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Volume 5 , Number 1, May 2020 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

  

Improve sewing skills vocationally through zipper Media Video 

Tutorials for deaf children 

 
Nilam Permai Sari ¹, Kasiyati ² 

State University of Padang, Indonesia 

nilampermaisari23@gmail.com 

 

Accepted: 

January 10th  2020 

reviewed:  

February 5th , 2020 

Published:  

May, 30th  2020 

 

Abstract : This research is based on observations made when the street vendors at SLB 1 Lima 

Kaum, this study discusses improving zipper sewing skills for deaf children. The process of 

learning sewing skills is beneficial for children because learning to sew can improve children's 

skills so that when a child graduates from school, the child can develop his potential, such as 

opening his stitches at home or working with other parties. Not all the components of sewing 

skills can be understood by the child, in the zipper sewing section Children have difficulty in 

sewing zippers correctly. The use of other media can improve children's skills such as the use of 

video tutorial media. Video tutorials are learning media in the form of a series of moving images, 

making sounds, and assembling into a storyline that contains learning messages and is stored in a 

media. The use of video tutorial media according to researchers is able to improve children's 

sewing skills, this can be seen in the baseline condition (A) of the child, ie horizontally (=), in 

conditions of intervention, increasing (+) and final baseline conditions also increasing (+). The 

results of the study prove that video tutorials can improve zipper sewing skills for deaf children. 

 

keyword: Video Tutorial, Sewing Skills, Deaf Child 

 

Introduction 

Deaf children are children who have limited ability to hear both in total and who still have 

a residual hearing1. Deaf children also have obstacles in language and communication 

development so that children experience difficulties in academic and vocational aspects. 

Vocational education is an education in which there is a combination of science and practice that 

aims to practice independently owned abilities2. Barriers owned by children do not prevent 

children from working because with education skills can help children in preparing the world of 

work 

Skill is an effort in implementing the expertise to manage and utilize ideas or equipment 

and materials so that it becomes a priceless value for the advances, derived from honing that skill 

 
1 Abdul Hafiz, “Pembelajaran PAI Untuk Anak Berkebutuhan Khusus” (Center for Open Science, 2020), 

http://dx.doi.org/10.31219/osf.io/764dc. 
2 Murni Winarsih, “PEMBELAJARAN BAHASA BAGI ANAK TUNARUNGU,” Perspektif Ilmu Pendidikan 

22, no. XIII (2010): 103–113, http://dx.doi.org/10.21009/pip.222.1. 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 1, May 2020 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

108 
 

  

with exercises that Repeated also or indeed innate from birth3.. According to Elsa Efrina4, 

vocational qualifications are vocational skills or proficiency that is often associated with some 

regions of employment in the community5. Based on the explanation, researchers can interpret 

that vocational skills are the ability of a person to work on a job with a self-reliant, easy and 

careful and have the basic ability to prepare themselves for Readiness to the job world. Skills are 

many in teaching school which one of the sewing skills, but not all the parts that can be done by 

the child because, in sewing, the zipper children have difficulty in solving it. Sewing zippers are 

an important part of the outfit because of their function being the opening and closing parts6. 

Based on observations conducted by researchers at the Extraordinary Public Schools 1 

Lima Ka (SLB N 1 Lima Ka) researchers conducted observations on deaf children of class XI 

with the initials "MR" in the sewing skills class. Based on a preliminary study that the researchers 

observed, children were seen in the process of learning zipper sewing skills, namely the children's 

stitches were still not neat, the results of the children's stitches were still rough and the children 

did not sew according to the pattern that had been outlined. The researcher also interviewed the 

teacher of sewing skills, that in the sewing class, the teacher had used a demonstration method 

by providing exercises such as first sewing the product to be made by the child, then the teacher 

showed the results to the child to be emulated and added with some explanations in the 

manufacturing process7. Products done by children are less successful because the children's 

products are still not neat, the zipper stitches are still rough and inappropriate. In addition to 

observing the child the researcher also observed sewing learning conducted by the teacher, it was 

found that the teacher was not able to provide explanations of zipper sewing learning materials 

to the child because the teacher had difficulty communicating the intent of the material being 

taught. Therefore, researchers together with teachers sewing skills work together looking for 

solutions to improve children's skills in sewing skills with a media video tutorial that researchers 

think is able to improve children's skills. Sewing skills training is very beneficial for children, so 

when children graduate from a child's school bench can develop such skills into business or 

work that is able to help the economic life of the child8. 

