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Volume 4 , Number 1, May 2019 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
Volume 4 , Number 1, May 2019 | 168  

 

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Improving Vocational Embroidery Decoration Wall 

Skills Through Learning By Doing Model 

for Autistic Children in SLB Autisma YPPA Padang 

 

Esti Wahyuningsih, Yarmis Hasan 

Universitas Negeri Padang 

Istiwhyu44@gmail.com  

 

Accepted: 

10 August 2019 

reviewed:  

September 5, 2019 

Published:  

30 November 2019 

 

 

ABSTRACT : This study discusses three students who have problems in vocational skills, making 
wall decoration creations. The observation shows that students have good interest and talent in 
embroidery. The purpose of this paper is to improve vocational skills to make creations of wall 
hangings through the learning model of learning by doing. The research method used was 
classroom action research consisting of two cycles. Each cycle consists of four meetings held in 
several stages, namely planning, implementing actions, observing, and reflecting. Data collection 
techniques used were observation, documentation, and tests. The results showed that the 
vocational learning process of making wall hangings creations for children with Class X autism 
was carried out through learning by doing learning models. The results of the study in the first 
cycle have increased. At the first meeting until the fourth meeting TQ scored 42.8%, 54.7%, 
54.7%, and 61.9%, UM earned 47.6%, 59.5%, 59.5%, and 66.6%, and NA 52.3%, 61.9%, 61.9% 
and 69%. In the second cycle, TQ scored 69%, 69%, 73.8%, and 80.9%, UM earned 76.1%, 
76.1%, 78.5%, and 80.9%, and NA received 85.7%, 85.7%, 90.4%, and 90.4%. The conclusion is 
that the implementation of embroidery wall hanging vocational skills can be improved through 
the learning model of learning by doing. 
 
Keywords: vocational, embroidery, learning by doing, autism 
 

INTRODUCTION 

 Education has an essential role in social progress that preparing an educated generation, a 

self-contained necessary skill for life. As a national educational system, constitution no. 20 article 

1, education is a planned and conscious effort to create an atmosphere of learning and 

instructional process to achieve the optimal educational goals. The development era that 

continues to experience progress, making someone who has taken formal education must have 

the expertise and life skills to support his life that is listed in the curriculum so that he not only 

has the ability in the academic field. In the community itself, life skills associated with a particular 

field of work are called vocational skills that educate and train students in fields of work related 

to the economic sector, such as trade, tourism, and others1. This vocational skills of education 

                                                     
1 Kurniawati et al., “Pemberdayaan Masyarakat Di Bidang Usaha Ekonomi: Studi Pada Badan Pemberdayaan 

mailto:Istiwhyu44@gmail.com


  
 

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service is provided to all students; one of them is an autistic child who has special needs. Autistic 

children are often referred to as strange children who are busy with their world. Autistic children 

are children who have very complex developmental problems that can be known before the age 

of three years including the fields of communication, social interaction and behavior 2. Autistic 

children who gave skills have good endurance in setting and eye contact. They have receivers 

quickly and repeatedly. 

Based on a preliminary study which is conducted on December 5, 2018, at SLB Autisma 

YPPA Padang, researchers observed during the learning process that took place on three 

children (TQ, UM, and NA) class X autistic. Researchers saw that TQ was able to hold the 

needle properly and was able to insert the thread into the needle, but it was still not neat enough 

to sew in the pattern. Similarly to UM that is still less neat in sewing following the pattern but 

can already insert the thread into the needle. Whereas NA looks pretty neat in sewing following 

the pattern, can already hold the needle and insert the thread into the needle and attach the cloth 

to the ram. On the results of observing the learning of embroidery skills, it can be seen that the 

embroidery skills given by the teacher to students are still limited in terms of providing diverse 

motives and lack of continuous training so that the stitches of children still look less neat and do 

not follow patterns. As a result of the lack of creations on the motives make the results of child 

embroidery less attractive to the public and are still valued low in the market. 

