MULTISENSORY METHODS AS TEACHERS' EFFORTS IN DEALING WITH DYSLEXIC CHILDREN IN ELEMENTARY SCHOOL: LITERATURE REVIEW
Abstract
Dyslexic children of primary school age feel unable to keep up with learning, because they have different ways to learn. Teachers in school need to strategize a method for dyslexic children can follow the lesson well. This study aims to determine the efforts of teachers in dealing the dyslexic children with multisensory methods in elementary school. The research method used is integrative literature review with a five-stage framework, namely problem identification, literature search, data evaluation, data analysis, and presentation of findings. The electronic databases used are Sinta, ResearchGate, Google Scholar, Garuda, and Rama Repository, producing amount 38,649 articles over the past 10 years. Using search keywords, 7 journals were identified as meeting the inclusion criteria using the CASP (Critical Appraisal Skill Program) instrument. The result of this literature review is that multisensory methods are proven to improve the reading ability and learning quality of dyslexic children. Children experience an improvement in their ability to recognize words accurately although not significantly. Teachers need to provide remedial to overcome the difficulties and learning barriers they experience at school, and discuss with parents in order to children get a balanced teaching method between home and school.
Downloads
References
Adinanda Siswoyo, A., Setiawan, A., & Nabilah, K. (2022). Penerapan Pendekatan Multisensory Dalam Penggunaan Media Abadus Sebagai Upaya Peningkatan Proses Belajar Baca Siswa Kelas 2 SDN 2 Priyoso. 2(2).
Binti, S., Pendidikan, S. F., Binti, A., & Pendidikan, A. F. (2021). Pengetahuan Terhadap Disleksia dalam Kalangan Ibu Bapa di sebuah Sekolah Rendah (Primary School Parents Knowledge on Dyslexia). In JQSS-Journal of Quran Sunnah Education and Special Needs (Vol. 5).
Budiani, L., & Marhaeni, A. (2018). Kesulitan Membaca Kata Anak Disleksia Usia 7-12 Tahun Di Sekolah SDN 1 Sangsit Kecamatan Sawan Kabupaten Buleleng Bali. 2(2).
Chaerunnisa rahman, A., & Hj St Kasmawati, D. (2019). Pengaruh Pendekatan Multisensori Dalam Meningkatkan Kemampuan Membaca Pada Anak Disleksia Kelas IV SD Negeri Kalukuang III Makassar.
Chmielewski, W. X., Tiedt, A., Bluschke, A., Dippel, G., Roessner, V., & Beste, C. (2018). Effects of multisensory stimuli on inhibitory control in adolescent ADHD: It is the content of information that matters. NeuroImage: Clinical, 19, 527–537. https://doi.org/10.1016/j.nicl.2018.05.019
Dirgayunita, A., Dheasari, A. E., Rangga, A., & Hanafi, B. (2022). Identifikasi Kesulitan Belajar "Disleksia. In Anak Usia Dini (Vol. 36).
Faizin, I. (2020). Strategi Guru Dalam Penanganan Kesulitan Belajar Disleksia (Vol. 7, Issue 1).
Hidayati, H., Barja Sanjaya, M., Satria Pangestu, A., & Anjaini Sundawa, A. (2021). Leady: A Multisensory Approach in Mobile Application for Dyslexic Children. In Communication & Information Technology) Journal (Vol. 15, Issue 1).
Ika, N., Rakhmawati, S., Hasibuan, R., & Reza, M. (2018). Indonesian Journal of Early Childhood Education Studies Using Multisensory on the Ability to Recognize Letter Sounds and Forms of Children. In IJECES (Vol. 7, Issue 2). http://journal.unnes.ac.id/sju/index.php/ijeces
Kurnia, N,. (2018). Efektivitas Pemanfaatan Multimedia Pembelajaran Berbantuan Ispring Dalam Meningkatkan Motivasi Dan Hasil Belajar Pada Mata Pelajaran Bahasa Arab (Vol. 3, Issue 1).
Malik, A., & Nugraha, A. (2016). Penggunaan Metode Multisensori Untuk Membantu Kesulitan Membaca Pada Anak Penyandang Disleksia di Kota Bandung.
Mazidah (2020). Tahap Kesediaan Guru Sekolah Aliran Perdana Melaksanakan Pengajaran dan Pembelajaran.
