Keywords
3D text, aromatherapy, colour, learning media, mild mental retardation, test type
Document Type
Article
Abstract
In inclusive vocational high schools, students with mild mental retardation have limited thinking and communication. This limitation needs to be overcome by teachers with aid. Students with mild mental retardation study using learning media to improve their knowledge. This study aims to determine what learning media are appropriate for mild retarded learners of Inclusive Vocational High School. This study is a literature review of documents. There are four stages in writing this literature review: determining research topics and questions, searching for literature, analyzing literature search results, and writing a literature review. The documents are journals, conference proceedings, books, thesis reports, and website pages on the internet. The number of documents analyzed is 32 documents. Learning media that is suitable for students with mild mental retardation can be seen from 1.) The text: i.e., short readings, common words used, not convoluted, Arial or Tahoma fonts with the size of 14 pt, non-italic sentences and underline, adding an illustration like image or table; 2.) The colors of the media take on the hot colors: i.e., red, orange, and yellow; 3.) The types of tests that can be used: i.e. multiple-choice tests, right-wrong choices, yes-no question, crossword, cause-effect, test descriptions, and essay; 4.) The shape of learning media is 3D; 5.) the types of aromatherapy that can be used: i.e. lavender essence, calm, citrus melablend, and Northwoods blend.
Page Range
93-99
Issue
1
Volume
12
Digital Object Identifier (DOI)
10.21831/jpv.v12i1.47717
Source
https://journal.uny.ac.id/index.php/jpv/article/view/47717
Recommended Citation
Marsyaelina, A., Sudiyatno, S., & Iskandar, R. (2022). Appropriate learning media for mild mentally impaired students at inclusive vocational schools: A literature review. Jurnal Pendidikan Vokasi, 12(1), 93-99. https://doi.org/10.21831/jpv.v12i1.47717
References
Altfest, M. (1975). Vocational education for students with special needs: A teachers' handbook. Department Of Vocational Education, Colorado State University. https://files.eric.ed.gov/fulltext/ED112090.pdf
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). American Psychiatric Publishing.
Anjarsari, A. D. (2018). Penyelenggaraan pendidikan inklusi pada jenjang SD, SMP, dan SMA di Kabupaten Sidoarjo. JPI (Jurnal Pendidikan Inklusi), 1(2), 91-104. https://doi.org/10.26740/inklusi.v1n2.p91-104
Bouck, E. C. (2004). State of curriculum for secondary students with mild mental retardation. Education and Training in Developmental Disabilities, 39(2), 169 -176. https://www.jstor.org/stable/23880064
Bouck, E. C., Bassette, L., Taber-Doughty, T., Flanagan, S. M., & Szwed, K. (2009). Pentop computers as tools for teaching multiplication to students with mild intellectual disabilities. Education and Training in Developmental Disabilities, 44(3), 367-380. https://www.jstor.org/stable/24233481
Cahya, A. E. R. (2014). Penerimaan sosial siswa reguler terhadap siswa berkebutuhan khusus di kelas inklusi SMK Negeri 2 Malang [Universitas Negeri Malang]. http://repository.um.ac.id/2103/
Dharmawan, A., & Wahyuni, A. (2017). Audio-video based reading learning model for mentally-retarded students. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 1(2), 174-186. https://doi.org/10.21831/jk.v1i2.9687
Douglas, K. H., Ayres, K. M., Langone, J., Bell, V., & Meade, C. (2009). Expanding literacy for learners with intellectual disabilities: The role of supported eText. Journal of Special Education Technology, 24(3), 35-44. https://doi.org/10.1177/016264340902400304
Ece, A. S., & Çelik, A. (2008). The color choice of students with mild mental retardation. Journal of Human Sciences, 5(1), 1-24. https://www.j-humansciences.com/ojs/index.php/ijhs/article/view/371
Evmenova, A. S., & Behrmann, M. M. (2011). Research-based strategies for teaching content to students with intellectual disabilities: Adapted videos. Education and Training in Autism and Developmental Disabilities, 46(3), 315-325. https://www.jstor.org/stable/23880588
Fakultas Kesehatan Masyarakat Universitas Jember. (2020). Panduan literature review untuk skripsi. Universitas Jember. https://fkm.unej.ac.id/wp-content/uploads/2020/09/PANDUAN-LITERATURE-REVIEW-FKM-UNEJ-2020.pdf
Fitzgerald, N. S., Miller, S. P., Higgins, K., Pierce, T., & Tandy, D. (2012). Exploring the efficacy of online strategy instruction for improving the reading abilities of students with learning disabilities. Journal of Special Education Technology, 27(1), 33-47. https://doi.org/10.1177/016264341202700103
Harrison, J., & Ruddle, J. (1995). An introduction to aromatherapy for people with learning disabilities. British Journal of Learning Disabilities, 23(1), 37-40. https://doi.org/10.1111/j.1468-3156.1995.tb00159.x
