Enhancing Learning Readiness and Interest of Special Education Students by Using Recreational Therapeutic Activities through Observation Methods

Mohd Izzat Syafiq Ramlan, Mohd Mokhtar Tahar, Norhidayah Abu Yamin, Juwaidah Rani

Abstract


Learning readiness and interest is an important element that has become an indicator for success in the learning process for special education students. Therefore, this research is conducted to study the effectiveness of Recreational Therapeutic Activities as an alternative method to enhance learning readiness and interest for special education students. Five special education students with learning problems and five teachers were chosen at a school in Tampin District, Negeri Sembilan, Malaysia. This research was conducted with action research using a qualitative approach which adapted the Honet & Mumford cycle model and the Herman Witkins Model. The data collection method is observation checklist adapted from The Taylor Academic Problem Indentification Checklist. Data were collected for 8 weeks in two cycles to see the effects of therapeutic recreational towards cognitive, emotional and social domains. The data were analyzed and explained qualitatively by theme. The findings show that the effects of recreational therapeutic activities can enhance the readiness and interest in learning of special education students with learning problems in the aspects of cognitive, emotional and social domains. The most dominant domains are cognitive and emotional domains. The findings of this research can be used as a guideline by special education teachers to enhance learning readiness and interest of special education students.

Keywords


recreational therapeutic; learning readiness; learning interests; special education students

Full Text:

PDF

References


Bolyard, J. J., & Moyer-Packenham, P. S. (2008). A review of the literature on mathematics and science teacher quality. Peabody journal of education, 83(4), 509-535.

Bouck, D. C., & Bloom, K. S. (2005). The kinetochore protein Ndc10p is required for spindle stability and cytokinesis in yeast. Proceedings of the National Academy of Sciences, 102(15), 5408-5413.

Burckhardt, C. B. (2017). Mindfulness in the Special Education Classroom: A Mixed Methods Pilot Study of the Learning to Breathe Mindfulness Curriculum (Doctoral dissertation, Johns Hopkins University).

Chakraborti-Ghosh, S., Orellana, K. M., & Jones, J. (2014). A Cross-Cultural Comparison of Teachers’ Perspectives on Inclusive Education through a Study Abroad Program in Brazil and in the US. International Journal of Special Education, 29(1), 4-13.

Creswell, J. D., Irwin, M. R., Burklund, L. J., Lieberman, M. D., Arevalo, J. M., Ma, J., ... & Cole, S. W. (2012). Mindfulness-based stress reduction training reduces loneliness and pro-inflammatory gene expression in older adults: a small randomized controlled trial. Brain, behavior, and immunity, 26(7), 1095-1101.

Dahan-Oliel, N., Shikako-Thomas, K., & Majnemer, A. (2012). Quality of life and leisure participation in children with neurodevelopmental disabilities: a thematic analysis of the literature. Quality of Life Research, 21(3), 427-439.

DePauw, K. (2009). Disability sport: Historical context. In Disability and youth sport (pp. 23-35). Routledge.

DeSimone, J. R., & Parmar, R. S. (2006). Middle school mathematics teachers’ beliefs about inclusion of students with learning disabilities. Learning Disabilities Research & Practice, 21(2), 98-110.

Effendy, O. U. (2009). Komunikasi teori dan praktek. Bandung: PT Remaja Rosdakarya.

Ekstam, U., Korhonen, J., Linnanmäki, K., & Aunio, P. (2018). Special education and subject teachers’ self perceived readiness to teach mathematics to low performing middle school students. Journal of Research in Special Educational Needs, 18(1), 59-69.

Elksnin, L. K., & Elksnin, N. (1998). Teaching social skills to students with learning and behavior problems. Intervention in school and Clinic, 33(3), 131-140.

Erdley, C. A., & Asher, S. R. (1999). A social goals perspective on children’s social competence. Journal of Emotional and Behavioral Disorders, 7(3), 156-167.

Feng, L., & Sass, T. R. (2013). What makes special-education teachers special? Teacher training and achievement of students with disabilities. Economics of Education Review, 36, 122-134.

