Pengaruh Pembelajaran Pendidikan Jasmani Adaptif Lempar Tangkap Bola Untuk Melatih Motorik Kasar Pada Anak Cerebral Palsy Kelas III Di SLBN Patrang Jember

Latar belakang dalam penelitian ini berakar dari hambatan perkembangan motorik kasar yang dialami oleh anak berkebutuhan khusus dengan kondisi cerebral palsy, khususnya terkait keterbatasan stabilitas tubuh, ketangkasan koordinasi visual-motorik, serta kemampuan manipulatif seperti melempar dan menangkap. Berdasarkan fenomena tersebut, studi ini dirancang guna mengevaluasi sejauh mana intervensi pembelajaran Pendidikan Jasmani Adaptif yang memanfaatkan stimulasi permainan melempar dan menangkap bola mampu merangsang pertumbuhan motorik kasar peserta didik cerebral palsy kelas III di SLBN Patrang Jember. Pendekatan ekperimental kuantitatif diterapkan melalui skema One Group Pretest-Posttest Design. Penarikan sampel menggunakan teknik sasaran khusus yang melibatkan 5 siswa cerebral palsy tingkat Sekolah Luar Biasa kelas III. Rangkaian instrumen penilaian mencakup teknik pengamatan langsung, asesmen praktik unjuk kerja, serta dokumen pendukung. Parameter keberhasilan diukur melalui empat variabel utama, yakni aspek keseimbangan postural, koordinasi mata dan tangan, penguasaan mekanik melempar, serta kecakapan menangkap bola. Pengolahan data numerik diproses dengan pendekatan statistik nonparametrik memanfaatkan pengujian data Sign Test.

This study was motivated by the gross motor difficulties commonly experienced by children with special needs diagnosed with cerebral palsy. These difficulties may be observed in maintaining body stability, coordinating visual information with motor responses, and performing manipulative movements, particularly throwing and catching. In response to these conditions, the present study sought to examine the effectiveness of an Adapted Physical Education program incorporating ball-throwing and catching activities in supporting the gross motor development of third-grade students with cerebral palsy at SLBN Patrang Jember.A quantitative experimental approach was employed using a One-Group Pretest-Posttest Design. The participants were five third-grade students with cerebral palsy at a special education school, selected through purposive sampling. Data were collected through direct observation, performance-based assessments, and supporting documentation. The students' gross motor abilities were evaluated across four primary indicators: postural balance, hand-eye coordination, throwing technique, and ball-catching skills. The resulting numerical data were subsequently examined using a nonparametric statistical procedure, namely the Sign Test.