METODE PEMBELAJARAN MEMBACA PERMULAAN BAGI SISWA HAMBATAN INTELEKTUAL: SEBUAH SCOPING REVIEW

PRASASTI REIHANI AULIA PUTRI, . (2026) METODE PEMBELAJARAN MEMBACA PERMULAAN BAGI SISWA HAMBATAN INTELEKTUAL: SEBUAH SCOPING REVIEW. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Kemampuan membaca permulaan merupakan keterampilan dasar penting bagi anak hambatan intelektual. Penetlitian ini bertujuan mengidentifikasi dan mendeskripsikan metode pembeajaran membaca permulaan untuk anak hambatan intelektual berdasarkan studi terdahulu. Metode Scoping Review digunakan berdasarkan kerangka Arskey dan O’Malley (2005) serta pedoman PRISMA-ScR. Penelusuran literatur dilakukan melalui basis data Google Scholar dan ERIC. Berdasarkan kriteria inklusi dan eksklusi, diperoleh 11 artikel yang relevan. Hasil penelitian menunjukkan berbagai metode yang digunakan, antara lain metode abjad, fonik (phonics), suku kata, Struktural Analitik Analisis (SAS), Glenn Doman, multisensory, serta penggunaan media konkret seperti kartu huruf, flashcard, Scrabble, dan roda baca. Sintesis data mengungkapkan bahwa metode fonik, suku kata, multisensori dan abjad dapat membuat perubahan positif dalam meningkatkan kemampuan membaca permulaan apabila menerapkan metode yang sistematis, eksplisit, bertahap, dan disesuaikan dengan karakteristik individu anak. Temuan ini dapat menjadi panduan bagi pendidik dalam merancang pembelajaran membaca bagi anak hambatan intelektual. ***** Early reading ability is an essential foundational skill for children with intellectual disabilities. This study aims to identify and describe early reading instructional methods for children with intellectual disabilities based on previous literature. A scoping review method was employed following the framework of Arskey and O’Malley (2005) and the PRISMA-ScR guidelines. A literature search was conducted through Google Scholar and ERIC databases. Based on the inclusion and exclusion criterian, 11 relevant articles were obtained. The results indicate various methods used, including the alphabetic method, phonics, syllabic, multisensory, and alphabetic method bring about positive changes in improving early reading skills when systematic, explicit, step-by-step, and individually tailored instructional methods are applied. These findings serve as a guide for education in designing reading instruction for children with intellectual disabilities.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Indra Jaya, M.Pd ; 2). Dra. Siti Nuraini P, M.Sp.Ed
Subjects:	Pendidikan > Pendidikan Khusus
Divisions:	FIP > S1 Pendidikan Luar Biasa
Depositing User:	Prasasti Reihani Aulia Putri .
Date Deposited:	26 Aug 2026 02:37
Last Modified:	26 Aug 2026 02:37
URI:	http://repository.unj.ac.id/id/eprint/73127

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