Metode Montessori Berbasis Project-Based Learning untuk Meningkatkan Motorik Halus Anak Berisiko Autisme

Nuriani Nuriani; Edi  Purwanta; La  Robi

doi:10.58230/27454312.5187

Authors

Nuriani Universitas Negeri Yogyakarta
Edi Purwanta Universitas Negeri Yogyakarta
La Robi Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.58230/27454312.5187

Keywords:

anak berisiko autisme, motorik halus, Montessori, pendidikan inklusif, Project-Based Learning

Abstract

Kemampuan motorik halus merupakan dasar penting bagi kemandirian dan kesiapan belajar anak usia dini, namun anak yang berisiko mengalami hambatan autisme kerap menghadapi kesulitan koordinasi, pemrosesan sensoris, perhatian dan regulasi diri. Penelitian ini bertujuan mendeskripsikan proses dan hasil penerapan metode Montessori berbasis Project-Based Learning (PjBL) untuk meningkatkan kemampuan motorik halus tiga anak berisiko hambatan autisme. Penelitian menggunakan Penelitian Tindakan Kelas model Kemmis dan McTaggart dalam dua siklus. Data dikumpulkan melalui observasi terstruktur terhadap 15 indikator pada lima dimensi motorik halus, tes perbuatan, catatan lapangan, dokumentasi dan diskusi kelompok terfokus dengan guru kolaborator. Tindakan memadukan material sensoris-konkret Montessori, proyek yang bermakna, jadwal visual, pojok tenang, penguatan visual dan akomodasi individual sesuai profil sensoris anak. Data dianalisis secara deskriptif melalui persentase ketercapaian kategori Berkembang Sesuai Harapan/Berkembang Sangat Baik serta analisis tematik antarsiklus. Rata-rata ketercapaian meningkat dari 0% pada pra-tindakan menjadi 46,67% pada Siklus I dan 82,22% pada Siklus II. Pada akhir tindakan, Subjek A mencapai 80%, Subjek B 80% dan Subjek C 86,67%; seluruhnya melampaui kriteria keberhasilan 75%. Perubahan kualitatif tampak pada meningkatnya toleransi terhadap material, ketepatan manipulasi objek, durasi keterlibatan, kemandirian dan partisipasi sosial. Temuan menunjukkan bahwa integrasi Montessori-PjBL yang responsif sensoris berpotensi menjadi strategi praktis bagi guru dalam kelas PAUD inklusif, meskipun generalisasi dibatasi oleh jumlah subjek yang kecil dan belum a dan ya diagnosis klinis formal.

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