Pub Date : 1900-01-01DOI: 10.2991/icsie-18.2019.52
Frida Citra Cuacicha, S. Suparno
Aggressive is a feeling of anger or crude action due to disappointment or failure to achieve satisfaction or purpose, which can be directed to people or things; hostile acts that can be directed to a person or thing; nature or lust attacks something seen as a disappointing thing or situation. The purpose of this study is to describe the relationship between aggressive behaviour with low economic status, such as self-aggression and other aggression. The focus of this study is on aggressive behaviour of children who are in low economic status. Children who come from family background with lower social strata have various problems that are psychic, even often experience physical violence. The environment and child behaviour issues are linked. Young children with low residential and income environments are seen to have experience of behaviour problems compared to children living in wealth. Keywords—aggressive behaviour, children age early, low
{"title":"Factors that Affect Performance of Children with Low Economies","authors":"Frida Citra Cuacicha, S. Suparno","doi":"10.2991/icsie-18.2019.52","DOIUrl":"https://doi.org/10.2991/icsie-18.2019.52","url":null,"abstract":"Aggressive is a feeling of anger or crude action due to disappointment or failure to achieve satisfaction or purpose, which can be directed to people or things; hostile acts that can be directed to a person or thing; nature or lust attacks something seen as a disappointing thing or situation. The purpose of this study is to describe the relationship between aggressive behaviour with low economic status, such as self-aggression and other aggression. The focus of this study is on aggressive behaviour of children who are in low economic status. Children who come from family background with lower social strata have various problems that are psychic, even often experience physical violence. The environment and child behaviour issues are linked. Young children with low residential and income environments are seen to have experience of behaviour problems compared to children living in wealth. Keywords—aggressive behaviour, children age early, low","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122036979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/icsie-18.2019.11
anita yudhiastuti, N. Azizah
The quality of learning is influenced by the learning approach chosen by the teacher so that an active approach is needed to involve the students. This study aims to describe the implementation of contextual approach to orientation and mobility learning for students with visual impairment in SLB PGRI Sentolo. This research is a qualitative descriptive study. Technique of collecting data is done by interview, observation and documentation. Data analysis is done by reduction, display data, and conclusion drawing / verification. The results showed that teachers have applied a contextual approach in orientation and mobility learning. There are seven components applied: constructivism, questioning, inquiry, learning community, modeling, authentic assessment and reflection. These seven components have been applied, but there are some components that need improvement such as: (1) the components questioning the students are still passive and difficulty in asking questions, (2) the inquiry components of the students still need guidance from the teacher, (3) the learning community components of students are still passive in doing activities, (4) the authentic assessment component, the teacher has not done attitude assessment so the assessment is not thorough, (5) the reflection component, the teacher has not helped the student connect the newly acquired knowledge with prior knowledge. Recommendations for further research can make an intervention effort by applying contextual approaches according to the condition of students to improve the quality of learning. Further research can make innovations on learning approaches, media, teaching materials, materials,
{"title":"Implementation of Contextual Approach in Learning orientation and Mobility in Visual Impairment Students in SLB PGRI Sentolo","authors":"anita yudhiastuti, N. Azizah","doi":"10.2991/icsie-18.2019.11","DOIUrl":"https://doi.org/10.2991/icsie-18.2019.11","url":null,"abstract":"The quality of learning is influenced by the learning approach chosen by the teacher so that an active approach is needed to involve the students. This study aims to describe the implementation of contextual approach to orientation and mobility learning for students with visual impairment in SLB PGRI Sentolo. This research is a qualitative descriptive study. Technique of collecting data is done by interview, observation and documentation. Data analysis is done by reduction, display data, and conclusion drawing / verification. The results showed that teachers have applied a contextual approach in orientation and mobility learning. There are seven components applied: constructivism, questioning, inquiry, learning community, modeling, authentic assessment and reflection. These seven components have been applied, but there are some components that need improvement such as: (1) the components questioning the students are still passive and difficulty in asking questions, (2) the inquiry components of the students still need guidance from the teacher, (3) the learning community components of students are still passive in doing activities, (4) the authentic assessment component, the teacher has not done attitude assessment so the assessment is not thorough, (5) the reflection component, the teacher has not helped the student connect the newly acquired knowledge with prior knowledge. Recommendations for further research can make an intervention effort by applying contextual approaches according to the condition of students to improve the quality of learning. Further research can make innovations on learning approaches, media, teaching materials, materials,","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128334975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/ICSIE-18.2019.45
N. Minarsih, Rochmat Wahab
{"title":"The Influence of Role Art Learning for Improvement Creativity (Improvisation, Expression And Gesture) Deaf Students at SLB Marganingsih Yogyakarta","authors":"N. Minarsih, Rochmat Wahab","doi":"10.2991/ICSIE-18.2019.45","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.45","url":null,"abstract":"","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125485727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/icsie-18.2019.75
Rahmi Wardah Ningsih, S. Suyanto
Developmental Coordination Disorder (DCD) is the disorders that is related to motor motion, so it has influence on academic process and children’s daily activity. Children of DCD gets difficulty to follow physical activity and it has impact of unable in learning. Numeral circuit is the development of circuit game model. This research aims to know the impact of numeral circuit game for children of DCD designed with adding numbers in each number post for pre-school children experiencing the difficulty in differentiating numeral symbol. 15 children participate on this research. This research method is quantitative analysis (pre and posttest) states that numeral circuit including physical activity rise significantly t = 0,385 on the physical activity and t = 0, 233 on number sense. Keywords—numeral circuit, physical activity, numeral number, developmental coordination disorder.
