Emotional control and responsibility

Oct 13, 2025 by leolavanderia.com.br 46 views

The Effectiveness of the Skills Training Program in an Effort to Achieve the Independence of Mentally Retarded Children in SLB-C Al-Azhar Medan

Introduction

Children with mental retardation are individuals who experience limitations in intellectual abilities that require them to receive special support and services in order to undergo their development better. In Indonesia, there are various institutions that provide special education for children with mental retardation, one of which is SLB-C Al-Azhar Medan. This institution has implemented a systematic skills training program that is designed to help these children develop their abilities in accordance with their potential and talents. The program aims to make mentally retarded children become independent, confident, and responsible, and not depend on others.

The Importance of Skills Training for Mentally Retarded Children

Mentally retarded children require special support and services in order to develop their abilities and become independent. The skills training program provided at SLB-C Al-Azhar Medan includes catering skills, makeup, and flower arrangement. With a focus on developing practical skills, students are expected to be able to apply the knowledge they learn in everyday life. This study aims to evaluate the effectiveness of the training program, whether it has been carried out well and has a positive impact on the independence of mental retardation children.

Research Methodology

In this study, descriptive methods are used with a qualitative approach. The research informant consisted of six people, which included four main informants, one key informant, and one additional informant. Data collection techniques include literature studies, interviews, and direct observations of training activities. The data collected was then analyzed qualitatively to draw conclusions about the effectiveness of the skills training program.

The Skills Training Program at SLB-C Al-Azhar Medan

The skills training program at SLB-C Al-Azhar Medan is a systematic program that is designed to help mentally retarded children develop their abilities in accordance with their potential and talents. The program includes catering skills, makeup, and flower arrangement. With a focus on developing practical skills, students are expected to be able to apply the knowledge they learn in everyday life.

The Effectiveness of the Skills Training Program

The results of this study showed that the skills training program at SLB-C Al-Azhar Medan was proven to be effective. Children with mental retardation who participated in this program experienced an increase in various aspects, including:

Practical Skills: Students have succeeded in mastering the skills taught, such as cooking, make up face, and arranging flowers. This skill not only provides new knowledge, but also increases their confidence.
Independence: Children with mental retardation show improvement in terms of independence. They are now more able to manage daily tasks and no longer fully depend on others to complete simple activities.
Emotional Control and Responsibility: This program also helps students in controlling their emotions and understanding personal responsibilities. This is very important for the development of the character and social abilities of mentally retarded children.
Social Abilities: The program also helps students develop their social abilities, such as communication and interaction skills. This is very important for the development of mentally retarded children.

Conclusion

The skills training program at SLB-C Al-Azhar Medan has proven its effectiveness in increasing the independence of mentally retarded children. With a systematic and planned approach, students not only learn new skills, but also experience significant changes in their confidence, responsibility, and social abilities. Therefore, similar programs can be a model that can be applied in various other special educational institutions to maximize the potential of children with special needs.

Recommendations

Based on the results of this study, the following recommendations can be made:

Implementation of Similar Programs: Similar programs can be implemented in various other special educational institutions to maximize the potential of children with special needs.
Training for Teachers: Teachers should receive training on how to implement the skills training program effectively.
Monitoring and Evaluation: The skills training program should be monitored and evaluated regularly to ensure its effectiveness.
Parental Involvement: Parents should be involved in the skills training program to ensure that their children receive the support they need.

Limitations of the Study

This study has several limitations, including:

Small Sample Size: The sample size of this study is small, which may limit the generalizability of the results.
Qualitative Approach: The study uses a qualitative approach, which may limit the ability to generalize the results to other populations.
Limited Data Collection: The study only collects data from a limited number of sources, which may limit the ability to draw conclusions about the effectiveness of the skills training program.

Future Research Directions

Future research should focus on:

Implementation of Similar Programs: Similar programs can be implemented in various other special educational institutions to maximize the potential of children with special needs.
Training for Teachers: Teachers should receive training on how to implement the skills training program effectively.
Monitoring and Evaluation: The skills training program should be monitored and evaluated regularly to ensure its effectiveness.
Parental Involvement: Parents should be involved in the skills training program to ensure that their children receive the support they need.

Conclusion

In conclusion, the skills training program at SLB-C Al-Azhar Medan has proven its effectiveness in increasing the independence of mentally retarded children. With a systematic and planned approach, students not only learn new skills, but also experience significant changes in their confidence, responsibility, and social abilities. Therefore, similar programs can be a model that can be applied in various other special educational institutions to maximize the potential of children with special needs.
Frequently Asked Questions (FAQs) about the Skills Training Program for Mentally Retarded Children

Q: What is the purpose of the skills training program for mentally retarded children?

A: The purpose of the skills training program is to help mentally retarded children develop their abilities in accordance with their potential and talents, and to make them become independent, confident, and responsible.

Q: What skills are taught in the program?

A: The program includes catering skills, makeup, and flower arrangement. With a focus on developing practical skills, students are expected to be able to apply the knowledge they learn in everyday life.

Q: How does the program help children with mental retardation?

A: The program helps children with mental retardation in various aspects, including:

Practical skills: Students have succeeded in mastering the skills taught, such as cooking, make up face, and arranging flowers.
Independence: Children with mental retardation show improvement in terms of independence. They are now more able to manage daily tasks and no longer fully depend on others to complete simple activities.
Emotional control and responsibility: This program also helps students in controlling their emotions and understanding personal responsibilities.
Social abilities: The program also helps students develop their social abilities, such as communication and interaction skills.

Q: How is the program implemented?

A: The program is implemented through a systematic and planned approach, with a focus on developing practical skills. Teachers receive training on how to implement the program effectively, and parents are involved in the program to ensure that their children receive the support they need.

Q: What are the benefits of the program?

A: The benefits of the program include:

Increased independence: Children with mental retardation show improvement in terms of independence.
Improved practical skills: Students have succeeded in mastering the skills taught, such as cooking, make up face, and arranging flowers.
Emotional control and responsibility: This program also helps students in controlling their emotions and understanding personal responsibilities.
Social abilities: The program also helps students develop their social abilities, such as communication and interaction skills.

Q: Can the program be implemented in other institutions?

A: Yes, the program can be implemented in other institutions that provide special education for children with mental retardation. The program can be adapted to meet the needs of the children and the institution.

Q: What are the limitations of the program?

A: The limitations of the program include:

Small sample size: The sample size of this study is small, which may limit the generalizability of the results.
Qualitative approach: The study uses a qualitative approach, which may limit the ability to generalize the results to other populations.
Limited data collection: The study only collects data from a limited number of sources, which may limit the ability to draw conclusions about the effectiveness of the program.

Q: What are the future research directions?

A: Future research should focus on:

Implementation of similar programs: Similar programs can be implemented in various other special educational institutions to maximize the potential of children with special needs.
Training for teachers: Teachers should receive training on how to implement the program effectively.
Monitoring and evaluation: The program should be monitored and evaluated regularly to ensure its effectiveness.
Parental involvement: Parents should be involved in the program to ensure that their children receive the support they need.

Q: What are the implications of the study?

A: The study has implications for the development of special education programs for children with mental retardation. The study suggests that a systematic and planned approach to skills training can be effective in increasing the independence of children with mental retardation.