[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-id-113":3,"doc-seo-237115-113":41,"doc-detail-237115-id":112},{"code":4,"msg":5,"data":6},0,"success",[7,13,17,21,25,29,33,37],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":4,"slug":12},178,1,"Template","Faktur","faktur",{"id":14,"doc_module":9,"doc_module_name":10,"category_name":15,"show_sort_weight":4,"slug":16},192,"Formulir","formulir-192",{"id":18,"doc_module":9,"doc_module_name":10,"category_name":19,"show_sort_weight":4,"slug":20},180,"Media Sosial","media-sosial",{"id":22,"doc_module":9,"doc_module_name":10,"category_name":23,"show_sort_weight":4,"slug":24},179,"Poster","poster",{"id":26,"doc_module":9,"doc_module_name":10,"category_name":27,"show_sort_weight":4,"slug":28},176,"Presentasi","presentasi",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":4,"slug":32},177,"Resume","resume",{"id":34,"doc_module":9,"doc_module_name":10,"category_name":35,"show_sort_weight":4,"slug":36},182,"Surat","surat-a95d00d3aaf04f3b854ecf140f00d385",{"id":38,"doc_module":9,"doc_module_name":10,"category_name":39,"show_sort_weight":4,"slug":40},183,"Umum","umum-07d1ff437201438088836b2b1ed3c90f",{"code":4,"msg":42,"data":43},"ok",{"site_id":44,"language":45,"slug":46,"title":47,"keywords":48,"description":49,"schema_data":50,"social_meta":105,"head_meta":107,"extra_data":109,"updated_unix":111},113,"id","improving-self-introduction-skills-of-borderline-children-through-modelling","Meningkatkan Keterampilan Memperkenalkan Diri Anak Borderline Melalui Modelling","","Penelitian ini bertujuan mengetahui pengaruh modelling, melalui video dan instruksi berulang, terhadap peningkatan keterampilan memperkenalkan diri anak borderline. Borderline dijelaskan sebagai gangguan perkembangan dengan keterbatasan fungsi sosial, komunikasi, perawatan diri, serta fungsi akademik. Studi menggunakan desain One-Group Pretest-Posttest dengan sampel 5 siswa kelas 5 SDLB Ruhui Rahayu Samarinda usia 10–15 tahun (IQ 69–79). Pengumpulan data meliputi dokumentasi, observasi, wawancara, dan skala. Hasil menunjukkan rata-rata nilai memperkenalkan diri meningkat dari 18,07 (pretest) menjadi 30,80 (posttest) dengan perbandingan (p=0,486), serta tidak ada perbedaan penilaian guru dan peneliti (p=0,000).",{"@graph":51,"@context":104},[52,68,83],{"@type":53,"itemListElement":54},"BreadcrumbList",[55,59,62,65],{"item":56,"name":57,"@type":58,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":60,"name":10,"@type":58,"position":61},"https://docshare.wps.com/id/template/",2,{"item":63,"name":27,"@type":58,"position":64},"https://docshare.wps.com/id/template/presentasi/",3,{"item":66,"name":47,"@type":58,"position":67},"https://docshare.wps.com/id/template/improving-self-introduction-skills-of-borderline-children-through-modelling/237115/",4,{"url":66,"name":47,"@type":69,"author":70,"headline":47,"publisher":73,"fileFormat":76,"inLanguage":45,"description":49,"dateModified":77,"datePublished":77,"encodingFormat":76,"isAccessibleForFree":78,"interactionStatistic":79},"DigitalDocument",{"name":71,"@type":72},"Lute","Person",{"url":56,"name":74,"@type":75},"DocShare","Organization","application/pdf","2026-09-11",true,{"@type":80,"interactionType":81,"userInteractionCount":4},"InteractionCounter",{"@type":82},"ViewAction",{"@type":84,"mainEntity":85},"FAQPage",[86,92,96,100],{"name":87,"@type":88,"acceptedAnswer":89},"Apa tujuan penelitian ini?","Question",{"text":90,"@type":91},"Penelitian ini bertujuan mengetahui apakah modelling dapat meningkatkan keterampilan memperkenalkan