Development of a Teacher’s Guidebook for Teaching Menstrual Readiness to Autistic Students
Abstract
The research aims to: (1) identify the needs of teachers in developing a menstrual readiness learning guide for students with autism, (2) produce a design/draft of the menstrual readiness learning guide for teachers, (3) determine the validity of the teacher's guide in teaching menstrual readiness to students with autism based on expert assessments of content and media. This study adopts a development research approach using the ADDIE model. The stages involved are: 1) needs analysis through teacher interviews, 2) product design, 3) development of the product in the form of a guidebook assessed by media and material experts, 4) limited product trials were conducted by 3 teachers who teach students with autism, 5) evaluation. The research findings include: (1) the guidebook required by teachers includes informative content and an attractive design, (2) the guidebook development design includes the arrangement of content such as menstrual information and learning methods, and the structure of the product with initial, material, and final components, (3) The guidebook is deemed suitable for use by teachers in teaching menstrual readiness to students with autism, supported by a final assessment score of 4.00 (suitable) by content experts and 4.16 (suitable) by media experts. Based on these findings, it can be concluded that the menstrual readiness learning guidebook for autistic students is suitable for use by teachers.
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DOI: https://doi.org/10.17509/jassi.v25i2.85540
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