THE ROLE OF THE INDIVIDUAL LEARNING PROGRAM (PPI) IN INCREASING THE INDEPENDENCE OF AUTISTIC CHILDREN.

THE ROLE OF THE INDIVIDUAL LEARNING PROGRAM (PPI) IN INCREASING THE

INDEPENDENCE OF AUTISTIC CHILDREN

CHAPTER I INTRODUCTION

A. Background

In essence, all children have the same opportunity to get an education. Through

education, all the potential of students can be explored and developed optimally. Both

normal and special needs students. This is in line with the mandate of the 1945

Constitution article 31 paragraph 1 and paragraph 2 concerning the rights and

obligations of every citizen to get education and Article 32 of the National Education

System Law Number 20 of 2003 concerning the National Education System which

regulates special education and special service education. Also in Law number 20 of

2003 article 5 paragraph 1 concerning the right of every citizen to obtain quality

education. Thus, there is no reason to eliminate the education of Children with Special

Needs (ABK), let alone neglect ABK in obtaining education. Meanwhile, the equitable

distribution of learning opportunities for children with special needs is based on the

Salamanca Statement in 1994. Salamanca's statement is an extension of the goals of

Education For All (EFA) by considering the fundamental policy shift needed to

promote an inclusive education approach. Through this inclusive education, it is hoped

that regular schools can serve all children, including those with special needs.

So far, educational services for children with special needs in Indonesia have

been provided through three educational institutions, namely, Special Schools (SLB),

Special Elementary Schools (SDLB), and integrated education. SLB as the oldest

special education institution, accommodates children with the same type of disorder, so

there is SLB for children with visual impairments (visually impaired), hearing

impairments (deafness), intellectual/thinking impairments (deafness), physical and

motor impairments (deafness), emotional and behavioral barriers (deafness),

and children with multiple disabilities (decapitation). SLB accommodates various

types of children with special needs.

Individual differences in students have become an important thing to consider

in the teaching process. Education policies in many Western countries even support the

provision of educational programs that meet the individual needs of each student as

much as possible, including students with special needs. Students with special needs

have obstacles in participating in learning, the obstacles vary, ranging from the

heaviest gradation to the lightest. For students who have severe obstacles, they can be

educated in special schools or Special Schools (SLB) and Special Elementary Schools

(SDLB). Meanwhile, those who have learning disabilities at medium and light

gradations can be educated in public schools/regular schools, with certain

requirements. Education for ABK in public schools/regular schools is called inclusive

schools.

Each student is different from one another, both in the academic and non-

academic fields. This reality requires educators to consider the differences of students

when developing the curriculum and designing learning. The curriculum used in

inclusion schools is certainly not only a general/regular curriculum. Because the

regular curriculum is only suitable for normal children and has homogeneous abilities.

For ABK in inclusive schools, they should use a special curriculum that is tailored to

the individual needs of students

In Law number 20 of 2003 concerning the National Education System

(UUSPN) in article 1 point 19 it is stated that "The curriculum is: (1) a set of plans and

arrangements regarding the objectives, content, and (2) subject matter, as well as (3)

the method used as a guideline for the implementation of learning activities to achieve

certain educational goals".

The development of a diverse Education Unit Level Curriculum (KTSP) refers

to national education standards to ensure the achievement of

national education. National education standards consist of standards for content,

processes, competencies of graduates, education personnel, facilities and infrastructure,

management, financing and assessment of education. Two of the eight national

education standards, namely the Content Standards (SI) and Graduate Competency

Standards (SKL) are the main references for educational units in developing the

curriculum.

Law of the Republic of Indonesia Number 20 of 2003 (Law 20/2003)

concerning the National Education System and Government Regulation of the

Republic of Indonesia Number 19 of 2005 (PP 19/2005) concerning National

Education Standards mandates that the curriculum at the KTSP at the primary and

secondary education levels be prepared by educational units with reference to SI and

SKL and guided by guidelines compiled by the National Education Standards Agency

(BSNP). In addition, the preparation of KTSP must also follow other provisions related

to the curriculum in Law 20/2003 and PP 19/2005.

In the context of inclusive schools, KTSP will not only be one kind, because of

the existence of children with special needs in the school. This means that in addition

to the KTSP that is developed with reference to the Competency Standards and Basic

Competencies contained in the SI and SKL, it also develops an individual learning

program (PPI) or Individualized Educational Program (IEP) which is developed

referring to a special curriculum that contains competency standards and basic

competencies for basic education units that still need to be developed. In inclusive

schools, there is a regular curriculum or KTSP that is developed based on the

Competency Standards (SK) and Basic Competencies (KD) developed by BSNP, and

IEP (Individualized Educational Program) or PPI (Individual Learning Program)

which is developed based on the "Special Curriculum" or "Modified Curriculum".

The competency standards and basic competencies in the modified curriculum

will be the direction and foundation for developing subject matter, learning activities,

and competency achievement indicators for assessment, with

considering the individual abilities of students. The results are outlined in

IEP or PPI developed by Special Education Teachers (GPK) and other related officers.

SD N 2 Bendan is a school that provides integrated education. In addition to

normal children in SD N 2 Bendan, there are several types of disorders, including:

deaf, speech-impaired, visually impaired, slow learner, and autistic. As a basis for

learning students, programs are made systematically. Programs for normal children and

ABK are not the same, for normal children a Learning Implementation Plan (RPP) is

made while for ABK a more specific program is made and based on the abilities of

each individual summarized in the Individual Learning Program (PPI). Of all these

types of abnormalities, all are made PPI. The content of each PPI differs from one

another. Especially PPI for autistic children, there are aspects of detail that are

considered. Of course, the program must be in accordance with the needs of each child,

because the characteristics of autistic children are different from one autistic child to

another.

For example, the Individual Learning Program (PPI) for ABK at SD N 2

Bendan Boyolali, especially autistic children. PPI for autistic children is made as a

curriculum for children and as a reference to train skills in terms of socialization,

intelligence and independence. The Individual Learning Program (PPI) is a program

created by an educator as a reference to provide teaching for ABK. The Individual

Learning Program (PPI) was created to provide specific learning for Children with

Special Needs (ABK) because the abilities of ABK and normal children are different,

both in terms of intelligence, concentration, and independence.

For teachers who are familiar with the creation of Lesson Units (SP), some of

the components of an individual teaching program may be familiar, although there are

some differences. This difference can be seen in at least two things, namely in the

content of the program and in the process of compiling it. In terms of content, one

component of PPI that is clearly absent from the SP is the description of the child's

condition

now. As stated in the term used, PPI is prepared for individual extraordinary children,

not for a class of students as in SP. Because of its individual nature, the characteristics

of the child in question must be described in full, both regarding the level of ability and

the level of weakness in all aspects related to education, including learning

achievement, intelligence level, emotional state, social ability, physical, health, etc.

This difference in content also affects the preparation process. Lesson units are

arranged based on the quantity of material that must be completed by the teacher in a

certain period of time (for example, one semester) without much consideration for

individual differences in students. In other words, the unit of study is oriented towards

the material. In contrast, individualized teaching programs are oriented towards

individual students. Therefore, the process of preparing individual teaching programs

must begin with a thorough assessment of students' individual abilities and weaknesses

using reliable measurement tools. This preparation process will also involve various

professionals, such as teachers themselves, PLB teachers, psychologists, psychiatrists,

medical personnel, and social workers. This is what is not found in the process of

preparing lesson units.

Autistic children themselves are children who experience persuasive disorders

that include abnormalities in the fields of communication, social interaction, emotions,

behaviors and have different ways of thinking about various kinds of information

received by their brains so that they cause differences in responding to objects. In

addition, the relationship with someone is automatically disrupted. Some autistic

people do not show mental disabilities with normal physical growth and consistent

autistic symptoms often make parents unaware of their children's abnormalities. In

addition, most autistic children also experience disturbances in independence.

Independence means that things can stand on their own without depending on others.

Developmental disorders in children that result in not being able to communicate and

not being able to express feelings and

The desire so that the behavior of relationships with others is also disturbed which will

have an impact on the social development of the child itself.

Starting from the background about the circumstances and problems faced by

autistic children and the importance of the role of PPI in increasing the independence

of daily life of autistic children. Therefore, the author is interested in conducting

research on "The Role of Individual Learning Programs (PPI) in Increasing the

Independence of Autistic Children at SDN 2 Bendan (Case Study at Inclusive

Education Organizing Schools)"

B. Problem formulation

Problem formulation is very important in research activities, because the

problem is an object that will be researched and a solution will be sought through

research. Based on the background of the problem, it can be formulated as follows:

"Does the Individual Learning Program (PPI) play a role in increasing the

independence of autistic children in SD N 2 Bendan, the 2011/2012 school year?"

C. Research Objectives

This research has a direction and goals that have been set so that it can provide

benefits. The purpose of this study is to find out the role of the Individual Learning

Program (PPI) in increasing the independence of autistic children in SD N 2 Bendan,

the 2011/2012 school year.

D. Research Benefits

The researcher hopes that this research can obtain practical and theoretical

benefits.

1. Theoretical benefits:

a) As an input, especially for Inclusion Elementary Schools in dealing with

problems that arise related to children's independence, especially autistic

children,

b) Providing input materials for parents and educators of autistic children in

relation to the provision of services to children

c) As a contribution of scientific works to the development of science in general

and extraordinary educational institutions in particular,

d) Knowing the Individual Learning Program (PPI) in its role in increasing the

independence of autistic children,

e) In addition to relevant program references and information

2. Practical Benefits

a) For the author:

(a) It can add to a broad insight into science and as a land to apply the theories

obtained in college

(b) Gain first-hand experience and knowledge about the situation and condition

of autistic children in their independence,

b) For schools

(a) Giving donations in overcoming obstacles to the independence of autistic

children at SD N 2 Bendan,

(b) Providing input to educators in relation to the independence of autistic

children,

autistic children by collaborating with parents,

(d) Contributing to the development of science for schools.

CHAPTER II

THEORETICAL

FOUNDATIONS

A. Literature Review

1. Definition of Role

Every human being who is part of society always has a status and a subordination

that will give rise to a role or role. So status is a position in a social system, while role

is behavior related to that status. Role is a dynamic aspect of the subject's status. If a

person exercises a right and obligation in accordance with his position, he carries out a

job. The role determines what a person does in society. To find out more details about

the meaning of the role according to experts, it will be stated as follows:

Aminudin Rami (1991:120), role is the behavior expected of a person in a certain

status. Meanwhile, according to Abu Ahmad (1990:125), the role is a complex of

human appreciation for the way individuals must behave and act in certain situations

based on their social status and function. Another opinion, according to Phil Astrid

(1983:75), role is the dynamics of status and use of rights and obligations or can also

be referred to as subjective status.

The role referred to in this case emphasizes the elements of obligation and

responsibility. Social roles can also be referred to by other terms, namely positions or

duties. Meanwhile, a position or social task is a social role that is handed over by an

agency to an authorized person or social institution and then a special program is made

to meet the needs of the community, in this case ABK. Here what is referred to as an

agency or institution is SD N 2 Bendan which suddenly created an Individual Learning

Program for ABK.

2. Review of the Individual Learning Program (PPI) challenge

a). Definition of PPI

Along with the issuance of Indonesian government regulations on the

implementation of inclusive education in several pilot schools, the need for knowledge

on the preparation and implementation of PPI is increasing. This does not only happen

among teachers, but also parents of students with special needs. PPI guarantees

accountability where teachers who are responsible for providing instruction have clear

curriculum expectations and targets that must be met and monitored. PPI can also

compensate for shortcomings in the regular curriculum that do not comprehensively

contain areas relevant to the lives of students with special needs. Parental involvement

is seen when providing input and information about the child's condition and their

aspirations. In addition, PPI provides a systematic teaching structure that helps

educators focus on important learning areas.

The Individual Teaching Program (PPI) is a teaching program where students can

do the right tasks in sufficient time and motivated conditions. This program is

structured by considering students' abilities and needs so that they can learn optimally

and master certain levels of material that have been set. The preparation of the program

is carried out before students get special services in certain educational settings.

Sunardi, (2003:53) stated "Individual Learning Program (PPI) is a learning

program that is designed to help students with special needs according to their abilities.

This program is divided into two (2) things, namely: Long-term programs and short-

term programs".

Meanwhile, according to Gunarhadi (2010) in the papers taken at

[email protected] PPI are:

Learning activities that focus on assistance and tutoring to each individual,

provide wide opportunities for each child to learn, and base the needs and

abilities of children to catch up and optimize their abilities

An Individualized Learning Program (PPI) or known as an Individualized

Educational Program (IEP) is a written document that briefly describes a child's

education. In accordance with the term, it must be made specifically directed to the

individual child himself so that the child benefits in the educational process. The key

word is the individual. A program that is suitable for one crew member may not be

suitable for the other crew member. PPI is a stepping stone in the educational process

of a child with autism. We recognize that PPI is a written statement about an

educational program that identifies services and services in meeting the needs of

children so that they can grow and learn during their school age. The written statement

can then be considered as a sharah or formal document regarding:

1) A special educational plan because it explains the targets to be achieved

during the school year,

2) The services needed to help the child achieve these goals,

3) A method of evaluating children's progress.

Thus, the individual learning program is a learning service model for students

with special needs who study with normal children in regular schools. PPI is developed

specifically for students with special needs, whose preparation involves teachers,

parents and related experts. In PPI, it states where the child is, where the goal is, how

to achieve that goal, and how to state the achievement of the goal. With

Thus, PPI is developed by matching abilities with children's needs

Usually in one school year, the implementation of individual learning programs

is divided into several periods. This period can be made according to needs, for

example once every three (3) months. This period is flexible so that if there are

changes to the implementation of individual learning programs, teachers can make

changes so that they can help students with special needs even though the period has

not ended. To find out whether the implementation of PPI has been successful or not, it

is necessary to hold an evaluation.

Looking at the needs of students and the responsibility of teachers as educators,

there are obstacles that occur, namely: some teachers who teach in inclusion schools

consider PPI to be time-consuming and troublesome. They also feel unconfident to

compile it because they feel they lack knowledge about it. As a result, the philosophy

of inclusive education that takes into account the unique needs of students with special

needs has become less fulfilled.

PPI as an Individualized Teaching Program is often unrelated to the regular

curriculum, 'isolating' students with special needs, assigning additional workload to

teachers, teacher oriented, and only focusing on specific skills rather than cognitive

aspects of learning.

b). Format PPI

There is no standard format regarding PPI. PPI varies widely, depending on the

child's condition and school policy. The thing that gets emphasis in writing PPI is

clear, useful and in accordance with the applicable rules, not in the format. In addition,

the relationship between components must also be clear so that the focus on the special

needs of students is maintained.

The PPI format is adjusted to the needs and conditions of each school, but there

are standard components that must be present in a PPI, namely: student data

information and student ability levels. Before PPI was prepared by teachers and teams,

then

Holistic information is needed about the development of students, especially in the first

five (5) years of life. This information is obtained through the initial identification and

assessment process, then analyzed in a written data. Based on these results, it is

possible to compile a student profile. The student profile contains the student's biodata.

The preparation of PPI follows a process that starts from Pre-Referral, Referral,

Identification, Eligibility, PPI Development, PPI Implementation, and followed by

Evaluation and Reviews. This process can be divided into the Data Collection stage,

the Meeting stage, and the Program Preparation stage. As a program designed

according to the needs of students, PPI contains education that is appropriate for

students, the extent to which students are able to participate in the curriculum,

accommodation received by students in studying and taking exams/tests, and various

services from related service providers. As contained in the

http://gulit1.wordpress.com/2009/03/05/program-pendidikan-individual-ppi/ PPI

contains several components as follows:

1) Vision statement, which is a positive statement that reflects the hopes and dreams

of students, families and schools which then becomes the direction for setting long-

term goals

2) The characteristics and special needs of the student, including their current level of

performance. These are obtained during the identification and assessment process

through interviews, observations and tests. Examples of special needs or

characteristics of students in the social-emotional aspect are "Shyness which means

not having friends, not taking the initiative to initiate social contact by smiling or

greeting, often refusing the teacher's offer to answer questions, etc."

3) Special education, related services, assistive devices, program modification and

support for parties involved in the implementation of PPI to meet the special needs

of students. In this component, PPI also contains the frequency, duration and

location of an activity

4) Long-term goals and behavioral objectives

Long-term goals are priorities that will be achieved within a certain period of time. In

general, long-term goals are set for a year, but it is possible for a period of 3 and 6

months, depending on the learning activities at school. A good long-term goal is

focused on the student's strengths and needs, the child center, is not too specific

and sets a target time for its achievement. In addition, the number does not exceed

three goals.

PPI does not have a very standard format. This means that each Special

Education team can choose the format that is preferred and assessed appropriately for

the child. In http://cerpenik.blogspot.com/2011/04/modifikasi-kurikulum-dan-

program.html in making PPI, there are at least 2 important things that must be present,

namely: (1) information about children and their abilities and (2) programs to be

implemented. One of the formats that can be used is the PPI format whose components

are as follows:

1) Information about the child.