{"title":"Numeral Circuit, Physical Activity for Introducting Numeral Symbol to Developmental Coordination Disorder Children","authors":"Rahmi Wardah Ningsih, S. Suyanto","doi":"10.2991/icsie-18.2019.75","DOIUrl":"https://doi.org/10.2991/icsie-18.2019.75","url":null,"abstract":"Developmental Coordination Disorder (DCD) is the disorders that is related to motor motion, so it has influence on academic process and children’s daily activity. Children of DCD gets difficulty to follow physical activity and it has impact of unable in learning. Numeral circuit is the development of circuit game model. This research aims to know the impact of numeral circuit game for children of DCD designed with adding numbers in each number post for pre-school children experiencing the difficulty in differentiating numeral symbol. 15 children participate on this research. This research method is quantitative analysis (pre and posttest) states that numeral circuit including physical activity rise significantly t = 0,385 on the physical activity and t = 0, 233 on number sense. Keywords—numeral circuit, physical activity, numeral number, developmental coordination disorder.","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134466421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/icsie-18.2019.57
S. Siregar, S. Suparno
The aim of this study is to determine the extent to which children can understand their emotions by providing responses and responses the food by using words and emojis. Emoticons can be used as a medium that can help children to recognize the negative and positive emotions that exist in children. Using emojis and emotional words is one of the medias that makes it easy for children to get to know emotion forms and express them through facial expressions. This research was carried out using qualitative descriptive analysis, which is analyzing directly to children. Through the process of data reduction, data displays and verification. The results of the analysis show that thin children are more easily respond to emotions by using emoji images, while for obese children very enthusiastically respond using words and emojis. Keywords—preschoolers, understanding emotions, words, emojis
{"title":"Understanding Child's Emotions and Responses The Food using Words and Emojis Fat and Thin Child","authors":"S. Siregar, S. Suparno","doi":"10.2991/icsie-18.2019.57","DOIUrl":"https://doi.org/10.2991/icsie-18.2019.57","url":null,"abstract":"The aim of this study is to determine the extent to which children can understand their emotions by providing responses and responses the food by using words and emojis. Emoticons can be used as a medium that can help children to recognize the negative and positive emotions that exist in children. Using emojis and emotional words is one of the medias that makes it easy for children to get to know emotion forms and express them through facial expressions. This research was carried out using qualitative descriptive analysis, which is analyzing directly to children. Through the process of data reduction, data displays and verification. The results of the analysis show that thin children are more easily respond to emotions by using emoji images, while for obese children very enthusiastically respond using words and emojis. Keywords—preschoolers, understanding emotions, words, emojis","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116746357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Currently, children with special need can follow the normal age at inclusive school, without differentiated from each other.The number of inclusive school are available in some areas resulting in a child is easy to select the desired school and can accommodate the children with special need. Each inclusive school there are learning character education to be included on multiple subjects or on some of the school events. Character education that will help students, be it regular students or children with special need characters to build up students become a better character. However, problems occurred precisely at the reception of students in need of special by regular students at the school. Due to the obstacles that children with special need, many children with special need is there in inclusive school is experiencing violence or bullying done by normal students her age.This paper seeks to provide an overview of the influence of character education are there in inclusive school in Kulonprogo against admission of children with special need is there in that school. The result of this writing is to provide insight into the importance of character education in inclusive school so that students can receive regular children with special need is there in inclusive school without any violence or bullying. Keywords— influence of character education, acceptance, children with special need, inclusive school.
