Using Busy Book Learning Media to Improve Fine Motor Skills of Students with Intellectual Disabilities
DOI:
https://doi.org/10.47239/hd7bhx44Keywords:
busy book, fine motor skills, intellectual disability, classroom action research, special educationAbstract
This classroom action research examined the use of a busy book to improve fine motor skills of two Grade VII C1 students with intellectual disabilities at SLB Negeri Purbalingga. The Kemmis–McTaggart cycle of planning, action, observation, and reflection was implemented in two cycles. Performance tests and structured observations assessed grasping, holding, pinching, folding, stringing, twisting, dressing-related manipulation, and other fine-motor actions. Baseline scores were 31.94 for AL and 27.77 for FH. After Cycle I, scores increased to 41.66 and 38.88. By Cycle II, both students had reached the study success criterion; the manuscript reports total gains of 44.44 percentage points for AL and 43.06 for FH. The findings indicate that repeated, concrete manipulation of buttons, zippers, laces, and other tactile components within the busy book was accompanied by meaningful within-student improvement. Because the study involved only two participants and no comparison condition, the findings should be interpreted as classroom-based evidence rather than causal proof.
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