




































 

 
EDUCATIO : Journal Of Education 

Volume 4 , Number 2, November 2019 
ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

Volume 4 , Number 2, November 2019 | 184  
 

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Improving Vocational Ability To Grow Hydroponics Through 
Direct Learning Models For Children With Light Mental 

Retardation 

Esi Efriza 1, Zulmiyetri 2 
Special Education, Faculty of Education, Padang State University, Indonesia 

esiefriza27@gmail.com, zulmiyetri@fip.unp.ac.id 
 
 

Accepted: 

10 August 2019 

reviewed:  

September 5, 2019 

Published:  

20 November 2019 

 

 

Abstract : The background of the problem in this study is to look at the vocational ability to 
grow hydroponics for light mental retardation children in Perwari Padang Slb. The problem is 
found that children have not been able to do hydroponic farming because hydroponic farming 
has never been taught to children. The purpose of this study was to prove whether the direct 
learning model can improve the ability to grow hydroponics for light mental retardation children 
in class VIII C in Perwari Padang SLB. This type of research is an experimental research that is 
by using quasi-experimental or also called quasi-experiment with a single group design of pretest 
and posttest. Based on the results of the study This study concludes that the direct learning 
model can improve the vocational skills of hydroponic cultivation for light mental retardation 
children in class VIII C in Perwari Padang SLB. The results of this study can be taken into 
consideration for teachers to be able to use direct learning models to improve children's 
vocational abilities, especially in teaching how to grow crops in a hydroponic manner. 
 
Keywords: Hydroponics, Direct Learning, light retardation 

 

INTRODUCTION  

Skills education is one of the skills that must be provided as a process of acquiring life 

skills given in class or at school by teachers, especially for the level of the Special Senior High 

School and Senior High School. In line with government regulation (PP) No 19 of 2005 

concerning National Education Standards article 13 paragraph 1 and 2 regulates life skills which 

curriculum for SMP / MTs / SMPLB or other forms of equivalent SMA / MA / SMALB or 

other forms of equivalent, SMK / MAK or other equivalent forms can include life skills 

education. The education of life taste referred to in paragraph 1 covers personal skills, social 

skills, academic skills and vocational skills. 

Vocational skills are skills that are given as part of the process of acquiring life skills 

given by teachers in class or at school to introduce students to the world of work and provide 

learning to have an attitude of respect for the results of work that has been done. It is also useful 

for practicing independence, socializing, and emotional self-learners. Learning skills in schools 

are designed by adjusting the abilities, needs, and potential of students so that later, students are 

mailto:esiefriza27@gmail.com
mailto:zulmiyetri@fip.unp.ac.id


  
 
 
 

  

Volume 4 , Number 2, November 2019 | 185  
 

 

 

able to follow the learning skills provided. 

Learning skills provided at school are taught by teachers using a variety of models, 

strategies and learning methods that are tailored to the learning objectives of the skills 

provided. One learning model that is often used by teachers in teaching skill learning is the direct 

learning model. The direct learning model is teacher-centered. In the learning process, the 

teacher explains the knowledge and skills that will be given and trained to the child step by step 

and requires the child to learn a basic skill by following the steps given and getting information 

that can be taught step by step. According to Purwantoro1, Direct learning models have many 

advantages including making lessons more effective because the teacher will use more time to 

demonstrate and explain the steps and skills of the material and the teacher manages the 

contents of the material and the flow of information received by students so as to maintain focus 

on what must be achieved by students.  Zahriani2 mention key components of the direct learning 

model including "modeling, reinforcement, feedback, and estimation or assessment". They 

determine instructional design principles, which include framing learning performance into goals 

and tasks, solving these tasks into smaller component tasks, designing training activities for 

mastery, and organizing learning events in sequence, which makes prior learning achievements as 

prerequisites for moving to advanced lessons. 

The direct learning model has steps that must be prepared. The steps of direct learning 

according to Wana, Pangestu, & Agustina3   are as follows: (1) Preparing children and conveying 

learning objectives; (2) Demonstrating children's skills and knowledge ; (3) Guiding training 

when learning takes place ; (4) Provide feedback that aims to find out children's understanding of 

the lessons taught ; (5) Provide training opportunities for children. A direct learning model is a 

teaching approach that is specially developed to help children's learning and teaching processes 

that relate to declarative knowledge and procedural knowledge that is well structured and can be 

taught with a pattern of gradual activities that is step by step. Through the direct learning model, 

the teacher can measure the ability of children's understanding of learning and provide 

opportunities for all children to do further exercises, through special attention to applying more 

complex situations or doing it in everyday life. Direct learning models are usually used to teach 

skills, including farming skills4 . 

