PENERAPAN PROSEDUR DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIOR TERHADAP PENGURANGAN PERILAKU BLINDISM PESERTA DIDIK TOTALLY BLIND

• Main Author: Diah Nurul Fatimah, - (Author)
• Format: Book
• Published: 2019-12-18.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/45231/1/S_PKH_1501106_Tittle.pdf; http://repository.upi.edu/45231/2/S_PKH_1501106_Chapter1.pdf; http://repository.upi.edu/45231/3/S_PKH_1501106_Chapter2.pdf; http://repository.upi.edu/45231/4/S_PKH_1501106_Chapter3.pdf; http://repository.upi.edu/45231/5/S_PKH_1501106_Chapter4.pdf; http://repository.upi.edu/45231/6/S_PKH_1501106_Chapter5.pdf; http://repository.upi.edu/45231/7/S_PKH_1501106_Appendix.pdf
• Keywords: L Education (General); LC Special aspects of education

ABSTRAK PENERAPAN PROSEDUR DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIOR TERHADAP PENGURANGAN PERILAKU BLINDISM PESERTA DIDIK TOTALLY BLIND (Diah Nurul Fatimah, 1501106, Departemen Pendidikan Khusus, Fakultas Ilmu Pendidikan, Universitas Pendidikan Indonesia) Masalah pada penelitian ini adalah perilaku blindism berupa menggeleng-gelengkan kepala pada saat proses pembelajaran yang ditunjukkan oleh peserta didik totally blind berinisial MRG di SLBN A kota Bandung kelas IV SDLB. Penelitian ini bertujuan untuk mengetahui penerapan prosedur differential reinforcement of other behavior terhadap pengurangan perilaku blindism peserta didik totally blind. Metode penelitian yang digunakan adalah metode eksperimen dengan desain penelitian eksperimen subyek tunggal dengan desain A-B-A. Instrumen yang digunakan yaitu tabel pengamatan untuk mengukur berapa banyak frekuensi perilaku blindism berupa menggeleng-gelengkan kepala yang dimunculkan oleh peserta didik. Proses pelaksanaan penelitian terdiri dari tiga tahap, yakni tahap baseline-1 (A-1), intervensi (B) dan baseline-2 (A-2). Hasil dari penelitian ini menunjukkan bahwa penerapan prosedur differential reinforcement of other behavior berpengaruh terhadap pengurangan perilaku blindism peserta didik totally blind. Hal tersebut dapat diyakini karena persentase overlap tidak melebihi 90% yang artinya adanya pengaruh intervensi yang baik terhadap target behavior berupa perilaku blindism. Selain itu, pengurangan perilaku blindism berupa menggeleng-gelengkan kepala ini dapat dibuktikan dengan adanya pengurangan yang dapat dilihat dari mean level pada masing-masing tahap. Tahap baseline-1 (A-1) sebesar 13,14%, tahap intervensi (B) sebesar 5,75% dan tahap baseline-2 (A-2) sebesar 3,86%. Dengan demikian, subjek MRG mengalami pengurangan perilaku blindism berupa menggeleng-gelengkan kepala sebesar 9,28%. Maka dapat direkomendasikan, prosedur differential reinforcement of other behavior dapat menjadi salah satu alternatif metode untuk mengurangi perilaku blindism yang ditunjukkan oleh peserta didik baik totally blind maupun low vision. Kata Kunci: Differential reinforcement of other, blindism, totally blind. ABSTRACT APPLICATION OF DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIOR PROCEDURE TO REDUCE BLINDISM BEHAVIOR OF TOTALLY BLIND STUDENT (Diah Nurul Fatimah, 1501106, Departemen Pendidikan Khusus, Fakultas Ilmu Pendidikan, Universitas Pendidikan Indonesia) Primary problem of the research is the blindism behavior, depiceted as rocking their head, in the learning process which shown by totally blind student, initially called MRG in SLBN A Kota Bandung fourth grade SDLB class. The research has purposes to discover the application of differential reinforcement of other behavior to reduce blindism behavior of totally blind student. The method used were experimental method with single subject design research with A-B-A design. Instruments used in the research is observation table to calculate the amount of frequency of blindism behavior which depicted as rocking their head. The process took three steps: baseline-1 (A-1), intervention (B) and baseline-2 (A-2). The result of the research discovers the application of differential reinforcement of other behavior procedure effects the reduce of blindism behavior of totally blind student. It is certain that overlap percentage did not exceed 90% which meant there was good intervention to the target behavior which is blindism. Other than that, reducing blindism behavior which depicted as rocking their head can be proved with reduced mean level from each steps. Baseline-1 (A-1) step with 13,14, intervention (B) step with 5,75% and the last, baseline-2 (A-2) step with 3,86%. The conclusion of these numbers are, MRG has reduced the blindism behavior, rocking their head, by 9,28%. According to the result, differential reinforcement can be recommended to be one of the alternative method to reduce the blindism behavior by either totally blind or low vision students. Keywords: Differential reinforcement of other behavior, blindism, totally blind.