TEKNIK SCAFFOLDING DALAM MEMAHAMI INSTRUKSI AKADEMIK PADA REMAJA AWAL DENGAN HAMBATAN FUNGSI INTELEKTUAL
DOI:
https://doi.org/10.34125/jmp.v11i5.3905Keywords:
Scaffolding, Instruksi Akademik, Remaja Awal, Hambatan Fungsi IntelektualAbstract
Children with intellectual disability often struggle to understand multi-step academic instructions, although this ability underlies learning success, particularly during the transition to junior high school. This case study aimed to describe the initial psychological assessment of a male early adolescent aged 12 years and 5 months and to design a scaffolding-based intervention to develop his comprehension of academic instructions. The data were obtained from a case presentation by a supervising psychologist at a psychology bureau in Padang, comprising a parent interview, observation, and an initial psychological assessment. The data were analyzed descriptively using the framework of intellectual functioning and adaptive behavior. The assessment showed an intelligence quotient (IQ) of around 50, while attention, concentration, everyday communication, and self-care were fairly good. The main limitation lay in the conceptual domain, namely understanding instructions of more than one step. The intervention was designed as six individual sessions that progressed gradually from one-step to three-step instructions, with support faded step by step. The design has not yet been tried out, so its effectiveness cannot be concluded. Scaffolding appeared to match the client's needs and should be tested in future studies involving teachers and parents.
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