As we know, science and technology are increasingly developing, therefore we must 

prepare ourselves to deal with these changes with education. Indonesia is an agrarian country and 

has the potential to be developed no exception in the world of agriculture. With the 

development of science and technology, we can find out that plant cultivation techniques are 

also developing, from the traditional to the modern. The various cultivation techniques 

developed have the aim of achieving the desired productivity, among which is by means of 

                                                     
1 K J Purwantoro, “Penerapan Model Pembelajaran Direct Instruction Untuk Meningkatkan Hasil Belajar 

Mata Pelajaran Sistem Pendingin ( Application Of Direct Instruction Learning Model To Improve,” Learning Outcome 
Of 16, no. 1 (n.d.): 21–24. 

2 Zahriani, “Kontektualisasi Direct Instruction Dalam Pembelajaran Sains,” n.d. 
3 P R Wana, W T Pangestu, and D A Agustina, “Menggunakan Metode Pembelajaran Mind Mapping Dan 

Direct Instruction Pada Siswa Kelas V,” n.d. 
4 R Venisari, Gunawan, and Sutrio, “Penerapan Metode Mind Mapping Pada Model Direct Instruction 

Untuk Meningkatkan Kemampuan Pemecahan Masalah Fisika Siswa Smpn 16” (Mataram, n.d.). 



  
 
 
 

  

Volume 4 , Number 2, November 2019 | 186  
 

 

 

hydroponic farming. Hydroponic farming is one of the modern methods of farming without 

using soil planting media but by using water, nutrients, and oxygen. Although hydroponic 

farming uses water planting media, the seeds of the plants used are still the seeds of land 

plants. This farming is very suitable for those who like to grow crops and usually cultivate 

hydroponic farming in many urban areas because the urban land is getting narrower. According 

to Halim5 "Hydroponics is a cultivation system that relies on the growing water media or 

farming without soil". Hydroponic farming basically has many advantages compared to farming 

with other media, besides it can be done in a limited and environmentally friendly land, but there 

are also many other advantages. 

Hydroponics has many advantages when compared to conventional farming. The 

advantages of farming with a hydroponic system according to Kusmawati6 are as follows: (1) 

Hydroponics is environmentally friendly; (2) Hydroponics does not damage the soil; (3) The 

roots of hydroponic plants can be checked periodically; (4) Watering does not have to be done 

every day; (5) Crops can be consumed entirely; (6) Faster plant growth; (7) Can save the use of 

plant fertilizer; (8) Does not require a lot of labor; (9) Cleaner working environment; (10) Free 

from pests and plant diseases; (11) Can be planted anywhere; (12) Can be planted at any time 

because it does not know the season. Before carrying out the planting process, we must first 

know the appropriate planting media criteria. According to Alviani7 an excellent growing media 

must-have criteria as a medium that does not affect the nutritional content does not clog the 

irrigation system and has good pores. Besides hydroponic cultivation also needs to consider four 

important elements as a critical success factor, namely the concentration of dissolved nutrients, 

the amount of dissolved oxygen, sunlight and the acidity level of the solution (PH). In the use of 

planting, the media must pay attention to several aspects so that plants can grow and develop 

well including the availability of water, oxygen, and nutrients other than that the planting media 

used must not contain toxic substances that can harm plants8 . 

Based on the results of the assessment that has been carried out for children with light 

mental retardation class VIII consisting of five children in one class, the results obtained that the 

child can take care of simple plants such as watering plants and pulling weeds that are on the 

plants. The assessment carried out is the motor assessment, which in motor children have no 

problems or disturbances so that it can be used to work well. Responding to this matter, 

researchers are interested in teaching skills in agriculture that are more modern because, as we 

know it is increasingly sophisticated now, researchers feel they need to be taught how to plant 

crops that are also modern by using a hydroponic system to plant pakchoy. Growing pakchoy 

hydroponically can be guaranteed cleanliness. Pakchoy belongs to the mustard group, but has a 

shorter shape and broadened leaf stems. Pakchoy has stemmed leaves, oval shape, dark green 

                                                     
5 Norsaleha Mohd. Salleh et al., “Kecerdasan Emosi Bertauhid Dalam Kalangan Remaja Muslim Malaysia,” 

GEOGRAFIA Online TM Malaysian Journal of Society and Space 12, no. 5 (2016): 179–190. 
6 A Kusmawati, Budi Daya Tanaman Teknik Hidroponik, ed. H S Yulianto and Ed) (Depok: Cv Arya Duta, 

n.d.). 
7 P Alviani, Bertanam Hidroponik Untuk Pemula, ed. W Rini and Ed) (Yogyakarta: Bibit Publisher, n.d.). 
8 AM Moesa, Nasionalisme Kiai; Konstruksi Sosial Berbasis Agama, 2007, accessed October 16, 2019, 

https://books.google.com/books?hl=en&lr=&id=sVBnDwAAQBAJ&oi=fnd&pg=PR1&dq=tafsir+nasionalisme
+dan+agama&ots=J42NWYPVBz&sig=VNw8RlBvu-zQ5UjkSzIiNnHUESs. 



