OPTIMALISASI FUNGSI SISA PENGUHATAN ANAK LOW VISION DI SDLB - Utomo, - (2005)
Optimalisasi Fungsi Sisa Penglihatan Anak Iajw Vision di SDLB. Penelitian ini berangkal dari permasalahan bahwa anak low vision jumlahnya lebih banyak daripada anak buta dan diantara mereka masih banyak yang mendapat pendidikan yang disamakan dengan anak buta Dari permasalahan tersebut, maka dirumuskanlah masalah penelitian sebagai berikut: "Bagaimanakah upa\a guru dalam mengoptimalkan fungsi sisa penglihatan anak low vision dalam pembelajaran diSDLB X Kalimantan Selatan'r' Paieliti merumuskan empat sub pertanyaan, vaitu : (I) Bagaimanakah pemahaman guru terhadap anak low vision'! (2) Bagaimanakah guru melaksanakan asesmen fungsiona] bagi anak low vision! (3) Bagaimanakah guru memberikan lalihan penggunaan fungsi sisa pengliiialan efektif kepada anak low vision! (4) Bagaimanakah guru membantu anak low vision menggunakan fungsi sisa penglihatanma dalam pembelajaran di ruang kelas'7 Penelitian ini bertujuan unluk memperoleli gambaran tentang upaya guru dalam mengoptimalkan fungsi sisa penglihatan anak low vision dalam pembelajaran. sehingga ditemukan prinsip-prinsip pembelajaran bagi aiak low vision. Pendekatan yangdigunakan adalah kualitatifdengan stralegi paielitian sludi kasus jamak. Kasusnya adalah dua orang guai yang rnengajar anak low vision, satu orang guru rnengajar kelas tiga dan satu orang guru rnengajar kelas lima di SDLB X Kalimantan Selatan. Dua orang guru tersebut juga sebagai informan utama. Infonnan pendukungnva adalah kepala sekolah. guru lain, orang tua dan anak low vision. Teknik pengumpulan daia \ang digunakan adalali wawancara. observasi. dan pengumpulan dokumen. Temuan data penelilian dianalisis daigan tahapan: analisis data penelitian setiap kasus (kasus I dan kasus 2). analisis data penelitian antar kasus. dan pembahasan. Paielitian ini berlandaskan pada teon tentangpemanfaatanfungsi sisa penglihatan anak low vision secara optimal. Temuan paielitian menunjukkan bahwa upaya guru dalam mengoptimalkan fungsi sisa |ienglihai;in anak low wsion adalah sebagai berikut: (1) Guru memahami karakteristik. penyebab. dan kondisi fungsiona! anak didiknya yang low vision. Pemahaman guru tersebut didapat nielalui pengalanian empiris. (2) Guru melakukan asesmai fungsiona! dengan cara asesmai infonnal \aitu melalui pengamatan terhadap perilaku paiglihatan anak low vision dan infomiasi dan orang tua Hasilnya tidak didokumentasikan secara tertulis. (3) Proses liembenan lalihan penglihatan efektif tenadi pada saal pembelajaran. (4) Bantuan yang dilakukan oleh guru teriiadap anak low vision uniuk maiggunakan fungsi sisa paiglihatannya dalam pembelajaran di niang kelas \aitu menerapkan paigajaran individual pada saat anak low vision mengalanu tiambatan bdajar karena penglihatannya: anak didorong untuk maiggunakan alal-alat belajar (alat bantu non optik) seperti halma yang digunakan anak awas: anak didorong untuk menggunakan media belajar tulisan awas (standardprint), guru juga memberikan pengenalan huruf braille: modifikasi pembelajarann>a berhubungan daigan jarak. pencahaxaaa dan waktu: modifikasi \ang berhubungan dengan pembesaran. kekontrasaa dan wama tidak banyak dilakukan oleh guru; guru memberdayakan koordinasi antara mala dengan indera pendengaran dan kinesietik: guru menggunakan alat peragasqierti >ang digunakan untuk niaigajar anak awas. Hal-hal \-ang tidak dilakukan guru dalam pembelajaran adalah pembuatan Program Pengajaran indi\idual (PP1). penggunaan alal optik dan lalilian OM bagi anak low vision. Berdasarkan temuan penelitian tersebut di alas, maka optimalisasi fungsi sisa penglihatan anak low vision berimplikasi terhadap peningkatan kualitas pendidikan bagi anak low vision yang sesuai dengan kondisi penglihatannya Berdasarkan hal tersebut, direkomendasikan kepada kepala sekolah dan guru yang rnengajar anak low vision untuk memperhalikan prinsip-prinsippembelajaran bagi anak low vision. ----- Optimizing the Reduced Sight Function of Low Vision Children at SDLB. The background of this research was that the number of low vision children was more than the blind children and many of them were still given educational materials that were the same witli tliose given to the blind diildren. From the above problem, the research was thai formulated as folldws: ''How do teachers optimize the reduced sight function of the low vision children in their learning al SDLB X South Kalimantan? The researcher fonnulated four sub-questions: (1) How do teachers understand about low vision children? (2) How do teachers execute the functional assessment to the low vision children'? (3) How do teachers give exercises in using the function of the effective reduced sight to ihe low vision diildren'.' (4) How do teachers assist the low vision children to use the function of their reduced sight in learning in the classroom? This research was aimed at obtaining descriptions about the teachers" efforts in optimizing the reduced sight function of the low vision children in their learning, so thai the learning principles for the low \ision students could be found through this research. This research applied a qualitative method by implementing two cases study. The case was two teachers teaching the low \ision children, one teacher taught class three and the oilier teadier taught class five al the SDLB X South Kalimantan. The two teachers plaved role as die main infomiants while the oilier supporting informants were the headmaster, other teachers, paraiis. and the low \ision childrai. The data collection techniques used by tlie researcher were interview, observatioa and documents. The research findings were thai analyzed through tlv following stages: analyzing the research data for each case (case I and case 2). aivily/ing the research data across cases, and discussion. This research was based on the theory about llie optima! utilization of tlie reduced sight function of low \ision children. The research findings showed tlut the tcaciiers" efforts in optimizing tlie reduced sight function of the low vision children were (1) Teachers understood tlie characteristics, causes, and functional conditions of the low \ision diildren. The teadiers" understanding was obtained through empirical experiences. (2) Teachers executed the informal functional assessmait through observing tlie sight behavior of the low vision childrai and through obtaining information given by their parents Tie results were not documaited in wnttai fomi. (3) The process of giving the effective sight exercises occurred during tlie learning process. (4) The assistance given by the teachers to tlie low vision diildrai to use their reduced sight function in learning in the classroom was through: implonoiung individual teaching when the low vision children encountered problems in learning because of their sight; motivating the children to use learning aids (non-optica! sight aids) as those used by die sharp-sighted children: encouraging the children to use tlie standard print; introducing the Braille: modifying the learning related with distance, lighting, and time; making modifications related with zooming, contrasting, and coloring were not much done by the teachers; empowering the coordination between eves with hearing senses and kinesthetic: using teaching aids as those used to leach tlie sharp-sighled diildren The things not done by tlie teachers to the low vision children were making individual educational plans (lEPs), usingoptical aids,and orientation and mobility (OM) exercises. Based on the above research findings, the optimal reduced sight function of low vision children implied to the improvement of the educational quality of the low vision children relevant with thdr sight condition. Therefore, it is recommended to the headmasters and teachers teaching the low vision childrai, that they considerabout the learning prindples for the low vision children.