IPB University Students Strengthen The Entrepreneurial Spirit of Children with Intellectual Disabilities in Sukabumi Through Akuaskap
Vocational School students from IPB University who are members of the Student Creativity Program in the field of Community Service (PKM-PM) ‘Tunapren’ initiated a program in Sukabumi.
This program focuses on strengthening the entrepreneurial spirit through the Therapeutic Learning Classroom (TLCs) method for children with intellectual disabilities at the PGRI Cisaat Special Services School (SLB).
This activity is designed to improve the quality of life of children with intellectual disabilities through the creative medium of aquascaping: the art of arranging aquatic plants, rocks, and ornamental fish in an aquarium.
Team leader Nirwana Oktavian Nugraha explained that the TLCs method was chosen because it combines skills learning with a therapeutic approach.
“Children with intellectual disabilities are not only taught technical aspects, but are also guided to develop independence, self-confidence, and the ability to work in groups,” explained Nirwana.
According to him, aquascaping is considered an effective learning tool because it is simple, stimulates fine motor skills, and has the potential to become a sustainable business opportunity.
“During the program, students are introduced to the basics of aquascaping, from choosing containers, arranging rocks, planting aquatic plants, to caring for fish,” he said.
The participants showed great enthusiasm, especially when they saw their work become aquariums with market value. In addition to practical training, the Tunapren team also trained students to calculate simple production costs and determine selling prices so that they could understand the concept of entrepreneurship from an early age.
The principal of SLB PGRI Cisaat, Sudinta Ghandi SPd, expressed his appreciation for this program. According to him, this activity is very beneficial because it provides real learning experiences outside of classroom theory.
“With this training, children can learn to be independent, be creative, and practice socializing. This is important for their future,” he said.
In line with this, Abuzar, a 10th grade student, expressed his delight. He felt that this activity provided new insights into aquaculture components, ornamental fish, and aquatic plants.
“We were divided into groups so we could learn to work together as a team,” he said.
Support also came from the students’ parents, Ella Yuliana, who felt that this program had helped her child produce works that were both useful and had economic value.
Furthermore, the PKM-PM team also involved accompanying teachers so that the TLCs method could continue after the program ended. It is hoped that aquascaping can be made into a routine skill activity, and even developed into a school specialty product to be marketed to the community. (**/dr) (IAAS/ASY)