  
 
 
 

  

Volume 4 , Number 2, November 2019 | 187  
 

 

 

and shiny, does not form a head, the body is slightly upright or half horizontal, arranged in a 

tight spiral and attached to a depressing stem. The pakchoy leaf stalks are white or light green, fat 

and fleshy and the pakchoy plant reaches a height of 15-30 cm. Morphological diversity and 

maturity are quite large in various types in this group arranged in a tight spiral and attached to a 

depressing stem. The pakchoy leaf stalks are white or light green, fat and fleshy and the pakchoy 

plant reaches a height of 15-30 cm. Morphological diversity and maturity are quite large in 

various types in this group arranged in a tight spiral and attached to a depressing stem. The 

pakchoy leaf stalks are white or light green, fat and fleshy and the pakchoy plant reaches a height 

of 15-30 cm. Morphological diversity and maturity are quite large in various types in this 

group9. Pakchoy is a plant that has many benefits and contains a variety of important nutrients 

that are good for the body. Judging from the nutritional content, pakchoy is high in vitamin A 

and vitamin C in which both types of vitamins play an important role as antioxidants in the 

body. The function of the oxidant itself is to protect body cells to stay healthy and prevent the 

formation of free radicals in the body. Not only contains vitamin A and C, but pakchoy also 

contains vitamin K to prevent heart disease and stroke and vitamin E for skin health and 

pakhcoy also contains calories, protein, fat, carbohydrates, and fiber. The direct learning model is 

proven to be able to improve the vocational ability to grow hydroponics for light mental 

retardation children, evidenced by the results of the percentage of pretest and posttest children. 

 

METHOD 

This type of research is an experiment in the form of quasi-experimental or quasi-

experiments. Quasi-experiments are included in quantitative research methods. Quantitative 

research is a research method for examining certain research subjects, using research 

instruments, quantitative data analysis aimed at testing established hypotheses. This research 

approach is quantitative because the research data are numbers and analyzed statistically using a 

single group design pretest and posttest consisting of one single group (without any comparison 

group) to see the child's initial ability before being given treatment and the child's final ability 

after being given treatment. Design is a design, framework or form of how the research will be 

carried out or carried out. According to Sanjaya10 design is a design prepared in advance so that 

researchers can use it as a reference in conducting the experiments themselves so that the data 

obtained is compelling to be used as a material in formulating all generalizations. The form of a 

single group design with pretest and posttest is almost the same as a single group design 

without pretest only the difference is there before being given treatment, first the subject is given a 

test called a pretest11 . In the execution of the first to do the pretest (T1) to see the initial ability   of 

children to different ways of farming pakchoy hydroponically, after the obtained results are then 

treated (X) using direct instructional model as a model of learning, then only then do posttest (T2) 

to see the results of children in hydroponically growing pakchoy have been given treatment 

through direct learning models. After the results of the pretest and posttest will then be tested using 

                                                     
9 Ida Hamidah et al., Ideas for 21st Century Education: Proceedings of the Asian Education Symposium (Aes 2016), 

November 22-23, 2016, Bandung, Indonesia (Routledge, 2017). 
10 D R H Wina Sanjaya, Penelitian Tindakan Kelas (Prenada Media, 2016). 
11 Wina Sanjaya, Perencanaan Dan Desain Sistem Pembelajaran (Kencana, 2015). 



  
 
 
 

  

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the Mann Whitney test. 

The research subject can be in the form of living objects or inanimate objects, humans, 

and others that will be used as materials or targets in research. Subjects in this study were light 

mental retardation children who were in class VIII SLB Perwari Padang with a total of five 

people consisting of four boys and one girl. In this study, there are two variables, namely the 

independent variable and the dependent variable. The independent variable in this study is the 

direct learning model, while the dependent variable in this study is hydroponic 

cultivation. Variables are the basic terms in research, which in research usually uses two 

variables. The research variable is an attribute, nature or value of a person, objects or activities 

that have certain variations determined by researchers to be studied and then conclusions 

drawn. In this researcher, the data collection technique used is by using an ACT by recording the 

results of an activity carried out and calculating the child's success correctly by predetermined 

criteria. Provision of tests given to children by asking children to do hydroponic pakchoy 

farming according to instructions. Data collection tools or instruments used in the form of test 

instruments that contain steps to grow pakchoy hydroponically to assess the results of children 

doing how to grow pakchoy hydroponically. To process the results of writing data used non-

parametric statistics, this is because the subject of writing is small and the distribution and 

population do not require normative testing. Non-parametric statistics do not test population 

parameters but test distribution. Non-parametric statistics do not imply many assumptions that 

the analyzed data do not have to be normally distributed and are used to analyze normal, ordinal 

data. 