Information about children is usually obtained from the results of identification

and assessment. Identification is an activity to get to know students in general,

rough, global and not menditailing. Meanwhile, assessment is an identification

process to recognize the characteristics of students in more depth. This

identification and assessment needs to be carried out to determine the right

implementation and in accordance with the characteristics of students. How to

conduct an assessment on students can be by observation, checklist, test, etc. The

aspects that are assessed concern various academic and non-academic matters.

Such as general knowledge, academic skills, fostering communication and social

interaction, problems faced by students, student behavior, self-development skills,

and sensory-motor skills, etc. Information about the child can be included in the

bio and an overview of the child's development. For example:

Student biodata in general includes:

(a) Name :

(b) Place/date of birth :

(d) Address :

(e) Telephone :

(f) Guardians who can be contacted in case of emergency:

While the description of the development of students with special needs

includes the state of the child starting from the beginning of pregnancy, during

pregnancy, the birth process, and child development, the following is an overview

of the development of students:

(a) Current history in content

(b) Birth history

presence of other health conditions)

(d) History of tasks that correspond to students' developmental tasks from 0 to 4

years old (e.g. information about gross motor processes, whether the child

crawls before walking). Another example, the feeding process,

whether the child sucks before he can chew.

(e) Student development at the age of 5 years, an overview of their development

while in kindergarten (e.g. kindergarten report card)

(f) The results of assessments and identification carried out by expert professions,

such as psychologists, pediatricians, psychiatrists.

(g) Additional information from parents.

2) Programs to be implemented

The programs that will be implemented must be based on the level of ability

possessed by students. Therefore, it is necessary to establish a specific program as

described below:

(a) Program Priority Setting

From the information described in the component of the student's ability

level, the prioritized programs are determined, and the stages. Also, the number

of programs that are used as targets and aspects that are determined are

adjusted to the needs of students. Aspects in PPI include academic and non-

academic aspects. The academic aspect refers to the curriculum at the level of

elementary, junior high, and high school education units. Meanwhile, the non-

academic aspect is an ability that includes emotional skills, socialization,

behavior, communication, and self-development. The two learning areas are

chosen according to the needs and level of development of students.

(b) Implementing Elements

Appointment of parties directly involved in the creation of PPI, such as

classroom teachers, subject matter teachers, special supervisors, accompanying

teachers, parents, psychologists, therapists, and other experts involved

Listing the time of implementation of PPI in a school year is carried out at

least every three months or adjusted to the needs of students with special needs,

and the school policy concerned

(d) General Purpose

Helping students to find the necessary needs, through certain programs so

that students can succeed well, and can maintain the results they achieve.

(e) Learning Objectives

It is a certain ability that must be expected to be achieved by students

(f) Learning activities

These are the methods used as a reference in implementing the program

(g) Completion date

It is the end date of the program that has been carried out according to the

plan.

(h) Evaluation

Various types of evaluation can be carried out in the form of writing, oral,

or practical assessment. The evaluation was carried out to measure students'

ability to the learning outcome process.

c). Example of PPI model

Each teaching staff or educator has a different PPI model or format. This is because

PPI does not have a basic and dynamic format. The following is an example of a model

of student profiles and individual learning programs (PPI) for children with special

needs taken from http://cerpenik.blogspot.com/2011/04/ : (example 1 and example 2)

Example 1

Student Profile Model

STUDENT PROFILE

1) Student Data

(a) Name :

(b) Gender:

(d) Date of Birth :

(e) Diagnosis :

2) Parent Data

(a) Father's Name :

(b) Mother's Name :

(d) Telephone :

3) Guardians who can be contacted in an emergency:

(a) Name :

(b) Status :

(d) Telephone :

4) Examples of Student Development

(a) Current history in content

In the first trimester the fetal development is fine, there are no significant

obstacles such as vomiting or excessive nausea. Mom's busyness which is quite

time-consuming makes her not pay much attention to symptoms that are

considered disturbing. In the 2nd and 7th months, I had experienced bleeding in

the form of spots, but it could be anticipated with medication because I

immediately consulted a doctor.

(b) Birth history

Born at 3 a.m. after experiencing contractions for 17 hours. The birth

process is normal by induction because it does not progress in opening. After

that, the delivery process went smoothly, the baby was born weighing 2.8 kg

and 45 cm in length.

The child must be hospitalized when the child is 5 days old because there

are symptoms of yellowish skin. This yellow skin is an indication of

function

a heart that has not developed optimally. This is marked by the results of

laboratory examinations with bilirubin levels reaching 13, the normal limit

is below 10.

Children consume breast milk (breast milk) until the age of 2 months. After

trying several types of formula milk, it was found that the child was allergic

to regular milk. This can be seen from the appearance of red spots all over

the body. Children must consume special milk by

short-chain peptides for 7 months. After that, it began to be gradually replaced

with hypo-allergenic milk which is milk for children who have allergies up

to the age of 1 year. Gradually it is also replaced with regular milk.

Due to health problems, the immunizations that are undergone are

hampered. Children get all the required and recommended immunizations.

Although the implementation is 2-3 months late.

(d) History of tasks that correspond to student developmental tasks from 0 to 4

years.

The child grows to a normal weight. It began to roll at the age of 4 months.

Sitting at 8 months of age. It immediately walks at the age of 9 months so

that it does not go through the crawling process. At the age of 1 year, you

can walk even though you are tiptoe and unbalanced. Can jump up and

down with 2 feet at 1.5 years old. Until now, it has not been able to jump 1

foot

alternately.

Breastfeeding development, when newborn in the hospital, the child drinks

formula milk using a spoon, not with the baby's pacifier. Children begin to

learn to breastfeed from the mother from the age of 2 days. For drinking

training using pacifiers, I had time to try 3 different brands of pacifiers

until finally finding a pacifier that can be used for breastfeeding. The strength

of the child's mouth muscles tends to be weak, the suction is not strong so it

takes a long time to finish milk. Children also often salivate until the age of

1 year. The child's mouth muscles are still weak until now. This can be seen

from the long meal time.

Speech development: Children cannot speak until the age of 3. Initially, at

the age of 2 years old, they began to be able to pronounce 1 syllable for

certain purposes, but the articulation was not clear. Children undergoing

Speech Therapy until the age of 5 years. The progress after undergoing Speech

Therapy now children can speak fluently even though the r and s sounds are

not clear.

Children do not like to be around other people, they prefer to be alone.

Children tend to be fussy if they are in an environment they don't like.

Behaviour

Children who often appear when they feel uncomfortable are screaming while

covering their ears and circling around the room.

(e) Student development at the age of 5

Children enter kindergarten at the age of 5. Every day at school, Mother

and Child must accompany outside the classroom because if at any time there is

a report from the teacher, Mother and Child feel obliged to help. Occasionally,

the child's mother accompanies the child in the classroom if the child shows

behavior that makes the classroom situation unconducive.

The results of assessments and identification carried out by expert professions,

such as psychologists, pediatricians, psychiatrists.

At the age of 3.5 years the child goes through a psychological assessment

process, which includes observation and intelligence tests, psychologists

declare that the child has autism. The child also undergoes an EEG test by a

pediatric neurologist and a food allergy test.

Since then the child has been on the Casseien Free Gluten Free (CFGF) diet,

Sensory Integration Therapy dan Behavior Therapy.

(f) Additional information from parents.

Parents feel that children need practice in the field of daily life

activities, academic lessons can be given to children as long as children can

follow. If the child has difficulty following academic lessons, the teaching

material should be modified according to the needs of the A.

Example 2.

Individualized Learning Program Format (1)

INDIVIDUALIZED LEARNING PROGRAMS

Name :

Class :

Academic Year :

Diagnosis :

Era :

1) Implementing Elements

It Implementer's Name Position Signature

1. Teacher

2. Student Teacher

Special Needs

2) Ability Level

(a) Academic :

...................................................................................................................................

(b) Non-Academic :

...................................................................................................................................

(d) General Purpose :

...................................................................................................................................

(e) Learning Objectives :

...................................................................................................................................

(f) Learning Activities:

...................................................................................................................................

(g) Completion Date :

...................................................................................................................................

(h) Evaluation :

...................................................................................................................................

Example 3

Individualized Learning Program Format (2)

INDIVIDUALIZED LEARNING PROGRAMS

Name :

Class :

Academic Year :

Diagnosis :

Era :

1) Description of the ability level of the current learner

2) Long-term (general) and short-term (specific) goals

(a) Long-term goals :

(b) Short-term goals:

3) Details of special education services and other related services, including how

much students can participate in regular classes.

4) Service delivery settings

5) Implementation time and evaluation criteria.

3. Overview of Autistic Children

a). Definition of autistic children

Autistic comes from the word auto, which means sendri, with the demikina

autistic can be interpreted as someone who lives in his world. Autistic children tend to

experience obstacles in interaction, communication, behavior, and social.

The definition of autistic children was further explained by several experts,

including:

Emi Dasiemi, Msi in the lecture of PLB FKIP UNS class of 2006:

Autistic children are children who have pervasive or comprehensive developmental

disorders, namely:

1) Mutual social interaction disorder (very little eye contact, less lively

facial expressions, inability to play with peers)

2) Communication disorders

(a) Often uses strange language

(b) Repetitive behavior (steorotyphim)

(d) Glued to parts of objects

(e) Concentration disorders

3) Arises before the age of 3, mostly in males

4) Less varied gameplay

5) Prefer to be alone"

Another definition is put forward by (Sutadi, 2002:48), "Autism is a disorder in

severe neurological development that affects the way a person communicates and

relates (relates to) others around him in a reasonable way."

childr

en,

Meanwhile, according to Sasanti (2004:8), in the symposium paper of the

Autism is a set of clinical symptoms or syndromes motivated by various

factors that are very varied and related to each other and unique because

they are not the same for each case and clinically often find symptoms that

are mixed or overlap with symptoms of several other developmental

disorders or other specific disorders.

From the above understanding, it can be concluded that autistic children are

children who experience disorders in severe neurological development that affect the

way children interact socially, communicate, imagine and relate (relate) with others

around them in a reasonable way. In addition to problems with social interaction,

imagination, and communication, children with autism also have a limited range of

interests. Many children with autism (nearly 75%) also have mental retardation. In

many cases, autistic children do not have an emotional bond with their parents or other

family members.

b). Causes of autistic children

Until now, the certainty regarding the causes of autism has not been solved. In

fact, the development of the number of autistic children today is increasingly

worrisome. Here are the opinions of several experts about the causes of autistic

children that the author managed to get

In the blog http://nanie90.blogspot.com/2010/04/html. Budiman (Kompas, 26-

9-2000) stated that the recent increase in autism cases, apart from the condition factors

in the uterus such as exposure to toxoplasmosis virus, cytomegalovirus, rubella or

herpes, and hereditary factors, is also suspected to be due to the influence of toxic

substances. For example, lead (Pb) from vehicle exhausts, factory chimneys, wall

paint; cadmium (Cd) from battery rock; and mercury (Hg) which is also used to tame

germs for immunization. Likewise, antibiotics destroy almost all the good and bad

germs in the digestive tract, so fungi are rampant in the intestines. Heavy metals that

accumulate in the body of an adult woman enter the fetus through bone

demineralization, and are channeled to the baby through breast milk.

Stephen Edelson, MD (Nirmala Magazine, June 2001) who conducted a 1998

study of 56 children with autism, found that 95% of them had one or more chemical

toxins in their blood at fairly high levels, exceeding the maximum limit of the average

healthy adult. In addition, 100% of them contain high levels of one or more metals

such as mercury and lead, which are toxins that can attack the brain system. The results

of mineral analysis of the hair of children with autism showed high levels of Pb and

Hg.

Meanwhile, according to Dr. Emi Dasiemi, Msi, there are several causes of

autism, including:

1) Psychosocial factors

2) Neurobiological Factors

3) Biologis Theories

4) Genetic Factors

5) Perinatal Factor

6) Immune Theories

7) Viral infections

This can be explained as follows:

1) Psychosocial factors

It used to be considered as a result of a cold and unfriendly relationship between

parents and children. The disruption occurs because the involvement between

the child and the mother is lacking.

2) Neurobiological Factors

In autistic children, there is a disorder in the development of brain cells during

pregnancy due to:

- Oxygenation disorders

- Bleeding

- Infection

3) Biologis Theories

This theory developed due to several facts such as the following: the existence of a

close relationship with mental retardation (75-80%), the ratio of men to women

= 4 : 1, the increasing incidence of seizure disorders (25%), and the existence

of several medical and genetic conditions that have a relationship with this

disorder. Until now, it is believed that autism disorder is a behavioral syndrome

that can be caused by various conditions that affect the central nervous system.

However, until now it is not known exactly where the abnormality lies. This is

suspected to be due to dysfunction of the brainstem and mesolimbic. However,

from the latest research, it was found that there is a possibility of involvement

from the cerebellum

4) Genetic Factors

There is strong evidence that says changes in genes contribute to the occurrence of

autism. According to the National Institute of Health, families with one child

with autism have a 1-20 times greater chance of

giving birth to a child who is also autistic. Research on twins

found that if one of the children is autistic, the twin is likely to have the same

disorder. In general, experts identified 20 genes that cause autism spectrum

disorder. These genes play an important role in brain development, brain

growth, and the way brain cells communicate.

5) Perinatal Factor

During pregnancy, brain cell formation is disrupted by various causative

factors, as well as various factors shortly after birth. In addition, treatment in

pregnant women can also be a risk factor for autism. The most commonly

reported complications associated with autism are first trimester bleeding and

fetal emergency accompanied by mykonium aspiration as birth approaches.

6) Immune Theories

An improper immune system can produce antibodies that attack children's

brains, causing autism. Abnormalities in brain structure cause autistic behavior.

Children with autism have an abnormal time of their brain growth. Early in

childhood, the brains of autistic children grow faster and larger than normal

children. Then, when normal children's brains get bigger and more organized,

autistic children's brains grow more slowly.

7) Viral infections

When the baby is in the womb, the baby is particularly susceptible to viral

attacks such as toxoplasmosis virus, cytomegalovirus, rubella or herpes, and

hereditary factors

Based on the description above, it can be concluded that the cause of

autistic children can be caused by several factors such as:

1) Prenatal (prenatal): such as Pregnancy Infections, Metabolic Disorders,

Irradiation During Pregnancy Between 2-6 Weeks, Chromosomal

Abnormalities, Malnutrition

2) During Childbirth (Christmas) :Include Anoxia Prematurity and

postmaturity, Brain damage

3) After Childbirth: Malnutrition, Infection, Trauma

c). Symptoms of Autism

Symptoms of autism in general can be detected at the age of 3 years and

throughout their lives these symptoms will be seen. The symptoms of autism that arise

between child 1 and other children vary and vary in severity from mild to paralyzing.

Here are some opinions about the symptoms of autism that the author took from

several sources:

From http://obatherbal.xamthone-plus.net/2011/09/ it was presented, that

common symptoms that may be present to some degree in children with autism

include:

1) Difficulties with verbal communication, including problems using and

understanding language.

2) Inability to participate in conversations, even when the child has the ability to

speak.

3) Difficulties with non-verbal communication, such as gestures and facial

expressions.

4) Difficulties with social interactions, including relating to people and the

environment around them.

5) Inability to make friends and prefer to play alone.

6) Lack of imagination.

7) Difficulty adjusting to changes in a routine or familiar environment, or

unreasonable urges on the following routines in detail.

8) Repetitive body movements, or patterns of behavior, such as flapping hands,

spinning, and banging heads.

9) Preoccupation with unusual objects or parts of things.

Meanwhile, in http://nanie90.blogspot.com/2010/04/ the symptoms of

autism are stated, namely:

1) There are persistent disturbances in social interaction,

2) Distorted communication, and limited behavior patterns and stereotypes.

3) This abnormal function usually appears before the age of 3.

4) More than two-thirds had below-average function.

Children with autism can appear normal in the first or second year of life.

Parents are often aware of language delays and certain different ways of playing and

interacting with others. These children may become very sensitive or even

unresponsive to stimuli from their five senses (hearing, touch, smell, taste and sight).

Repetitive behaviors (flapping hands or fingers, shaking the body and repeating words)

can also be found. Behavior can be aggressive (both to oneself and others) or even very

passive. Most likely, previous behaviors that were considered normal may become

additional symptoms. In addition to repetitive play, limited interest and social barriers,

some other things that are also inherent in people with autism are abnormal responses

to sensory information they receive, for example; noises, light, surfaces or textures of

certain ingredients and certain taste choices in their favorite foods.

The following are some or all of the characteristics that can be observed in

people with autism and their spectrum, both with the mildest to the most severe

conditions.

1) Barriers to communication,

e.g.: speaking and understanding a language

2) Difficulty in relating to other people or objects around them and connecting

events that occur.

3) Playing with toys or other objects unnaturally.

For example: playing on one object continuously until it is damaged or destroyed.

4) It is difficult to accept changes to the routine and the recognized environment.

5) Repetitive movements or the presence of certain patterns of behavior People with

autism and their spectrum are very diverse both in their abilities, level of intelligence,

and even behavior. Some of them do not 'speak' while others may be limited in

language so they are often found repeating words or sentences (echolalia). Those who

have high language skills generally use limited themes and find it difficult to

understand abstract concepts. Thus, always exist Individuality that

unique from Individual-Individu

incumbent.

