Strategi Pembelajaran Activity of Daily Living Cara Berpakaian Bagi Siswa Tunanetra (Low Vision) Tingkat SDLB

Independent dressing is an essential daily living skill for students with visual impairments; however, limited access to visual information requires structured instruction tailored to individual needs. This study aimed to describe Activity of Daily Living (ADL) instructional strategies for teaching dressing skills to elementary students with low vision at SLBN A Citeureup, Cimahi City. A qualitative descriptive design was employed. Data were collected through passive-participation observation, semi-structured teacher interviews, and document analysis, then analyzed through data reduction, data display, and conclusion drawing and verification. The findings indicate that instruction was planned based on diagnostic assessment and implemented through task analysis, differentiated assistance, multisensory and tactile approaches, concrete materials, and a contextual learning environment. Learning outcomes were evaluated using performance observation and a graded rubric based on the level of assistance required by each student. These systematic, adaptive, and assessment-based strategies supported the gradual development of students’ independence and accuracy in dressing. The findings emphasize the importance of aligning instructional procedures, media, assistance, and assessment with students’ functional needs. ABSTRAK Kemandirian berpakaian merupakan keterampilan dasar yang penting bagi siswa tunanetra, tetapi keterbatasan memperoleh informasi visual menuntut strategi pembelajaran yang terstruktur dan sesuai dengan kebutuhan individual. Penelitian ini bertujuan mendeskripsikan strategi pembelajaran Activity of Daily Living (ADL) dalam keterampilan berpakaian bagi siswa tunanetra low vision tingkat SDLB di SLBN A Citeureup Kota Cimahi. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui observasi partisipasi pasif, wawancara semiterstruktur dengan guru, dan studi dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran dirancang berdasarkan asesmen diagnostik, diintegrasikan ke dalam perencanaan pembelajaran, dan dilaksanakan melalui analisis tugas, diferensiasi bantuan, pendekatan multisensori dan taktil, penggunaan media konkret, serta lingkungan belajar kontekstual. Evaluasi dilakukan melalui observasi kinerja dan rubrik bergradasi berdasarkan tingkat bantuan yang diperlukan siswa. Strategi yang sistematis, adaptif, dan berbasis asesmen tersebut mendukung perkembangan kemandirian siswa dalam mengenakan pakaian secara lebih tepat dan bertahap.