 

RESULT AND DISCUSSION 

The study was conducted during development activities on Saturdays and at recess on 

Tuesday, Wednesday and Thursday. Data collection is carried out under research instruments 

and data collection techniques that have been determined. The data obtained by researchers 

based on the ability of students to carry out hydroponic pakchoy farming activities that are 

processed under data analysis techniques using the Mann Whitney test formula. Material is given 

when pretest and posttest that is to test how the initial ability of the subject before being given 

treatment as well as the ability of the final subject after being treated with a direct learning model 

in carrying out hydroponic pakchoy planting activities. The results of data collection in 

conducting hydroponic pakchoy farming can be seen in the following table: 
Table 1. Pre-test and post-test values 

No. Subject 
Pre-

test Value (X1) 
Post-

test Value (X2) 

1 AD 68 95 

2 FT 45 86 

3 AL 41 45 

4 BM 64 91 

5 SR 41 64 

  

The next step after obtaining the results of the pretest and posttest values is by determining 

the rank of each research subject before being given a treatment (T1) and after being given a 



  
 
 
 

  

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treatment (T2) to be analyzed using the Mann Whitney test formula. The results are in the 

following table: 

Table 2. Rank Analysis Data 

No Subject Value Rank 

1 AD 95 1 

2 BM 91 2 

3 FT 86 3 

4 AD 68 4 

5 BM 64 5.5 

6 SR 64 5.5 

7 FT 45 7.5 

8 AL 45 7.5 

9 SR 41 9.5 

10 AL 41 9.5 

 Determine the rank of prestige and posttest based on the rank analysis table above, so we get the 

number of rank and prestige posttest. 

Table 3. Perth R1 and R2 calculations 

No Subject X1 X2 Q1 R2 

1 AD 68 95 4 1 

2 FT 45 86 7.5 3 

3 AL 41 45 9.5 7.5 

4 BM 64 91 5.5 2 

5 SR 41 64 9.5 5.5 

amount 36 19 

 

After determining the rank, the next step is to analyze the data that has been obtained 

using the Mann Whitney test. And it is known that the number of pretest students (n 1 ) = 5 people 

with rank =   36 and the number of posttest students (n 2 ) =   5 students with rank = 19 The data 

obtained were entered into the Whitney Mann test. From the results of the calculation of the data 

obtained, the results obtained from Uhitung = 0.5 taken from the smallest count value, then 

consulted with Utabel at a significant level of 95% and α = 0.05 ie 2. So based on calculations 

and adjusted to the table obtained by Uhit = 4 and U tab = 2. Hypothesis testing obtained by U 

test obtained U hit = 4 adjusted to the table at 95% significance level and ά = 0.05 for n = 

5   obtained U tab = 2. From these results obtained, U hit > U tab. This means that H a received and 

H o rejected. This means that the direct learning model can improve the ability to grow 

hydroponics for light mental retardation children in class VIII C in SLB Perwari Padang. 

This study discusses the influence of the direct learning model in teaching hydroponic 

pakchoy farming for children with light mental retardation class VIII, starting from preparing 

equipment and materials, making media for planting, planting, caring, and harvesting in Perwari 



  
 
 
 

  

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Padang SLB. 

According to Ekasari, Gunawan, & Sahidu12 the direct learning model is a learning model 

explicitly created to help the learning process of students who deal with declarative knowledge 

and procedural knowledge that is well structured and can be taught with a stepwise learning 

pattern step by step one step. 

According to Yulia13Agriculture is one of the most important activities known in human 

civilization. In farming activities, it can plant various human needs, one of which is vegetables, 

including Pakchoy vegetables. Pakchoy cultivation is currently developing rapidly in the tropics 

because pakchoy is temperature tolerant both in the highlands and in the lowlands and can 

produce well in areas with temperatures 27˚-32˚C. At the age of 30-35 days after planting 

pakchoy can be harvested. 