4. Overview of Independence

a). Definition of Independence

According to the origin of the word, the word independence comes from the word

independence which has the suffix ke-an. Independence means standing alone.

According to the Great Dictionary of Indonesian edition of the Ministry of

Education and Culture, Balai Pustaka (1995:625), independence is defined as "a state

of being able to stand on its own, not depending on others since childhood he has been

used to it, so that he is free from the dependence of others. Independence is the state of

being able to stand on its own without depending on others."

According to Hadawi Nawawi (1994:57), independence is "the ability to

accommodate the good qualities of human beings to be displayed in appropriate

attitudes and behaviors based on the situation and conditions faced by an individual."

From this understanding, it can be concluded that independence is the ability where

the individual can stand alone without the help of others, in this case independence for

autistic children, namely children can minimize dependence on others, and maximize

their abilities in terms of socialization, communication and social interaction.

b). Independence Criteria

According to Sutardi (1984:3), it is stated that the characteristics of independent

life are three areas of life, including:

1) Activity of Daily Living (ADL)

What is meant by ADL is an activity related to daily life, for example:

eating, drinking, and dressing.

2) Activities to Play

This activity is an activity that has to do with games that have the goal of

allowing children (autists) to channel their emotions as well as be entertained,

because playing is a fun thing for autistic children. The playing activities include

various forms of games. In addition, playing activities can also train motor skills,

both fine motor and gross motor. For example: playing music, soccer, and various

other toys.

3) Work Activities

In a job, there are life values, in addition to being a basic activity or

preparation for children to master certain types of skills to become provisions in

their survival.

Various forms of activities need to be given to children (autistic) so that their

lives are more independent, or not dependent on others and it is hoped that the child

can meet his own life needs

c). Factors that affect independence

The factors that affect the temperature are divided into two, namely:

1) Factors from within the individual

(a) Physical condition

Physical condition is the physical condition of the individual. For

example, a sick person can't do anything, all his needs need the help of others.

In this way, it is said that they are less independent, because they are very

dependent on others.

(b) Psychic conditions

Psychic condition is the psychological condition of an individual.

Psychiatric conditions that affect independence are intelligence, motivation,

and attitude.

2) Factors from outside the individual

(a) Social factors

This factor is a factor that comes from humans. Which means there is a

direct relationship with humans. For example, a child is in the care of an

educator or an authoritarian family. In an authoritarian family, usually

everything has been determined by the parents. So that children cannot

participate in making decisions. With such conditions, it will kill creativity and

foster dependence on the child himself. It is different in a democratic family,

children are given the opportunity and freedom to express their ideas and wills

so that their creativity will be more developed. Likewise with autistic children,

if all the needs of the child (autistic) are met (for example: eating and drinking

are taken and fed), then the child's abilities will be limited and will not develop.

(b) Non-social factors

The non-social factor in question is that in addition to the direct

relationship with humans, there are other factors, factors of the situation and

conditions

The children's conflict in question is the political, economic, and cultural

situation.

d). Efforts to Increase the Independence of Autistic Children

The effort given is to provide guidance services for the independence of autistic

children themselves. Some alternative guidance efforts in increasing children's

independence are:

1) Self-adjustment guidance

There are two important things in self-adjustment, including:

(a) The family's views and attitudes towards children in various matters between:

(1). Abilities and weaknesses related to their body and spirituality

(2). The child's social roles and attitudes, difficult or easy to get along with,

like to cry, like to laugh, mumble or get angry, unresponsive to the

environment

(3). Definition of ethical and aesthetic values

(b) Parents' views and attitudes towards children's health, that physical health will

affect their spiritual development, are not a problem for parents.

2) Job adjustment guidance

In the matter of employment, there needs to be vocational training, the important

factors required in job training are:

(a) Bidang vocational

For example: agriculture, livestock, handicrafts, carpentry and households.

(b) The method used is in accordance with each work attitude which has different

ways and attitudes, for example the attitude of hoeing is different from cooking

This is very important so that the continuity of work can continue and think about

how to keep the supply of materials available.

3) Social adjustment guidance

Social adjustment efforts are aimed at children so that they can adjust to their wide

social environment. In order for children to be independent in their social

adjustment life, guidance is given to:

(a) Personality formation

Personal formation, especially self-confidence, can be achieved through

sensomotor coordination exercises, including:

(1) Free games of all kinds (puzzel)

(2) The child walks by researching or walking on a board that is located a

little high or climbing stairs

(3) Laihan cutting and folding paper

(b) Taking care of yourself

Taking care of yourself or emphasizing ADL includes:

(1) Personal hygiene

For this, children are trained in brushing their teeth, bathing, eating, drinking,

and maintaining other body hygiene.

(2) Neatness

The neatness in question is the neatness that is related to oneself or the

neatness of the environment. For this reason, children need to be trained

in certain things in a simple way such as:

Dressing neatly, combing your hair or dressing up

The neatness of the bedroom

Neatness and cleanliness of bedrooms, dining rooms, and living rooms.

B. Thinking Framework

The framework of thinking is a direction of reasoning to be able to arrive at the

discovery of temporary answers to the formulated problems. The preparation of a

framework of thinking means making rational arguments based on theories that have

been expressed in theoretical studies. Thus, the preparation of the framework of

thinking in this study can be explained as follows:

Autistic children experience persuasive disorder which includes abnormalities

in the fields of communication, social interaction, emotions, behaviors and have a

different way of thinking about various kinds of information received by their brains so

that there are differences in responding to objects and affecting independence in

carrying out self-care activities. In addition, the relationship with someone is

automatically disrupted.

Independence is the ability where the individual can stand alone without the

help of others, in this case independence for autistic children, namely children can

minimize dependence on others, and maximize their abilities in terms of socialization,

communication and social interaction. These disorders may be caused by disturbances

of the central nervous system or by other factors that affect indirectly, for example lack

of stimulation of vocabulary and language from the environment, ineffective language

teaching in schools, and so on.

Autistic children can be said to have independence if there are 3 criteria,

namely (1) children can do Activities of Daily Living (ADL), What is meant by ADL is

an activity related to daily life, for example: eating, drinking, and dressing. The (2nd)

is that children can do Play Activities, This activity is an activity that has to do with

games that have the goal of allowing children (autists) to channel their emotions as

well as be entertained, because playing is a fun thing for autistic children. The playing

activities include various forms of games. In addition, playing activities can also train

motor skills, both fine motor and gross motor. For example: playing music, soccer, and

various other toys. And the (3rd) child can do work activities, In a job there are life

values, in addition to being a basic activity or preparation for children to master certain

types of skills to be a provision in their survival.

Based on the independence criteria, the problem of independence experienced

by autistic children is related to the learning programs provided by teachers who work

with the child's parents. Although this is not a direct influence of the cause of the lack

of independence of autistic children

Increasing independence can be done in various ways, one of which is the

creation of special programs by schools which are summarized in the Individual

Learning Program (PPI). The PPI has goals and benefits, the PPI program design is

adjusted to the character of each individual. So that the learning process for children

can be carried out as much as possible to get the best results.

Based on the presentation that has been presented, in this study a frame of mind

chart can be made as follows:

C. Research Hypothesis

Hypotheses are provisional answers to problems that have been researched

and are still proven to be true. Based on the literature review and the frame of mind,

the following hypothesis can be formulated:

"The Individual Learning Program (PPI) plays a role in improving the independence

of autistic children in SD N 2 Bendan, Academic Year 2011/2012"

Figure 1. Thinking Framework Chart

Children can eat on their own

ChildcanPrepare your own

book

Childcanwear your own shoes

(the level of independence of

autistic children increases)

Increase

Result

Action

Implementation

of nIndividual

Learning

Program

Children cannot eat on their

own

Childnot yetcan prepare your

own books

Childnot yetcan wear their own

shoes (the child's

independence level

autism is increasing)

TradisionalBeginning

ommit to u

c Ser

CHAPTER III

RESEARCH

METHODOLOGY

A. Place and Time of Research.

1. Research Venue

The place of research is the location where research is carried out so that a

certain amount of data needed from the problem being studied is obtained. This

research took place at SD Negeri 2 Bendan which is located in Klumpit Village,

Banyudono District, Boyolali Regency, with the following considerations:

a). The researcher has had a good relationship with the school.

b). The school has never been used for similar research.

c). The data needed in this study is in the school.

d). The criteria for the subjects to be studied are found in the school.

2. Research Time

Table 1. Research time

Moon October November December January Febuar

Sunday I II III IV V I II III IV I II III IV I II III IV V I II III

Filing x

heading

Submissio

n of

Licensing

proposals

research

x x x

Research

Implementation x x x x x x x

Analysis of research

results x x x x x x

Preparation of

research results x x x

Perbanyakan x

ommit to u

c Ser

B. Research Methods

A research must basically use a certain method that is carried out in a planned

and systematic manner. Determining the right research method will make it easier for

researchers to conduct their research and also the results of their research can be held

accountable scientifically.

According to Suharsimi Arikunto (2006:160) argues that the research method

is the method used by researchers in perfecting their research data.

According to Mardalis (2002: 24) argues that a method is a method or

technique that is carried out in the research process, while research is an effort

in the field of knowledge that is carried out to obtain facts and principles

patiently, carefully and systematically to realize the truth.

According to Winarno Surakhmad (1994:131) the definition of method is as

follows:

Method is the main way used to achieve a goal, for example to test a series of

hypotheses, using certain techniques or tools. This method is used after the

investigator takes into account the reasonableness of the investigation objective

and from the investigation situation.

Based on the above opinion, it can be concluded that the research method is a

way or path taken in an effort to find, develop and clarify the truth of an event using

scientific methods.

Mardalis (2002: 25-26) stated that there are four methods that are commonly

used in research activities, namely:

1. Historical Research

2. Exploratory Research

3. Descriptive Research

4. Explanatory Research/ Explanation/ Experiment

Some of the methods above can be described in more detail as follows:

1. Historical Research

This research aims to describe what has happened in the past. The processes consist of

investigating, recording, analyzing, and interpreting past events in order to find

generalizations. These generalizations are useful for understanding the past, as well

as the current situation, and can even be used to a limited extent to overcome future

matters.

2. Exploratory Research

This research aims to provide new relationships that exist in a wide and complex

problem. This research also aims to collect as much data as possible. After

analysis, it is hoped that the results will be biased into hypotheses for the next

research. Exploratory research itself does not use hypotheses, because the

complexity of the data to be studied is impossible to formulate or cannot be biased

in the preparation of hypotheses.

3. Descriptive Research

This research aims to describe what is currently applicable. In it, there are efforts to

describe, record, analyze, and interpret the conditions that are currently occurring

or existing. This study does not test hypotheses or does not use hypotheses, but

only describes the information as it is according to the variables studied. This kind

of research is often carried out by officials to take policies or decisions to take

action in carrying out their duties.

4. Explanatory Research/ Explanation/ Experiment

This study aims to explain what will happen if certain variables are controlled or

manipulated regularly. The focus of the research is on the size between variables.

In this relationship intentionality

manipulate a variable, forever part of

which is inseparable from the experimental method. This study can be said to be a

hypothesis tester research that tests the cause-and-effect relationship between the

variables studied.

1. Form of Research

In this study, the author uses the Qualitative Descriptive method, because the

data collected is in the form of words, sentences, document recordings and archives

that have a very much more meaning than just numbers or frequencies.

According to Drs. Slamet Widodo, ST, M.Pd, the descriptive research method is to

make a systematic, factual, and accurate assessment of facts and characteristics of certain

populations.

From the conclusion of the opinion above, it can be concluded that descriptive research

is research that describes or describes a solution to a problem factually and accurately

regarding the facts and characteristics of a certain population

Then it was explained again by Sugiyono (2010: 15) as follows:

Qualitative research methods are research methods based on the philosophy

of postpositivism, used by researchers in natural object conditions, (as

opposed to experiments) where the researcher is the key instrument, sampling

data sources is carried out by purposive and snowball, data collection

techniques with triangulation (combined), data analysis is

inductive/qualitative, and qualitative research results emphasize meaning

rather than generalization.

This research was obtained by considering the suitability of the object of the

study, so that it uses an in-depth research method to be in accordance with the method,

namely using a descriptive method. This is in accordance with the opinion of Winarno

Surakhmad (1994: 139) "The descriptive investigation method is to narrate and

interpret the existing data".

Based on the above opinion, it can be concluded that the research method is a

way or path taken in an effort to find, develop and clarify the truth of an event

By using the scientific method, so the method has a very important role in the effort to

conduct a research and solve the problems experienced by the researcher".

2. Research Strategy

In order for the problem to be researched to be revealed and solved, after

determining the form of research, the next research strategy to be used is determined.

H.B Sutopo (2002: 112) stated that "In qualitative research, there are known as single

case studies and multiple case studies, then both are still distinguished by the type of

targeted or holistic research".

The strategy used in this study is a single pinned strategy model. Regarding this

model, H. B. Sutopo (2002: 41-42) explained as follows: "In qualitative research, there

is a form of research where the researcher has determined in advance the focus of his

research in the form of the main object to be studied based on the objectives expected

by the researcher, the form of research is a pinned form".

For this reason, the meaning of the single strategy is anchored in this study,

which contains the following meaning: single which means only in one location,

namely in SD N 2 Bendan. While pegged means only for the purpose of knowing the

role of the Individual Teaching Program (PPI) to increase the independence of autistic

children.

C. Data Source

According to H.B. Sutopo (2002: 50-54) stated that: "Data sources in qualitative

research can be in the form of people, events or activities, places or locations, objects,

various images and recordings, documents or archives".

Another opinion about data sources in qualitative research is that revealed by

Lofland quoted by Lexy J. Moleong (2010: 157) explaining that: "Data sources in

qualitative research are words, and actions,

The rest is additional data such as documents and others. In this regard, in this section

the types of data are divided into words and actions, written data sources, photographs

and statistics".

Based on the above opinion, in this study the author uses data sources in the

form of informants, places and events and documents, further explained as follows:

1. Report

"Informants are data sources that can provide data in the form of oral answers

through interviews or written answers through questionnaires." (Suharsimi Arikunto,

1996: 114).

The informants in this study are:

a). Principal of SD N 2 Bendan, Banyudono, Boyolali

b). Special Assistant Teacher (GPK) SD N 2 Bendan, Banyudono, Boyolali

c). Parents/guardians of autistic children.

2. Places and Events

The author in this study took the research site at SD N 2 Bendang, which is

located in Klumpit village, Banyudono district, Boyolali Regency. While the event in

question is the role of individual learning programs in increasing the independence of

autistic children, autistic children at SD N 2 Bendan number 8 children and all are

boys.

3. Document

The second source of data or secondary data in this study is documents. "In

terms of data sources, additional materials derived from written sources can be divided

into sources of scientific books and magazines, sources from archives, personal

documents and official documents." (Lexy J. Moleong, 2010:159) Documents here can

be in the form of letters and agendas related to a certain event. In this study, the

documents that will be used by the researcher are:

a). Student learning outcome report book (report card)

Student learning outcome reports (report cards) for children with special needs,

especially autistic children, are different from regular children. If in the regular

children's report card is measured by numbers, then the report card for autistic

children is in the form of a description (picture) of the child's development during a

certain period.

b). Student liaison book

The student liaison book is a medium used by special assistant teachers to inform

activities during the learning process carried out during school, this aims to make

parents/guardians aware of the activities that children do while at school and then

follow up at home, because the learning process of autistic children is continuous.

c). Individual Learning Program (PPI)

The Individual Learning Program (PPI) is a set of programs compiled by educators

as a reference to provide learning for children.

d). Photos and special class agenda books

Photos are images taken during the child's learning process, both in the classroom

and outside the classroom. Meanwhile, the special class agenda book is a record of

activities carried out by children during the process in school.

D. Sampling Techniques (Snippets)

In qualitative research, the sample will be shown by the researcher by

considering that the sample knows the problem being researched, is honest,

trustworthy and the data is objective. According to Prof. Sutrisno Hadi MA, there are

two types of sampling techniques, namely:

1. Random sampling technique

Random sampling technique is a sampling technique in which all individuals in the

pollutation, either individually or together, are given the same opportunity to

become members of the sample. Random sampling is also given the term random

or random sampling, which is sampling that is not selective or indiscriminate,

based on mathematical principles that have been tested in practice. Therefore, it is

seen as the best sampling technique in research.

In practice, random sampling includes:

a). How to draw

Sampling by ballot is like a person exercising a ballot. The steps are:

1) Create a list that contains all the subjects, objects, events, or groups to be

investigated,

2) Giving codes in the form of numbers for everything to be investigated,

3) Write the code each on a small piece of paper,

4) Repeat each little piece of paper,

5) Put the rolls of paper in a can or similar place,

6) Shake the can well,

7) Taking the rolls one by one is a number of needs.

b). Ordinal way

This method is done by choosing an even or odd number or a certain multiple,

the steps:

1) Create a list of all the subjects, event objects, or groups to be investigated

with their serial numbers,

2) Taking certain numbers, for example odd or even all numbers or certain

multiples numbers, for example:

Subject name

Ida

2 Ika

3 Echo

4 Edi

5 Bobi

D Dst

c). How to randomize from a random number table

This method leads the researcher to select the sample members by:

1) List numbers and subjects

2) Create a table that contains subject numbers

3) Drop pencils arbitrarily on the squares of the table containing numbers until

as many members are obtained

Practical example:

See example 2 (ordinal way) and a

Create a random number table

1 2 3

4 5 6

7 8 9

Pencils fall on numbers 3,4,5,6,7,8 and 9. Those numbers are used as

samples

Note

The example is used for small samples,

2. sampling

The random sampling technique is a sampling method that not all members of the

population are given the opportunity to be selected as a sample.

a). Various.

