Efektivitas Pembelajaran Multisensori dalam Meningkatkan Kemampuan Menulis Siswa dengan Kesulitan Menulis di Sekolah Inklusif
DOI:
https://doi.org/10.51574/judikdas.v5i2.5715Keywords:
Instruksi Multisensor, Kesulitan Menulis, Keterampilan Menulis, Pendidikan Inklusif, Penelitian Tindakan KelasAbstract
Kesulitan menulis tetap menjadi salah satu tantangan utama dalam pendidikan dasar inklusif karena menghambat perkembangan literasi dan prestasi akademik siswa. Penelitian ini bertujuan untuk menguji efektivitas pembelajaran multisensori dalam mengurangi kesalahan menulis dan meningkatkan keterampilan menulis siswa sekolah dasar yang mengalami kesulitan menulis di sekolah inklusif. Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK) berdasarkan model Kemmis dan McTaggart, yang terdiri dari dua siklus: perencanaan, tindakan, observasi, dan refleksi. Partisipan penelitian adalah sepuluh siswa kelas lima yang teridentifikasi mengalami kesulitan menulis di SD Negeri Inklusif 008 Sangatta Utara, Indonesia. Data dikumpulkan melalui tes kemampuan menulis, observasi kelas, wawancara, dan dokumentasi, serta dianalisis menggunakan teknik kuantitatif deskriptif dan kualitatif. Hasil penelitian menunjukkan bahwa pembelajaran multisensori secara efektif meningkatkan kemampuan menulis dan keterlibatan siswa di kelas. Rata-rata nilai menulis meningkat dari 60,40 pada tahap pra-siklus menjadi 72,25 pada Siklus I dan 78,75 pada Siklus II. Tingkat ketuntasan belajar meningkat dari 10% pada pra-siklus menjadi 20% pada Siklus I dan mencapai 100% pada Siklus II. Siswa juga menunjukkan lebih sedikit kesalahan menulis, khususnya dalam pembentukan huruf, pengaturan jarak, penggunaan huruf kapital, dan keterbacaan tulisan tangan, sementara partisipasi belajar meningkat dari kategori "baik" menjadi "sangat baik". Temuan ini mengindikasikan bahwa pembelajaran multisensori merupakan pendekatan instruksional yang efektif dan praktis untuk meningkatkan keterampilan menulis serta mengurangi kesalahan menulis pada siswa sekolah dasar yang mengalami kesulitan menulis di kelas inklusif.
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