Efektivitas Self-Determination Learning Model Of Instruction (SDLMI) dalam Meningkatkan Keterampilan Pemecahan Masalah Sosial Siswa Slow-Learner

Risanita Fardian Farid* -  Universitas Putra Indonesia YPTK Padang, Indonesia
Wahyu Indianti -  Universitas Indonesia, Indonesia
Evita Eddie Singgih -  Universitas Indonesia, Indonesia
DOI : 10.33024/jpm.v2i1.2422

THE EFECTIVENESS OF SELF-DETERMINATION LEARNING MODEL OF INSTRUCTION IN IMPROVING SOCIAL PROBLEM SOLVING SKILLS ON SLOW-LEARNER STUDENT

The aim of this study was to investigate the effectiveness of SDLMI program (Self-Determination Learning Model of Instruction)in increasing social problem solving skills for slow-learner. This research used single subject design that involved a 14 years old male student with a borderline defective intelligent quotient (Full Scale IQ = 73, Wechsler Scale). The program effectiveness was measured by comparing pretest and posttest SDLMI score.This study found that SDLMI was significant to increase social problem solving skills in male slow learner student. Participant could also maintain social problem-solving skill for one week after problem solving instruction was given. Furthermore, educations about SDLMI need to be given for parents and teacher who struggle with special-need or slow-learner students.

Tujuan penelitian ini adalah mengetahui efektivitas program Self-Determination Learning Model of Instruction (SDLMI) untuk meningkatkan keterampilan pemecahan masalah sosial pada siswa menengah pertama yang slow-learner. Penelitian ini menggunakan desain subyek tunggal dengan melibatkan seorang siswa laki-laki berusia 14 tahun dengan kecerdasan pada taraf ambang batas di bawah rata-rata (IQ Total = 73, Skala Wechsler). Efektivitas program diukur dengan membandingkan skor SDLMI sebelum (pretest) dan setelah  intervensi diberikan (posttest). Intervensi terbagi atas 12 sesi yang berdurasi selama 30 - 40 menit setiap sesinya. Penelitian ini membuktikan bahwa SDLMI mampu meningkatkan keterampilan pemecahan masalah sosial secara signifikan pada siswa slow learner. Partisipan juga dapat mempertahankan keterampilan tersebut seminggu setelah diberikan instruksi pemecahan masalah. Edukasi mengenai SDLMI perlu diberikan kepada orangtua dan guru yang menghadapi siswa berkebutuhan khusus atau siswa dengan karakteristik seperti slow-learners.

Keywords : Slow-learner, Keterampilan pemecahan masalah sosial, SDLMI

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