Hasibuan, M. S., Nugroho, L. E., Santosa, P. I., & Kusumawardani, S. S. (2016). A Proposed Model for Detecting Learning Styles Based on Agent Learning. International Journal of Emerging Technologies in Learning (iJET), 11(10), 65-69.

Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American educational research journal, 42(2), 371-406.

Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774.

Hunter-Johnson, Y., Newton, N. G., & Cambridge-Johnson, J. (2014). What Does Teachers’ Perception Have to Do with Inclusive Education: A Bahamian Context. International journal of special education, 29(1), 143-157.

Husin, K. H. (2010). Psikologi pembelajaran. Utusan Publications & Distributors.

Iwasaki, A., & Pillai, P. S. (2014). Innate immunity to influenza virus infection. Nature Reviews Immunology, 14(5), 315.

Kapur, R. (2018). The Significance of Organizational Culture, Politics and Job Satisfaction among the Employees in Various Job Settings.

Katmana, Z., Yasin, M. H. M., & Tahar, M. M. (2016). Penggunaan Peneguhan Positif: Pujian dan Token Ekonomi untuk Modifikasi Tingkahlaku Murid Pendidikan Khas ‘Slow Learner’.

Lee, Y., & Kozar, K. A. (2005). Investigating factors affecting the adoption of anti-spyware systems. Communications of the ACM, 48(8), 72-77.

Maccini, P., & Gagnon, J. C. (2006). Mathematics instructional practices and assessment accommodations by secondary special and general educators. Exceptional Children, 72(2), 217-234.

McConkey, R., Dowling, S., Hassan, D., & Menke, S. (2013). Promoting social inclusion through unified sports for youth with intellectual disabilities: a five-nation study. Journal of intellectual disability research, 57(10), 923-935.

Mirza, N., Nisar, N., & Ikram, Z. (2017). Knowledge, Attitude & Practices Towards Attention Deficit Hyperactivity Disorder Among Private Elementary School Teachers of Karachi, Pakistan. Journal of the Dow University of Health Sciences (JDUHS), 11(1).

Murphy, N. A., & Carbone, P. S. (2008). Promoting the participation of children with disabilities in sports, recreation, and physical activities. Pediatrics, 121(5), 1057-1061.

Plavnick, J. B., Kaid, T., & MacFarland, M. C. (2015). Effects of a school-based social skills training program for adolescents with autism spectrum disorder and intellectual disability. Journal of Autism and Developmental Disorders, 45(9), 2674-2690.

Reinard, J. C. (2001). Introduction to communication research. McGraw-Hill Humanities, Social Sciences & World Languages.

Rosas, C., & Campbell, L. (2010). Who’s teaching math to our most needy students? A descriptive study. Teacher Education and Special Education, 33(2), 102-113.

Salleh, N. M., & Zainal, K. (2018). Instructional Model for Social Skills Intervention Children with Visual Impairment. Creative Education, 9(14), 2325-2333.

Shaw, P., Greenstein, D., Lerch, J., Clasen, L., Lenroot, R., Gogtay, N. E. E. A., ... & Giedd, J. (2006). Intellectual ability and cortical development in children and adolescents. Nature, 440(7084), 676.

Shepard, L. A., Kagan, S. L., & Wurtz, E. (1998). Goal 1 Early Childhood Assessments Resource Group Recommendations. Public Policy Report. Young Children, 53(3), 52-54.

Stokking, K. M. (2000). Predicting the choice of physics in secondary education. International Journal of Science Education, 22(12), 1261-1283.

Sugiyono, P. (2010). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: CV Alfabeta.

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.

Witkin, H. A. (1971). A manual for the embedded figures tests. Consulting Psychologists Press.

Yahaya, A., & Razak, S. A. (2010). Teori Berkaitan Gaya Pembelajaran dan Kaedah Pengajaran. Universiti Brunei Darusalam.




DOI: http://dx.doi.org/10.17977/um029v5i22018p6-13

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa



Journal "Jurnal Penelitian Dan Pengembangan Pendidikan Luar Biasa" Indexing by:

    

Journal JPPPLB" Statistics