PENGARUH EXPERIENTIAL LEARNING TERHADAP KETRAMPILAN BUDIDAYA SAYURAN HIDROPONIK BAGI PESERTA DIDIK TUNAGRAHITA RINGAN DI SLB PKK GEDEG

Abstract

Abstrak
Hidroponik merupakan metode bercocok tanam tanpa tanah yang tidak memerlukan lahan luas
dan bermanfaat dalam melatih motorik halus serta tanggung jawab melalui praktik langsung.
Namun, peserta didik tunagrahita ringan kerap mengalami kesulitan belajar akibat keterbatasan
daya pikir, mudah terdistraksi, dan kurang mampu memahami konsep abstrak. Penelitian ini
bertujuan untuk mengetahui pengaruh experiential learning terhadap keterampilan budidaya
sayuran hidroponik pada peserta didik tunagrahita ringan di SLB PKK Gedeg. Penelitian
menggunakan pendekatan kuantitatif dengan desain pre-eksperimen tipe one-group pretestposttest. Subjek penelitian terdiri dari delapan peserta didik tunagrahita ringan tingkat SMPLB.
Data dikumpulkan melalui tes keterampilan sebelum dan sesudah intervensi, lalu dianalisis
menggunakan uji Wilcoxon dengan bantuan perangkat lunak SPSS. Hasil penelitian
menunjukkan nilai Z_hitung = 2,52 > Z_tabel = 1,96, yang berarti terdapat pengaruh signifikan
dari experiential learning terhadap peningkatan keterampilan budidaya hidroponik.
Kesimpulannya, experiential learning efektif dalam mengembangkan keterampilan praktis
peserta didik tunagrahita ringan. Implikasinya, pendekatan ini dapat digunakan untuk
meningkatkan kepercayaan diri, kemandirian, dan kesiapan kerja melalui pembelajaran yang
aplikatif dan kontekstual.

Kata Kunci: hidroponik, experiential learning, tunagrahita

Abstract
Hydroponics is a method of soil-less cultivation that does not require large land areas and is
beneficial for improving fine motor skills and responsibility through hands-on practice.
However, students with mild intellectual disabilities often face learning difficulties due to
limited cognitive abilities, easy distraction, and difficulty understanding abstract concepts.
This study aims to determine the effect of experiential learning on the hydroponic cultivation
skills of students with mild intellectual disabilities at SLB PKK Gedeg. This research used a
quantitative approach with a pre-experimental design, specifically a one-group pretest-posttest
model. The subjects were eight junior secondary-level students with mild intellectual
disabilities. Data were collected through skill tests before and after the intervention and
analyzed using the Wilcoxon test with SPSS software. The results showed Z_count = 2.52 >
Z_table = 1.96, indicating a significant effect of experiential learning on improving
hydroponic skills. In conclusion, experiential learning is effective in developing practical skills
in students with intellectual disabilities. Its implication is that this approach can foster
confidence, independence, and work readiness through meaningful and contextual learning.

Keywords: hydroponics, experiential learning, intellectual disability