Implementation of the repetition demonstration technique to improve motorcycle engine oil change skills among students with mild intellectual disability

Abstract

This study aims to examine the effectiveness of the repetition-demonstration technique in improving motorcycle engine oil replacement skills among students with mild intellectual disabilities at SLBN A Citeureup Cimahi. The research method employed was a Single Subject Research (SSR) design with an A-B-A-B model to compare baseline and intervention conditions. The subject of the study was an 18-year-old student with mild intellectual disability. Data were collected through direct observation and practical tests, with the dependent variables including frequency, percentage, duration, latency, magnitude, trials, and rate. The results showed significant improvement in all aspects after the application of the repetition-demonstration technique. In the first baseline phase, the subject was only able to complete 25 out of 42 steps (59.5%) with a duration of 13–16 minutes. After the intervention, the subject demonstrated improved performance, completing 40–42 steps (95–100%) with greater efficiency in duration. Visual analysis of the graphs confirmed the effectiveness of this technique in enhancing independence and procedural accuracy. These findings support the use of repetition-based demonstration methods as an inclusive teaching strategy for vocational skills.