Kata Kunci
students with visual impairment
sports
##submission.howToCite##
Abstrak
One of the factors causing visual impairments (disabilities) is physical deficiencies from birth. Students with visual disabilities do not have the same opportunity to be involved in many life activities including in sports activities. Students with visual disabilities can still participate in sports and their resilience to keep participating is important to be studied. The purpose of this study is to determine the Sport resilience of students with visual impairment in special schools (SLB). The research method used is qualitative approach with case studies. Participants consist of the principal, deputy principal, physical education teacher, classroom teacher, and 2 students with visual impairment in SLB Negeri A Citereup Cimahi. The total participants are 5 people. The research instruments are interviews and observations. Data analysis is assisted by NVivo 12 Plus application. The result of the study shows that sport resilience in students with visual impairment is inadequate because they only follow the instructions and do not obey physical activity recommendations. To improve their willingness participating in physical exercise, several methods can be applied are delivering positive advice and enthusiasm, providing individual counseling, and encouraging them to do exercise in their spare time.
Referensi
Ahlert, I. A., & Greeff, A. P. (2012). Resilience factors associated with adaptation in families with deaf and hard of hearing children. American Annals of the Deaf, 157(4), 391–404. https://doi.org/10.1353/aad.2012.1629
Ajuwon, P. M., & Bieber, R. (2014). Vision impairment and quality of life. Int Public Health, 6(4), 341–354.
An, J., & Goodwin, D. L. (2007). Physical education for students with spina bifida: Mothers’ perspectives. Adapted Physical Activity Quarterly, 24(1), 38–58. https://doi.org/10.1123/apaq.24.1.38
Bandur, A. (2019). Penelitian Kualitatif Studi Multi-Disiplin Keilmuan dengan NVivo 12 Plus. Jakarta: Mitra Wacana Media.
Brunes, A., Krokstad, E., & Augestad, L. B. (2017). How to succeed? Physical activity for individuals who are blind. British Journal of Visual Impairment, 35(3), 264–274. https://doi.org/10.1177/0264619617716720
Butler, M. A., Katayama, A. D., Schindling, C., & Dials, K. (2016). Assessing resilience in students who are deaf or blind: Supplementing standardized achievement testing. The Journal of Educational Research, 111(3), 352–362. https://doi.org/10.1080/00220671.2016.1264052
Creswell, J.W. (1998). Qualitative Inquiry and Research Design: Choosing among Five Tradition. London: Sage Publications
Creswell, J. W. (2009). Research design: Qualitative and mixed methods approaches. London and Thousand Oaks: Sage Publications.
Dahlbeck, D. T., & Lightsey, O. R. (2008). Generalized self-efficacy, coping, and self-esteem as predictors of psychological adjustment among children with disabilities or chronic illnesses. Children’s Health Care, 37(4), 293–315. https://doi.org/10.1080/02739610802437509
Demirturk, F., & Kaya, M. (2015). Physical education lessons and activity status of visually impaired and sighted adolescents. Medical Science Monitor, 21, 3521–3527. https://doi.org/10.12659/MSM.895038
Engel-Yeger, B., & Hamed-Daher, S. (2013). Comparing participation in out of school activities between children with visual impairments, children with hearing impairments and typical peers. Research in Developmental Disabilities, 34(10), 3124–3132. https://doi.org/10.1016/j.ridd.2013.05.049
Fikriyyah, W. R., & Fitria, M. (2015). Adversity quotient mahasiswa tunanetra. Jurnal Psikologi Tabularasa, 10(1), 115–128.
Ginanjar, A., Suherman, A., Juliantine, T., & Hidayat, Y. (2019). The Effect of Sport Education Model in Badminton Game on Moderate to Vigorous Physical Activity of Junior High School Students. Jurnal Pendidikan Jasmani Dan Olahraga, 4(3), 17–22. https://doi.org/10.17509/jpjo.v4i2.16166
Hamilton, L., & Corbett-Whittier, C. (2013). Defining case study in education research. Using case study in education research, 3-22.
Hancock, D. R., & Algozzine, R. (2011). Doing case study research: A practical guide for beginning researchers [Kindle Edition].
