PEMBELAJARAN COMPASS DIRECTION DALAM ORIENTASI MOBILITAS SOSIAL DAN KOMUNIKASI (OMSK) PADA PESERTA DIDIK TUNANETRA KELAS III DI SLBN A KOTA BANDUNG

• Main Author: Dara Ninggar, - (Author)
• Format: Book
• Published: 2019-01-11.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/48561/1/S_PKH_1406264_Abstract.pdf; http://repository.upi.edu/48561/2/S_PKH_1406264_Table_of_content.pdf; http://repository.upi.edu/48561/3/S_PKH_1406264_Title.pdf; http://repository.upi.edu/48561/4/S_PKH_1406264_Chapter1.pdf; http://repository.upi.edu/48561/6/S_PKH_1406264_Chapter2.pdf; http://repository.upi.edu/48561/8/S_PKH_1406264_Chapter3.pdf; http://repository.upi.edu/48561/7/S_PKH_1406264_Chapter4.pdf; http://repository.upi.edu/48561/5/S_PKH_1406264_Chapter5.pdf; http://repository.upi.edu/48561/9/S_PKH_1406264_Bibliography.pdf; http://repository.upi.edu/48561/10/S_PKH_1406264_Appendix.pdf
• Keywords: L Education (General); LC Special aspects of education; LD Individual institutions (United States)

Peserta didik tunanetra hanya mengetahui nama arah tetapi mengalami kesulitan dalam memahami arah yang dimaksud. Compass direction adalah hal yang sangat diperlukan oleh tunanetra. Penelitian ini bertujuan untuk mendapatkan gambaran bagaimana proses pembelajaran compass direction dalam Orientasi Mobilitas Sosial dan Komunikasi pada peserta didik tunanetra. Pendekatan penelitian ini adalah kualitatif dengan teknik pengumpulan data observasi, wawancara, dan dokumentasi. Hasil temuannya menunjukan bahwa rencana pembelajarannya disesuaikan dengan hasil asesmen peserta didik. Prosedur pembelajaran peserta didik diharuskan melewati prasyarat mempelajari compass direction terlebih dahulu, setelah itu masuk kepada arah mata angin utama. Evaluasi yang digunakan yaitu observasi menggunakan instrumen penilaian sikap, pengetahuan, dan keterampilan. Faktor penghambat dalam pembelajaran compass direction yaitu media pembelajaran yang kurang mendukung. Cara mengatasi hambatan adalah dengan mencari media alternatif lain yang ada di lingkungan sekolah. Rekomendasi bagi guru OMSK adalah jalin kerja sama antara guru OMSK dan guru kelas juga sangat dibutuhkan supaya peserta didik dapat lebih memahami konsep arah mata angin. Peneliti selanjutnya diharapkan dapat menggali lebih dalam mengenai penelitian compass direction dengan subjek penelitian yang memiliki latar belakang beraneka ragam supaya memberikan hasil yang lebih baik; Students with visual impairment learners only know the name of the direction but they have difficulty in understanding the intended direction. Compass direction is something that has to be learned by students with visual impairment learners. This study aims to get an idea of how the compass direction learning process in the Orientation Mobility Social Communication for students with visual impairment. The method used in this research is qualitative method using data collection techniques of observation, interviews, and documentation. The results indicate that the lesson plan is created based on the results of students assessment. Students's learning procedures are required to pass the prerequisites to learn compass direction, then continue to the main wind direction. The evaluation uses the observation using the instruments to assess attitudes, knowledge, and skills. The inhibitor factor in compass direction learning is learning media that are less supportive. The solution to overcome this obstacle is finding other alternative media in the school environment. The suggestion for OMSC teachers is to establish cooperation between OMSC teachers and classroom teachers. It is really necessary so that the studentss can understand the concept of the direction of the wind better. Future researchers are expected to be able to dig deeper into compass direction research with subjects who have diverse backgrounds in order to provide better results.