STRATEGI GURU DALAM MENINGKATKAN KEMANDIRIAN SOSIAL ANAK TUNAGRAHITA RINGAN DI SDN BREBES 02

Authors

  • Nur Azizah Universitas Muhadi Setiabudi
  • Moh Toharudin Universitas Muhadi Setiabudi
  • Diah Sunarsiih Universitas Muhadi Setiabudi

DOI:

https://doi.org/10.23969/jp.v10i3.28302

Keywords:

social independence, mild intellectual disability, elementary school

Abstract

This study aims to describe the strategies employed by teachers to enhance the social independence of students with mild intellectual disabilities at SDN Brebes 02. A descriptive qualitative approach was used, with data collected through observation, interviews, and documentation involving teachers and students in grades IV and V. In this study, triangulation was used to obtain the level of data absorption, and the type of data analysis employed was triangulation. The findings reveal that the main strategies implemented by teachers include cooperative learning, positive reinforcement (both verbal and nonverbal), social simulation activities, the use of instructional media, and collaboration with parents. These approaches have proven effective in improving students' social interaction, cooperation, and self-confidence. This study highlights the importance of ongoing teacher training and enhanced cross-sector collaboration to more effectively and sustainably support the development of social independence among students with mild intellectual disabilities.

Downloads

Download data is not yet available.

References

Barlian, E. (2018). Metodologi Penelitian Kualitatif: Sebuah Pengantar. Bandung: Alfabeta.

Jafar. (2018). Pendidikan Inklusif dan Anak Berkebutuhan Khusus. Jakarta: Rajawali Pers.

Nugroho, A. R., Setiawan, D., & Prasetyo, H. (2021). Strategi Positive Behavior Support (PBS) dalam Penguatan Kemandirian Anak Berkebutuhan Khusus. Jurnal Pendidikan Khusus, 14(2), 87–94.

Rasmitadila, Zubaidah, E., & Prasetya, R. (2020). Strategi Pembelajaran Bagi Siswa Berkebutuhan Khusus di Sekolah Inklusif. Jurnal Ilmiah Pendidikan Khusus, 8(1), 45–55.

Republik Indonesia. (1945). Undang-Undang Dasar Negara Republik Indonesia Tahun 1945. Jakarta: Sekretariat Negara.

Rochyadi, E., Fitria, H., & Kurniawan, R. (2022). Pendekatan Direct Instruction untuk Meningkatkan Keterampilan Sosial Anak Tunagrahita. Jurnal Penelitian Pendidikan Khusus, 10(3), 123–131.

Sembung, A., Wulandari, T., & Harjanti, A. (2023). Pendidikan Inklusif dan Hak Pendidikan bagi Anak Berkebutuhan Khusus. Jurnal Pendidikan Inklusif Indonesia, 5(1), 12–21.

Sugiyono. (2020). Metode Penelitian Kualitatif, Kuantitatif, dan R&D (Edisi ke-2). Bandung: Alfabeta.

Sugiyono. (2018). Metode Penelitian Pendidikan (Edisi Revisi). Bandung: Alfabeta.

Novitasari, R., Arifin, M., & Yuliana, S. (2020). Strategi Guru dalam Pembelajaran Inklusif Berbasis Kooperatif. Jurnal Pendidikan dan Kebudayaan, 10(1), 66–75.

Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S. C. (2020). Connected Learning: An Agenda for Research and Design. Digital Media and Learning Research Hub.

Downloads

Published

2025-09-01