All sampling techniques that are not classified as random sampling are

classified as types of non-random sampling techniques. The types of sampling in

non-random sampling are:

1) Proportional Sampling Technique.

This technique requires sampling from each sub-population by taking into

account the size of the sub-sub-population. This method can provide a more

accountable generalization basis than if it does not take into account the size of

the sub-population and each sub-population.

Example:

The study took 50 smart children and 50 stupid children based on their IQ

levels, so the comparison of the two groups was accompanied by a random

technique, sometimes not. If the proportional sampling technique is

accompanied by randomness, it is called proportional random sampling.

The sample obtained by this technique is called proportional sample.

2) Stratifiet Sampling Technique.

This technique is commonly used when the population consists of a multi-

tiered group. Educational research often uses this technique, for example when

researching grade-level education levels.

The steps are:

Recording the many levels that exist in the population.

Determine the number of levels in the sample based on a).

Select sample members from each level at a) by proportional or

proportional random sampling technique.

Example:

The research to determine the average learning achievement of a junior high

school, the sample is students in grades I, II, and III. The sample obtained

in this way is a Stratifiet Sample

3) Purposive Sampling Technique

This technique is based on certain traits or traits that are estimated to be closely

related to the traits or traits that exist in the population that are known

beforehand. Thus specific traits or traits that are present or seen in the

population are used as the key for sampling.

Example:

Research on public opinion for the development of Special Education (PLB) or

what is now also given the term special education. Taking samples of urban

and rural community subjects. Because the two communities have different

characteristics. Samples obtained by this technique are called purposive

samples. , _

4) Quota Sampling Technique

This technique requires sampling by targeting yourself to Quotum (in Indonesia =

kotum). The researcher must first determine the number of subjects to be

investigated. The subjects of the population must be set criteria to determine

the criteria for the sample. The main feature in quota sampling is that the

number of subjects that has been determined will be met. The main drawback

of this technique is that the sampling officers are less supervised whether the

criteria in the population are reflected in the sample, hence the less preferred

technique.

5) Double Sampling Technique

That is sampling that seeks to have twin samples.

What is meant by twin samples, namely samples obtained for example by

questionnaire (especially questionnaires sent by post). From that method, there

are questionnaires that return and there are questionnaires that do not return.

Each group is recorded, then the questionnaire that is not reaffirmed is

emphasized by an interview. So this second sampling serves to check the first

sampling (which the questionnaire returns).

Example:

Sampling in cross validation, the first sample uses a larger number of

members and in the second sample which serves as a control tool. Samples

obtained by this technique are called twins (double samples).

6) Teknik Area Probability Sampling

This technique requires a sampling method based on the division of areas

(areas) in the population. This means that the areas in the population are

divided into several smaller areas

Example:

Researching the people of Solo city took samples of suburban areas and central

city areas. To represent the central area of the city, for example, the sub-

districts of Keprabon, Kauman, Timuran, Sriwedari and Kepatihan. To

represent suburban areas, for example, the Kelurahan area; Kadipiro,

Karangasem, Mojosongo and so on.

The sample obtained by this technique is called the sample area.

7) Cluster Sampling Technique

This technique requires groups to be sampled based on the groups in the

population. So the population is deliberately viewed as a group, then the group

is reflected in the sample.

Example

Sampling to research the people of Solo, for example, the people of Solo

are grouped: employees, traders, entrepreneurs, and manual laborers. Thus

the various sampling techniques have been explained, from the brief

description it is hoped that readers or researchers can choose the

appropriate technique.

Therefore, in this study using sampling techniques that must be adjusted to

existing needs, the most appropriate sampling with this study is to use Purposive

Sampling . According to H.B. Sutopo (2002: 56): "Purposive sampling is the tendency

of researchers to choose informants who are considered to know the information and

problems in depth and can be trusted to be a solid source of data".

In this case, the measures used by the researcher to select the informants

include:

a). Principal of SD N 2 Bendan, Banyudono, Boyolali, Parjo S.Pd

b). Special Assistant Teacher (GPK) SD N 2 Bendan, Banyudono, Boyolali namely:

Special Assistant Teacher I: Dewi Susilawati S.Pd

Special Accompanying Teacher II: Wahyu Agung Saputro S.Pd

E. Data Collection Techniques

Data collection techniques are the methods used by research to collect data in

order to test hypotheses. To obtain the expected and accountable data, accuracy is

needed in choosing a data collection method.

The data collection techniques used by this researcher include:

1. Interview (Iinterview)

According to Cholid Narbuko and Abu Ahmadi (2005:83) an interview is "a

question-and-answer process in a study that takes place orally in which

two or more people face to face listening directly to information or statements."

Cholid Narbuko and Abu Ahmadi classify interviews into several types,

namely:

a). According to the procedure

1) Free interview (unguided interview)

A free interview is an interview process in which the interviewer does not

intentionally direct questions and answers to the main points of the research

focus and the interviewer (the interviewee).

2) Guided interviews

This interview is also called an interview guide. Contralled interview or

structured interview, which is an interview that uses a guide to the subject

matter being researched.

3) Free guided interviews.

It is a combination of free and guided interviews. So the interviewer only

makes the main points to be researched, then in the interview process taking

place following the situation the interviewer must be good at directing what is

being questioned if it turns out that he deviates. The interview guidelines function as

a control so that the interview process does not lose its direction.

The data collection technique used in this study is guided free interviews. With

free guided interviews, researchers will obtain data from informants, with the intention

of being able to reveal the problems being researched through questions or attitudes,

either through tone of voice, mimicry, or eye contact. Interviews like this are flexible

and open, and are not strictly structured in a formal setting and can be conducted

anywhere and repeatedly with the same informant to get more answers

complete and in-depth about the use of PPI in increasing the independence of autistic

children at SD N 2 Bendan.

In this study, the author conducted an interview technique by asking questions

about the use of PPI in increasing the independence of autistic children. Where the list

of questions has been prepared in advance, but this question can be further developed

according to the conditions or answers of the informants so that it is snawball. That

way the author can collect data or information as accurately and as much as possible

from the informants. So that the researcher is not fixated on a list of questions that have

been prepared in advance. But that doesn't mean the list of questions isn't used at all.

The list of questions serves to remind the author that the question must at least be

asked to the informant and must be answered. This list of questions as an interview

guideline can be seen in (attachment 1), for an excerpt of the interview results can be

seen in (attachment 2), while a picture/photo of the interview excerpt can be seen in

(attachment 3).

The parties interviewed in this study are:

a). Principal of SD N 2 Bendan, Banyudono, Boyolali, Parjo S.Pd

b). Special Assistant Teacher (GPK) at SD N 2 Bendan, Banyudono, Boyolali:

Special Assistant Teacher I : Dewi Susilawati S.Pd

Special Accompanying Teacher II: Wahyu Agung Saputro S.Pd

2. Live Observation

The observation technique is used by directly observing a symptom (event that

occurs in the field) by studying, and revealing phenomena that are related to research

both in real and in-depth, namely various activities of autistic children at SD N 2

Bendan. For this study, the researcher plays a passive role by making observations,

covering all aspects of activities on the object being studied, both audible and seen

activities. Activities that can improve

Children's independence, for example, preparing books when they are about to start

lessons and handicrafts.

3. Document Analysis

The documents used in this study are data that can be used to test, interpret, and

even predict things that will happen in the future. Documentation techniques can be in

the form of archives in the form of relevant records and other physical objects.

According to H.B. Sutopo (2002: 54) who argues that: "Documents and

archives are written materials related to a certain event or activity".

In this study, the documents used by studying books, reports, archives or other

documents that are relevant to the research problem and the results of interviews about

the role of PPI in increasing the independence of autistic children. as an

implementation of the role of PPI by paying attention to various existing facts and then

made in a valid conclusion. In this case, the researcher studies documents from the

research location that are related/relevant to the problem discussed. The documents

used are:

a). Learning report for students with special needs (ABK Report Card),

b). Individual Learning Program (PPI),

c). Student liaison book, and

d). Photos of ABK student activities.

F. Data Validity

In the acquisition of data which is then checked for validity, Sugiyono (2010:

363) argues that "Validity is the degree of accuracy between the data that occurs in the

research object and the data that can be reported by the researcher". Thus, valid data is

appropriate data/

There is no difference between the data reported by the researcher and the data that

actually occurs in the field.

1. Triangulation

In data collection techniques, "triangulation is defined as a data collection

technique that combines various data collection techniques and existing data sources".

(Sugiyono, 2010:330)

According to Patton quoted by H.B Sutopo (2002:78-82) there are 4 types of

data triangulation: "Data Triangulation, Method Triangulation, Researcher

Triangulation, Theory Triangulation".

This can be explained as follows:

a). Data Triangulation, this type of triangulation is carried out by collecting different

data sources to collect similar data.

b). Triangulation Method, this type of triangulation is carried out by collecting similar

data but using different techniques or data collection methods.

c). Triangulation of researchers, the results of research, either data or conclusions

about a certain part or the whole can be tested for validity from several researchers.

d). Triangulation Theory, this triangulation is carried out by researchers using more

than one theory in discussing the problem being studied.

Meanwhile, theoretical triangulation is used by researchers using the

perspective of more than one theory in discussing the problem being studied. H.B

Sutopo (1988: 31) explains the steps of theoretical triangulation as follows:

a). Conduct a search of other research on the same topic as the research to be analyzed

by the researcher.

b). Analyze data using several different theoretical perspectives. Thus, the results of

the research can be improved and their validity is guaranteed.

In this case, the researcher uses data triangulation and theoretical triangulation.

Sugiyono (2006:307) explains the steps of data triangulation or source triangulation as

follows:

a). Collect the same data.

b). Checking the data that has been obtained with the intended purpose of providing

truth and gaining trust in data obtained from various different sources.

c). Through these multiple sources, one data will be controlled with the same data

source in different situations.

d). The data that has been analyzed by the researcher so that it produces a conclusion

is then asked for agreement (member check) with other data sources.

Meanwhile, theoretical triangulation is used by researchers using the

perspective of more than one theory in discussing the problem being studied. H.B

Sutopo (1988: 31) explains the steps of theoretical triangulation as follows:

a). Conduct a search of other research on the same topic as the research to be analyzed

by the researcher.

b). Analyze data using several different theoretical perspectives. Thus, the results of

the research can be improved and their validity is guaranteed.

In this study, the researcher is more focused on the use of data triangulation

techniques and triangulation methods (can be seen in appendices 4 and 5). Data

triangulation is where researchers collect different data sources to collect similar data,

which is done by utilizing various information from informants, documents, as well as

archives and events where the research is carried out. In addition, the author uses a

triangulation method, namely by collecting similar data but by using different

techniques or methods of data collection. In this case, the author uses data collection

techniques with interviews, observations, and document analysis.

The reason for choosing data triangulation and method triangulation is to close the

possibility of a lack of data from one source and this method can be supplemented with

data from other sources and methods.

2. Informan review

Informant review is an effort to develop the validity of data carried out by

communicating the report units that have been prepared to the informant, especially

those who are seen as key informants to find out whether what has been researched is

something that they can agree to or not, while those who are used as review informants

in this study are Special Assistant Teachers (GPK) teachers at SD N 2 Bendan,

Banyudono, Boyolali: Dewi Susilawati S.Pd and Wahyu Agung Saputro S.Pd

G. Data Analysis

According to Lexy J. Moleong (2010: 280) what is meant by data analysis is:

"The process of arranging the order of data, organizing it into a pattern, category, and

basic unit of description".

The data analysis model that will be used in this study is the Interactive

Analysis Model. It was emphasized by Miles and Hubertman in Sugiyono (2010:337)

that "activities in qualitative data analysis are carried out interactively and take place

continuously until complete, so that the data is saturated".

In the data analysis process, there are 4 main components that must be

understood by every qualitative researcher. The four main components are: (1) data

collection, (2) data reduction, (3) data presentation, (4) conclusion drawing or

verification.

1. Data Collection

This data collection step is in accordance with the data collection techniques

described above, which consist of interviews, observations, document analysis, and

analysis. Data collection is carried out as long as the required data is inadequate and

will

is stopped when the necessary data is sufficient in drawing conclusions.

2. Data Reduction

Data reduction is part of the analysis that takes place continuously during

research activities even before the data is actually collected, meaning that before the

data is collected as a whole, the data analysis process has been carried out.

3. Data Presentation

To avoid difficulties in drawing conclusions, the data that has been collected

needs to be presented in certain forms to combine information arranged in an

integrated form. Data presentation can also be interpreted as an effort to compile a set

of information that has been obtained in the field, then the data is presented clearly and

systematically so that it will make it easier for researchers to understand and interpret

what happened and what should be done with relevant theories.

4. Drawing conclusions

The last analysis activity is drawing conclusions, which is the analysis of a

series of data in the form of case symptoms in the field. Drawing conclusions is not the

final or final step of an analysis because the conclusions still need to be verified. If the

conclusions that have been drawn have not been obtained valid data, then the analysis

process is repeated until the data is obtained that is really accurate, suitable and solid

so that its validity can be accounted for.

The four main components are a series in the data analysis process that is one

another so that they cannot be separated. Where one component is a step towards the

other, so it can be said that in qualitative research it is not possible to take only one

component. Drawing conclusions is the result of a research process

which is inseparable from the previous process, because it is a unit.

For more details, the Interactive Analysis Model can be seen in the following

scheme:

Figure 2. Components of Interactive Model Data Analysis (H.B Sutopo, 2002: 96)

H. Research Procedure

The research procedure used in this study includes the following steps:

1. Preparation.

The preparation stage is the stage of gathering information and theory

materials that can support the formulation of problems. The preparation stage

includes the following things:

a). Determining the research problem and submitting the research title

b). Drafting a research proposal

c). Develop research protocols, develop data collection guidelines and prepare a

schedule of research activities

d). Taking care of research licensing.

Data Collection

Data Reduction

Data

Presentation

Verification/conclusion

2. Implementation Stage

The implementation stage is based on the goals to be achieved, starting

from observation, surveys to data collection in the field. Matters related to the

implementation stage include:

a). Research data search

b). Research data collection

c). Selection of research data

3. Analysis Stage

For the initial analysis, the research was carried out since data collection in

the field. Meanwhile, the final analysis is carried out after data mining is

considered to be sufficient to support the purpose and objectives of the research. In

this analysis stage, the steps taken are:

a). Processing and analysis of research data

b). Drawing conclusions

4. Report Writing Stage

The report writing stage is the final stage where the researcher begins to

compile the results of the report that has been prepared neatly which is followed

by duplication according to the required amount.

To make the steps easier in the research, the researcher presents the following

schematic of the research procedure:

Gatherin

g of TA

and

Early ISIS

Multiply Reports

Figure 3. Research Procedure Scheme

Source: Hurber and Milles in Soetardi (2002: 25)

Report Writing

Drawing

conclusions

Final Analysis

Proposal

Peng

Skin

Preparation for

Implementation

uns.a5c

9.id

CHAPTER IV

RESEARCH

RESULTS

A. Description of Research Location/Research Object

1. Research Location

SD N 2 Bendan is a public elementary school that has pioneered the

implementation of inclusive education in Boyolali Regency since the 2005/2006

school year until now. SD N 2 Bendan itself was established in 1974'' with a

location in the village of Jl. Klumpit Rt.5/Rw.1 Bendan, Banyudono, Boyolali

57373. Strategic location, and an inclusive learning system are what make SD N 2

Bendan much sought after by researchers as a research location.

As a school that provides inclusive education, in addition to children with

average ability, SD N 2 Bendan also has children with special needs with different

obstacles such as obstacles in learning (slow leener), hearing impairment (deaf),

intellectual impairment (impaired Grahita), and emotional disorders (autism).

As an elementary school that provides inclusive education, ABK

who study at SD N 2 Bendan is not only from the blood around SD N 2 Bendan,

there are several children who are deliberately schooled by their parents to study

at SD N 2 Bendan because the location of SD N 2 Bendan is close to the market

and not too far from the main highway of SD N 2 Bendan and is quite easy to

find. In general, the condition of SD N 2 Bendan is quite good and very conducive

to the process of teaching and learning activities.