Video Tutorials are learning media that can help improve the learning process with the 

appearance of moving images and accompanied by sound. The learning process with Media 

video tutorials can help students learn because their learning can be repeated until the child 

 
3 Ridho Pratama and Kasiyati Kasiyati, “Efektivitas Metode Demonstrasi Dalam Meningkatkan Keterampilan 

Membuat Terarium Bagi Anak Tunarungu,” Jurnal Penelitian Pendidikan Khusus 6, no. 2 (2018): 43–48. 
4 Mega Iswari et al., “Bermain Peran : Sebuah Metode Pembelajaran Untuk Mengembangkan Keterampilan 

Sosialisasi Anak Autis,” Jurnal Pendidikan Kebutuhan Khusus 2, no. 2 (2018): 39, 
http://dx.doi.org/10.24036/jpkk.v2i2.310. 

5 Karunia Prastika Nandia, “Hubungan Dukungan Keluarga Dengan Kemampuan Sosial Dan Emosional 
Anak Berkebutuhan Khusus (ABK); Tunarungu Di SDLB-B Karya Mulia I Surabaya” (Widya Mandala Catholic 
University, 2015). 

6 Rizky Suci Pratiwi, Hasyimkan Hasyimkan, and I Wayan Mustika, “PEMBELAJARAN TARI BEDANA 
PADA SISWA TUNARUNGU TINGKAT SMP DI SLB NEGERI METRO,” Jurnal Seni dan Pembelajaran 1, no. 3 
(2013). 

7 Nandia, “Hubungan Dukungan Keluarga Dengan Kemampuan Sosial Dan Emosional Anak Berkebutuhan 
Khusus (ABK); Tunarungu Di SDLB-B Karya Mulia I Surabaya.” 

8 Ayinun Mardhiati and Umar Mansyur, “Teknik Total Physical Respons Untuk Meningkatkan Kemampuan 
Berbicara Anak Tunarungu” (Center for Open Science, 2018), http://dx.doi.org/10.31227/osf.io/8czqb. 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 1, May 2020 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

109 
 

  

understands the learning9. The process of giving media video tutorials learning, researchers 

display the props and materials to be used ie pieces of cloth parts for the place of sewing, zipper, 

and others by showing the sewing process Zippers step by step to solidify each stitch further. So 

that the ability of children after learning with video media tutorials, children are expected to be 

able to sew the zipper dress neatly. Based on the problems that have been described, the 

researcher intends to research with the title Enhancing Vocational Skills in Zippers Sewing 

through Media Vide Tutorial for Deaf Children in SLB N 1 Lima Kaum. 

 

Method 

The research used is research through a single Subject Research approach. According to Tawny 

and David (1987),  Single-subject Research is research conducted on the subject to know the 

magnitude of the treatment that is given repeatedly at a certain time. This research uses the form 

of A-B-A design, according to the Sunanto 10 A-B-A design is a way to measure child's ability in 

baseline conditions (A) with no treatment or intervention to the child, also called the 

Intervention condition (B), then to get a conclusion then given the addition of a second baseline 

condition called (A2).  

The subject is a thorough researcher that is the son of class XI/B in SLB N 1 Five people 

who are initials female type MR. In the implementation of research involving teachers' skills and 

researchers, which teacher skills as observers while researchers as executor. Data obtained 

through data collection techniques is through observation, documentation, and tests. For the 

data collection tools, researchers use an instrument test consisting of 15 steps sewing zippers. 

 

Research and discussion results 

Research that researchers use to get a data analysis, i.e. visual analysis Of graph data (visual 

analysis Of Graphic data). Data obtained from the initial stage of the child prior to the intervention 

(A) and after the treatment or intervention (B). In this research researchers use the form of A-B-

A design, the results of the observations that researchers do are: 

1. Analysis in condition 

a. Length of condition 

Long condition is an activity that calculates how long the observation time is performed 

at The time of initial baseline condition, intervention, final baseline. 