Hoffenberg, S. E. (2011). Mild mental retardation. In S. Goldstein & J. A. Naglieri (Eds.), Encyclopedia of Child Behavior and Development. Springer. https://doi.org/10.1007/978-0-387-79061-9_1786
Hyman, S. L. (2007). Mental retardation. In L. C. Garfunkel, J. M. Kaczorowski, & C. Christy (Eds.), Pediatric Clinical Advisor Instant Diagnosis and Treatment (2nd ed., pp. 369-370). Elsevier Inc. https://doi.org/10.1016/B978-032303506-4.10209-3
International Labour Organization. (2016). Including persons with disabilities in technical and vocational education and training: A guide for administrators and instructors to disability inclusion. International Labour Organization. https://www.ilo.org/wcmsp5/groups/public/---asia/---ro-bangkok/---ilo-dhaka/documents/publication/wcms_543304.pdf
Ishartiwi, I. (2010). Pembelajaran Keterampilan untuk pemberdayaan kemandirian anak berkebutuhan khusus. Dinamika Pendidikan, 2, 23-36. http://staffnew.uny.ac.id/upload/131569336/penelitian/Dinamika+edisi+Oktober+2010+-+PEMBELAJARAN+KETERAMPILAN+UNTUK+PEMBERDAYAAN+KEMANDIRIAN+ANAK+BERKEBUTUHAN+KHUSUS.pdf
Jerome, A., & Barbetta, P. M. (2005). The effect of active student responding during computer-assisted instruction on social studies learning by students with learning disabilities. Journal of Special Education Technology, 20(3), 13-23. https://doi.org/10.1177/016264340502000302
Mehrens, W. A., & Lehmann, I. J. (1991). Measurement and evaluation in education and psychology (4th ed.). Wadsworth/Thompson Learning.
Meierhenry, W. C., & Wiman, R. V. (1969). Educational media: Theory into practice. Charles E. Merrill.
Mustaji, M., Kholidya, C. F., & Febryan, D. (2019). Development of three dimensional media for mentally retarded children. Proceedings of the 5th International Conference on Education and Technology (ICET 2019), 113-116. https://doi.org/10.2991/icet-19.2019.27
Passig, D. (2009). Improving the sequential time perception of teenagers with mild to moderate mental retardation with 3D Immersive Virtual Reality (IVR). Journal of Educational Computing Research, 40(3), 263-280. https://doi.org/10.2190/EC.40.3.a
Ramandi, L. D., Daneshfar, A., & Shojaei, M. (2012). Effects of aromatherapy and play on intellectually disables' aggression. Annals of Biological Research, 3(11), 5211-5215. https://www.scholarsresearchlibrary.com/articles/effects-of-aromatherapy-and-play-on-intellectually-disables-aggression.pdf
Ranjan, A. (2016). Effects of aromatherapy and breathing exercise on aggression in intellectual disability. Journal of Disability Management and Rehabilitation, 2(2), 73-77. https://doi.org/10.29120/jdmr.2016.v2.i2.30
Rochjadi, H. (2016). Modul guru pembelajar SLB tunagrahita kelompok kompetensi C. Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Taman Kanak-Kanak dan Pendidikan Luar Biasa, Direktorat Guru dan Tenaga Kependidikan. http://repositori.kemdikbud.go.id/9509/1/TUNAGRAHITA C_budi-setiawanedit 3 mei 2016.pdf
Shea, S. E. (2012). Intellectual disability (mental retardation). Pediatrics in Review, 33(3), 110-121. https://doi.org/10.1542/pir.33-3-110
Shearman, F., & Sheehan, C. (2000). Vocational skills training for people with intellectual disabilities: A multi-faceted approach. Pathways 5: Reviewing the Past, Adapting to the Future: National Conference CD-ROM Proceedings. http://hdl.voced.edu.au/10707/152008
Silió, M. C., & Barbetta, P. M. (2010). The effects of word prediction and text-to-speech technologies on the narrative writing skills of Hispanic students with specific learning disabilities. Journal of Special Education Technology, 25(4), 17-32. https://doi.org/10.1177/016264341002500402
Taylor, K. L. H., Skinner, C. H., Cazzell, S. S., Gibbons, D., Ryan, K., Ruddy, J. L., Ciancio, D. J., Ciancio, D. J., & Cihak, D. (2018). Disfluent font can hinder sight-word acquisition in students with intellectual disability. Remedial and Special Education, 40(5), 289-297. https://doi.org/10.1177/0741932518771749
Victoria Govermenent State. (2019). Accessibility guidelines for government communications. Vic.Gov.Au. https://www.vic.gov.au/accessibility-guidelines-government-communications
Witter, L. S. (2020). Effects of aromatherapy on academic success, perceived stress, and coping skills of graduate students [Minnesota State University, Mankato]. https://www.proquest.com/openview/efa6947d5ced48f2b1112589b996bf06/1?pq-origsite=gscholar&cbl=18750&diss=y
Yuliyanik, Y., & Juwita, S. (2020). Penyuluhan kesehatan reproduksi pada siswa tunagrahita dan autisme di SMKN 2 Malang. Proceeding Conference on Innovation and Application of Science and Technology (CIASTECH), 3(1), 1169-1172. http://publishing-widyagama.ac.id/ejournal-v2/index.php/ciastech/article/view/2023
