Fun Game Based Learning Model to Enhance Fundamental Movement Skills (FMS) Children with Mild Intellectual Disability

Yıl 2024, , 396 - 407, 25.03.2024

Selvi Atesya Kesumawati , Aprızal Fıkrı , Henu Ardianto Noviria Sukmawati Bayu Hardiyono Husni Fahritsani Muslimin Muslimin

https://doi.org/10.33438/ijdshs.1407873

Cited By: 1

Öz

Children with mild intellectual disabilities struggle with learning, particularly in movement skills. Limited support facilities not tailored to their needs. FMS learning model centered on "Getting to Know Flowering Plants", enhancing movement skills and incorporating cognitive tasks. The research methodology employed in this study follows Borg and Gall's Research and Development approach. Procedure basically consists of two main objectives, namely: (1) developing products and; (2) testing the effectiveness of the product to achieve the goal. Small group trial subjects included 13 students (7 boys, 6 girls 9-10 years old) and 4 teachers, while large group trial subjects involved 26 students (12 boys, 14 girls 9-10 years old) and 4 teachers in the 3 SLB in Palembang city. The CVR analysis results for model indicate a value of 0.6, falling within the range of 1 to -1. This signifies that the content of the FMS getting to know flowering plants is deemed appropriate, relevant, and of high content validity. Upon calculating the correlation coefficient between rater test data for getting to know flowering plants instrument across movement skills, cognitive aspects, fun elements, and attention focus aspects, it is observed that there is a strong positive relationship between the scores assigned by rater 1 and the overall rater scores. Similarly, there is a substantial positive correlation between the scores given by rater 2 and the total rater score. Additionally, the relationship between rater score 3 and the total scores among raters also exhibits a significant positive relationship (p > 0.05).