Embroidery embellishment wall skills can be given to autism children to help their 

motoric skills as well as the coordination of the eyes and hands of autism children. The 

embroidered skills hanging wall has been much in demand by the entire circle, where can 

decorate the house or shelter with unique and beautiful. So that embroidery embellishment wall 

skills can compete in the market and has the value of the economy that will be able to 

help children to improve the standard of living becomes better — learning the embroidery skills 

given by the teacher using the demonstration and lecture methods. In teaching and learning 

activities, students only pay attention to the explanation of the teacher who demonstrates how to 

embroider with the stab stitch technique. However, looks are not the optimal provision of the 

exercise is continuous and ongoing, it is difficult to know whether the participant students who 

already have embroidery skills. So the researcher and teacher want to help students in improving 

the vocational embroidered hanging wall skills by using learning by doing model. Learners pay 

attention to the teachers' explanations while practicing. Learning by doing a model is direct 

action done by students actively, both individually and in groups. Learning by doing a model 

involves the students' participants to have concrete material experiences. Direct participant 

involvement students in the process of learning will be a directional experience which is expected 

to be rooted in self-participant, vocational embroidered hangings wall improved skill in autism 

children can be self-sufficient in the economy to produce students that can compete and develop 

the positive habit in everyday life. Based on the background of the study, the researcher 

researches with the title “Improving Vocational Embroidery Decoration Wall 

Skills Through Learning By Doing Model for Autistic Children in SLB Autisma YPPA Padang". 

                                                                                                                                                                   
Masyarakat Kota Mojokerto,” Jurnal Administrasi Publik (JAP) 1, no. 4 (2014): 9–14. 

2 Ganda Sumekar, Anak Berkebutuhan Khusus: Cara Membantu Mereka Agar Berhasil Dalam Pendidikan Inklusif 
(Universitas Negeri Padang Press (UNP Press), 2009). 



  
 

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METHOD 

 This research used the classroom action research model by planning, execution and 

collaborative reflection action.,This research was conducted at SLB Autisma YPPA 

Padang class X, research subjects were grade X students at SLB Autisma YPPA Padang with 

initials TQ, UM, and N A. Students aged between 17- 20 years old. The procedure of research 

consists of four stages; planning, action, observation, and reflection, then accompanied by 

repeated planning carried out in two cycles. In planning activities, researchers are assisted by 

class teachers. The formulation of the problem is that the child has not been able to make 

creations on the results of embroidery, and the solution to the problem is to improve the wall 

embroidery skills with the learning by doing the learning model. 

Planning preparation conducted by prospective researchers in collaboration with class 

teachers, namely: 

a. Make a lesson plan (RPP) 

b. Prepare an observation format 

c. Prepare research instruments 

d. Implement learning by using the learning by learning model to improve the creations of 

wall hangings 

e. Evaluating learning 

Stages of the implementation of the action, the researcher will act by the planning that 

has been made, namely improving the skills of embroidered wall hangings by using the learning 

model learning by doing. Each cycle will be held four times. Learning will be done for 2 × 40 

minutes at each meeting. Each meeting consists of preliminary activities or preliminary activities, 

core activities, and final or closing activities. Researchers conducted observations using the 

observation format to make creations of wall hangings using the learning by learning model with 

the following steps: 

1. The preparation of the instrument, namely the preparation of the lattice that can be 

understood as a reference or guideline for making instruments in making creations of 

wall hangings with the learning model of learning by doing. 

2. Documentation, in this study, the researchers used video or photo documentation 

aimed at studying data and obtaining information about improving vocational 

embroidery wall hangings. Documentation is carried out on each learning activity. 

3. Act test aims to see or know the success or ability of children in improving wall 

decoration embroidery skills. Assessment for work can be done using a scale of 

assessment, namely a score of 0: can not, score 1: can with help, and a score of 2: 

can. 

This study was analyzed with qualitative data based on test and observation 

results. Conclusions are obtained based on data that is described by a series of words and 

sentences that have been grouped according to their categories. Researchers not only use a 



  
 

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qualitative approach but also use a quantitative approach. Researchers used percentage 

quantitative data analysis techniques according to Arikunto3 with the following formula: 

 Determination score:  

  

RESULTS AND DISCUSSION 

The study was conducted in class X SLB Autisma YPPA Padang with three male 

students with the initials TQ, UM, and NA. This research was carried out by carrying out a cycle 

in which the actions were carried out twice a week, precisely on Monday, and Thursday. The 

implementation of the actions in each cycle is carried out four times by looking at the child's 

ability at each meeting with a time of 2 × 40 minutes. 

