PENGEMBANGAN MODEL PEMBELAJARAN MULTISENSORI ADAPTIF BERBASIS PERMAINAN TRADISIONAL UNTUK PENGAJARAN MENULIS PERMULAAN ANAK CIBI ASINKRONI DISGRAFIA (Tesis Mahasiswa Semester 122 Tahun Akademik 2024/2025 Prodi Magister Pendidikan Bahasa Indonesia Fakultas Bahasa dan Seni)

MIRANTI, . (2025) PENGEMBANGAN MODEL PEMBELAJARAN MULTISENSORI ADAPTIF BERBASIS PERMAINAN TRADISIONAL UNTUK PENGAJARAN MENULIS PERMULAAN ANAK CIBI ASINKRONI DISGRAFIA (Tesis Mahasiswa Semester 122 Tahun Akademik 2024/2025 Prodi Magister Pendidikan Bahasa Indonesia Fakultas Bahasa dan Seni). Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan mengembangkan model pembelajaran menulis berbasis pendekatan multisensori adaptif dengan media permainan tradisional bagi anak Cerdas Istimewa Bakat Istimewa (CIBI) berprofil asinkroni disgrafia. Anak dengan profil ini menunjukkan ketimpangan antara kapasitas intelektual tinggi dan performa motorik rendah, yang berdampak pada keterampilan menulis permulaan. Model dikembangkan melalui pendekatan 4D (Define, Design, Develop, Disseminate) dengan integrasi prinsip neuroedukasi, pendekatan berbasis kekuatan, dan permainan tradisional sebagai medium stimulasi sensorimotorik yang kontekstual dan inklusif. Penelitian ini menggunakan desain studi kasus intensif terhadap satu anak usia sekolah dasar dengan IQ 138 dan hambatan menulis mekanikal akibat disgrafia. Hasil asesmen awal menunjukkan bahwa pendekatan konvensional belum efektif menjembatani ketimpangan perkembangan yang dialami. Model yang dikembangkan dirancang melalui tiga fase sintaks progresif: aktivasi sensorimotorik, transisi simbolik, dan ekspresi tertulis, dengan pelibatan permainan seperti congklak, karet tangan, dan boneka sarung. Validasi model dilakukan melalui evaluasi ahli, uji keterbacaan pengguna, dan analisis konteks pembelajaran. Hasil uji menunjukkan bahwa model ini mampu meningkatkan koordinasi motorik halus, memperbaiki struktur tulisan, dan memfasilitasi ekspresi ide secara lebih terorganisir. Selain itu, peningkatan paling signifikan tercatat pada aspek menulis ekspresif dan keterlibatan sosio-emosional anak. Anak menjadi lebih percaya diri, menunjukkan emosi melalui tulisan, dan terlibat aktif dalam proses menulis sebagai bentuk komunikasi personal. Temuan ini merekomendasikan pendekatan multisensori adaptif berbasis budaya lokal sebagai alternatif pembelajaran menulis yang murah, inklusif, dan dapat direplikasi di kelas reguler. Penelitian ini berkontribusi pada praktik pedagogis yang berpihak pada keberagaman jalur perkembangan anak neurodivergen di Indonesia. Kata Kunci: Model Pembelajaran, Multisensori, Permainan Tradisional, CIBI Asinkroni, Disgrafia ***** This study aims to develop a multisensory adaptive writing learning model using traditional games for gifted children with dysgraphia. Children with this profile show a discrepancy between high intellectual capacity and low motor performance, which affects their early writing skills. The model was developed through a 4D approach (Define, Design, Develop, Disseminate) integrating neuroeducation principles, a strength-based approach, and traditional games as a medium for contextual and inclusive sensorimotor stimulation. This study employed an intensive case study design involving one elementary school-aged child with an IQ of 138 and mechanical writing difficulties due to dysgraphia. Initial assessment results indicated that conventional approaches were ineffective in bridging developmental gaps. The developed model was designed through three progressive syntactic phases: sensorimotor activation, symbolic transition, and written expression, incorporating games such as congklak, rubber band, and glove puppets. The model was validated through expert evaluation, user readability testing, and learning context analysis. Test results showed that the model was able to improve fine motor coordination, improve writing structure, and facilitate more organized expression of ideas. Additionally, the most significant improvement was noted in the areas of expressive writing and the child's socio-emotional engagement. Children became more confident, expressed emotions through writing, and actively engaged in the writing process as a form of personal communication. These findings recommend an adaptive multisensory approach based on local culture as an affordable, inclusive, and replicable alternative for writing instruction in regular classrooms. This research contributes to pedagogical practices that prioritize the diversity of developmental pathways for neurodivergent children in Indonesia. Keywords: Learning Model, Multisensory, Traditional Games, Gifted Asynchronous, Dysgraphia

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Dr. Novi Anoegrajekti, M.Hum. 2). Dr. Siti Ansoriyah, M.Pd.
Subjects:	Pendidikan > Pendidikan Khusus Bahasa dan Kesusastraan > Bahasa Indonesia Pendidikan > Pendidikan Dasar > Pendidikan Anak
Divisions:	FBS > S2 Pendidikan Bahasa
Depositing User:	Users 30094 not found.
Date Deposited:	02 Oct 2025 07:29
Last Modified:	02 Oct 2025 07:29
URI:	http://repository.unj.ac.id/id/eprint/59336

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