2. School Vision and Mission

Every agency or school must have a vision and mission, this vision and

mission are the goals that will be implemented as long as the agency or school is

established. The following is the vision and mission of SD N 2 Bedan

a. School Vision of SD N 2 Bendan

Vision of SD N 2 Bendan "Forming superior people with character with

friendly and inclusive learning"

b. Misi SD N 2 Bendan

The mission of SD N 2 Bendan is:

1) Increasing faith and devotion to God Almighty

2) Effectiveness in activities to achieve achievements

3) Optimal learning services

4) Children with special needs served

5) Manners and ethics are basic capital

6) Inclusive and friendly to learning

3. School Facilities

In addition to conducive environmental conditions, SD N 2 Bendan is also

supported by teaching and learning rooms and facilities, namely:

a. There are 13 rooms, consisting of:

1) 1 Principal's room/office,

2) 1 Teacher's Office,

3) 1 UKS,

4) 1 Computer Room,

5) 6 Regular Classroom

6) 1 Warehouse

7) 1 prayer room, and

8) 1 Source Room/ Special Room

b. There are various supporting tools such as:

1) 8 Computers

2) 2 projectors

3) Educational Teaching Aids (APE)

4) Therapeutic ball

5) Picture cards

6) PuzzleI

7) Meja therapy

8) Student liaison book

9) Inclusion learning guidebook, etc.

c. Dedicated educators

1) Dewi Susilawati S.Pd

2) Wahyu Agung Saputro S.Pd

4. Organizational Structure of SD N 2 Bedan

A school is an institution engaged in education. An educational institution

is responsible for improving education and forming a virtuous generation. To

meet these demands, an institution must have a strategy in handling them.

Therefore, SD N 2 Bendan in its management has an organizational structure,

namely:

Figure 4. Organizational Structure of SD N 2 Bendan

5. Data on Autistic Children at SD N 2 Bendan Banyudono

Data on Children and Levels of Autistic Children at SD N 2 Bendan can be seen in

the table below:

It Child Name

(Initials) TTL Address Class

1 ZF Boyolali,

17 -11-2003 Perungararu Poyolali I

2 MRAM Boyolali,

10-01-2004

Sidomulyo, Boyolali II

children's OSI,

because

3 MRR Boyolali,

10-11-2004 Sidomulyo, Terrace, Boyolali II

4 SNA Klaten,

4-9-2001 Example, Sambon, Boyolali II

5 AKAA Boyolali,

10-9-2002

Jl. Jambu No. 13 Surodadi,

Siswodipuran III

6 BY Pontianak

25-11-2003 Ketaon, Banyudono III

7 FGS Magetan,

13-10-1999

Bendo Kovong,

Nagarur, Boyolali IV

8 MLI Surakarta,

20-3-1999 Kembang Attached, Terrace,

Boyolali

Table 3. Child Data and Autism Rate at SD N 2 Bendan

6. Independence Level of Autistic Children of SD N 2 Bendan

The level of independence of autistic children at SD N 2 Bendan varies

between one autistic child and another. The indicator of independence itself

cannot be calculated with certainty, this is because the ability of children is

different from one another. The ability to be independent is very diverse such as

preparing textbooks, wearing clothes, writing, spelling, eating and drinking by

yourself.

From this ability of independence, the ability to prepare books and write

ranks at the top of the list of abilities that are difficult for autistic children to do.

Direct observation found that the Individual Learning Program (PPI) is very

influential on the ability of autistic children to be independent. This is because in

the Individual Learning Program (PPI) there is a structured program in improving

and optimizing the independence of autistic children.

The provision of Individual Learning Programs (PPI) is carried out every day

and sustainable. The provision of PPI in schools is carried out by teachers in a

structured and unfettered manner (more flexible) because it is still

C o n d i t i o n o f t h e Children's emotions are different every day

The difference is that as long as the child is in school, the child must follow all the

programs given by the teacher, if the child rebels, the teacher will put pressure on

the child so that the child wants to do it. The provision of PPI is in collaboration

with parents. Special Accompanying Teachers provide PPI at school while parents

continue or follow up on what is given by the teacher while at school. This is

intended so that children are used to the education provided by teachers and the

PPI given to children is not in vain.

Teachers provide learning and guidance to autistic children at school based

on the PPI that has been made previously, while parents are in charge of following

up on what has been given by teachers at school. All activities given to children

are communicated to parents through a liaison book.

Independence data can be seen, one of which is through the types of

independence of autistic children in the form of observation and interviews, data

and conditions of children are obtained as follows:

a. ZF

Conditions Before being given PPI

ZF is a verbal autistic child. ZF can communicate with his teachers and

friends but in his daily life he cannot do ADL independently, academically ZF is

an autistic child who is classified as intelligent. ZF's memory is excellent, for

example ZF can remember the names of football players and can remember the

score or value of the match he watches. Before attending SD N 2 Bendan, ZF had

attended a public kindergarten and did some therapy privately. ZF's parents are

very concerned about the growth and development of ZF, all the needs needed by

ZF are always tried and met so that ZF becomes dependent on their parents. The

following is a description of ZF's initial capabilities:

1) Reading Ability: ZF can already read by spelling, for example:

(a). BALL dibaca B+O= BO ; L+A=LA ; BO-A=BALL

(b). BUKU dibaca BU-KU=BUKU

2) Writing Ability: ZF can write, but ZF's writing is not neat, it is still out of

line, the letters used are still many wrong and reversed. For example, in

writing the letters "d" and "b"; The letters "m" and "n"

3) Brushing Teeth: ZF was able to brush his teeth by himself but with the

assistance and supervision of the teacher. Because ZF often swallows the

toothpaste it uses.

4) Play: ZF has excessive fear, so when playing with new people, ZF will

have excessive anxiety and often fear. ZF does not close himself off from

others, but when dealing with people he has just met, he will feel

threatened and seek protection from people he knows.

5) Preparing Books: ZF has not been able to prepare books, every time ZF

starts a lesson must be accompanied by a teacher to prepare the textbook,

because ZF cannot distinguish textbooks from one another.

6) Responding to Master's Orders: whenever given instructions by the

teacher, ZF responds slowly. The teacher's orders must be repeated many

times. Teachers must often repeat the commands given to ZF, because it is

very difficult for ZF to respond to commands.

7) Ask the Teacher: ZF is a timid child. Every time given the opportunity to

ask questions, ZF's response was not very enthusiastic. When asking, ZF

uses language that is stammered and many words are turned upside down.

8) Wearing Clothes: in the family environment, ZF is a spoiled child.

Independence at home is still not optimal. When ZF was at home, ZF

didn't want to curse his own clothes, ZF wanted to wear clothes if they

were worn by his father or mother.

9) Eating and Drinking: in terms of meeting their living needs such as eating

and drinking, ZF is provided and fed. ZF is unwilling to do

himself, because when he is at home, all his needs are always served by his

mother and father

10) Folding Clothes: ZF can't fold clothes yet, when taught to fold clothes, ZF

will look for other busyness.

11) Counting: ZF has begun to know numbers and can count from numbers 1-

5, and if it is more than that, ZF will complain and do not want to learn.

Conditions After being given PPI

ZF is an interactive child, before ZF went to school at SD N 2 Bendan ZF

had been educated at a boarding school. ZF was able to respond to what his

teacher gave:

1) Reading Ability: ZF can already read by spelling, before being given PPI

ZF spells letter by letter, after being given PPI ZF spells 2 letters at once,

for example:

(c). BOLA dibaca BO-LA=BOLA (d).

BUKU dibaca BU-KU=BUKU

2) Writing Ability: The teacher provides assistance to ZF in the form of

colored help lines, so that ZF can write on the help lines. (example See

attachment)

3) Brushing Teeth: ZF can brush teeth regularly, assistance to ZF can be

reduced, teachers replace ZF toothpaste with adult toothpaste. So ZF did

not want to swallow the water and toothpaste.

4) Play: the teacher accompanies ZF when getting acquainted with other

people, with this kind of assistance ZF is able to communicate and ZF's

fear of others can be reduced.

5) Preparing the Book: the teacher marks the ZF book so that ZF can

distinguish one textbook from another. ZF has been able to distinguish

between textbooks and liaison books.

6) Responding to the Teacher's Orders: The teacher's orders must be repeated

many times. The teacher must repeat the order given to ZF, but in

understanding the orders or instructions from the teacher, ZF can already

observe them well.

7) Ask the Teacher: ZF wants to ask the teacher, the words used by ZF have

also begun to be organized and well structured.

8) Wearing Clothes: ZF can and wants to wear his own clothes, clothes that

can be worn in the form of t-shirts and collar pants, to wear shirts and

pants that use ZF zippers is still difficult.

9) Eat and Drink: ZF wants to eat and drink by himself, the teacher

accompanies ZF when eating and drinking, because if he is not

accompanied by ZF will let him eat and only see it,

10) Folding Clothes: ZF does not want to fold clothes, when given clothes to

fold, ZF will look at them and refuse to fold them.

11) Counting: ZF can already beat from 1-10, ZF can also add with the help of

images.

b. MRAM

Conditions Before being given PPI

MRAM is a non-verbal autistic. MRAM cannot be communicated, every time

MRAM is invited to communicate, it is just silent and no response is given,

only a few seconds of eye contact. MRAM has been abandoned by the father

figure since he was still in the womb, so MRAM will respond more quickly to

the teacher's commands with a male gender. MRAM is cared for by his mother

and grandmother. While MRAM was at school, MRAM was accompanied by

his mother. MRAM tends to be quiet and does not do much activity. MRAM

loves to play ball and listen to music. Here are some aspects that need to be

considered by teachers, here are the initial abilities that MRAM can do:

1) Reading Ability: MRAM cannot read yet, MRAM can

recognize images and imitate what their companions say

just.

2) Writing Ability: MRAM cannot write yet, every time given instructions to

write he just is silent and does not pay attention. When told to hold a

pencil, MRAM will throw it away and return to silence, when forced to

write, MRAM will cry and clench its palms.

3) Brushing Teeth: MRAM is a child who tends to be quiet, he does not want

to open his mouth except when eating and drinking. When told to brush

their teeth, MRAM will close its mouth and run.

4) Play: in playing activities, MRAM is a passive child, he tends to be silent

and if he wants to play he will play alone without paying attention to

others. MRAM loves to play ball and listen to music. If you play ball,

MRAM will sit on it and sing, and when the television is turned on,

MRAM will sit in front of the television watching the television.

5) Preparing a Book: MRAM is a passive child, MRAM cannot prepare a

book on its own, when the lesson starts MRAM is just silent and as if

daydreaming. If addressed, MRAM will answer by shouting.

6) Responding to Teacher Orders: every time an instruction is given by the

MRAM teacher, it responds slowly. The teacher's orders must be repeated

many times. Teachers must often repeat the commands given to MRAM,

the response given by MRAM is only with shouts and movements of some

of their limbs. For example, if the teacher greets "good morning

(MRAM)", MRAM will answer "selamat pagiiiiiii (rippling) bu gu-ru".

7) Asking the Teacher: MRAM never asks the teacher, MRAM tends to be

more silent and daydreaming, when told to ask questions, MRAM does not

respond and just is silent.

8) Wearing Clothes: in the MRAM family environment is a child

who are spoiled. MRAM cannot wear his own clothes yet, still worn by his

parents. .

9) Eat and Drink: MRAM cannot eat on its own, is still fed by its mother, this

is because while at home MRAM is accustomed to being fed and not

taught to eat on its own, but MRAM can already hold a drinking bottle and

drink on its own.

10) Folding Clothes: MRAM cannot fold clothes on its own, when told to fold

clothes, MRAM will be silent and does not respond and just is silent.

11) Counting: MRAM cannot recognize numbers yet, but MRAM can mention

numbers ranging from 1 (one) to 10 (ten).

Conditions After Being Given PPI

MRAM is a child who is difficult to be given PPI, as long as PPI is

given, MRAM is more silent and passive. The response given by MRAM is not so

much and only tends to be silent. In giving PPI to MRAM is not so optimal,

because during school MRAM is accompanied by his mother both in class and

outside the classroom, when MRAM mother leaves class, MRAM will follow her

and if separated MRAM will cry endlessly until MRAM mother returns.

1) Reading Ability: in learning to read, MRAM does not have much

interaction. MRAM is just silent and daydreaming.

2) Writing Ability: When given MRAM is instructed to write, MRAM is just

silent. After being given PPI, MRAM wants to hold a pencil, if you hold a

pencil, MRAM will doodle without direction and if directed MRAM will

scream and rebel.

3) Brushing Teeth: MRAM does not want to brush teeth, brushing teeth is

only done at home and with the mother. When given PPI, MRAM brushed

his teeth, closed his mouth and shook his head.

4) Play: MRAM does not want to join and play with his friends.

MRAM tends to be quiet and prefers to play with his mother. MRAM

prefers to listen to music, watch TV, play ball and ride

bus.

5) Preparing the Book: MRAM has not been able to prepare its own book, if

it is called, MRAM will answer by shouting.

6) Responding to the Teacher's Order: as long as MRAM is given, PPI is just

silent. There was not much response from MRAM.

7) Asking the Teacher: MRAM is just silent and does not ask the teacher, is

more silent and daydreaming, when told to ask questions, MRAM does not

respond and is just silent.

8) Wearing Clothes: MRAM cannot wear his own clothes yet, he is still

being picked up by his mother. When given clothes and MRAM was

instructed to put on clothes, MRAM just kept silent and did not respond.

9) Eat and Drink: MRAM does not want to eat on its own, but if given a

spoon, MRAM will suck the spoon. During meals, MRAM was fed by the

mother's oleg and when drinking MRAM, she still used a bottle or straw

because MRAM could not use a glass yet.

10) Folding Clothes: MRAM cannot wear clothes on its own, when taught to

fold clothes, MRAM only looks and is silent.

11) Counting: MRAM has begun to recognize numbers. Every time you are

given a picture of the MRAM number, it will mention the number. For

example, if the teacher shows the number "4", then MRAM will mention

"four".

c. MRR

Conditions Before being given PPI

MRR is a non-verbal autism. In communication, MRR can respond to the

other person, but the response given is monotonous and only with words that he

often speaks. MRR lives with his parents, his father works in Semarang and

comes home once a week and his mother teaches at one of the junior high schools

in Boyolali. While at home, MRR was taken care of by a maid and assisted by an

uncle from MRR. While at school, MRR is not accompanied by parents or other

special companions, on days

only when the mother of the MRR is on vacation and does not teach MRR

accompanied by the mother so that GPK communication is only limited to books

student liaison only. During school, MRR tends to be active and cannot sit quietly,

if the teacher forces him to sit MRR will sit but only for a short time and

accompanied by crying, besides that if MRR stands and walks MRR likes to

throw all the things on the table so GPK or companions have to supervise MRR

extra. The following are the initial capabilities of MRAM:

1) Reading Ability: MRR cannot read yet, but MRR can already describe the

image it sees.

2) Writing Ability: MRR can already write, but the willingness to write is

very small. MRR does not want to write and hold a pencil. If given a

pencil, MRR will throw the pencil, shout and get angry.

3) Brushing Teeth: MRR is a child who cannot stand still. MRR does not

want to brush his teeth and if forced MRR will swallow toothpaste and

water used for gargling.

4) Play: in playing activities, MRR is an active child and cannot be still.

MRR can play with other children and easily blend in with the people

around them. MRR is a child who gets bored easily with the toys he owns.

In the activity of playing MRR, he likes to walk and run around so the

teacher must supervise MRR extra, because if not supervised, MRR will

throw away the items in front of him, including all items on the table.

5) Preparing the Book: MRR has not been able to prepare the book. If the

book is prepared on the MRR table, it will be thrown away, so the

textbook will be used for learning if the MRR will only write, because if

the book is prepared before the MRR is ready to write, the MRR will

throw it away or tear it up.

6) Responding to Teacher's Orders: MRR's response to teachers' orders is still

very little, MRR responds by mimicking what is said

Teacher.

7) Asking the Teacher: MRR never asks the teacher, MRR tends to laugh

more and move his body, when asked to ask the teacher, MRR will frown

while looking at the teacher and imitate the teacher's words. If given a

question, MRR will answer with the word "hah..." MRR's response to

questions also tends to be monotonous and teachers have to repeat the

questions given to MRR frequently. The responses given are still

monotonous and only colloquial language is spoken. For example:

Teacher : assalamualaikum riski

Assalamualaikum riski

MRR : hah.....

Hah....

kumcalam (wa’alaikumsalam)

Guru : Where are you going?

Where are you

going? Where

are you going?

MRR : hah.....

Hah....

Mr. Kesjaaaa (work)

Teacher : Who is his mother's

name? Who is his mother's

name?

Who is his mother's name?

MRR : hah.....

Hah....

Ibu indaaaaaah

Teacher: What is the name of

his sister? What is

his sister's name?

What is his sister's

name?

MRR : hah.....

Hah....

adek anicaaaa (anisa)

8) Wearing Clothes: MRR cannot wear clothes yet, in daily life MRR is still

served by mothers or maids only.

9) Eat and Drink: MRR cannot eat and drink by himself, if he is eating, MRR

will be seated on special chairs and tables, because if he is not forced to sit

MRR will run around and not want to eat.

10) Folding Clothes: MRR cannot fold clothes by itself, when told to fold

clothes, MRR will be silent and does not respond and just is silent.

11) Counting: MRR does not recognize numbers, but MRR can mention

numbers ranging from 1 (one) to 5 (five).

Conditions after being given PPI

MRR is one of the active autistic children. MRR is a non-verbal autism.

