Improving Medicinal Plant Cultivation Skills through Project-Based Learning Practice Methods for Grade VIII Junior High School Students with ADHD
DOI:
https://doi.org/10.61806/al-tatawur.v3i3.98Keywords:
ADHD Children, Practical Methods, PJBLAbstract
This study aims to improve the cultivation skills of medicinal plants of ADHD students from the learning process aspect, which is characterized by active interaction and focus of ADHD students in following the project stages and increased learning outcomes as seen from the achievement of conceptual understanding and practical skills in cultivating medicinal plants.This study is a classroom action research (CAR) using the Kemmis & Mc Taggart model, implemented in two cycles at SMP Negeri 1 Karangan. The subjects were two students with special needs and ADHD. Data collection techniques were conducted through observation, written tests, and performance. Observation instruments were used to observe the learning process, while cognitive tests and performance tests were used to measure learning outcomes in cultivating medicinal plants. Observation data were analyzed descriptively qualitatively and learning test results quantitatively.The results of the study proved that ADHD students experienced an increase in the activeness of practical activities, were more focused, understood instructions and were able to complete projects independently, as evidenced by the results of observations obtaining 33% of the category of well implemented. Meanwhile, the increase in learning outcomes was evidenced by the results of cognitive tests by 17% in the very good completion category and an increase in performance tests by 21% in the very skilled category. The learning process of the Project Based Learning- based practical method provides opportunities for ADHD students to integrate theory and practice, so that the learning outcomes obtained include mastery of concepts and skills in cultivating medicinal plants. Improvements occurred through two cycles with additional reflection on improvements in the use of short instructions, the use of instruction boards and individual mentoring. Students were more active and focused in the practice of seed preparation, preparation of media and planting containers and planting seeds.
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