Kombinasi Latihan Stabilitas Inti dan Metode Meronce dalam Mengatasi Keterlambatan Motorik Halus pada Anak Inklusi di SD Muhammadiyah 16 Surabaya

Latar Belakang: Keterlambatan perkembangan motorik halus pada anak inklusi usia sekolah dasar dapat membatasi partisipasi akademis fungsional harian mereka. Berdasarkan konsep hubungan antara stabilitas proksimal (proximal stability) dan mobilitas distal (distal mobility), penguatan otot poros tengah tubuh atau stabilitas inti menjadi landasan penting agar gerakan jari tangan dapat dieksekusi secara presisi. Guna memberikan stimulus yang komprehensif, latihan stabilitas inti dapat dikombinasikan dengan metode meronce yang melatih kekuatan menjepit (pincer grasp) serta koordinasi mata-tangan anak secara terpadu. Namun, efektivitas kombinasi kedua intervensi ini terhadap peningkatan kemampuan motorik halus anak inklusi di lingkungan sekolah masih perlu dibuktikan lebih lanjut. Penelitian ini bertujuan untuk mengetahui efektifitas kombinasi latihan stabilitas inti dan metode meronce dalam mengatasi keterlambatan motorik halus pada anak inklusi di SD Muhammadiyah 16 Surabaya. Metode Penelitian: penelitian ini merupakan jenis penelitian pre eksperimen dengan design one group pretest- posttest. Sampel penelitian berjulah 16 siswa yang dipilih berdasarkan kriteria inklusi dan ekslusi dari 60 anak dengan keterlambatan motorik halus. Intervensi yang diberikan berupa latihan stabilitas inti dengan gerakan On Hand dan berjalan diatas papan titian dilanjutkan dengan metode meronce yang bertahap dari manik besar, sedang, hingga kecil yang diberikan sebanyak 12 sesi selama 4 minggu dengan durasi 20 menit per sesi. Pengukuran dilakukan menggunakan Kuisionair Pra Skrining Perkembangan (KPSP) untuk aspek motorik, serta wawancara pada shadow teacher tiap siswa untuk aspek objektifitas perubahan motorik pada anak. Uji normalitas menggunakan shapiro-wilk dan uji hipotesis menggunakan uji wilcoxon dengan tingkat signifikansi p<0,05. Hasil: Hasil uji statistik menunjukkan terdapat pengaruh yang signifikan secara statistik antara pretest dan posttest (p<0,05). Dan berdasarkan hasil wawancar dengan shadow teacher 2 dari 16 anak tidak mengalami perubahan baik dari postur maupun kekuatan genggaman tangan. Kesimpulan: Kombinasi latihan stabilitas inti dan metode meronce memiliki pengaruh signifikan untuk mengatasi keterlambatan motorik halus pada anak inklusi di SD Muhammadiyah 16 Surabaya.

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Background: Delays in fine motor development among inclusive elementary school-aged children can limit their daily functional and academic participation. Based on the concept of the relationship between proximal stability and distal mobility, strengthening the muscles of the body’s central axis or core stability is a crucial foundation for executing precise finger movements. To provide comprehensive stimulation, core stability exercises can be combined with beading activities, which integrate training in pincer grasp strength and hand-eye coordination. However, the effectiveness of this combination of interventions in improving the fine motor skills of inclusive students in a school setting still requires further validation. This study aims to determine the effectiveness of combining core stability exercises and the beading method in addressing fine motor delays in children with special needs at Muhammadiyah 16 Elementary School Surabaya. Research Method: This study is a pre-experimental study with a one-group pretest- posttest design. The study sample consisted of 16 students selected based on inclusion and exclusion criteria from a group of 60 children with fine motor delays. The intervention consisted of core stability exercises using the “On Hand” movement and walking on a balance beam, followed by a progressive beading activity using large, medium, and small beads. This intervention was administered over 12 sessions spanning 4 weeks, with each session lasting 20 minutes. Measurements were taken using the Developmental Pre-Screening Questionnaire (KPSP) for motor skills, as well as interviews with each student’s shadow teacher to assess the objectivity of changes in the child’s motor skills. Normality was tested using the Shapiro-Wilk test, and hypothesis testing was performed using the Wilcoxon test with a significance level of p < 0.05. Results: Statistical analysis revealed a statistically significant difference between the pretest and posttest (p < 0.05). Based on interviews with shadow teachers, 2 out of 16 children showed no improvement in either posture or handgrip strength. Conclusion: The combination of core stability exercises and the beading method has a significant effect on addressing fine motor delays in children with special needs at Muhammadiyah 16 Elementary School Surabaya.