TERAPI BERMAIN UNTUK MENINGKATKAN KEMAMPUAN EMOSIONAL ANAK DI SEKOLAH LUAR BIASA ( SLB ) UNTUNG TUAH SAMARINDA
DOI:
https://doi.org/10.63183/619361Keywords:
Children, Emotional, Play TherapyAbstract
Absract. Children with special needs can pursue their education at a Special Education School (SLB), which is an institution specifically designed to accommodate the needs of such children, including those who are visually impaired, hearing impaired, physically disabled, intellectually disabled, mentally disabled, and children with developmental delays. In their development, children with special needs face various challenges in emotional, social, and cognitive development. Therefore, an approach that helps them develop is necessary. One approach proven to be effective in supporting their development is play therapy. The objective of this Community Service Activity (PKM) is to address the complex issues faced by children with special needs and to enhance their fine motor skills and emotional development. The solution proposed by the PKM team is to provide play therapy activities such as clay modeling, collage, drawing, and coloring, conducted in a group play setting. The activity takes the form of group play therapy facilitated by students, with participants being all 21 children from the Special Education School (SLB Untung Tuah), who served as respondents in this activity. The results of the play therapy activity showed that out of 21 children, before the activity, 2 children felt sad and 19 children felt neutral. After the play therapy activity with clay, drawing, and collage, all 21 children felt very happy and were highly enthusiastic about communicating with their peers and the service team.
Downloads
References
Adimayanti, E., & Siyamti, D. (2019). Program Bimbingan Pada Anak Tunagrahita Dan Autis Melalui Terapi Bermain Untuk Mengembangkan Perilaku Adaptif Di Slb Negeri Ungaran. Dunia Keperawatan, 7(2), 153. https://doi.org/10.20527/dk.v7i2.6926
Aisyah, R., Utami, R., Mufida, F., & Dewi, A. (2024). Permainan Plastisin Terhadap Motorik Halus Siswa Autis Plasticine Games Against Fine. Action Research Journal Indonesia, 6(4), 451–458. https://doi.org/10.61227
Arianti, D., & Fitri, A. E. (2018). Syndrome Di Slb Ypplb Padang. Jurnal Ilmu Kesehatan (JIK), 2(1), 23–30. https://doi.org/http://dx.doi.org/10.33757/jik.v2i1.79
Aryani, D., & Zaly, N. W. (2021). Pengaruh Terapi Bermain Mewarnai Gambar terhadap Kecemasan Hospitaslisasi pada Anak Prasekolah. Jurnal Akademika Baiturrahim Jambi, 10(1), 101. https://doi.org/10.36565/jab.v10i1.289
Christiana, I., & Safitri, A. (2021). Pengaruh Terapi Bermain terhadap Kemampuan Sosialisasi Anak Retardasi Mental. Jurnal Ilmiah Kesehatan Rustida, 8(1), 37–52. https://doi.org/10.55500/jikr.v8i1.132
Gunasyah, Aziz, I. (2024). Jurnal Kesehatan An - Nuur. Jurnal Kesehatan An-Nuur, 2(1), 15–27. https://journal.ypss.or.id/index.php/jukes/article/view/9/11
Kalsum, Astawa, Rachmayani, A. (2021). Pengaruh bermain konstruktif dengan media clay terhadap kemampuan motorik halus anak usia 5 -6 tahu di desa maria Utara Kecamatan Wawo Kabupaten Bima. Indonesian Journal of Elementary and Childhood Education, 2(3), 300–307. https://journal.publication-center.com/index.php/ijece/article/view/728
Kamala, D., & Chandra, R. D. A. (2020). Kajian Wacana Upaya Meningkatkan Motorik Halus Melalui Kegiatan Bermain Plastisin pada Anak Usia 5–6 Tahun. JECIE (Journal of Early Childhood and Inclusive Education), 4(1), 35–42. https://doi.org/10.31537/jecie.v4i1.494
Lailaturohmah Kurniawati; Deby Putri angela; Dea. (2025). Terapi bermain clay terhadap anxiety anak akibat Hospitalisasi di Magetan. Jurnal Pengabdian Sosial, 2(1), 152–160. https://doi.org/https://doi.org/10.62951/panggungkebaikan.v2i1.1215
Melynda, J. A., Palupi, E., & Kusumawati, I. A. (2024). Studi Kasus: Pengaruh Terapi Bermain Playdough Terhadap Kecemasan Pada Anak Usia Prasekolah (3-6 Tahun) Akibat Hospitalisasi. Stikes Betesda Proceeding, 3(1), 82–95. https://jurnal.stikesbethesda.ac.id/index.php/p/article/view/463
Nasution. (2022). Pengertian Pendidikan, Sistem Pendidikan Sekolah Luar Biasa dan jenis jenis Sekolah Luar Biasa. Edukasi Nonformal, 3(2), 422–427. https://core.ac.uk/download/pdf/553315213.pdf
Sari, A. (2019). Terapi Bermain Clay Terhadap Tingkat Kecemasan Pada Anak Usia Prasekolah (3-6 Tahun). Jurnal Kesehatan, 8(1), 51–63. https://doi.org/10.37048/kesehatan.v8i1.151
Suhaenah, K. (2024). Media Clay Tepung sebagai Media Pembelajaran dalam Meningkatkan Kreativitas Anak Usia Dini. Journal Ceria, 7(1), 53–61. https://journal.ikipsiliwangi.ac.id/index.php/ceria/article/view/20950
Triana, N. Y., & Dewi, F. K. (2022). Pengaruh Clay Therapy Terhadap Perilaku Kooperatif Anak Pra Sekolah Yang Menjalani Hospitalisasi: Literature Review. Journal of Innovation Research and Knowledge, 2(2), 421–428. https://bajangjournal.com/index.php/JIRK/article/view/2909
Yuliana, Febrianti, R. (2024). Implementasi Clay Therapy pada Masalah Ansietas Anak Prasekolah dengan Hospitalisasi di Ruangan Catelia RSUD Undata Provinsi Sulawesi Tengah Implementation of Clay Therapy in Children ’ s Anxiety Problems Preschool with Hospitality in the Catelia Room Und. Jurnal Kolaboratif Sains, 7(11), 4382–4390. https://doi.org/10.56338/jks.v7i11.7075
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Jurnal Pengabdian Masyarakat Nusantara
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.