The Development of the Digital Identification Instrument for Children with Learning Disabilities using Decision Support System (DSS)
DOI:
https://doi.org/10.6000/2292-2598.2020.08.01.9Keywords:
Digital instrument, identification, learning disabilities, special school, DSS-(Decision Support System).Abstract
The study is a part of research and development which aims at developing Decision Support System-based (DSS) digital identification instrument for children with learning disabilities. The first-year study consists of three stages: (a) the need analysis of the instrument, (b) the development of instrument prototypes, and (c) the validation of the digital identification instrument.
The study was conducted in Surakarta, particularly in 20 special schools located in 7 regencies and cities and selected using purposive sampling. In the first stage, data were collected using a close-ended questionnaire from 32 respondents comprising principals and teachers. Meanwhile, the second stage use of a web-based digital application development technique. The identification instrument was then validated through expert judgment using focus group discussion (FGD) technique involving information and technology (IT) experts, special education experts, principals, and teachers of children with learning disabilities.
The instrument prototypes were subsequently revised and limited empirical tryout, and then analyzed using statistical tests. The results indicate that 97% of the respondents require the development of a digital identification instrument for children with learning disabilities. The study has successfully developed digital identification instrument prototypes for children with learning disabilities. All items of the DSS-based instrument have met the required criteria of validity: r-table with the number of subjects of 32, a significance level of 5% (0.361), and greater r-count compared to r-table (0.361). The reliability tests demonstrate Cronbach's alpha of 0.875. It's proved that 13 items of the instrument have a sufficient level of reliability.
References
Hashmi S. Performance of students’ with Learning Disabilities (LD) on Ravens’ Coloured Progressive Matrices. Southeast Asia Psychology Journal 2016; 3: 23-33.
American Psychiatric Association. Diagnostic and statistical manual of mental disorders, 5th edition: DSM-5. Washington, DC: American Psychiatric 2013. https://doi.org/10.1176/appi.books.9780890425596 DOI: https://doi.org/10.1176/appi.books.9780890425596
Zastrow C, Kirst-Ashman KK. Understanding Human Behavior and the Social Environment, 10th edition. Cengage Learning 2016.
Hallahan DP, Kauffman JM. Exceptional learners: Introduction to Special Education (8th edition). Boston: Allyn & Bacon 2000.
Rathus SA. Childhood and adolescent: Voyages in development (3rd edition). Belmont: Thomson & Wadsworth 2008.
Meyer MS. The ability-achievement discrepancy: does it continue to an understanding of learning disabilities? Educational Psychology Review 2000; 12(3): 315-337. https://doi.org/10.1023/A:1009070006373 DOI: https://doi.org/10.1023/A:1009070006373
Graziano AM. Developmental Disabilities: Introduction to a Diverse Field. Dallas: Pearson Inc. 2006.
Lyon GR, Fletcher JM, Shaywitz SE, Shaywitz BA, Torgesen JK, Wood FB, Schulte A, & Olson R. Rethinking Learning-Disabilities. In Finn CE Jr., Rotherham AJ, Hokanson CR Jr. (Eds.), Rethinking Special Education for a New Century (pp. 259-287). Washington DC: Thomas B. Fordham Foundation 2001.
Kumar J, Suman S. Identification and prevalence of learning disabled students. International Journal of Scientific and Research Publication 2017; 7(3): 317-319.
Abdurrahman M. Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: PT Rineka Cipta 1999.
