Pengaruh Peer-Mediated Intervention Terhadap Kemampuan Fonologi Anak dengan ASD Umur 6-9 Tahun di PLDPI Surakarta

Authors

  • Tyrend Dea Nanda Poltekkes Kemenkes Surakarta, Indonesia
  • Anisyah Dewi Syah Fitri Poltekkes Kemenkes Surakarta, Indonesia
  • Kiyat Sudrajad Poltekkes Kemenkes Surakarta, Indonesia

DOI:

https://doi.org/10.31004/obsesi.v10i2.8073

Keywords:

Autism Spectrum Disorder, Kemampuan Fonologi, Peer-Mediated Intervention

Abstract

Disabilitas dalam interaksi sosial, komunikasi, dan pola perilaku yang terbatas dan berulang merupakan ciri khas dari gangguan spektrum autisme (ASD), suatu penyakit neurodevelopmental. Meningkatkan pertumbuhan emosional, sosial, dan bahasa anak adalah tujuan utama dari intervensi yang dimediasi oleh teman sebaya (PMI). Anak-anak dengan gangguan spektrum autisme (ASD) menjadi fokus penelitian ini, yang bertujuan untuk menilai efektivitas intervensi yang dimediasi oleh teman sebaya (PMI) untuk meningkatkan kemampuan fonologis. Desain Pretest-Posttest Satu Kelompok digunakan dalam penelitian ini. Sepuluh anak dengan ASD, berusia enam hingga sembilan tahun, berpartisipasi dalam intervensi ini. Pengambilan sampel bertujuan digunakan dalam prosedur pengambilan sampel. Lembar kerja proses fonologis digunakan untuk mengukur keterampilan fonologis. Analisis data menunjukkan peningkatan substansial dalam hasil tes (p = 0,010). Ini menunjukkan bahwa keterampilan fonologis sebelum dan sesudah intervensi berubah secara signifikan. Secara teoritis, hasil memperkuat kajian intervensi bahasa anak dengan ASD secara praktis dan mendukung penerapan PMI oleh terapis wicara, guru paud, dan layanan inklusif.

Downloads

Download data is not yet available.

References

Aldabas, R. (2019). Effectiveness of peer-mediated interventions (PMIs) on children with autism spectrum disorder (ASD): A systematic review. Early Child Development and Care. https://doi.org/10.1080/03004430.2019.1580275

Alduais, A. M. S. (2015). An account of phonetics and phonology as similar, identical, or different. International Journal of Indian Psychology, 3(1). https://doi.org/10.25215/0301.069

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787

Biggs, E. E., Turner, E. C., Elchos, E., Spann, E., & Scotti, K. E. (2025). Teaching elementary-aged peers responsive interaction and augmentative and alternative communication strategies within a peer network intervention. Journal Name, 56(April), 380–396.

Chang, Y.-C., & Locke, J. (2016). A systematic review of peer-mediated interventions for children with autism spectrum disorder. Research in Autism Spectrum Disorders. https://doi.org/10.1016/j.rasd.2016.04.002

Dos Santos, M. F. P., Aprígio, L. C. S., de Barros Lima, J. V. S., Miranda, F. D. F., de Araújo, C. M., Taveira, K. V. M., & Salgado-Azoni, C. A. (2024). Impact of reading intervention on the phonological awareness of children with autism spectrum disorder: A systematic review and meta-analysis. Codas, 36(3), Article e20242336. https://doi.org/10.1590/2317-1782/20242022336en

Dynia, J. M., Bean, A., Justice, L. M., & Kaderavek, J. N. (2019). Phonological awareness emergence in preschool children with autism spectrum disorder. Autism & Developmental Language Impairments, 4. https://doi.org/10.1177/2396941518822453

Fauziah, S., Septriyani, A., Buchari, T. L., Rafitri, A. Z. D. N., & Hamidah, S. (2024). Kemampuan berbahasa pada anak autis dan pengaruhnya terhadap interaksi sosial: Sebuah kajian literatur sistematis. Jurnal Insan Pendidikan dan Sosial Humaniora, 2(2), 194–201. https://doi.org/10.59581/jipsoshum-widyakarya.v2i1.3117

Fitri, A. D. S., & Setyaningsih, W. (2025). Pengaruh kemampuan phonological awareness terhadap kemampuan literasi pada anak kelas satu di Kota Surakarta. Jurnal Terapi Wicara dan Bahasa, 4, 135–140.