Anahtar Kelimeler

Fundamental Movement, Play, Intellectual Dissability

Kaynakça

• Alesi, M., Battaglia, G., Pepi, A., Bianco, A., & Palma, A. (2018). Gross motor proficiency and intellectual functioning A comparison among children with down syndrome, children with borderline intellectual functioning, and typically developing children. Medicine (United States), 97(41). [PubMed]
• Babakr, Z. H., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s Cognitive Developmental Theory: Critical Review. Education Quarterly Reviews, 2(3). [CrossRef]
• Buchner, T., Shevlin, M., Donovan, M. A., Gercke, M., Goll, H., Šiška, J., Janyšková, K., Smogorzewska, J., Szumski, G., Vlachou, A., Demo, H., Feyerer, E., & Corby, D. (2021). Same Progress for All? Inclusive Education, the United Nations Convention on the Rights of Persons With Disabilities and Students With Intellectual Disability in European Countries. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 7–22. [CrossRef]
• Buckley, N., Glasson, E. J., Chen, W., Epstein, A., Leonard, H., Skoss, R., Jacoby, P., Blackmore, A. M., Srinivasjois, R., Bourke, J., Sanders, R. J., & Downs, J. (2020). Prevalence estimates of mental health problems in children and adolescents with intellectual disability: A systematic review and meta-analysis. Australian and New Zealand Journal of Psychiatry, 54(10), 970–984. [CrossRef]
• Dhondt, A., Van keer, I., van der Putten, A., & Maes, B. (2020). Communicative abilities in young children with a significant cognitive and motor developmental delay. Journal of Applied Research in Intellectual Disabilities, 33(3), 529–541. [CrossRef]
• Cano, A. R., Fernández-Manjón, B., & García-Tejedor, Á. J. (2018). Using game learning analytics for validating the design of a learning game for adults with intellectual disabilities. British Journal of Educational Technology, 49(4), 659–672. [CrossRef]
• Contreras, M. I., García Bauza, C., & Santos, G. (2019). Videogame-based tool for learning in the motor, cognitive and socio-emotional domains for children with Intellectual Disability. Entertainment Computing, 30. [CrossRef]
• Eisfeld, J. (2014). International Statistical Classification of Diseases and Related Health Problems . TSQ: Transgender Studies Quarterly. [CrossRef]
• Fikri, A., Pratama, R.R., Widiastuti, Samsudin, Muslimin, Haqiyah, A., Ramadhan, A., Hardiyono, B., & Hidayat, A. (2022). Tennis Ball Exersice: Variation to Increase Arm Muscle Strength in Martial Athletes at Sriwijaya State Sports School. International Journal of Human Movement and Sports Sciences, 10(5), 964–972. [CrossRef]
• Fryers, T. (2019). Pre-and perinatal factors in the etiology of mental retardation. In Reproductive and perinatal epidemiology.
• García-Redondo, P., García, T., Areces, D., Núñez, J.C., & Rodríguez, C. (2019). Serious games and their effect improving attention in students with learning disabilities. International Journal of Environmental Research and Public Health, 16(14). [CrossRef]
• Gierczyk, M., & Hornby, G. (2021). Twice-Exceptional Students: Review of Implications for Special and Inclusive Education. Education Sciences, 11(2), 85. [CrossRef]
• Glasson, E.J., Buckley, N., Chen, W., Leonard, H., Epstein, A., Skoss, R., Jacoby, P., Blackmore, A. M., Bourke, J., & Downs, J. (2020). Systematic Review and Meta-analysis: Mental Health in Children With Neurogenetic Disorders Associated With Intellectual Disability. Journal of the American Academy of Child and Adolescent Psychiatry, 59(9), 1036–1048. [CrossRef]
• Hardiyanti, F.P., & Azizah, N. (2019). Multimedia of Educational Game for Disability Intellectual Learning Process: A Systematic Review. [CrossRef]
• Hasti, N., Wulan Sari, F., Agustin Wulandari, T., & Sitanggang, A. S. (2021). Pelatihan Aplikasi Home Visit Sebagai Penyedia Jasa Terapi Kepada Anak Disabilitas Intelektual (DI). Dharmakarya, 10(3), 221. [CrossRef]
• Heki̇m, M., & Tokgöz, M. (2016). Motor Development Deficiencies in Mentally Disabled Children: The Importance of Physical Activity and Sport at Supporting Motor Development. Mehmet Akif Ersoy University Journal of Social Sciences Institute 8(17), 489–501.
• Jacher, J. E., Roy, N., Ghaziuddin, M., & Innis, J. W. (2019). Expanding the phenotypic spectrum of MBOAT7-related intellectual disability. American Journal of Medical Genetics, Part B: Neuropsychiatric Genetics, 180(7), 483–487. [CrossRef]
• Kavanagh, H., Manninen, M., & Issartel, J. (2023). Comparing the fundamental movement skill proficiency of children with intellectual disabilities and typically developing children: a systematic review and meta-analysis. Journal of Intellectual Disability Research, 67(12), 1336–1353. [CrossRef]
• Kesumawati, S.A., Fakhruddin, & Fahritsani, H. (2021). Learning model of fundamental movement skills (FMS) for children with mild intellectual disability. International Journal of Human Movement and Sports Sciences, 9(1), 71–80. [CrossRef]
• Kemis & Rosnawati, A. (2013). Pendidikan anak berkebutuhan khusus tunagrahita. Bandung: PT. Luxima Metro Media.
• Kesumawati, S. A., Rahayu, T., Rachman, H.A., & Rahayu, S. (2018). Model Pembelajaran Gerak Dasar Melalui Aktivitas Bermain Bagi Siswa SDLB C Kelas 3. FIK UNNES.
• Lee, C. eun, & Burke, M.M. (2020). Future Planning Among Families of Individuals With Intellectual and Developmental Disabilities: A Systematic Review. Journal of Policy and Practice in Intellectual Disabilities, 17(2), 94–107. [CrossRef]
• Leonard, H., Nassar, N., Bourke, J., Blair, E., Mulroy, S., De Klerk, N., & Bower, C. (2008). Relation between intrauterine growth and subsequent intellectual disability in a ten-year population cohort of children in Western Australia. American Journal of Epidemiology, 167(1), 103–111. [CrossRef]