diri anak borderline.","Answer",{"name":93,"@type":88,"acceptedAnswer":94},"Bagaimana rancangan dan sampel penelitian digunakan?",{"text":95,"@type":91},"Penelitian menggunakan desain One-Group Pretest-Posttest dengan sampel 5 siswa kelas 5 SDLB Ruhui Rahayu Samarinda yang berusia 10–15 tahun dan memiliki IQ 69–79, dipilih secara purposive sampling.",{"name":97,"@type":88,"acceptedAnswer":98},"Data apa saja yang dikumpulkan untuk menilai keterampilan memperkenalkan diri?",{"text":99,"@type":91},"Data dikumpulkan melalui dokumentasi, observasi, wawancara, dan skala keterampilan memperkenalkan diri.",{"name":101,"@type":88,"acceptedAnswer":102},"Apa hasil utama setelah perlakuan modelling?",{"text":103,"@type":91},"Rata-rata nilai memperkenalkan diri meningkat dari 18,07 pada pretest menjadi 30,80 pada posttest, dan tidak ada perbedaan penilaian guru dan peneliti (p=0,000).","https://schema.org",{"og:url":66,"og:type":106,"og:title":47,"og:site_name":74,"og:description":49},"article",{"robots":108,"canonical":66},"index,follow",{"doc_id":110,"site_id":44},237115,1789110030,{"code":4,"msg":5,"data":113},{"doc_id":110,"user_id":114,"nickname":71,"user_avatar":115,"doc_module":9,"category_id":26,"category_name":27,"doc_title":47,"doc_description":49,"doc_content":116,"file_id":117,"file_url":118,"file_type":119,"file_size":120,"view_count":4,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":121,"language":122,"language_code":45,"site_id":44,"html_lang":45,"table_of_contents":123,"faqs":124,"seo_title":125,"seo_description":49,"update_tm":111,"read_time":126},137454149569,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","MENINGKATKAN KETERAMPILAN MEMPERKENALKAN DIRI ANAK BORDERLINE MELALUI MODELLING  \nMODELING TECHNIQUE TO IMPROVE SELF INTRODUCING SKILL IN  \nBORDERLINE CHILDREN  \nNiken Fahma Prahesti  \nDiana Savitri Hidayati  \nFakultas Psikologi, Universitas Muhammadiyah Malang  \nEmail: [dhi2savitri@yahoo.co.id](dhi2savitri@yahoo.co.id)  \nABSTRACT  \nBorderline is a developmental disorder, characterized the intelligence value of 69-79, is less capable of socializing, communication, self-care and low academic functioning. Introducing ourself is one of the aspects of social skills. Modelling is used as an activity to observe and imitate the most preferred by children, so that the material is taught with a faster observation practiced by children. Video modeling and instruction was used repeatedly in this study. The research aims to find out whether Modelling can improve the skills introduced himself Borderline child. Explanatory research using experimental designs with design One-Group Pretest-Posttest Design. Sample study conducted by purposive sampling with the number 5 grade 5 SDLB Ruhui Rahayu deviation Samarinda with 10-15 years of age and have a value of intelligence quotient (IQ) 69-79. Documentation of data collection methods, observation, interviews and scales introduce myself. Methods of data analysis using the comparative value of pretest and posttest. The results showed no change in the value of introducing themselves before and after treatment in the form of modeling. . It is seen from the difference in the value of the pretest and posttest mean pretest 18.07 value increased to 30.80 at posttest with comparison (p = 0486) and there was no difference in the assessment carried out by teachers and researchers (p = 0.000).  \nKeywords : Borderline, modelling  \nABSTRAK  \nPenelitian bertujuan mengetahui apakah Modelling dapat meningkatkan keterampilan memperkenalkan diri anak Borderline. Modelling dalam penelitian ini menggunakan video dan instruksi yang berulangulang. Penelitian menggunakan Eksplanasi eksperimen dengan rancangan desain One-Group PretestPosttest Design. Sampel penelitian dilakukan dengan purposive sampling dengan jumlah 5 orang siswakelas 5 SDLB Ruhui Rahayu Samarinda dengan usia deviasi 10-15 tahun dan memiliki nilai intelegensi quotient (IQ) 69 – 79. Metode pengumpulan data dokumentasi, observasi, wawancara dan skalamemperkenalkan diri. Metode analisa data menggunakan perbandingan nilai pretest dan posttest. Hasil penelitian menunjukan ada perubahan nilai memperkenalkan diri sebelum dan sesudah perlakuan berupa modeling. Hal ini dilihat dari perbedaan nilai pretest dan posttest dengan rata-rata nilai pretest 18.07 meningkat menjadi 30.80 pada saat posttest dengan perbandingan (p = 0.486) dan tidak ada perbedaan penilaianyang dilakukan oleh guru dan peneliti (p = 0,000) .  \nKata kunci : Keterampilan memperkenalkan diri, modeling  \nJurnal Intervensi Psikologi, Vol. 5 No. 1 Juni 2013  131  \nNiken Fahma Prahesti, Diana Savitri Hidayati  \nPendidikan merupakan usaha yang dilaku kan o le h orang tua unt uk mempersiapkan generasi yang akan data ng . Prose s pend idi kan ju gaberlangsung dalam lingkungan keluarga, sekolah dan masyarakat. Orang tua merupakan pendidik yang pertama dan utama. Menurut Mulyadi, ( Hamalik, 2010) pada dasarnya setiap orang tuamendambakan anak-anak yang cerdas dan berperilaku baik dalam kehidupansehari-hari. Orang tua yang memilikianak berkebutuhan khus us sangat mempercayakan anak mereka kepadalemb aga pendidikan berkebutuhankhusus seperti sekolah luar biasa maupunyayasan yang menangani keperluan mereka.  \nDalam dunia pendidikan khususnyadi sekolah luar biasa, anak borderline disebut dengan anak tunagrahita ringandan masuk dalam klasifikasi kelas C1 (Delphie, 2006) . Adapun istilah lain dari tunagrahita ada lah retardasi mental. Retardasi mental dibagi menjadi empat klasifikasi, yaitu retardasi mental ringan ( mild) , retard as i menta l sedan g ( moderate) , retardasi mental berat (severe) dan retardasi","cbCail0Vltkwt52r","https://ap.wps.com/l/cbCail0Vltkwt52r","pdf",214693,19,"Indonesian","# Pendahuluan\n## Konsep borderline dan keterbatasan kemampuan\n## Keterampilan sosial dan permasalahan memperkenalkan diri\n# Metode Penelitian\n## Desain One-Group Pretest-Posttest\n## Sampel dan instrumen pengumpulan data\n# Hasil dan Pembahasan\n## Perbandingan nilai pretest dan posttest\n## Perbedaan penilaian guru dan peneliti","[{\"question\":\"Apa tujuan penelitian ini?\",\"answer\":\"Penelitian ini bertujuan mengetahui apakah modelling dapat meningkatkan keterampilan memperkenalkan diri anak borderline.\"},{\"question\":\"Bagaimana rancangan dan sampel penelitian digunakan?\",\"answer\":\"Penelitian menggunakan desain One-Group Pretest-Posttest dengan sampel 5 siswa kelas 5 SDLB Ruhui Rahayu Samarinda yang berusia 10–15 tahun dan memiliki IQ 69–79, dipilih secara purposive sampling.\"},{\"question\":\"Data apa saja yang dikumpulkan untuk menilai keterampilan memperkenalkan diri?\",\"answer\":\"Data dikumpulkan melalui dokumentasi, observasi, wawancara, dan skala keterampilan memperkenalkan diri.\"},{\"question\":\"Apa hasil utama setelah perlakuan modelling?\",\"answer\":\"Rata-rata nilai memperkenalkan diri meningkat dari 18,07 pada pretest menjadi 30,80 pada posttest, dan tidak ada perbedaan penilaian guru dan peneliti (p=0,000).\"}]","Meningkatkan Keterampilan Memperkenalkan Diri Anak Borderline Melalui Modelling | PDF",7]