As has been mentioned in the research lattice, that what will be achieved is to improve 

vocational embroidery wall hanging skills through learning by doing learning models. The new 

abilities of autistic children in class X SLB Autisma YPPA Padang can be seen in the diagram 

below:  

 
Figure 1.1 Graphic of children's early ability to make embroidered wall hangings 

  

From the graph above, it is known that the ability of children with autism in making 

embroidered wall hangings is still low, TQ 42.8%, UM 47.6%, and NA 52.3%. The results of the 

initial ability show that TQ, UM, and NA still have difficulty in making embroidered wall 

hangings creations especially making punctures on leaf and flower motifs. Therefore, guidance is 

needed during the process of making these wall hangings. Based on the results of the students' 

initial abilities, an increase is needed in making embroidered wall hangings for autism children 

using the learning by learning model. 

The implementation of the first cycle carried out as many as 4 meetings, namely on July 

22, July 25, July 29, and August 1 2019. Below is a graph of the results of the ability tests of each 

student in cycle I. 

                                                     
3 Arikunto Suharsimi, “Dasar-Dasar Evaluasi Pendidikan,” Jakarta: Bumi Aksara (2009). 



  
 

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Figure 2.1 Graph of recapitulation of the value of the ability to make creations of 

wall hangings through the learning by learning model in cycle I 

Based on the graph above, it can be seen that in the first cycle, there was an 

increase. Where TQ scores from the first meeting to the fourth meeting are 42.8%, 54.7%, 

54.7%, and 61.9%, while the MW scores 47.6%, 59.5%, 59.5% , and 66.6%, and NA 52.3%, 

61.9%, 61.9%, and   69.0%. Cycle II was held on 5 August, 8 August, 12 August, and 15 August 

2019. Below is a graph of the results of tests in cycle II:  

 
Figure 3.1 Graph of recapitulation of the value of the ability to make creations of 

wall hangings through the learning model of learning by doing in cycle II 

   

Based on the results obtained from the recapitulation of the data above, it is known that 

the ability of children to make creations of wall hangings through the learning model of learning 

by doing is increasing. In the second cycle, TQ received 69.0%, 69.0%, 73.8%, and 80.9%, while 

ME earned 76.1%, 76.1%, 78.5% and 80.9 values %, and NA get value of 85.7%, 85.7%, 90.4%, 

and 90.4%. 

This research is discussed based on the results of research answers about: Can the 

embroidery wall hanging vocational skills for children with Class X autism in SLB Autisma 

YPPA Padang be improved through the learning by doing a learning model? What is the process of 

improving wall hanging vocational skills through learning by doing a learning model for autistic 

children at SLB Autisma YPPA Padang? The following discussion of the results of the research 



  
 

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above: 

1. The process of improving vocational skills to make embroidered wall hangings 

through learning by doing learning models for autistic children at SLB Autisma YPPA 

Padang. 

Based on the explanation of the results of the implementation of the study, it 

was found that learning to improve the embroidery skills of wall hangings 

through learning by doing a learning model for autistic children in SLB Autisma YPPA 

Padang has run quite well. This is seen from the communication that is established 

quite well between students, observers, and researchers in connection with the 

material discussed. Autism children will more quickly accept vocational skills when 

given an exercise directly and repeatedly so that autism children become accustomed 

even though they still do not understand in theory but understand in practice. 

Therefore vocational skills make creations of wall hangings owned by children can be 

improved through the learning model of learning by doing. Learning by doing is one of the 

learning models that can be given to children with autism. Learning by doing has a 

principle that is based on the assumption that students will get more experience with 

an active and personal involvement that is gained by viewing or watching content or 

concepts 4 . In the vocational skills of making wall hangings creations through learning 

by doing learning models carried out each step by step activities as follows: researchers 

set learning objectives, researchers provide explanations of vocational skills to make 

creations of wall hangings, researchers ask students to immediately jump into making 

creations of wall hangings in accordance with the direction and guidance of 

researchers.   Researchers are tasked with observing and guiding the work of 

students. Researchers provide learning by optimizing direct practice so that increased 

vocational skills create repetitive creations of wall hangings. 