Ifdil, I., & Taufik, T. (2012). Urgensi Peningkatan dan Pengembangan Resiliensi Siswa di Sumatera Barat. Pedagogi: Jurnal Ilmu Pendidikan, 12(2), 115-121.
Izzudin, S. A. (2006). Zero to Hero. Yogyakarta: Pro-U Media.
Kaur, G., Leong, T. P., Yusof, J. M., & Singh, D. (2015). Perception of People with Disability in Creating Sustainable Public Policy. Procedia - Social and Behavioral Sciences, 168, 145–155. https://doi.org/10.1016/j.sbspro.2014.10.220
Lieberman, L. J., Robinson, B. L., & Rollheiser, H. (2006). Youth With Visual Impairments: Experiences in General Physical Education. Rehabilitation and Education for Blindness and Visual Impairment, 38(1), 35–48. https://doi.org/10.3200/REVU.38.1.35-48
Lupón, M., Armayones, M., & Cardona, G. (2018). Quality of life among parents of children with visual impairment: A literature review. Research in Developmental Disabilities, 83(January), 120–131. https://doi.org/10.1016/j.ridd.2018.08.013
Mir’atannisa, I. M. (2017). Resiliensi Mahasiswa Tunanetra (Studi Kasus terhadap Mahasiswa Tunanetra tidak dari Lahir di Fakultas Ilmu Pendidikan Universitas Negeri Yogyakarta). Jurnal Riset Mahasiswa Bimbingan Dan Konseling, 3(3), 309–325.
National Dissemination Center for Children with Disabilities. (2012). Categories of Disability Under IDEA. In Nichcy (Vol. 0285). Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED572702%0Ahttp://www.parentcenterhub.org/wp-content/uploads/repo_items/gr3.pdf
Nurdian, M. D., & Anwar, Z. (2014). Konseling Kelompok untuk Meningkatkan Resiliensi pada Remaja Penyandang Cacat Fisik (Difable). Jurnal Ilmiah Psikologi Terapan, 02(1), 36–49.
Rahmati, Z. (2015). The Study of Academic Burnout in Students with High and Low Level of Self-efficacy. Procedia - Social and Behavioral Sciences, 171, 49–55. https://doi.org/10.1016/j.sbspro.2015.01.087
Setyaningrum, O. (2017). Faktor Penyebab Rendahnya Keaktifan Belajar Anak Tunanetra Kurang Lihat (Low Vision) Kelas 3 Sekolah Dasar Di SLB Negeri 1 Bantul. Jurnal Widia Ortodidaktika, 6(1), 62–73.
Sharma, N., & Sen, R. S. (2012). Children with Disabilities and Supportive School Ecologies. In M. Ungar (Ed.), The Social Ecology of Resilience: A Handbook of Theory and Practice (pp. 281–295). New York: Springer Science+Business Media.
Solihin, A. O. (2020). Studi Kasus Program Aktivitas Fisik Penyandang Tunanetra. Disertasi. Bandung: SPs UPI Bandung.
Stanish, H. I., Temple, V. A., & Frey, G. C. (2006). Health-promoting physical activity of adults with mental retardation. Mental Retardation and Developmental Disabilities Research Reviews, 12(1), 13–21. https://doi.org/10.1002/mrdd.20090
Sugiyono. (2013). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta.
Ungar, M. (2011). The social ecology of resilience: Addressing contextual and cultural ambiguity of a nascent construct. American Journal of Orthopsychiatry, 81(1), 1–17. https://doi.org/10.1111/j.1939-0025.2010.01067.x
Ungar, M. (2012). Social Ecoogy of Resilience: A Handbook of Theory and Practice. New York: Springer Science+Business Media.
WHO. (2010). Global recommendations on physical activity for health. Geneva: World Health Organization.
Widyawan, D., Ma’mun, A., Rahely, B., & Hendrayana, Y. (2020). Parents of students with disabilities views in learning physical education in special needs school. Qualitative Report, 25(4), 924–936. Retrieved from https://nsuworks.nova.edu/tqr/vol25/iss4/3
##submission.copyrightStatement##