In communication, MRR can respond, but the response given is not what the

interlocutor expects, :

1) Reading Ability: MRR cannot read yet, MRR can already describe the

picture he sees, for example when the teacher shows a picture of a bird and

asks MRR, then MRR will answer that it is a picture of a bird. In addition,

if the teacher mentions some animals, MRR will describe by imitating

their voices. Such as:

(a). The teacher mentions the cow, then the MRR will imitate the

sound of the cow (b). The teacher said that MRR goats will imitate

the sound of goats

2) Writing Ability: when given PPI MRR often refuses, such as throwing

away books, throwing away pencils and crying. So teachers often force

MRR to write. For example, during Indonesian lessons, all students have

to write, the teacher holds the MRR on his lap and guides the MRR's hand

to write. MRR was forced to write to the finish even though MRR rebelled

and cried.

3) Brushing Teeth: MRR cannot brush his teeth on his own, when brushing

his teeth, MRR is still assisted by his mother. In addition, the water that

MRR is used to gargle using mineral water or plain water, because MRR often

swallows the water.

4) Play: MRR prefers to play around by himself, MRR does not want to sit

quietly. When the lesson starts, MRR will walk around the room and

throw away books and all items on the table, if the classroom door is open,

MRR will go out and often enter other classrooms so that it disturbs and

causes noise in other classes. When the lesson starts, MRR must be

supervised and accompanied by parents, because if there are no MRR

parents, one of the teachers must supervise and accompany MRR from the

beginning to the end of the lesson so that the other students are lacking.

5) Preparing the Book: MRR has not been able to prepare the book

6) Responding to Teacher Commands : every time given instructions by the

MRR teacher responds with a shout, the MRR responds slowly. The

teacher's orders must be repeated many times.

For example:

Teacher : R... sit

MRR: hah..............(while looking at the teacher)

The instruction was repeated up to 3 to 4 times with the same response, after

which the MRR wanted to sit down.

7) Ask the Teacher: MRR is able to ask the teacher. MRR questions are only

limited to daily questions that teachers often ask MRR. For example:

MRR : Guru to Eyikkum

(Asalamulaikkum) :wa’alaiku

msalam

MRR: Mr. (where are you going?)

Teacher : Mr. Ker......? (MRR told to continue)

MRR : kerjaaaaaaaa

8) Wearing Clothes: MRR cannot wear clothes yet, in daily life MRR is still

served by mothers or maids only.

9) Eat and Drink: MRR cannot eat and drink on his own, he still needs help

from a companion. However, MRR can already use its own spoon. The

teacher prepares rice and vegetables in a spoon and MRR puts it in his

own mouth.

10) Folding Clothes: MRR cannot fold clothes yet.

11) Counting: MRR cannot be calculated, when the teacher mentions the

number 1-2-3 MRR will continue 4-5-6.

d. SNA

Conditions Before being given PPI

SNA is a verbal autistic child, SNA can communicate with

his parents, teachers and friends. In interaction, SNA shows an exaggerated

attitude. For example, if SNA is called, SNA will answer with tension and show

an excessive attitude such as pinching and spitting. Before SNA went to school at

SD N 2 Bendan, SNA had been schooled at a school in the Klaten area. During

SNA, school is classified as SNA including children who like to disturb their

friends so that SNA is shunned and expelled because they are considered naughty

and hurt their friends. Based on these conditions, SNA parents are looking for a

school that can accept SNA conditions and can educate SNA well. SNA's parents

once thought about sending SNA to SLB, but SNA's parents wanted SNA to go to

school in a public school so that in addition to SNA getting a commensurate

education, SNA could also socialize. The following is a description of SNA's

initial capabilities:

1) Reading Ability: SNA can read but still spell, besides that SNA can also

describe and tell the pictures it sees. SNA reading ability cannot be

separated from the role of the mother of SNA who accompanies and

guides SNA learning.

2) Writing Ability: SNA can already know letters and write. When dictated in

the letters SNA, they can follow and write, but the writing from SNA is

not neat and massively out of line. In addition, if

given praise SNA will be quick to be proud and will show some excessive

behavior such as shouting and screaming.

3) Brushing Teeth: SNA can brush its teeth on its own, but when brushing

SNA's teeth sometimes swallows toothpaste and water used to gargle so

that in brushing SNA's teeth needs special assistance by parents or

teachers.

4) Play: SNA is able to play with other friends. While playing with his

friends, SNA is still accompanied by his mother.

5) Preparing Books: SNA is a diligent child, SNA can prepare its own

textbooks even though the books provided by SNA are often wrong

6) Responding to the Teacher's Orders: in responding to the response of the

SNA teacher who is not an obedient child, SNA considers that the order

given by the teacher is a joke so that every SNA is ordered to do

something SNA will respond with shouts and do things like that, for

example if SNA is ordered to sit then SNA will stand, if told to write SNA

will be silent and do not want to write.

7) Ask the Teacher: SNA is very interactive, SNA's curiosity is huge. If SNA

wants to ask, SNA will ask continuously until SNA is satisfied to ask.

Questions from SNA are sometimes not important questions, but teachers

must still answer so that SNA is not fussy and shouting, because if SNA's

questions are not answered, SNA will chase the teacher and ask for the

answer.

8) Wearing Clothes: SNA can already wear collared t-shirts and pants, SNA

cannot wear shirts and pants that use zippers and buttons.

9) Eat and Drink: SNA can eat and drink by herself, but SNA does not want

to eat and drink by herself, SNA is very spoiled so if there is a mother

SNA will ask her mother to feed her.

10) Folding Clothes: SNA is a diligent child, SNA can fold clothes by herself

but the folds are not neat and seem to be folded as they are. This can be

seen if SNA comes, SNA will fold the jacket he is wearing and it means it

on the table that has been provided.

11) Counting: SNA can already calculate, SNA can add and subtract below 10.

SNA will use its fingers to count.

Conditions after being given PPI

SNA can communicate well and interactively. When given PPI, SNA

responds well, but teachers must be vigilant because if SNA is given more

attention, SNA often misbehaves and issues bad behavior such as spitting and

hitting. The following is the state of SNA after being given PPI:

1) Reading Ability: SNA can read well, although occasionally still spelling.

However, when the teaching began, SNA was rarely waited for by his

mother.

2) Writing Ability: SNA is able to write well and neatly, the teacher gives

SNA book help lines and SNA is instructed to write between the lines. The

provision of this helpline is a little troublesome for teachers, but it is very

effective for SNA.

3) Brushing Teeth: SNA can brush its own teeth, the glue paste and water

used to gargle can also be vomited again.

4) Play: in SNA play activities, children are active so that it is easy to blend

in with their friends. When playing, SNA often shows an excessive

attitude such as spitting, pinching and hitting so that SNA is often shunned

by his friends. if it is felt that it is hurtful and dangerous for both SNA

itself and his friends, SNA will be reprimanded by the teacher, but this

reprimand against SNA actually makes SNA even worse. SNA really likes

to play puzzles and play ball. If SNA is playing and there is one

his friend interrupting SNA will spit or hit his friend, so SNA must be directly

supervised by parents.

5) Preparing a Book: SNA can already

6) Responding to Teacher Orders: in responding to teacher orders, SNA is

still the same as the initial condition. SNA likes to tease teachers and do

unwanted things.

7) Ask the Teacher: SNA is very interactive, if the teacher explains

something, SNA will immediately ask questions in a row. For example the

following conversation:

Teacher :"This is a picture of a glass" (the teacher explained while

showing a picture of a glass)

SNA : "What glass?"

Teacher : "glass to drink" SNA

"What to drink?"

Teacher : "drink

water" SNA

"What

water?"

Teacher "water to drink" SNA

"For a drink?"

Teacher "Yes"

Questions from SNA are sometimes not important questions, to deal with

them, the teacher only listens and distracts SNA with explanations or with

other materials.

8) Wearing Clothes: SNA is able to wear shirts and button her own shirts. In

addition, SNA is also able to wear pants that use zippers, but SNA often

does not want to do so and chooses to wear it by her mother or companion.

9) Eat and Drink: SNA is able to eat and drink alone without the help of her

mother and companions, when eating and drinking SNA is not

accompanied by her mother, because if accompanied by her mother SNA

will sulk and ask to be fed.

10) Folding Clothes: SNA is able to fold her own clothes, even SNA is able to

put her clothes in her own closet.

11) Counting: SNA is able to calculate, SNA is able to add and subtract in

order from 1-20.

e. AKAA

Conditions Before being given PPI

AKAA is a verbal autistic, AKAA can communicate with her teachers

and friends normally, but AKAA's eye contact is very difficult. In terms of

obedience, AKAA is a very neat and obedient child to existing regulations. If the

school bell rings, AKAA will immediately run to the school yard to perform a

ceremony or morning apple. In speaking, AKAA is still limping and like spelling.

AKAA's facial expression is also not so visible.while at school, AKAA is

accompanied by a caregiver who accompanies and takes care of AKAA at home.

1) Reading Ability: AKAA can read but still spell. In reading the AKAA

must be accompanied and shown the letters that must be read. In addition,

AKAA can also describe and tell the pictures he sees.

2) Writing Ability: AKAA can write well, it's just that the font size is still not

neat, some are big and some are small. In addition, AKAA can also write

what his teacher said.

3) Brushing Teeth: AKAA can brush their teeth by themselves, but AKAA

does not have the awareness to brush their teeth by themselves, so parents

or companions must tell AKAA to brush their teeth.

4) Play: in playing activities, AKAA prefers to play alone, will

but if they are invited to play with their other friends, AKAA can join and

blend in with others. In general, physical form

AKAA is not an autistic child, but when

playing AKAA is clearly seen that AKAA has special needs. For example,

during breaks, AKAA runs to the yard and jumps up and down while

moving his hands (like dancing). AKAA really likes to play ball and listen

to songs, when AKAA is played on television containing songs AKAA

will be silent in front of the television, listen to songs and imitate the song

and when AKAA plays ball, AKAA will feel at home playing ball, even

AKAA can spend hours with the ball he plays.

5) Preparing Books: AKAA is a diligent child, AKAA is able to prepare its

own textbooks without the help of other people or companions, AKAA

distinguishes between one lesson and another based on the pictures on the

cover of the notebook. AKAA often makes mistakes in taking books on

the same cover, therefore parents must pay attention to AKAA when

preparing books.

6) Responding to Teacher's Orders: in responding to the teacher's response,

AKAA is a very obedient child, including doing the things he fears the

most. The following is an example of AKAA's response when at school:

When coming home from school, usually children leave the classroom

while shaking hands with the teacher, when AKAA is told to shake hands

with the teachers in the office AKAA does not want to, when asked why

AKAA only answered that he is afraid because there is a dark horse in the

office while there is no dark horse in the office, the teacher still invites

AKAA to enter the office. After entering the office, AKAA closed his eyes

while shaking hands with the teacher. The next day, the teacher told

AKAA to go to the office without accompanying him, and so on. Until

now, AKAA continues to carry out this routine even though the teacher

who ordered it was not present.

7) Ask the Teacher: in receiving AKAA lessons, including passive children,

AKAA does not like to ask questions and tends to be silent.

8) Wearing Clothes: AKAA can wear their own clothes, but when AKAA is

told to wear AKAA pants, the child asks for help from parents or

companions to wear them.

9) Eat and Drink: AKAA can already eat and drink by itself. However, on

food that he does not like, AKAA will choose and throw it away. This is

different if AKAA is fed AKAA will eat half of the food that is fed to him.

10) Folding Clothes: AKAA cannot fold clothes by herself yet, for example

when AKAA takes off the jacket, she will give the jacket to her

companion without folding it first.

11) Counting: AKAA can already count, AKAA is able to add and subtract,

but AKAA's memory is still lacking so that when given a AKAA question,

an example of solving the problem must be given, then AKAA can

understand and solve other problems.

Conditions After Being Given PPI

As long as AKAA was given PPI and did not refuse, AKAA was able to

do what was instructed to him well. AKAA's eye contact is already there, but only

for a few seconds. AKAA's communication is also good, AKAA is able to

respond to what the interlocutor says, besides that in bringing up AKAA's facial

expressions can be done even though it seems forced. The following are AKAA's

abilities after being given PPI:

1) Reading Ability: AKAA is able to read without the help of a companion,

even though AKAA is still spelling and still slow. AKAA is also able to

tell about what he sees, in a stammering tone, AKAA tells the events that

he experienced well and collapsed. For example, every Sunday AKAA

goes to church, AKAA tells that during church AKAA prays, sings and

meets his friends.

2) Writing Ability: AKAA is able to write neatly. The size of the letters has

started to be the same, AKAA is able to stir

the names of his family members and the names of his friends without the help

of a companion.

3) Brushing Teeth: AKAA is able to brush their teeth by themselves, while at

home AKAA makes a special schedule by the teacher to brush their teeth,

so parents or companions do not have to bother telling AKA to brush their

teeth.

4) Play: AKAA is able to play with his friends, AKAA is able to interact with

other friends. However, if AKAA is not told or invited to play with his

friends, AKAA prefers to play alone and tends to be silent.

5) Preparing Books: AKAA is able to prepare its own notebooks and learning

materials, besides that AKAA is also able to reorganize its books and

learning supplies. AKAA is a diligent child, if the bell for the change of

class hours rings, AKAA will put his books and learning supplies in his

bag and replace them with other textbooks, even though the AKAA book

has not finished writing.

6) Responding to Teacher's Orders: AKAA is an obedient child, AKAA

responds well to the teacher's response. AKAA did the teacher's orders

well and neatly.

7) Asking the Teacher: AKAA does not ask the teacher much, if AKAA

wants to know something, AKAA will look at it continuously until the

teacher explains or reprimands him.

8) Wearing Clothes: AKAA can wear her own clothes. AKAA is also able to

distinguish clothes used daily, traveling and school clothes.

9) Eat and Drink: AKAA can.

10) Folding Clothes: AKAA is not yet able to fold clothes, but AKAA is able

to put where the clothes are usually placed, such as when AKAA comes

home from school, AKAA will take off the school clothes and put them on

the hanger behind the door of his room.

11) Counting: AKAA is able to calculate, AKAA is able to add, multiply and

multiply, for division AKAA has not been able to do it. AKAA must be

given examples of problems and how to solve them first, then AKAA can

do other problems.

f. PAR

Conditions Before Being Given PPI

PAR is a verbal autistic child, PAR can communicate with teachers,

friends and the community in general. PAR is an adopted child, PAR was adopted

by his uncle since the age of 1 month. at the time of marriage, the age of the PAR

mother was 28 years old and the PAR father was 70 years old. PAR was born in

Kalimantan, When giving birth PAR PAR's mother died and when she was 6 days

old PAR was brought to Java by her uncle and aunt. PAR was born with the help

of a shaman. Since childhood, PAR is an active child, PAR is unusual to see since

the age of 2, PAR often screams and speaks without direction. The emotional state

of the PAR is very unstable, the PAR often screams and hits the table. In addition,

the PAR often speaks inclearly and without direction. The following is the

development of PAR while at school.

1) Reading Ability: PAR cannot read yet, but PAR can already recognize

letters. In addition, the PAR can also describe the garmab that he sees. For

example, if PAR is shown a picture of a ship, PAR will describe the ship

starting from the ship's driver, the ship is a means of transportation at sea.

2) Writing Ability: PAR cannot write independently. The PAR can connect

dotted lines and imitate the writing given by the teacher. In addition, PAR

is very fond of drawing and coloring, the pictures that PAR likes are

pictures of airplanes and cars. The imagination of the PAR is very good,

what he thinks will be expressed in the form of pictures.

3) Brushing Teeth: PARs can brush their teeth on their own, but PARs often

refuse if they are not instructed to brush their teeth themselves. The

rejection of the PAR can be in the form of a rebuke and a blow.

4) Play: in the activity of playing PAR can and wants to play with other

friends, but if the PAR is fun playing and is disturbed, the PAR will hit

and scream. PAR is very happy to play ball and run around.

5) Preparing Books: PAR cannot prepare its own textbooks, so the books

used are prepared by teachers or companions. The PAR cannot distinguish

between one book and another. PAR is often mistaken and cannot

distinguish between books used for drawing and used for writing.

6) Responding to the Master's Orders: in responding to the teacher's response,

the PAR teacher is an obedient student, but in certain cases the PAR is

often tempted and impressed and embarrassed even though he is able and

willing to do it

7) Ask Teachers: PAR is an active child, PAR often asks teachers. However,

the questions asked by the PAR often do not correspond to the lesson and

tend to divert to what he likes.

8) Wearing Clothes: in their daily lives, PAR can wear t-shirts and collar

pants, but PAR cannot wear shirts and pants that use zippers themselves,

so in wearing formal shirts and pants need help from parents or

companions

9) Eat and Drink: PAR can eat and drink by themselves, but in using the PAR

fork is still difficult and requires supervision from a companion or teacher.

In terms of appetite, PAR is a child who has a large appetite. In the case of

food, the PAR does not choose food, but the PAR has

some restricted foods. For example, foods that contain

sugar and flour.

10) Folding Clothes: PAR cannot fold clothes yet, when told to fold clothes,

PAR will throw them away and shout "don't want to".

11) Counting: PAR can be counted from 1-10. PAR can do addition with the

help of pictures. For example, two balls plus 3 balls, the result is 5 balls.

Conditions After Being Given PPI

When they were first given PPI, PAR still often refused. The rejection of

the PAR was in the form of shouting and crying. The screams of PAR are often

accompanied by punches on the table and stomping of their feet. The following is

the development of PAR after being given PPI:

1) Reading Ability: In addition, the PAR can also describe the garmar that

the PAR sees is able to read by spelling with assistance. When the PAR

reads, the teacher helps the PAR spell the letters.