Justice, L. M., Pelfrey, G. L., Foster, T. J., Brock, M., & Jiang, H. (2025). Effects of a peer-mediated intervention on the language and socialization experiences and skills of preschool children. Early Childhood Research Quarterly, 73, 135–147. https://doi.org/10.1016/j.ecresq.2025.07.002

Khaeriyah, K., & Rosidin, O. (2022). Akuisisi fonologi pada anak autisme dalam konteks percakapan sehari-hari (Kajian psikolinguistik). Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 11(2), 61. https://doi.org/10.31000/lgrm.v11i2.6623

Latifah, R. A., Patriantoro, & Jupitasari, M. (2024). Kemampuan fonologi pada membaca teks: Studi kasus Dani Ardian di Pontianak. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 13(5), 1034–1044. https://doi.org/10.26418/jppk.v13i5.76768

Lee, S., Gallup, J., Perihan, C., & Fan, H. (2024). Peer-mediated intervention's effectiveness for students with autism spectrum disorder. Educational Research: Theory & Practice, 35(4), 201–218.

Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. The Lancet, 392(10146), 508–520. https://doi.org/10.1016/S0140-6736(18)31129-2

Mahoney, M. W. M. (2023). Peer-mediated instruction and intervention to support the academic achievement of secondary students with autism spectrum disorder: A systematic review of the literature. The Journal of Special Education Apprenticeship, 12(1). https://doi.org/10.58729/2167-3454.1159

Mahulae, D. O., Simanjuntak, D. S. R., Siahaan, E. M., Simamora, N., Pandiangan, R., Tarigan, L. M. B., & Barus, E. M. B. (2024). Pemerolehan fonologi pada anak usia 3-4 tahun di TK Asisi Pakkat. Jurnal Pendidikan Tambusai, 8(2), 34451–34456.

Nuraini, F. A., Tirtawati, D., & Siswanto, A. (2025). Hubungan kemampuan fonologi dengan phonological awareness pada anak prasekolah usia 4-6 tahun di Karanganyar. NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, 6(1), 192–202. https://doi.org/10.55681/nusra.v6i1.3603

Sam, A., & AFIRM Team. (2025). Peer-based instruction & intervention. The University of North Carolina at Chapel Hill Frank Porter Graham Child Development Institute. https://afirm.fpg.unc.edu/

Sulistyowati, H., Mayasari, D., & Hastining, S. D. (2022). Pemerolehan kosa kata anak Autism Spectrum Disorder (ASD). Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(4), 3091–3099. https://doi.org/10.31004/obsesi.v6i4.2374

Travers, H. E., & Carter, E. W. (2022). A portrait of peers within peer-mediated interventions: A literature review. Focus on Autism and Other Developmental Disabilities, 37(2), 71–82. https://doi.org/10.1177/10883576211073698

Watkins, L., O'Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G. E., Sigafoos, J., & Lang, R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism and Developmental Disorders, 45(4), 1070–1083. https://doi.org/10.1007/s10803-014-2264-x

Yusianti, A., & Paramita, P. P. (2023). Peran parenting self-efficacy terhadap parenting stress ibu dari anak dengan gangguan spektrum autisme (GSA) usia 5-12 tahun. Buletin Riset Psikologi dan Kesehatan Mental.

Zeidan, J., Fombonne, E., Scorah, J., Ibrahim, A., Durkin, M. S., Saxena, S., Yusuf, A., Shih, A., & Elsabbagh, M. (2022). Global prevalence of autism: A systematic review update. Autism Research, 15(5), 778–790. https://doi.org/10.1002/aur.2696

Zhang, B., Liang, S., Chen, J., Chen, L., Chen, W., Tu, S., Hu, L., Jin, H., & Chu, L. (2022). Effectiveness of peer-mediated intervention on social skills for children with autism spectrum disorder: A randomized controlled trial. Translational Pediatrics, 11(5), 663–675. https://doi.org/10.21037/tp-22-110

Downloads

Published

04-03-2026

Check Article Index

How to Cite

Nanda, T. D., Fitri , A. D. S., & Sudrajad , K. (2026). Pengaruh Peer-Mediated Intervention Terhadap Kemampuan Fonologi Anak dengan ASD Umur 6-9 Tahun di PLDPI Surakarta. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 10(2), 724–730. https://doi.org/10.31004/obsesi.v10i2.8073

Issue

Vol. 10 No. 2 (2026): in Progress

Section

Articles

License

Copyright (c) 2026 Tyrend Dea Nanda, Anisyah Dewi Syah Fitri , Kiyat Sudrajad (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:
  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).