       Table 1. length of baseline conditions, interventions, final baseline 

Conditions A B A2 

Length of condition 4 7 5 

 

b. Estimation of directional likelihood 

 
9 Sri Rahayu et al., “The Professional Competency Teachers Mediate the Influence of Teacher Innovation and 
Emotional Intelligence on School Security,” Journal of Social Studies Education ResearchResearch 9, no. 2 
(2018): 210–227. 

10 Juang Sunanto, Koji Takeuchi, and Hideo Nakata, “Pengantar Penelitian Dengan Subjek Tunggal,” 
Universitas Tsukuba: Crice (2005). 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 1, May 2020 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

110 
 

  

The research researchers did find the results that in the initial baseline condition (A) are 

flat, the intervention condition (B) rises, and the condition of the final baseline  (A2) 

rises. 

      Table 2. trend toward the baseline, intervention, final baseline 

Conditions A B A2 

Estimation 

 

The likelihood of 

direction 

 

 

(=) 

 

 

(+) 

 

 

(+) 

 

c. Stability loudness 

The likelihood of stability is to show a small or a certain degree of data (Sunanto,2005). 

Data is said to be stable when a small data range or a low level of variation is at 80%-

90%, if the data is below the percentage of 80%-90% then the likelihood is unstable 

and if the stability range is 80%-90% stable data. The percentage of the criteria used is 

15%. 

1) Baseline Condition (A) 

a) Trend stability 

Trend stability   = highest value x 0.15 

 = 46,66% x 0.15 

 =  6,9 

Half new stability 6.9:2  = 3.45% 

b) Mean level 

Calculating the mean   =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑎𝑡𝑎 𝑝𝑜𝑖𝑚𝑡

𝑑𝑎𝑡𝑎 𝑛𝑢𝑚𝑏𝑒𝑟
  

  

 = 
46,66+46,66+46,66+46,66

4
 

  

 = 46,66% 

c) Upper Limit 

Calculating the upper limit is mean level + half trend stability. 

 = 46,66% + 3,45% 

 = 50,11% 

d) Lower limit 

Calculating the lower limit is the mean level – half new stability. 

 = 46,66% - 3,45% 

 = 43,21% 

e) Percentage stability 

Calculating the percentage of data point number in the range: the amount of 

data x 100% 

 = 4 : 4 x 100% 

 = 100%  

 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 1, May 2020 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

111 
 

  

2) Interventional Conditions (B) 

a) Trand stability 

Calculating the stability range is the highest value x percentage criteria (0.15) 

 = 73,33 % x 0,15 

 = 10,99 % 

Setengan new stability is 10.99:2 = 5.49% 

 

b) Mean level 

Calculating the mean =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑎𝑡𝑎 𝑝𝑜𝑖𝑛𝑡

𝑑𝑎𝑡𝑎 𝑛𝑢𝑚𝑏𝑒𝑟
 

 = 
 46,66+60+66,66+66,66+73,33+73,33+73,33

7
 

  =  57,46% 

c) Upper Limit 

Calculating the upper limit is mean level + half new stability 

 = 57,46 + 5,49 

 = 62,95% 

d) Lower limit 

Calculating the lower limit is the mean level – half new stability 

 = 57,46 – 5,49 

 = 51,93 

e) Percentage stability 

Calculate the percentage of data points in a range: a lot of data x 100% 

 = 1 : 7 x 100% 

 = 14,28% 

 

3) Final   baseline condition (A2) 

a) Trend stability 

Calculating the new stability is the highest value of x percentage criteria = 

73.33 x 0.15 

 = 10,99 % 

Half new stability is 10.99:2 = 5.49% 

b) Mean level  

Calculating the mean level  =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑎𝑡𝑎 𝑝𝑜𝑖𝑛𝑡

𝑑𝑎𝑡𝑎 𝑛𝑢𝑚𝑏𝑒𝑟
 

 