Hydroponic pakchoy farming can be done by anyone who has understood or for 

beginners and can also be taught or applied to children with special needs, one of which is 

mentally disabled children. According to (Efendi, 2005: 90) light mental retardation or educated 

children are children who are unable to attend regular school programs, but they still have skills 

that can be developed through education even though the results are not optimal. 

In this study an increase in the ability of children to grow hydroponic pakchoy after 

being treated using direct learning models. This can be seen from the comparison of 

the pretest and posttest results that researchers have done. Where there were 16 meetings 

with Pretest, four meetings were held in completing the stages of farming to see the initial abilities 

of each student in conducting hydroponic Pakchoy farming. From the results of the pretest 

Furthermore, given treatment or treatment using a direct learning model as much as 8 times the 

meeting, to the stage of treatment or treatment, no rating given. In the third stage, the 

posttest, which is the child's final ability to grow hydroponic lettuce, which is held 4 times too. 

From the results of the comparison of the percentage of pretest and posttest, it is seen that 

an increased comparison of the ability to grow pakchoy hydroponics for light mental retardation 

children in class VIII C in Perwari Padang SLB after being treated using the direct learning 

model. With that, it is proven that there is an increase in ability that has been demonstrated by 

field activities. 

 

CONCLUSION 

Based on the research results the data collected were analyzed using the Mann 

Whitney test which produced U hit > U tab , Ha was accepted Ho was rejected, thus the calculation 

of U hit = 4 and at a significant level of 95% or   ά = 0.05 obtained U tab = 2, for n = 5 it means 

that it can be concluded that at the level ά = 0.05 it is proven that the Lagsung Learning Model 

can increase the ability to grow pakchoy hydroponic for light mental retardation children in class 

VIII C in SLB Perwari Padang. 
 
 

                                                     
12 R R Ekasari, Gunawan, and H Sahidu, “Pengaruh Model Pembelajaran Langsung Berbantuan Media 

Laboratorium Terhadap Kreatifitas Fisika Siswa SMA,” n.d. 
13 Kusmawati, Budi Daya Tanaman Teknik Hidroponik. 



  
 
 
 

  

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Alviani, P. Bertanam Hidroponik Untuk Pemula. Edited by W Rini and Ed). Yogyakarta: Bibit 

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Ekasari, R R, Gunawan, and H Sahidu. “Pengaruh Model Pembelajaran Langsung Berbantuan 

Media Laboratorium Terhadap Kreatifitas Fisika Siswa SMA,” n.d. 
Hamidah, Ida, Siti Aisyah, Ari Arifin Danuwijaya, Ade Gafar Abdullah, Galuh Yuliani, and Heli 

S H Munawaroh. Ideas for 21st Century Education: Proceedings of the Asian Education Symposium 
(Aes 2016), November 22-23, 2016, Bandung, Indonesia. Routledge, 2017. 

Kusmawati, A. Budi Daya Tanaman Teknik Hidroponik. Edited by H S Yulianto and Ed). Depok: 
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Moesa, AM. Nasionalisme Kiai; Konstruksi Sosial Berbasis Agama, 2007. Accessed October 16, 2019. 
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dq=tafsir+nasionalisme+dan+agama&ots=J42NWYPVBz&sig=VNw8RlBvu-
zQ5UjkSzIiNnHUESs. 

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Amriah Buang. “Kecerdasan Emosi Bertauhid Dalam Kalangan Remaja Muslim Malaysia.” 
GEOGRAFIA Online TM Malaysian Journal of Society and Space 12, no. 5 (2016): 179–190. 

Purwantoro, K J. “Penerapan Model Pembelajaran Direct Instruction Untuk Meningkatkan Hasil 
Belajar Mata Pelajaran Sistem Pendingin ( Application Of Direct Instruction Learning 
Model To Improve.” Learning Outcome Of 16, no. 1 (n.d.): 21–24. 

Sanjaya, D R H Wina. Penelitian Tindakan Kelas. Prenada Media, 2016. 
Sanjaya, Wina. Perencanaan Dan Desain Sistem Pembelajaran. Kencana, 2015. 
Venisari, R, Gunawan, and Sutrio. “Penerapan Metode Mind Mapping Pada Model Direct 

Instruction Untuk Meningkatkan Kemampuan Pemecahan Masalah Fisika Siswa Smpn 16.” 
Mataram, n.d. 

Wana, P R, W T Pangestu, and D A Agustina. “Menggunakan Metode Pembelajaran Mind 
Mapping Dan Direct Instruction Pada Siswa Kelas V,” n.d. 

Zahriani. “Kontektualisasi Direct Instruction Dalam Pembelajaran Sains,” n.d. 
 
 


