STRATEGI GURU DALAM MENGATASI DISGRAFIA PADA SISWA KELAS V SDN PULAU KERASIAN KABUPATEN KOTABARU

Abstract

Dysgraphia is a specific learning disorder characterized by difficulties in writing skills that affect handwriting legibility and students’ learning processes. Students with dysgraphia often experience problems in forming letters and numbers, maintaining appropriate pencil pressure, regulating letter size, and organizing spacing between letters and words. This study aimed to describe the writing difficulties experienced by students with dysgraphia, identify the challenges encountered by teachers, and analyze the strategies implemented by teachers in addressing dysgraphia among fifth-grade students at SDN Pulau Kerasian, Kotabaru Regency. This study employed a descriptive qualitative approach. The research subjects consisted of two fifth-grade classroom teachers and four students identified as having characteristics of dysgraphia. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings revealed four major writing difficulties experienced by students, namely slow writing speed, inappropriate pencil pressure, inconsistent letter size, and irregular letter formation and spacing. The teachers also encountered several challenges, including limited instructional time, difficulties in providing individual assistance, challenges in implementing effective instructional practices, and limitations in conducting continuous remedial instruction. To overcome these challenges, the teachers implemented four instructional strategies: pre-writing activities, letter tracing exercises, a multisensory approach to block-letter writing, and cursive writing practice through remedial learning activities tailored to students' individual needs. These strategies improved students' fine motor coordination, handwriting organization, and writing skills, thereby supporting a more effective learning process for students with dysgraphia.