Development of Tool for Evaluation of Motor Perception Activity Learning of Students with Intellectual Disabilities

Abstract

The aim of this study was to develop an application-based assessment tool for evaluating motor perception learning in children with intellectual disabilities who attend elementary classes in State Special Schools in Yogyakarta City. The tool was designed to align with the characteristics of these children and determine their mastery of motor perception activities in the educational context. The measurement instruments were designed based on the underlying concept of the research, and the items were structured as follows: (1) Sensory awareness, which assessed the children's ability to identify and select balls of different sizes; (2) Balance awareness, which involved the children climbing blocks over a 5-meter distance; (3) Space awareness, which examined the children's ability to form shapes (circles, triangles, and rectangles) using body movements; (4) Body awareness, which evaluated the children's knowledge of the functions of different body parts (feet, hands, eyes, and ears); (5) Time awareness, which assessed the children's throwing and catching abilities using light and heavy balls; and (6) Directional awareness, which tested the children's ability to throw the ball in different directions (up, down, front, and back). The results indicated that the motor perception activity evaluation tool consisted of six items, each of which assessed the mastery of motor perception in children with intellectual disabilities who attend elementary classes. The validity of the test was found to be 0.720, and the reliability was 0.837. In conclusion, this research successfully developed an application-based learning evaluation tool and established motor perception assessment norms for children with intellectual disabilities attending elementary grades in State Special Schools in Yogyakarta City. These tools can be utilized by physical education teachers to assess the motor perception activities of children with intellectual disabilities in an educational setting.