2) Writing Ability: PAR is able to write by imitating the example given by

the teacher. The PAR will write in the box provided by the teacher.

3) Brushing Teeth: PAR can brush their teeth by themselves, the teacher

provides a special schedule for PAR to brush their teeth.

4) Play: PAR is able to interact with his friends. PAR is able to play and

share toys with its garden. PAR also has a sense of sharing, for example,

when a PAR friend cries because he is fighting over a toy, PAR will give

him a PAR toy so that his friend is silent. In addition, when some of his

friends quarreled, PAR broke him up.

5) Preparing Books: PARs are able to prepare their textbooks to be used. To

distinguish between textbooks and other books, PAR gives a special mark

on the cover of the book. This special sign is in the form of colored paper

pastes made by PAR, PAR makes

This sign alone and without help from a teacher or companion, the idea of

PAR is obtained when the PAR covers the book on the book

class administration, when they saw it, the PAR asked the teacher and

came up with the idea of PAR to make a mark on the cover of the book.

6) Responding to Teachers' Orders: PAR is able to respond well to teachers'

orders. The response given by PAR is still the same as before being given

PPI, PAR is often tempted and impressed and embarrassed even though he

is able and willing to do it

7) Ask the Teacher: the intensity of the PAR when asking the teacher begins

to decrease, the PAR can distinguish between important questions and less

important questions.

8) Wearing Clothes: PAR is able to wear shirts and pants that use zippers.

PAR was able to button his shirt even though it was not neat and still a

long time so that PAR was still under supervision.

9) Eat and Drink: PAR is able to eat and drink by itself, PAR is able to use a

fork and eat satay correctly, PAR is also able to distinguish between foods

that are allowed to be eaten and foods that are not allowed to be eaten, for

example, PAR is not allowed to eat bread and noodles, then PAR will not

eat these foods. And if during the time at home the PAR eats foods that are

prohibited from eating, the PAR will remind the teacher and mention the

effects of the food. For example, once when the PAR laughed to himself in

class, the teacher asked why the PAR laughed and the PAR replied while

laughing "dek pras gek wingi bar mangan perangan perakan perek akeh

og" (dik pras yesterday finished eating a lot of candy). Likewise, when the

PAR is given prohibited food, the PAR will tell the consequences. One

example is when a PAR friend gives a wafer, the PAR refuses and throws

it away, when reprimanded by the PAR teacher replies "dik pras do not eat

manganese wafers, then it does not get fun" (dik pras is not allowed to eat

wafers, later it will recur) the meaning of relapse is that the PAR laughs to

itself and screams, because if there are too many PAR

eating sweet foods will laugh at themselves.

10) Folding Clothes: PAR cannot fold clothes yet, when given clothes to fold,

PAR will put it directly in the closet and not fold it.

11) Counting: in addition to being able to count 1-10 and do addition, PAR is

also able to subtract with the help of pictures. For example, 5 balls minus 2

balls results in 3 balls

g. FGS

Conditions Before Being Given PPI

FGS is a non-verbal autistic child, the response given by FGS during

often FGS responds with punches, shouts, repetition of words and just silence.

FGS's father works as a laborer and his mother is a housewife. FGS has one

younger brother who is still a toddler, since FGS has a younger sibling, FGS's

parents' attention has decreased. The attention of FGS parents greatly affects the

psychological condition of FGS itself. In addition, FGS diet and sleep patterns

The state of FGS during home greatly affects the learning process of FSGS at

school. For example, if FGS sleeps too late, at school FGS is "fussy", tantrums or

sleep.

Next. The following are the initial capabilities of FGS:

1) Reading Ability: FGS cannot read yet, but FGS can already recognize

letters. For example, during a lesson, FGS is shown the letter "S", then

FGS will mention and say that it is the letter "S".

2) Writing Ability: FGS cannot write yet, if given a pencil FGS will throw it

and he does not want to hold a pencil, every time he is given instructions

to write he just is silent and does not pay attention. When told to hold a

pencil, FGS will throw away and return to silence, when FGS is guided to

write FGS will write, and when the teacher's hand is released FGS will

return to silence.

3) Brushing Teeth: FGS cannot brush teeth, teachers or teachers can not brush their teeth

the companion must guide and direct the FGS to brush the teeth, often the

FGS is used for gargling,

So the water used for gargling must be replaced with mineral water or

water.

4) Play: FGS does not really like to play with other people, he tends to be

quiet and prefers to play alone, FGS is very happy to listen to songs or

music, if FGS is in front of a big mirror, FGS will sing as if he were on the

concert stage.

5) Preparing the Book: FGS is a passive child, FGS has not been able to

prepare a book on its own, when the lesson starts FGS is just silent and as

if daydreaming. If addressed, FGS will answer while looking away or

dancing.

6) Responding to Teacher Orders: every instruction given by the FGS teacher

responds slowly. The teacher's orders must be repeated many times. The

teacher must often repeat the commands given to FGS, the response given

by FGS is only with the movement of part of his body. For example, if the

teacher greets "good morning (FGS)", then FGS will answer "good

morning, good morning".

7) Ask the Teacher: FGS never asks the teacher, tends to be more silent and

daydreaming, when the FGS wants to know something, the FGS will point

to the object while saying "that".

8) Wearing Clothes: FGS cannot wear clothes yet, if FGS is wearing clothes

that he does not like, then FGS will reject him and do not want to wear

him.

9) Eat and Drink: when it comes to eating and drinking, FGS cannot eat and

drink on its own. if a drink is provided, FGS can drink it by itself, but if

FGS is eaten, he only wants to be fed by his mother, not others.

10) Folding Clothes: FGS can't fold clothes yet, if they see clothes, FGS will

throw them away and get rid of them from his sight.

11) Counting: verbally FGS can count from 1-20. If the teacher mentions the

numbers 1,2,3. FGS will continue until number 2

Conditions After being given PPI

FGS does not respond too much when given PPI and FGS is silent a lot.

The response given by FGS is in the form of shouting, punching, and repeating

what the teacher said. The following are the FGS capabilities after being given

PPI:

1) Reading Ability: FGS is able to name the letters it sees. If the FGS does

not know the letter, the FGS will point it out and ask the teacher to tell it.

2) Writing Ability: FGS is able to hold a pencil and use the pencil. When

given a book to write, FGS will throw it away, but if FGS is given a

picture book, FGS will pay attention and see it.

3) Brushing Teeth: FGS has not been able to brush teeth, until now FGS has

been brushing

4) Play: FGS interaction with his playmates is still very lacking. FGS prefers

to play alone rather than play with his friends. During recess, teachers

must pay extra attention to FGS, because FGS often runs out of school and

picks up snacks at the market in front of the school.

5) Preparing Books: FGS has not been able to prepare books on its own. All

school supplies are prepared by parents or teachers who supervise FGS

during lessons.

6) Responding to Teachers' Orders: FGS's response to teachers' orders is still

lacking, FGS often do not pay attention or even ignore teachers' orders.

7) Ask the Teacher: During the lesson, FGS is more often silent and does not

ask much questions to the teacher. FGS does not ask much questions to

teachers and often daydreams. When FGS wants to know something, FGS

will point to the object while saying "that".

8) Wearing Clothes: FGS can already wear clothes, when given a shirt FGS

will wear it but FGS cannot button his own clothes, FGS will ask his

parents for help to button his clothes.

9) Eat and Drink: when it comes to eating and drinking, FGS cannot eat and

drink on its own. if a drink is provided, FGS can drink it by itself, but if

FGS is eaten, he only wants to be fed by his mother, not others.

10) Folding Clothes: FGS still can't fold clothes, if they see clothes, FGS will

throw them away and get rid of them from his sight.

11) Counting: in addition to verbally, FGS can count from 1-20 FGS can

already answer the sum given by the teacher. For example: the teacher

asks 1 + how much ?, FGS will answer 2, FGS is able to add 1 – 5.

h. MLI

Conditions Before being given PPI

MLI Is child Autistic verbal in common MLI get

communicate as usual. MLI can communicate with teachers and their friends as

usual. In terms of obedience, MLI is a child who obeys the teacher's orders, MLI

experiences attention disorders, besides that MLI is also able to procrude

(influence) his friends. MLI often speaks profanity and teaches her friends to

follow her behavior.

1) Reading Ability: MLI cannot read and recognize letters yet. To recognize

MLI images is still difficult to distinguish and often mistaken, for

example, the teacher gives an image of an apple and an orange, MLI is

told to show which is the image of an orange, MLI will point to an image

of an apple. In addition, MLI's memory is not so good.

2) Writing Ability: MLI can write well, MLI can follow the writing that

i s

d i b c e o r m i k m a n i t

MLI's writing is not neat, still

out of line, and if writing on the first page of the book, MLI will continue to

the edge of the paper and not down to it.

3) Brushing Teeth: MLI can already brush teeth on its own. No special

assistance is required. However, for the toothbrushing routine, MLI needs

to be reminded. Because MLI often forgets not to brush their teeth.

4) Play: MLI can mingle with other children. In general, MLI does not

interfere much and can interact with his friends.

5) Preparing Books: MLI is able to prepare its own textbooks without the

help of other people or companions, MLI is able to distinguish textbooks

from other lessons based on the images on the cover of the notebook. MLI

often makes mistakes in taking books on the same cover, therefore parents

should pay attention to MLI when preparing books.

6) Responding to Teacher Orders: in responding to teacher orders, MLI is an

obedient child, MLI can respond to teacher orders well, but MLI often

makes mistakes in responding to teacher orders, so teachers have to repeat

orders to MLI repeatedly.

7) Asking Teachers: MLI does not really like to ask teachers, MLI tends to be

silent and pay attention to what the teacher says. If MLI asks, MLI will use

the Javanese word "ngoko alus" to the teacher.

8) Wearing Clothes: MLI can wear their own clothes, parents / companions

prepare clothes, MLII will wear the clothes they wear. However, if the

clothes are not prepared, MLI will take the makeshift clothes and wear

them. Perknitka one day MLI went to school wearing collar pants and a t-

shirt, because the school uniform was not prepared.

9) Eat and Drink: MLI can eat and drink on its own, MLI is able to use

cutlery well.

10) Folding Clothes: MLI can fold clothes by itself, but the results of MLI's

folds are not as optimal and neat.

11) Counting: MLI has not been able to calculate well, MLI has not been able

to mention numbers in order and is still flipping.

Conditions After Being Given PPI

MLI is an interactive child when given PPI, as long as it is given PPI,

MLI pays attention and follows what the teacher says. MLI's grasp and memory of

the material given is very lacking, so teachers have to explain repeatedly until

MLI understands and is able to carry out what the teacher gives.

1) Reading Ability: after being given PPI, MLI is able to recognize letters

and numbers. However, every day the teacher has to repeat until several

meetings so that MLI memorizes these letters, because MLI's memory is

very lacking.

2) Writing Ability: MLI's writing has begun to be neat, in the provision of

PPI writing, the book used to write MLI is given a help line with a red

color so that MLI can write in the line that has been made by the teacher.

3) Brushing Teeth: MLI has a special schedule for brushing teeth. This

schedule is in the form of a picture of a child brushing his teeth according

to the predetermined hours.

4) Play: when playing, MLI is able to play with other friends. However, if

MLI feels unnoticed, MLI will call one of his friends and teach his friend

to say dirty.

5) Preparing Books: MLI can already prepare books on their own without the

help of others.

6) Responding to Teacher Orders: MLI is able to respond to teacher

commands well, but teachers must pay attention to MLI because the

response received by MLI is often not the same as what the teacher wants.

7) Ask Teachers: MLI does not ask many questions. MLI likes to be given

questions and explained by teachers.

8) Wearing Clothes: MLI can already wear her own clothes well. Even

though MLI can wear her own clothes, MLI still has to be supervised,

because MLI often does not pay attention to the clothes she wears.

9) Eat and Drink: MLI can already eat and drink on its own.

10) Folding Clothes: MLI can fold clothes and put them in the closet.

11) Counting: MLI can count well, MLI can already add up from 1-10. For the

rest, MLI has not been able to do it.

7. PPI Content in Relation to Independence of Autistic Children in SD N 2

Bendan

The Individual Learning Program (PPI) is a series of curriculum created

and given to children with special needs while the child is educated at SD N 2

Bendan. This PPI contains information about learning that will be given to

children, because the emotional condition of autistic children who are labile The

programs in PPI are not too many and complicated. PPI for autistic children is

different from other ABK, PPI for autistic children at SD N 2 Bendan emphasizes

more on children's independence, such as preparing their own textbooks, eating

and drinking by themselves, wearing their own clothes and pants, etc.

In learning, the teacher gives an example to the child, while the parent or

companion helps the child to imitate all the examples given by the teacher. This

activity is carried out repeatedly until the child can do the activity on their own.

For children who are not accompanied by their parents, the teacher accompanies

the child and guides the child after giving an example.

PPI for autistic children is different from other PPI ABK, PPI for autistic

children is more specific and emphasizes self-development, fine motor

movements and gross motor movements, and child socialization. This PPI is a PPI

that is adjusted to the ability and type of autism of each child.

B. Description of Research Findings

Factors that cause the lack of independence of autistic children at SD N

2 Bendan

As is known, autistic children experience disturbances in socialization so

that it affects their independence. Parents demand that the school educate and

guide their children to become capable, skilled, and independent individuals. At

school, children are given guidance and education, while when children are at

home, children's education is left to parents. As with autistic children, children are

given education and guidance while at home parents follow up on what is given at

school. The learning program for autistic children is summarized in the Individual

Learning Program (PPI).

The emotional condition of autistic children themselves is very unstable.

Sometimes they laugh for no reason and often children cry for no reason. During

school, it is not uncommon for children to have tantrums and hurt themselves.

The quality of food and the condition of children at home greatly affect the

emotional state of children during school. For example, the influence of food

quality is if the child eats too much food that contains sugar (sweet), then the next

day the child will laugh to himself while in class, while an example of the

influence of the child's condition at home is if the child at home does not sleep at

school, the child is silent and often cries.

However, all of that will not happen because of the factors that affect it.

For more details, the researcher will present the factors that lack independence of

autistic children and the treatment given to each child based on the results of the

study as follows:

1. ZF

Factors Affecting Independence

a. Family factors (Excessive parental attention)

ZF is an only child. ZF's parents and family love ZF very much,

ZF's parents and family care for ZF is very large, this concern is shown by

the fulfillment of ZF's needs and all wishes. While at home, ZF is used to

being served and in terms of eating, drinking, wearing clothes and all other

needs. The fulfillment of ZF's needs and desires is a form of parental

affection and attention, but the fulfillment of ZF's needs causes ZF's level

of independence not to develop and ZF's level of dependence on its parents

is increasing.

b. Socialization with the environment

Socialization with the environment is something that more or less

affects ZF's independence. The environment is the right place to increase

independence. ZF's socialization with the environment is not good, if you

are in the community ZF closes itself and does not want to mingle with

other people, this is because ZF is used to being served and is more often

at home so socialization with the community is very lacking. In life at

home, ZF is used to being served in terms of eating, drinking and wearing

clothes, all his needs are met by his parents until now. ZF can eat, drink

and wear his own clothes but if ZF is at home ZF often asks his mother to

serve him.

Treatment Given by GPK

ZF is autistic with social disorders. In handling ZF, GPK provides

special therapy such as inviting ZF to places where they can practice their

independence and socialization such as inviting ZF to the office, inviting ZF

to socialize with his friends in regular classes so that ZF

have a sense of confidence and be able to socialize on their own. In addition,

during school, ZF was

such as cleaning up his own books after lessons, during sports ZF changing

his own clothes without the help of others, eating and drinking by himself and

so on.

2. MRAM

Factors Affecting Independence

a. Family conditions

During this time, MRAM was raised by his mother and

grandmother. While at MRAM's house, all the needs and desires of

MRAM were fulfilled by his grandmother and mother. MRAM's mother

does not work while MRAM's grandmother sells chicken meat at the

market. In terms of economic conditions, MRAM parents can be said to be

sufficient, in the sense that there is no shortage. The attention of MRAM's

parents and family is very large, during the MRAM school is escorted by

his mother by public transportation and during school MRAM is waiting

for his mother, including when in class. During learning in the MRAM

class, he was accompanied by his mother, because during learning in the

classroom, MRAM did not want to learn and was only silent if not

accompanied by his mother, so that MRAM's independence was not

optimal because MRAM was very dependent on his mother and teachers

had difficulty in providing learning to MRAM.

b. Socialization

In MRAM socialization is very limited, this is because MRAM

cannot communicate well, MRAM experiences communication disorders.

Until now, MRAM can only imitate what her mother says, so MRAM

cannot communicate independently. While at school MRAM accompanied

by his mother, MRAM could not be separated from his mother. During

learning, MRAM mothers must also accompany and accompany MRAM

until the lesson is over, so that MRAM's independence cannot develop.

The process of socializing MRAM with other people is also very

limited, because MRAM is very

h i g hn m t u mn i g t

mother, besides that MRAM

is also

very passive in communicating. This passive attitude of MRAM is shown

by the absence of response given by MRAM to the stimuli given. For

example, when MRAM is called, MRAM is just silent, MRAM's response

will be given when MRAM's mother tells MRAM to answer the call given.