• Maïano, C., Hue, O., & April, J. (2019). Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review. Journal of Intellectual Disability Research, 63(9), 1163–1179. [CrossRef]
• Martinus, M., & Kesumawati, S. A. (2020). Pelaksanaan Permainan Gerak Dasar Manipulatif Pada Anak Tunagrahita Di Sdlb C Kota Palembang. Kinestetik, 4(1), 117–121. [CrossRef]
• Maulidiyah, F. N. (2020). Media Pembelajaran Multimedia Interaktif Untuk Anak Tunagrahita Ringan. Jurnal Pendidikan, 29(2). [CrossRef]
• Mocanu, G.-D., & Gavrila Udrea, M. (2021). The effect of motion games on improving the psychomotor and intellectual performance of children with autism spectrum disorder and intellectual disabilities. Balneo and PRM Research Journal, Vol.12, 4, 289–300. [CrossRef]
• Nurrahima, A., & Ariyanti, R. D. (2021). The Hubungan Caregiver Burden dengan Kualitas Hidup Caregiver Anak Tunagrahita. Jurnal Ilmu Keperawatan Anak, 4(2). [CrossRef]
• Özkan, Z., & Kale, R. (2023). Investigation of the effects of physical education activities on motor skills and quality of life in children with intellectual disability. International Journal of Developmental Disabilities, 69(4), 578–592. [PubMed]
• Prasetyaningrum, S., & Faradila, A. (2019). Application of VAKT Methods (Visual, Auditory, Kinestetic, and Tactile) to Improve The Ability Reading for Mild Mental Retardation. Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). [CrossRef]
• Regaieg, G., Kermarrec, G., & Sahli, S. (2020). Designed game situations enhance fundamental movement skills in children with Down syndrome. Journal of Intellectual Disability Research, 64(4), 271–279. [PubMed]
• Randhawa, B. S. (1973). Book Reviews : Walter R. Borg and Meredith D. Gall. Educational Research— An Introduction. (2nd ed.) New York: David McKay Company, Inc., 1971. Pp. xxiv + 534 pp. $8.95. Educational and Psychological Measurement, 33(4), 1001–1003. [CrossRef]
• Roberts-Yates, C., & Silvera-Tawil, D. (2019). Better education opportunities for students with autism and intellectual disabilities through digital technology. International Journal of Special Education, 34(1), 197–210. [CrossRef]
• Russell, S. J. K. G. S. (2017). I CAN Develop Physical Literacy. In Canucks Autism network - Physical Literacy Programs. [CrossRef]
• Sajewicz-Radtke, U., Jurek, P., Olech, M., Łada-Maśko, A. B., Jankowska, A.M., & Radtke, B.M. (2022). Heterogeneity of Cognitive Profiles in Children and Adolescents with Mild Intellectual Disability (MID). International Journal of Environmental Research and Public Health, 19(12). [CrossRef]
• Sari, E., & Natalia, E. (2018). Pengaruh Fishing Game Terhadap Konsentrasi Anak Tunagrahita Di SLB C Alpha Wardahana Surabaya. Jurnal Keperawatan, 7(2). [CrossRef]
• Saxena, S., & Setoya, Y. (2014). World Health Organization’s comprehensive mental health action plan 2013-2020. Psychiatry and Clinical Neurosciences, 68(8), 585–586. [PubMed]
• Schalock, R. L., Luckasson, R., & Tassé, M. J. (2021). An overview of intellectual disability: Definition, diagnosis, classification, and systems of supports (12th ed.). American Journal on Intellectual and Developmental Disabilities, 126(6), 439–442. [PubMed]
• Smogorzewska, J., Szumski, G., & Grygiel, P. (2019). Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms. Journal of Applied Research in Intellectual Disabilities, 32(5), 1241–1254. [CrossRef]
• Song, J., Yao, S., Kowalec, K., Lu, Y., Sariaslan, A., Szatkiewicz, J. P., Larsson, H., Lichtenstein, P., Hultman, C. M., & Sullivan, P. F. (2022). The impact of educational attainment, intelligence and intellectual disability on schizophrenia: a Swedish population-based register and genetic study. Molecular Psychiatry, 27(5), 2439–2447. [CrossRef]
• Stanish, H. I., Curtin, C., Must, A., Phillips, S., Maslin, M., & Bandini, L. G. (2019). Does physical activity differ between youth with and without intellectual disabilities? Disability and Health Journal, 12(3), 503–508. [PubMed]
• Tamm, L., Day, H. A., & Duncan, A. (2022). Comparison of Adaptive Functioning Measures in Adolescents with Autism Spectrum Disorder Without Intellectual Disability. Journal of Autism and Developmental Disorders, 52(3), 1247–1256. [CrossRef]
• Tassé, M. J., & Grover, M. (2021). American Association on Intellectual and Developmental Disabilities (AAIDD). In Encyclopedia of autism spectrum disorders. Springer International Publishing. [CrossRef]
• Unver, B., & Erdem, E. U. (2019). Effects of Intellectual Disability on Gross Motor Function and Health Related Quality of Life in Cerebral Palsy. Clinical and Experimental Health Sciences, 9(2), 138–142. [CrossRef]
• Vissers, L. E. L. M., Gilissen, C., & Veltman, J. A. (2016). Genetic studies in intellectual disability and related disorders. Nature Reviews Genetics, 17(1), 9–18. [CrossRef]
• Vuijk, P. J., Hartman, E., Scherder, E., & Visscher, C. (2010). Motor performance of children with mild intellectual disability and borderline intellectual functioning. Journal of Intellectual Disability Research, 54(11), 955–965. [CrossRef]
• Wang, T., Qian, Y., Zhong, T., & Qi, J. (2022). Associations between Fundamental Movement Skills and Moderate-to-Vigorous Intensity Physical Activity among Chinese Children and Adolescents with Intellectual Disability. International Journal of Environmental Research and Public Health, 19(20). [CrossRef]
• Wattad, G., & Chen, D. (2023). Does Cognition Continue to Develop Throughout Life? British Journal of Arts and Humanities, 5(4), 185–191. [CrossRef]
• Wolan-Nieroda, A., Wojnarska, A., Mańko, G., Kiper, A., Guzik, A., & Maciejczak, A. (2023). Assessment of rehabilitation effects in children with mild intellectual disability. Scientific Reports, 13(1). [CrossRef]
• Yazdani, S., Yee, C. T., & Chung, P. J. (2013). Factors predicting physical activity among children with special needs. Preventing Chronic Disease, 10(7). [CrossRef]