{"title":"The Influence of Character Education towards Acceptance of The Children with Special Needs in Inclusive School","authors":"Roykhan Mubarak, Ibnu Syamsi","doi":"10.2991/ICSIE-18.2019.2","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.2","url":null,"abstract":"Currently, children with special need can follow the normal age at inclusive school, without differentiated from each other.The number of inclusive school are available in some areas resulting in a child is easy to select the desired school and can accommodate the children with special need. Each inclusive school there are learning character education to be included on multiple subjects or on some of the school events. Character education that will help students, be it regular students or children with special need characters to build up students become a better character. However, problems occurred precisely at the reception of students in need of special by regular students at the school. Due to the obstacles that children with special need, many children with special need is there in inclusive school is experiencing violence or bullying done by normal students her age.This paper seeks to provide an overview of the influence of character education are there in inclusive school in Kulonprogo against admission of children with special need is there in that school. The result of this writing is to provide insight into the importance of character education in inclusive school so that students can receive regular children with special need is there in inclusive school without any violence or bullying. Keywords— influence of character education, acceptance, children with special need, inclusive school.","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127185967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/icsie-18.2019.46
B. Santoso, S. Rudiyati
This development describes about the prototype of peer tutor learning model in accompanying children with special needs at inclusive school. By the development of peer tutor model is expected to determine the way/pattern of peer tutor in helping and accompanying ABK in learning at inclusive school. This study is a research and development (R & D) adapted into two phases that are needs analysis and product design phase. The result of the development of peer tutor learning model in accompanying children with special needs at inclusive school include 1). Part I. The Intensity of Peer Tutor Service Model is the intensity of the activity phases in the peer tutor approach that will be implemented, 2). Part II. Model Treatment of ABK at Inclusive School includes the acceptance of ABK, as well as an understanding of the importance of ABK’s learning mentoring at inclusive school, 3). Part III, Learning Needs of ABK at Inclusive School is a phase of activity for peer tutor to explore the needs of ABK in learning, 4). Part IV, Implementation of Peer Tutor Mentoring for ABK at Inclusive School is the phases of the implementation of peer tutor mentoring at the inclusive school. Keywords—peer tutor, special needs children, inclusive school
{"title":"Learning Model of Peer Tutor in Accompanying Special Needs Children at Inclusive School","authors":"B. Santoso, S. Rudiyati","doi":"10.2991/icsie-18.2019.46","DOIUrl":"https://doi.org/10.2991/icsie-18.2019.46","url":null,"abstract":"This development describes about the prototype of peer tutor learning model in accompanying children with special needs at inclusive school. By the development of peer tutor model is expected to determine the way/pattern of peer tutor in helping and accompanying ABK in learning at inclusive school. This study is a research and development (R & D) adapted into two phases that are needs analysis and product design phase. The result of the development of peer tutor learning model in accompanying children with special needs at inclusive school include 1). Part I. The Intensity of Peer Tutor Service Model is the intensity of the activity phases in the peer tutor approach that will be implemented, 2). Part II. Model Treatment of ABK at Inclusive School includes the acceptance of ABK, as well as an understanding of the importance of ABK’s learning mentoring at inclusive school, 3). Part III, Learning Needs of ABK at Inclusive School is a phase of activity for peer tutor to explore the needs of ABK in learning, 4). Part IV, Implementation of Peer Tutor Mentoring for ABK at Inclusive School is the phases of the implementation of peer tutor mentoring at the inclusive school. Keywords—peer tutor, special needs children, inclusive school","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123530861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mathematical ability determines the success of children in school, because mathematics is one component in children's academic achievement. Geometry is one of the concepts of mathematical abilities that are very important to be given to early childhood, especially for children with special needs. The purpose of this study is to reveal pedagogical considerations on the introduction of the concept of geometry in the inclusion class. Geometry is a less noticed part of the preschool curriculum, especially for children with special needs in early childhood education programs. This study of the consideration of pedagogy Introduction to the Geometry Concept is important due to increasing the teacher's insight in giving introduction to children with special needs. Research with this qualitative approach uses interview data to obtain information on knowledge and strategies used for the introduction of geometry of children with special needs in inclusion kindergarten. Interviews were conducted on inclusive class teachers, 49 years old female with 16 years’ work experience. The inclusive class consisted of 10 children with special needs, seven children with ADHD, three children speech delay and one child with Down syndrome with a vulnerable age of 5.7 years. 3D media that can facilitate educators in providing Introduction to geometry, namely 3D puzzles. The use of 3D geometric puzzle shapes trains concentration and independence Keywords— geometry concepts, children with special needs, inclusion, kindergarten.
