EDUCATIO : Journal Of Education 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) 113 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 Volume 5 , Number 1, May 2020 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 114 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. 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