Pesova B, Sivevska D, Runceva J. Early intervention and prevention of students with specific learning disabilities. Procedia-Social and Behavioral Sciences 2014; 149: 701-708. https://doi.org/10.1016/j.sbspro.2014.08.259 DOI: https://doi.org/10.1016/j.sbspro.2014.08.259
Achenbach TM, Bird HR, Canino G, Phares V, Gould M, Rubio-Stipec M. Epidemiological comparisons of Puerto Rican and U.S. mainland children: Parent, teacher, and self-reports. Journal of the American Academy of Child and Adolescent Psychiatry 1990; 29: 84-93. https://doi.org/10.1097/00004583-199001000-00014 DOI: https://doi.org/10.1097/00004583-199001000-00014
Mitsis EM, McKay KE, Schulz KP, Newcorn JH, Halperin JM. Parent-teacher concordance for DSM-IV Attention-Deficit/Hyperactivity Disorder in a clinic-Referred sample. Journal of the American Academy of Child and Adolescent Psychiatry 2000; 39: 308-317. https://doi.org/10.1097/00004583-200003000-00012 DOI: https://doi.org/10.1097/00004583-200003000-00012
Youngstrom E, Loeber R, Stouthamer-Loeber M. Patterns and correlates of agreement between parent, teacher, and male adolescent ratings of externalizing and internalizing problems. Journal of Consulting and Clinical Psychology 2000; 68: 1038-1050. https://doi.org/10.1037/0022-006X.68.6.1038 DOI: https://doi.org/10.1037//0022-006X.68.6.1038
McCarney SM. Learning Disability Evaluation Scale. Columbia, MO: Hawthorne Educational Services 1996.
Gresham FM, Reschly DJ, Carey MP. Teachers as “tests”: Classification accuracy and concurrent validation in the identification of learning disabled children. School Psychology Review 1987; 16: 543-553. DOI: https://doi.org/10.1080/02796015.1987.12085315
Gijsel MAR, Bosman AMT, Verhoever L. Kindergarten risk factors, cognitive factors, and teacher judgments as predictors of early reading in Dutch. Journal of Learning Disabilities 2006; 39: 558-571. https://doi.org/10.1177/00222194060390060701 DOI: https://doi.org/10.1177/00222194060390060701
Teisl JT, Mazzocco MM, Myers GF. The utility of kindergarten teacher ratings for predicting low academic achievement in first grade. Journal of Learning Disabilities 2001; 34: 286-293. https://doi.org/10.1177/002221940103400308 DOI: https://doi.org/10.1177/002221940103400308
Taylor HG, Anselmo M, Foreman AL, Schatschneider C, Angelopoulos J. Utility of kindergarten teacher judgments in identifying early learning problems. Journal of Learning Disabilities 2000; 33: 200-210. https://doi.org/10.1177/002221940003300208 DOI: https://doi.org/10.1177/002221940003300208
Souroulla AV, Panayiotou G, Kokkinos CM. The role of the teacher in identifying learning disabilities: A study using the McCarney Learning Disability Evaluation Scale (LDES). Journal of Learning Disabilities 2009; 42(6): 483-493. https://doi.org/10.1177/0022219409335217 DOI: https://doi.org/10.1177/0022219409335217
Lyon GR, Moats L. Critical issues in the instruction of the learning disabled. Journal of Consulting and Clinical Psychology 1988; 56: 830-835. https://doi.org/10.1037/0022-006X.56.6.830 DOI: https://doi.org/10.1037//0022-006X.56.6.830
Sari EK, Salim A, Subagya. Pengembangan instrumen identifikasi digital untuk anak tunagrahita. Prosiding Seminar Nasional Pendidikan Khusus Universitas Lambung Mangkurat 2015; 175-181.
Wiliyanto DA, Salim A. The use of assessment application based on decision support system (DSS) for identification and assessment of children with special needs. European Journal of Special Education Research 2016; 1(3): 12-19.
Rohayani H. Analisis sistem pendukung keputusan dalam memilih program studi menggunakan metode logika Fuzzy. Jurnal Sistem Informasi 2013; 5(1): 530-539.
Pranoto YA, Muslim MA, Hasanah RN. Rancang bangun dan analisis Decision Support System menggunakan metode Analytical Hierarchy Process untuk penilaian kinerja karyawan. Jurnal EECCI 2013; S7(1): 91-96.
Borg WR, Gall MD. Educational Research: An Introduction. Seventh Edition. London: Longman 2007.
Friend M, Bursuck WD. Including students with special needs: A practical guide for classroom teachers (6th ed.). Boston, MA: Pearson Education Company 2012.
Downloads
Published
How to Cite
Issue
Section