Such MRAM conditions are what cause the lack of MRAM independence.

Excessive worry about the condition of MRAM causes a desire to maintain

and protect MRAM, making MRAM very dependent on his mother,

because one-way MRAM's needs will be fulfilled by his mother without

MRAM requesting.

Treatment Given by GPK

MRAM is a non-verbal autistic child. MRAM has not been able to

socialize with other people besides his mother. During school, MRAM is

taught to socialize and move to train his fine motor skills. As long as MRAM

is invited to communicate with MRAM, MRAM's answer often depends on

his mother, because during school MRAM is always accompanied by his

mother.

3. MRR

Factors Affecting Independence

a. Family situation

MRR is the first of two children. while at home, MRR is taken care

of by a maid Because MRR's mother has to work and MRR's father works

outside the city (go home once a week). While at home, MRR was taken

care of by a maid. MRR maids take care of MRR since MRR is 3 months

old, so MRR mothers do not need to explain the condition of MRR

because MRR maids already know and know the ins and outs of MRR.

Economically, MRR families can be categorized as able and adequate. In

addition to formal education at MRR schools also

get a therapy at his house. MRR therapy performed 3 times

Week.

b. Socialization

The MRR socialization process is quite good. While at school,

MRR is able to interact with teachers and friends, besides that while at

home, MRR is also able to interact with family and people around him, but

MRR parents and caregivers often limit MRR socialization with others,

because MRR parents are afraid that when MRR escapes MRR supervision

can hurt others.

Treatment Given by GPK

MRR of autistic children who are classified as active, during the

period of MRR learning, often gives rejection, the rejection is in the form of

sneezing, punching and screaming. During MRR school at SD N 2 Bendan,

MRR is taught to communicate and respond to the situation around him.

During school, MRR did not want to be silent, MRR preferred to walk around

the classroom and throw away the items on the desk.

4. SNA

a. Family conditions

SNA is the 3rd child of 3 siblings, SNA's father works at a health

center in Boyolali and SNA's mother does not work and only takes care of

SNA. During SNA, SNA school was awaited by his mother. The distance

between SNA's house and the school is quite far, if it is reached by

motorbike, it takes more than 1 hour. So SNA had to leave home at 5 am.

In addition to school education, SNA does not get any other education

other than family, because of the limited economic condition of SNA

parents so that SNA parents do not send them to school or provide therapy

outside of school hours.

b. Socialization

During school, SNA can socialize with teachers and students

well, but if SNA is given an excessive response, SNA will give an

excessive response as well. Response given

can punch and talk, if SNA acts

Thus SNA's parents will hit SNA, the blow given to SNA does not cause a

deterrent effect, often SNA cries but if SNA is given attention again, SNA

will spit again. With such a situation, the teacher works around by

diverting SNA's attention so that SNA does not spit and hit again. This

attitude of SNA makes SNA often shunned by friends and teachers,

because they are afraid that SNA will hurt.

Treatment Given by GPK

SNA of autistic children with behavioral disorders. During school,

SNA often shows disrespectful behavior such as spitting and hitting teachers

and people around them, screaming for attention, and crying for sympathy.

GPK often gives "punishments" such as bangs and minor blows to SNA

(blows given are only light blows and with the permission of SNA's parents)

so that SNA is a deterrent. However, this does not make SNA a deterrent,

another way carried out by GPK is to divert attention. This distraction can be

in various ways, such as when SNA shouts that GPK shows something like a

ball and SNA's favorite food.

5. AKAA

a. Family conditions

AKAA is the first child of two siblings, in general, the condition of

AKAA's parents is including people who are (able). AKAA's condition

began when AKAA was 2 years old, AKAA suffered from fever and had

seizures, Since then AKAA is known to have special needs. As soon as

they knew that AKAA had special needs, AKAA parents began to find out

and try to make AKAA able to grow and develop like other children.

AKAA has been receiving special services since AKAA was 3 years old

years, since AKAA was born until now, AKAA is taken care of by a

caregiver because AKAA's parents work.

AKAA's caregivers, taking care of AKAA from birth until now

because of that, AKAA parents do not need to bother explaining the

condition of AKAA which is slightly different from children of their age.

AKAA caregivers consider AKAA like their own child, so AKAA

caregivers understand AKAA's situation and how to serve her. AKAA's

closeness with this caregiver should be slightly reduced, because with the

closeness of AKAA and AKAA's parents will gradually decrease because

AKAA is too much with her caregiver than with AKAA.

b. Socialization

AKAA socialization during school is good, AKAA is able to

respond to those nearby. However, the situation at school and the situation

at home are very different, when at home AKAA only communicates with

his parents, younger siblings, caregivers and grandfathers. When at home,

AKAA does not socialize outside the house, so AKAA socialization runs a

little slowly.

Treatment Given by GPK

During AKAA's school at SD N 2 Bendan, AKAA did not show bad

behavior. AKAA is able to perform the tasks given by the teacher well.

AKAA experienced a disturbance in his confidence. AKAA is able to do the

tasks given by GPK well, but at the beginning of the work, AKAA must be

given an example of how to do it.

6. PAR

a. Psychological conditions

Psychic condition is the psychological condition of an individual.

Psychiatric conditions that affect independence are intelligence,

motivation,

and attitude. PAR

is generally

able to

self-reliance activities, but for the psychological condition of the PAR is

disturbed, the PAR does not like to be disturbed and if disturbed he will

scream while hitting things nearby. PAR itself feels disturbed when others

see or pay attention to it. PAR is a very sensitive and irritable child. If

anyone disturbs or disturbs them, the PAR will shout and clench their fists.

b. Family Situation

PAR is a verbal autistic child. PAR was born in Sulawesi, PAR's

mother died while giving birth to PAR, while PAR's father died when PAR

was 3 months old. When PAR's mother got married, she was 29 years old,

while PAR's father was almost 70 years old. When PAR was 1 month old,

PAR was taken by his uncle and aunt to Java because PAR's father was

unable to take care of PAR. The PAR uncle and aunt themselves took care

of the PAR with affection and considered the PAR as their own child. All

PAR developments are very much paid attention to by PAR aunts. Since it

was known that the PAR had privileges, the PAR aunts and uncles

immediately sought out therapy and provided special services, including

attention to the PAR.

Treatment Given by GPK

Of the eight autistic children, PAR is the child with the greatest

emotional disorder. PAR's emotions are very volatile, if something bothers

him, he will scream and hit the table. If PAR is emotional, GPK can only

calm him down while distracting him. Since childhood, PAR has been on a

special diet with food, PAR itself has also been instilled with what foods can

and should not be eaten.

7. FGS

a. Family

FGS is the first child of 2 siblings. Economically, the economic

situation of the FGS family is very mediocre. FGS's father works as a daily

laborer while FGS's mother is a housewife. FGS's parents' attention to FGS

has decreased slightly since FGS had a younger sibling. When FGS came

home from school, he was put in the room and while watching television,

FGS was served when FGS took a shower, ate and when his father came

home because the FGS development process was lacking.

b. Physical condition

Physical conditions greatly affect the level of independence of

autistic children, autistic children. Children with physical conditions that

are lacking or incomplete are helpless, all their needs need the help of

others. In this way, it is said that they are less independent, because they

are very dependent on others. For example, FGS is a non-verbal autistic,

although his physical condition is perfect, his motor skills cannot work

optimally, so in carrying out daily activities he needs help from others.

Treatment Given by GPK

FGS is one of the non-verbal autists, during school FGS did not do

many activities. The condition of FGS during school is greatly influenced by

the condition of FGS while at home. If FGS is not sleeping at home, eating

during school FGS will cry (fussy) or sleep until school is over. In addition,

while in school, GPK must supervise FGS extra, because if FGS escapes

supervision, FGS will run out of the classroom and enter other classes and

even run to the market in front of the school.

8. MLI

a. Family Conditions

Social factors can also affect the level of independence of autistic

children, for example MLI, MLI used to be a family that was quite in the

area, but at one time the economic condition of the MLI family suffered a

setback, because the business started by his father experienced problems

and went bankrupt and his parents experienced great pressure so that

attention to MLI decreased. This condition causes MLI to lack attention

and seek attention such as not wanting to eat if not fed, talking dirty so that

they are reprimanded and such.

b. Socialization

MLI's lack of attention to MLI results in MLI often seeking

attention outside the family environment such as MLI often gathering with

adults around her house, gathering at celebrations, cycling or walking far

away (once MLI walked from Boyolali-Solo), so that MLI's association

more or less affects her social development. Negative impacts that often

arise are MLI saying dirty words and sleeping in class because they stay

up late all night with adults.

Treatment Given by GPK

MLI verbal autistic children, during school MLI is able to socialize

well. MLI often shows bad behavior such as talking dirty and provoking his

friends. MLI's behavior is because while at home, MLI often hangs out with

the adults around him

C. DISCUSSION

1. Implementation of the Individual Learning Program (PPI) in

Overcoming the Level of Independence of Autistic Children at

SD N 2 Bendan

The Individual Learning Program (PPI) is very important in the learning

process for autistic children. PPI for autistic children is made based on the child's

early ability, with PPI teachers having a reference for learning autistic children

and it is hoped that autistic children can receive learning according to their

abilities. The ability of autistic children is more emphasized on the ability to take

care of themselves (ADL) and the ability to socialize, for example, children

prepare their own books, children wear their own clothes, play with friends. This

program aims to reduce children's dependence on others and be able to carry out

daily activities without the help of others.

The creation and use of PPI is indeed more complicated than the use of

RPP, because the creation of PPI must adjust to the needs and abilities of each

individual. In making PPI, GPK must consider the time of PPI implementation,

the length of PPI implementation and must look at the needs of children's services.

While autistic children are in school, special programs are made which are

summarized in a program, namely the Individual Learning Program (PPI). As

long as autistic children are in school, they must carry out the programs in PPI. In

its implementation, there are a lot of children who refuse to implement the

program in PPI, the form of rejection can be in the form of whining, crying,

getting angry, hitting and screaming. As long as the child refuses, the teacher has

a special strategy in handling it.

In practice, many children have not been able to do things related to

health, for example, they have not been able to eat and drink on their own. GPK

must make PPI regarding self-development about eating and drinking. Self-

development about eating and drinking on your own must go through several

stages such as:

a. GPK introduces tools used for eating and drinking such as

spoons, plates, and glasses,

b. After the child gets to know these tools, the child is explained about the

function of each of the tableware, in the introduction period in GPK requires

quite a lot of time because GPK has to repeat continuously,

c. If the child already knows and knows the function of the tableware, the teacher

guides the child to use the tableware.

2. Efforts to Increase the Independence of Autistic Children

GPK's task is not only to educate autistic children. Fostering and

maximizing the abilities of autistic children. The GPK effort provided is to

provide guidance services for the independence of autistic children themselves.

Some alternative guidance efforts in increasing children's independence are:

a. Self-adjustment guidance

Self-development is one of the programs in PPI that is used to

increase children's independence. In self-development, children are taught to

meet their own needs. The need in this context is not a need in fact, the need

in this case is to do things related to ADL such as eating, drinking, bathing

and wearing clothes.

The implementation of this self-development program is carried out

once a week on Fridays. Self-development in autistic children varies or is not

monotonous. One of these self-development is that autistic children are taught

how to wear clothes, eat, prepare their own textbooks, tidy themselves up and

many more.

Various reactions will arise when children carry out PPI, these

reactions can come from children, schools and parents. The reaction can be

described as berkut:

1) Reaction from the child

The reaction of autistic children varies from one child to another.

These reactions are in the form of shouting, crying, hitting the table and

many more. As revealed by Dewi Susilawati "when children are instructed

To perform

the task of yacnomg

will be a reaction of rejection

like screaming and crying" this can be exemplified in MRR, when MRR is

instructed to write, MRR shows a reaction of rejection in the form of

crying and whining, when forced MRR to cry but GPK continues to force

and guide MRR to continue writing until MRR completes his task.

Another reaction was also shown by MLI, when MLI was instructed to

write, MLI would continue to write until all the books were finished and

MLI. MLI will not stop writing if it is not instructed to stop.

2) Reaction from the school

The reaction from this school is a reaction that arises when autistic

children do not want to do assignments. As long as the child is in school,

the child is required to socialize with his friends. Various responses to the

existence of autistic children are different. Some support and some refuse.

A supportive attitude is shown by children who respond and invite autistic

people to play together. The attitude of rejection is shown by children who

are afraid to get close to autistic children because they are afraid if the

autistic child hurts them.

3) Reaction from parents

Parents of autistic children are parents who are very sensitive about

their children, they want their children to get the best in school. While the

child is in school, parents hand over the responsibility of educating their

children to the school. The reaction of parents is mixed, some support and

some refuse. The reaction that refuses, for example, parents feel

unacceptable if their child is yelled at, in learning autistic children, the

teacher does not yell but only acts firmly so that the child has obedience to

the teacher. On the other hand, positive reactions are shown when teachers

give reprimands to children and parents help teachers to direct their

children.

b. Job Adjustment Guidance

This job adjustment guidance is that children are introduced to various

jobs and

anackodmiamj aitrktoanusteenrtang

jobs that children are interested in.

3. Obstacles faced by GPK in the use of PPI

In the implementation of the independence of autistic children as an

implementation of the use of PPI. In schools that are in charge of fostering,

monitoring, and supervising the process of using PPI, not only special

accompanying teachers but also from all ranks of principals and teachers at SD N

2 Bendan. The provision of rewards and punishments can and is allowed as long

as they do not violate the norms that apply in schools and schools. For autistic

children who make mistakes, GPK can give punishment in the form of a

reprimand or giving additional tasks, while children who can do their tasks well

GPK can give a reward in the form of rubbing the child's head or praise the child.

During the implementation of the process of giving PPI to children, there

are obstacles faced. "The obstacles faced by the complex, starting from the

making, implementation, and assessment" explained Mrs. Dewi Susilawati S.Pd,

this can be explained as follows:

a. Manufacturing Constraints

1) In making PPI, GPK must pay attention to the ability of each child so that

it is more complicated and detailed

2) The PPI made by GPK must be dynamic, meaning considering the

interests of children so that GPK must study the characteristics of each

child

3) GPK must collaborate with classroom teachers and subject teachers in

making PPI because learning for autistic children is also carried out by

classroom teachers and subject teachers

b. Implementation Obstacles

1) In the implementation of the child's emotional condition is labile so that

the process of implementing PPI is disrupted

2) The demands of parents who want their children to be prioritized, while

GPK must pay attention to other children

3) Supporting facilities are still not optimal, such as for computer learning,

there is only one computer.

c. Assessment Constraints

1) GPK must cooperate with classroom teachers and subject teachers in

assessing children's learning outcomes, so that the assessment is more

complicated.

2) Children's assessment is mostly in the form of a description of the child's

ability, while academic ability is an assessment after the ability to be

independent

GPK has limitations in carrying out its role to supervise its students

individually. Supervision that can be carried out by teachers is limited while at

school or during the learning process. In other words, GPK only provides

guidance for independence for children while the child is at school, while while

the child is at home, the educational process is left to parents.

CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND

SUGGESTIONS

A. Conclusion

The Individual Learning Program (PPI) is essentially teaching autistic

children to be independent and develop their existing potential as well as teaching

children to be able to socialize with the general public. The aspects arranged in the

PPI are adjusted to the ability of each child. From the results of the research and

discussion, the following conclusions were obtained:

Based on the review above, the author can explain that the Individual

Learning Program (PPI) plays a role in the level of independence of autistic

children of SD N 2 Bendan. With PPI, it can make it easier for teachers to provide

guidance and monitor the educational results of each individual, especially GPK

because the abilities and learning outcomes of each child are different as well as

the peaks given. In dealing with autistic children, GPK prepares what actions will

be taken for each individual. Before starting learning, the first thing done by GPK

is to identify the child's initial ability, the initial identification of the child's ability

is carried out to find out the child's basic ability before being given treatment.

Thus, GPK can prepare PPI based on the needs of each child.

109

B. Implication

Based on the conclusion above, the implications of this study are:

1. The preparation of PPI that is adjusted to the ability of each individual can

increase the ability of autistic children to be independent.

2. Because the creation and preparation of PPI is carried out based on individual

abilities, PPI can be used as a reference for teaching and developing the level

of independence of autistic children.

3. because in the implementation of independence as the implementation of PPI

at SD N 2 Bendan there are still obstacles faced by GPK, so the use of PPI at

SD N 2 Bendan has not been maximized.

C. Suggestion

1. Considering that there is still a lack of independence for autistic children at SD

N 2 Bendan, it is felt that there is a need to increase coaching and add

companions for autistic children at SD N 2 Bendan so that the level of

independence of autistic children at SD N 2 Bendan is maximized

2. Because the lack of independence in children is still lacking, the additional

time to carry out self-development is better added. For example, in one week

there are 2 or 3 days to do self-development. Because for autistic children, self-

development is very necessary.

THE ROLE OF THE INDIVIDUAL LEARNING PROGRAM (PPI) IN INCREASING THE INDEPENDENCE OF AUTISTIC CHILDREN.

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