{"title":"Description of Introduction to Geometry Concepts for Children with Special Needs in Yogyakarta Inclusion Kindergarten","authors":"Arip Prehatiningsih, S. Suparno","doi":"10.2991/ICSIE-18.2019.3","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.3","url":null,"abstract":"Mathematical ability determines the success of children in school, because mathematics is one component in children's academic achievement. Geometry is one of the concepts of mathematical abilities that are very important to be given to early childhood, especially for children with special needs. The purpose of this study is to reveal pedagogical considerations on the introduction of the concept of geometry in the inclusion class. Geometry is a less noticed part of the preschool curriculum, especially for children with special needs in early childhood education programs. This study of the consideration of pedagogy Introduction to the Geometry Concept is important due to increasing the teacher's insight in giving introduction to children with special needs. Research with this qualitative approach uses interview data to obtain information on knowledge and strategies used for the introduction of geometry of children with special needs in inclusion kindergarten. Interviews were conducted on inclusive class teachers, 49 years old female with 16 years’ work experience. The inclusive class consisted of 10 children with special needs, seven children with ADHD, three children speech delay and one child with Down syndrome with a vulnerable age of 5.7 years. 3D media that can facilitate educators in providing Introduction to geometry, namely 3D puzzles. The use of 3D geometric puzzle shapes trains concentration and independence Keywords— geometry concepts, children with special needs, inclusion, kindergarten.","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134106300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/icsie-18.2019.24
N. R. Ummah
This research is a qualitative research with a case study approach aimed at analyzing the values of inclusion in Early Childhood Education institutions under the auspices of the Ministry of Religion and having a religious basis. The sample in this study was RA Melikan which was chosen with purposive sampling technique with criteria namely the presence of students with disabilities and special needs. Data analysis techniques in this study using data collection techniques, reflecting or condensing, displaying data then drawing conclusions based on theoretical facts and studies. Based on the studies conducted, the results show the existence of inclusion values including (a) children with disabilities and special needs for learning with other children in general; (b) curriculum with student center approach, which is centered on children and adapted to children's abilities and needs; (c) teachers as facilitators of inclusive education provide equal opportunities for children; (d) RA Melikan has a record of child development (e) The involvement of schools and the community in the process of implementing inclusion. and
{"title":"Inclusion Values in Formal Pathway Private School of Education in Religion-based Institutions","authors":"N. R. Ummah","doi":"10.2991/icsie-18.2019.24","DOIUrl":"https://doi.org/10.2991/icsie-18.2019.24","url":null,"abstract":"This research is a qualitative research with a case study approach aimed at analyzing the values of inclusion in Early Childhood Education institutions under the auspices of the Ministry of Religion and having a religious basis. The sample in this study was RA Melikan which was chosen with purposive sampling technique with criteria namely the presence of students with disabilities and special needs. Data analysis techniques in this study using data collection techniques, reflecting or condensing, displaying data then drawing conclusions based on theoretical facts and studies. Based on the studies conducted, the results show the existence of inclusion values including (a) children with disabilities and special needs for learning with other children in general; (b) curriculum with student center approach, which is centered on children and adapted to children's abilities and needs; (c) teachers as facilitators of inclusive education provide equal opportunities for children; (d) RA Melikan has a record of child development (e) The involvement of schools and the community in the process of implementing inclusion. and","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125235698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/icsie-18.2019.70
E. Widyasari, Panggung Sutapa
This study describes whether there is any effect of physical activity in the form of a relay game on gross motor abilities in children with overactive. Over-active is some of part indication for ADHD. This journal will discuss only children who are over active because over active can be seen in plain view when researchers make observations. Over active is one indication ADHD is expected through relay games can see the gross motor skills of early childhood Through physical activity, especially the game relay expected the child with over-active can exhaust excessive movement when trying to concentrate. This research uses descriptive kuantitatif method. Data collection in this study uses the observation method. Observations were carried out twice by measuring the speed of the child completing the relay game. After knowing the gross motor skills of overactive and regular children through numerical data with a stopwatch, a description will be given. The description given is adjusted to the data in the field without any additional or treatment from the researcher. the researcher only applies as an observer. Keywords—physical exercise, motor skills, over-active
{"title":"Do Over-Active Kids Have Different Gross Motor Skills?","authors":"E. Widyasari, Panggung Sutapa","doi":"10.2991/icsie-18.2019.70","DOIUrl":"https://doi.org/10.2991/icsie-18.2019.70","url":null,"abstract":"This study describes whether there is any effect of physical activity in the form of a relay game on gross motor abilities in children with overactive. Over-active is some of part indication for ADHD. This journal will discuss only children who are over active because over active can be seen in plain view when researchers make observations. Over active is one indication ADHD is expected through relay games can see the gross motor skills of early childhood Through physical activity, especially the game relay expected the child with over-active can exhaust excessive movement when trying to concentrate. This research uses descriptive kuantitatif method. Data collection in this study uses the observation method. Observations were carried out twice by measuring the speed of the child completing the relay game. After knowing the gross motor skills of overactive and regular children through numerical data with a stopwatch, a description will be given. The description given is adjusted to the data in the field without any additional or treatment from the researcher. the researcher only applies as an observer. Keywords—physical exercise, motor skills, over-active","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124118053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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