Pengaruh Model Direct Instruction terhadap Kemampuan Teknik Dasar Memainkan Alat Musik Hadrah pada Siswa Disabilitas Netra Kelas X

Authors

Dandi Dandi Universitas PGRI Argopuro Jember
Nostalgianti Citra Prystiananta Universitas PGRI Argopuro Jember
Asrorul Mais dandiassalam64@gmail.com

DOI:

https://doi.org/10.31539/joeai.v8i5.16456

Abstract

This study investigates the impact of the direct instruction model on the basic technical skills of playing the hadrah instrument among tenth-grade blind students at the Branjangan State Special Needs School in Jember. This study employed a quantitative experimental method with a "one-group pre-test post-test design." The purpose of this method was to evaluate the impact of the treatment provided by the researcher, as observed in the results obtained by comparing the conditions before and after the treatment. The sample of this study consisted of two tenth-grade blind students at the Branjangan State Special Needs School in Jember, selected using purposive sampling based on specific criteria. The results of this study indicate that blind students possess the basic technical skills necessary for playing the hadrah instrument, as evidenced by an initial pre-test score of 25%, which increased significantly after the implementation of the Direct Instruction model to 79.5%. The post-test score also increased by approximately 68%. In conclusion, the direct instruction model for teaching the basic technical skills of playing the hadrah instrument to tenth-grade blind students at the Branjangan State Special Needs School in Jember can improve their ability and expertise in understanding and mastering the lessons taught.

Keywords: Direct Instruction Model, Students with Visual Disabilities, Basic Technical Skills in Playing the Hadrah Musical Instrument

References

Ad itya, D. Y. (2016). Pengaruh Penerapan Model Pembelajaran Direct Instruction Berbasis Metode Resitasi terhadap Hasil Belajar Peserta Didik. SAP (Susunan Artikel Pendidikan), 1(2). https://doi.org/10.30998/sap.v1i2.1023

Khambali, M., & Nurtasila, S. (2022). Pendidikan Khusus bagi Peserta Didik Disabilitas Netra Disertai Hambatan Intelektual. Jakarta Selatan: Pusat Perbukuan Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi

Lindani, K., & hajar, S. (2025). Analisis Kebutuhan untuk Menumbuhkan Kemampuan Interaksi Sosial, Anak ABK melalui Program BK. Al-Isyraq: Jurnal Bimbingan, Penyuluhan, dan Konseling Islam, 8(2), 805-822. https://www.researchgate.net/publication/395313664_Analisis_Kebutuhan_untuk_Menumbuhkan_Kemampuan_Interaksi_Sosial_Anak_ABK_Melalui_Program_BK

Mubarok, M. F., Zusfindhana, I. H., & Timansah, A. (2024). Pengaruh Model Pembelajaran Langsung terhadap Kemampuan Teknik Dasar Memainkan Alat Musik Keyboard pada Anak Didik Disabilitas Netra Kelas V SLB Attanhid Tulungagung. Journal of Education and Instruction (JOEAI), 7(2), 674-680. https://doi.org/10.31539/joeai.v7i2.13684

Mumtaza, A., Dharmawan, K. A., & Wicaksono, L. S. M., (2022). Proses Pembelajaran Kesenian Hadrah di Taman Kanak-kanak Al Qur'an Taman Pendidikan Al Qur'an Ar Rahman. EKSPRESI: Indonesian Art Journal Institute Seni Indonesia Yogyakarta, 11(2). https://journal.isi.ac.id/index.php/ekspresi/article/view/9003

Nur, M. (2011). Pengajaran Langsung. Surabaya: UNESA

Wulandari, L. (2018). Panti Sosial Bina Netra di Kota Pontianak. Jmars: Jurnal Mosaik Arsitektur, 6(2). https://doi.org/10.26418/jmars.v6i2.27961

Zahriani, Z. (2014). Kontektualisasi Direct Instruction dalam Pembelajaran Sains. Lantanida Journal, 1(1), 95-106. https://jurnal.ar-raniry.ac.id/index.php/lantanida/article/view/667