 = 
 66,66+73,33+73,33+73,33+73,33

5
 

 = 71,99% 

c) Upper Limit 

Calculating the upper limit is mean level + half new stability = 71.99 + 5.49 

 =  77,48% 

d) Lower limit 

Calculating the lower limit is the mean level – as a new stability = 71.99 – 5.49 

   = 66,5% 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 1, May 2020 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

112 
 

  

e) Percentage stability 

Calculating the percentage of stability is the number of data points in the 

range: Many data x 100% 

 = 5 : 5 x 100% 

 = 100% 

 

Table 3. Stability       of baseline conditions,  interventions, and    final 

Baseline 

Conditions A B A2 

Stability Stable unStable Stable 

 

d. Define a data-trace 

 The conditions of comparison of baseline, intervention, and final baseline 

can be seen more clearly in the following table: 

 

   Table 4. Likelihood of trace baseline condition data, intervention, final 

Baseline 

Conditions A B A2 

Data Trace 

Likelihood 

 

( =) 

 

(+) 

 

(+) 

 

e. Define stability levels and ranges 

 The result of the child's ability to sew the zipper done in a baseline condition 

(A) for five times the meeting which finds the percentage result is (46.66%) 

(46.66%)  (46.66%)  (46.66%) (46.66%). Intervention conditions (B) found the 

percentage of results made by seven meetings increased namely: (46.66%) (60%) 

(66.66%) (66.66%) (73.33%) (73.33% ) (73.33%). The final baseline condition 

also found that the percentage of five meetings increased, namely: (66.66%) 

(73.33%) (73.33) (73.33) (73.33%). The results of the percentage of these 

conditions can be seen more clearly in the following table: 

 

Table 5. Level and stability range 

Conditions A B A2 

Levels and range of stability 46,66% - 

46,66% 

46,66% - 

73,33% 

66,66% - 

73,33% 

                       

f. Find the change level 

1) Specifying first data points and last data 

2) Reduce large data with small data 

3) Determine the result of the difference in the data if the direction is 

good (+) or bad (-) 

  Table 6. level of change 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 1, May 2020 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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Conditions A B A2 

Level 

Change 

46,66% - 46,66% = 

0 % 

(=) 

73,33% - 46,66% = 

26,67% 

(+) 

73,33% - 66,66% = 

6,67% 

(+) 

 

    Gambar 1.  Analysis in the condition of research data the ability to sew zippers 

 
 

Description: 

   : Condition boundary Line 

   : Line of direction 

   : Lower Limit 

   : Upper Limit 

   : Mean 

 

 

2. Inter-condition Analysis 

Summary of the analysis results of the following conditions: 

 Table 7. Analysis between conditions 

No Conditions A : B : A2 

1. Number of variables at home 1 

2. Changes in directional 

direction 

:                           : 

=                          +                             + 

3. Changes instability Stable : unstable : stable 

4. Level of Change a. 46,66% ˗ 46,66% = 0% 

0%

10%

20%

30%

40%

50%

60%

70%

80%

I II III IV V VI VII VIII IX X XI XII XIII XIV XV XVI

kondisi baseline
(A)

kondisi
intervensi (B)

kondisi baseline
akhir (A2)



 
 

EDUCATIO : Journal Of Education 
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 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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a. A – B 

b. B – A2 

b. 73,33% – 66,66% = 6,67% 

5. Overlap Percentage 

a. A – B 

b. A2 – B 

a. 0 : 7 x 100% = 0% 

b. 5 : 7 x 100% = 71,42% 

 

 

Conclusion 

 The implementation of this research was conducted in SLB Negri 1 Lima Kaum for 

children who are deaf class XI. The study was raised based on problems in the fashion class on 

learning zippered sewing skills. The skill of sewing zipper child look less neat, the results of the 

child stitching still rough and sewing yet to suit the pattern. 