Novitasari, K., Retno Utami, N., Handoko, H., & Suminar, A. (2022). The Effectiveness of STEAM-Based Multisensory Model Implementation Training for Strengthening Teachers’ Competence. https://doi.org/10.21831/jppm.v9i1.51853
Primasari, I. F. N. D., & Supena, A. (2021). Meningkatkan Kemampuan Membaca Siswa Disleksia Dengan Metode Multisensori Di Sekolah Dasar. Jurnal Basicedu, 5(4), 1799–1808. https://doi.org/10.31004/basicedu.v5i4.1055
Rahmawati, L. E., Purnomo, E., Hadi, D. A., Wulandari, M. D., & Purnanto, A. W. (2022). Studi Eksplorasi Bentuk-Bentuk Gejala Disleksia pada Anak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 4003–4013. https://doi.org/10.31004/obsesi.v6i5.2495
Rismanto, A. (2020). Kemampuan Membaca dan Menulis Siswa Disleksia Melalui Metode Simultaneous Multisensory Teaching. Journal of Language Learning and Research. https://doi.org/10.22236/jollar.v3i2.7401
Supena, A., & Dewi, I. R. (2020). Metode Multisensori untuk Siswa Disleksia di Sekolah Dasar. Jurnal Basicedu, 5(1), 110–120. https://doi.org/10.31004/basicedu.v5i1.623
Supriatna, A., & Ediyanto, E. (2021). The Implementation of Multisensory Technique for Children with Dyslexia. IJDS: Indonesian Journal of Disability Studies, 8(01), 279–293. https://doi.org/10.21776/ub.ijds.2021.008.01.17
Syahputri, D. (2019). The Effect of Multisensory Teaching Method on The Students’ Reading Achievement. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2(1), 124–131. https://doi.org/10.33258/birle.v2i1.192
Syahroni, I., Rofiqoh, W., & Latipah, D. E. (2021). Ciri-Ciri Disleksia Pada Anak Usia Dini. Jurnal Buah Hati, 8(2), 62.
Syamilah, N., Maliki, B. M., Hanafi, M., Yasin B A Sekolah, M., Parit, K., Darat, K., & Muar, M. (2017). Application of Multisensory in Learning Alphabets Identification Skills for Special Education Students. In Journal of ICSAR ISSN (Vol. 1).
Syamira, N., Nor, M., Baharudin, H., (2021). Masalah Murid Disleksia Dan Gaya Pengajaran Guru Dalam Pembelajaran Bahasa Arab [Problems Of Dyslexia Students And Teachings Style syamiraFor Learning Of Arabic Language]. In International Journal of Advanced Research in Islamic Studies and Education (ARISE) (Vol. 1, Issue 2).
Theresia, N., & Recard, M. (2021). Applying Multisensory Approach To Promote Engagement In Primary English Home-Based Learning. ELTR Journal, 5(2), 105–119. https://doi.org/10.37147/eltr.v5i2.118
Utami, S., & Dewi, S. (2019). Pengaruh Metode Multisensori Dalam Meningkatkan Kemampuan Membaca Permulaan Pada Anak Kelas Awal Sekolah Dasar.
Utami, S. P., & Irawati, L. (2017). Bahasa tulis pada anak dengan gangguan disleksia (kajian psikolinguistik). 1(1), 23–29. http://e-journal.unipma.ac.id/index.php/linguista
Van Atteveldt, N., Murray, M. M., Thut, G., & Schroeder, C. E. (2014). Multisensory integration: Flexible use of general operations. In Neuron (Vol. 81, Issue 6, pp. 1240–1253). Cell Press. https://doi.org/10.1016/j.neuron.2014.02.044
Widya, A,. (2021). Mengenal Siswa Disleksia Sejak Sekolah Dasar untuk Meningkatkan Motivasi Belajar. 6. http://ejournal.ihdn.ac.id/index.php/AW
Wijaya, A., Mulyawati, Y., & Hikmah, N. (2022). Penerapan Metode Multisensori Berbantuan Balok Huruf dalam Meningkatkan Kemampuan Membaca Siswa Disleksia di Sekolah Dasar Inklusi. 13(2), 2022–2076. https://doi.org/10.21831/foundasia
Windasari, I., Citra Apriliana, A., Guru Sekolah Dasar, P., & Sumedang, A. (2022). Studi Kasus Terhadap Anak Berkesulitan Membaca (Disleksia) Pada Siswa Kelas II SDN Parakanmuncang I Kabupaten Sumedang. In Jurnal Pendidikan Bahasa dan Sastra Indonesia: Vol. I (Issue 1). https://ejournal.unsap.ac.id/index.php/literat
Wulandari, A., & Kusnadi, K. (2023). Pendekatan Konstruktivistik Guru Seni dalam Mengajar untuk Menangani Peserta Didik Disleksia. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(1), 42–57. https://doi.org/10.31004/obsesi.v7i1.2677
Yulinda Udhiyanasari, K. (2019). Upaya Penanganan Kesulitan Membaca Permulaan Pada Anak Berkesulitan Membaca Kelas II di SDN Manahan Surakarta (Vol. 3, Issue 1).
Yurniwati. (2018). Improving Conceptual and Procedural Knowledge of Prospective Teachers through Multisensory Approach: Experience from Indonesia. In Journal of Research and Advances in Mathematics Education (Vol. 3, Issue 2). http://journals.ums.ac.id/index.php/jramathedu
Copyright (c) 2024 Psychosophia: Journal of Psychology, Religion, and Humanity
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright Notice
The Psychosophia: Journal of Psychology, Religion, and Humanity is under the Creative Commons Attribution 4.0 International (CC-BY 4.0) License, according to which:
1) Authors retain copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution (CC-BY 4.0) that allows the sharing of articles published with the acknowledgment of authorship and the initial publication in this journal.
2) The authors are authorized to make additional contracts separately for distribution of the version of the work published in this journal (for example, publication in an institutional repository or as a chapter of the book), as long as there is recognition of authorship and initial publication in this journal.
3) Authors are authorized and encouraged to publish and distribute their work online (for example, in institutional repositories or on their personal pages) at any time before or during the editorial process, as it increases the impact and reference of the published work.
