for implementation in Vocational High School (VHS). The model is a test of competence that is combined with a learning and assessment process. This study used research and development established by Gall et al. The results of this research found that the model of ICBA and certification was feasible for implementation in VHS. The model was created through the aspects of developing competency standards and competency-based training development in work practices. The competency standard was developed through setting standards of competence and suitability needed for the job. The development of vocational learning is achieved through the professionalism of the teacher, the development of learning resources and learning models, evaluation models, and the reporting of learning outcomes in the form of a skills passport. Developing a competency-based assessment was done in the context of the examination system by working on real jobs

A Learning Media Based on Hands-on Activity in Mathematics for Students Special School

The use of hands-on activity-based mathematics learning media for mentally retarded children and cerebral palsy is largely unexplored. Meanwhile, observations of children with special needs (mental retardation and cerebral palsy) at school have not shown good basic math skills, such as counting, recognizing numbers, recognizing letters, performing math operations (for example, addition and subtraction). This study aims to develop a hands-on activity-based learning media model for mentally retarded children and cerebral palsy to improve understanding of mathematics in reading, writing, and arithmetic subjects. The method used is Research and Development, where the subject is the Special School in Bandung, Indonesia. The instruments used in this study were documentation, classroom observation, interviews, and tests of mathematical comprehension abilities. The results showed that a hands-on activity-based learning model could be used to improve basic math skills in reading, writing, and arithmetic for children with mental retardation and cerebral palsy

LEARNING OF DIVISION OPERATION FOR MENTAL RETARDATIONS’ STUDENT THROUGH MATH GASING

This study aims to look at tenth-grade a mental retardation student in solving the problem of a division operation. The method used is Single Subject Research (SSR) with learning outcomes as variables that are measured and describe student learning activities in solving problems using Math GASING. The data collection technique is done by video recorder, documentation and test questions. The instruments are a video that is to see student activities during the study, photos to see the results of student work, and work the answer to see student answers to the questions given. Analysis of this research data is analyzed in conditions and between conditions. The results of the research carried out obtained that student experienced an increase in solving the division questions and the student gave a good response to the behavior carried out with Math GASING