Abstract
Introduction: The main problem that experienced by child of mental retardation was slowness development of socialization ability especially the ability to cooperate. This disability happened because less of stimulation activity and because of the extraordinary school give more lessons to increase intelligence ability. Group Activity Therapy (GAT) Socialization is a therapy given to child of mental retardation to train their cooperate in playing group and increased their socialization ability (cooperate). Method: This study used Quasy Experimental design. The population was the students of 1-5 class at Karya Bhakti extraordinary school. The sample was recruited with purposive sampling consist of 20 respondents according the inclusions criteria and divided into treatment and control groups. The Independent variable was GAT Socialization session 6 and the dependent variable was the increased of socialization ability (cooperate). Data were collected with observation sheet and analyzed with Wilcoxon Signed Rank Test and Mann Whitney U Test with level of significance p<0.05.Result : The result showed that given GAT Socialization could increased the socialization ability (cooperate) with the result of statistical test showed significance level p=0.004, that means there was differences of the socialization ability pre and post test and between treatment and control group, showed the result of statistical test with significance level p 0.031. Discussion: It can be conclude that GAT Socialization could increase socialization ability (cooperate). Recommendation for teachers could give the lessons in one group and not only individual. Important to do for further research until GAT Socialization session 7 for increased socialization ability.
Highlights
The main problem that experienced by child of mental retardation was slowness development
a therapy given to child of mental retardation to train their cooperate
The population was the students of [1,2,3,4,5] class at Karya Bhakti extraordinary school
Summary
Desain penelitian yang digunakan adalah quasy experiment. Populasi dalam penelitian ini adalah seluruh anak retardasi mental SDLB Karya Bhakti Surabaya kelas [1,2,3,4,5] berjumlah 24 orang. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan sosialisasi setelah pemberian TAKS sesi 6 (p= 0,004) pada kelompok perlakuan dan p=0,015 pada kelompok kontrol. Belum ada perubahan pada kelompok perlakuan dan kontrol sebelum TAKS sessi 6 baik dari kemampuan verbal, non verbal, motorik dan sensorik. Halhal yang mempengaruhi ketidakmampuan sosialisasi mereka antara lain Anak RM mengalami keterlambatan perkembangan jiwa yang mempengaruhi kemampuan kognitif, kemampuan bahasa, motorik, sensorik dan sosial, Mekanisme koping anak RM yang tidak efektif dan cenderung menarik diri sehingga sosialisasinya maladaptif, Keluarga dan masyarakat sekitar yang belum memahami perkembangan anak RM sehingga masih menuntut penyesuaian sosial yang sama dengan anak normal, Belum adanya suatu kegiatan bermain bersama untuk meningkatkan kemampuan sosialisasi karena di SLB lebih difokuskan peningkatan intelegensi, Pada kelompok perlakuan terdapat 7 anak yang mengalami RM sedang dan jarang berinteraksi di luar SLB sehingga proses sosialisasi berjalan sangat lamban dan interaksi hanya berfokus pada orang-orang di sekitarnya yaitu keluarga sehingga tidak ada kesempatan berinteraksi dengan masyarakat luas. Tabel 1 Data hasil uji statistik pengaruh TAKS sessi 6 terhadap peningkatan kemampuan sosialisasi (bekerja sama) pada anak RM
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