Perkembangan Kemampuan Bina Diri Anak dengan Hambatan Intelektual melalui Intervensi Berulang Berbasis Media Sederhana dalam Pembelajaran Berbasis Proyek pada Mata Kuliah Bina Diri

Abstract

This study describes the development of self-care (bina diri) skills among children with intellectual disabilities during repeated interventions delivered by special education pre-service teachers in a project-based learning course on self-care (Bina Diri). Data came from 189 children in six course classes; 154 children had valid baseline and final scores (88 mild, 58 moderate, 6 severe, 2 unspecified). Skill scores were recorded as percentages at baseline and across up to 12 sessions, and analysed using descriptive statistics, a paired t-test, and normalised gain (N-gain). Mean scores rose from 40.7% to 86.1% (t(153) = 24.97, p < 0.001, d = 2.01), with a mean N-gain of 0.74 (high). Improvement occurred across all levels of intellectual disability and all self-care elements, and children with lower baseline scores tended to show higher N-gain (r = −0.34, p < 0.001). The findings indicate that repeated interventions using simple media delivered by pre-service teachers were associated with meaningful gains in self-care skills, although the design has no control group