2. The results of learning vocational skills make wall embroidered creations 

through learning by doing learning models for autistic children at SLB Autisma YPPA 

Padang. 

The results of research on improving vocational skills to make wall 

decoration creations through learning by doing learning model are described as follows: 

in the first cycle of the 21 items given in the test of the ability to make creations of 

wall hangings TQ obtained a score of 61.9% while UM earned a score of 66, 6% and 

NA obtained a score of 69.0%. In the second cycle TQ obtained a score of 80.9%, 

MEs obtained a score of 80.9% while NA gained a score of 90.4%. From the scores 

obtained by students, it is known that the purpose of the research to improve 

vocational skills is to make ornamental wall creations through learning by doing learning 

methods can be improved and show satisfying results, because of the advantages 

                                                     
4 Dea Rizky Ananda et al., “Students’ Preferences toward Oral Corrective Feedback in Speaking Class at 

English Department of Lambung Mangkurat University Academic Year 2015/2016,” Theory and Practice in Language 
Studies 7, no. 3 (2017): 176–186. 



  
 

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of learning by doing provide opportunities for children to actively participate or in 

decision making ` . The learning process that uses the learning by learning model will 

make students more quickly absorb or accept lessons 5. 

 CONCLUSION 

The results of the learning model of learning by doing can improve the vocational skills 

of wall hangings for children with autism in class X at SLB Autisma YPPA Padang. This research 

was conducted in two cycles, where each cycle was conducted four times. The conclusions 

obtained based on the results of data analysis obtained in the classroom action research on 

improving vocational embroidery wall hanging skills through learning by doing learning model for 

children with Class X autism in SLB Autisma YPPA Padang, namely: 

1. The process of learning vocational skills to make creations of wall hangings through 

the learning model of learning by doing in children with Class X autism is as follows: a) 

planning b) implementing actions c) Observations d) Reflections 

2. The learning outcomes of children with Class X autism in making embroidery wall 

hanging vocational skills increase through learning by doing learning models. Cycle I 

TQ scored 62.5%, ME gained a score of 67.5%, and NA gained a score of 

70%. Cycle II, TQ, and UM obtained the same score of 82.5%, while NA obtained a 

score of 90%. 

SUGGESTION 

Based on the results of research that have been carried out by researchers, the advice that 

can be given to teachers, namely the results of research on learning by doing learning models can be 

used as one of the learning models used in learning embroidery skills. 

REFERENCES 

Ananda, Dea Rizky, Emma Rosana Febriyanti, Moh Yamin, and Fatchul Mu’in. “Students’ 
Preferences toward Oral Corrective Feedback in Speaking Class at English Department of 
Lambung Mangkurat University Academic Year 2015/2016.” Theory and Practice in Language 
Studies 7, no. 3 (2017): 176–186. 

Kurniawati, D.Praptiwi, Supriyono, Bambang, and Imam Hanafi. “Pemberdayaan Masyarakat Di 
Bidang Usaha Ekonomi: Studi Pada Badan Pemberdayaan Masyarakat Kota Mojokerto.” 
Jurnal Administrasi Publik (JAP) 1, no. 4 (2014): 9–14. 

NURYANTI, LUSIANA. “PENGARUH SPIRITUAL QUOTIENT TERHADAP TINGKAT 
DEPRESI PADA LANSIA USIA 60–74 TAHUN.” stikes icme jombang, 2019. 

Suharsimi, Arikunto. “Dasar-Dasar Evaluasi Pendidikan.” Jakarta: Bumi Aksara (2009). 
Sumekar, Ganda. Anak Berkebutuhan Khusus: Cara Membantu Mereka Agar Berhasil Dalam Pendidikan 

Inklusif. Universitas Negeri Padang Press (UNP Press), 2009. 
 

                                                     
5 LUSIANA NURYANTI, “PENGARUH SPIRITUAL QUOTIENT TERHADAP TINGKAT DEPRESI 

PADA LANSIA USIA 60–74 TAHUN” (stikes icme jombang, 2019). 