 Research sewing skills for deaf children with the use of media video tutorials can 

improve the child's skills in sewing the zipper neatly and adequately. The process of 

implementing this research is conducted using Single Subject Research (SSR) research with a 

comparison of condition range of 4:7: 5 with three conditions, namely in condition Initial 

baseline (   A), Intervention (B), final baseline (A2). The result of the initial baseline condition (A) 

is obtained from four times the meeting with the value: 46.66%, 46.66%, 46.66%, 46.66%.  At 

initial conditions, the child looks at 7 steps out of 15 steps by the way the child sewing the zipper 

directly with a sewing machine Tampa working on the initial steps to sew the zipper. 

 The result of the interventional condition (B) after the child is given treatment with 

value: 46.66%, 60%, 66.66%, 66,66% 73,33%, 73.33%, 73.33% on seven times meeting time. 

When a child is given a child treatment can improve the sewing skill of the zipper as the child is 

already sewing by using some initial step sewing zippers. The intervention process can be 

discontinued as the observation results have been met with saturated data. 

 The result of the final baseline condition (A2) to get the data inferences based on five 

times the meeting with values: 66.66%, 73.33%, 73.33%, 73.33%, 73.33%. On the             Visible 

Final baseline conditions the child underwent an increased change in sewing zippers, from the 

child initially sewing the zipper by directly sewing the Chemesin Tampa working on some initial 

steps in the process of sewing zipper until the child on The final baseline has been working on 

some initial steps in sewing so that child stitches are neater and correct than before.                         

 Based on the results of the implementation of the research proves the use of video media 

tutorials can improve the vocational skills of sewing zippers for deaf children. 

 

Reference 

Hafiz, Abdul. “Pembelajaran PAI Untuk Anak Berkebutuhan Khusus.” Center for Open 
Science, 2020. http://dx.doi.org/10.31219/osf.io/764dc. 

Iswari, Mega, Elsa Efrina, Kasiyati Kasiyati, and Arisul Mahdi. “Bermain Peran : Sebuah Metode 
Pembelajaran Untuk Mengembangkan Keterampilan Sosialisasi Anak Autis.” Jurnal 
Pendidikan Kebutuhan Khusus 2, no. 2 (2018): 39. http://dx.doi.org/10.24036/jpkk.v2i2.310. 

Mardhiati, Ayinun, and Umar Mansyur. “Teknik Total Physical Respons Untuk Meningkatkan 
Kemampuan Berbicara Anak Tunarungu.” Center for Open Science, 2018. 
http://dx.doi.org/10.31227/osf.io/8czqb. 

Nandia, Karunia Prastika. “Hubungan Dukungan Keluarga Dengan Kemampuan Sosial Dan 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 1, May 2020 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

115 
 

  

Emosional Anak Berkebutuhan Khusus (ABK); Tunarungu Di SDLB-B Karya Mulia I 
Surabaya.” Widya Mandala Catholic University, 2015. 

Pratama, Ridho, and Kasiyati Kasiyati. “Efektivitas Metode Demonstrasi Dalam Meningkatkan 
Keterampilan Membuat Terarium Bagi Anak Tunarungu.” Jurnal Penelitian Pendidikan Khusus 
6, no. 2 (2018): 43–48. 

Pratiwi, Rizky Suci, Hasyimkan Hasyimkan, and I Wayan Mustika. “PEMBELAJARAN TARI 
BEDANA PADA SISWA TUNARUNGU TINGKAT SMP DI SLB NEGERI METRO.” 
Jurnal Seni dan Pembelajaran 1, no. 3 (2013). 

Rahayu, Sri, Nurul Ulfatin, Bambang Budi Wiyono, Ali Imron, and Muh Barid Nizarudin Wajdi. 
“The Professional Competency Teachers Mediate the Influence of Teacher Innovation and 
Emotional Intelligence on School Security.” Journal of Social Studies Education ResearchResearch 
9, no. 2 (2018): 210–227. 

Sunanto, Juang, Koji Takeuchi, and Hideo Nakata. “Pengantar Penelitian Dengan Subjek 
Tunggal.” Universitas Tsukuba: Crice (2005). 

Winarsih, Murni. “PEMBELAJARAN BAHASA BAGI ANAK TUNARUNGU.” Perspektif Ilmu 
Pendidikan 22, no. XIII (2010): 103–113. http://dx.doi.org/10.21009/pip.222.1. 

 

 


