PENGALAMAN GURU DALAM PENANGANAN PERILAKU ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR INKLUSI KABUPATEN SLEMAN

GALIH ADI PRATAMA, Dr. Ibrahim Rahmat, S.Kp., S.Pd., M.Kes.; Sri Warsini, S.Keo., Ns., M.Kes., Ph.D.

2018 | Skripsi | S1 ILMU KEPERAWATAN

Latar Belakang :. Pemerintah Kabupaten Sleman melalui program Kota Layak Anak (KLA) mempunyai program sekolah ramah anak yang diimplementasikan dalam sekolah inklusi. Pelaksanaan pendidikan inklusi masih belum sesuai standar yang ada. Belum ada kajian lebih lanjut mengenai sekolah inklusi di Kabupaten Sleman khususnya mengenai perilaku anak berkebutuhan khusus di sekolah inklusi dan bagaimana penanganan perilaku yang telah dilakukan guru di sekolah. Oleh karena itu, penelitian tentang pengalaman guru kelas dalam menemukan perilaku pada anak berkebutuhan khusus dan penanganannya di sekolah dasar inklusi Kabupaten Sleman penting untuk dilakukan. Tujuan Penelitian : Mengetahui pengalaman guru kelas dalam menemukan perilaku pada anak berkebutuhan khusus dan penanganannya di sekolah dasar inklusi Kabupaten Sleman. Metode Penelitian : Jenis penelitian ini adalah kualitatif dengan menggunakan pendekatan fenomenologi. Subjek penelitian adalah 6 guru kelas, 6 orangtua/wali, dan 2 pegawai dinas yang dipilih dengan purposive sampling. Data diperoleh dari hasil wawancara mendalam diolah menggunakan content analysis. Hasil : ABK mempunyai beberapa masalah perilaku diantaranya masalah internalizing (emosi) meliputi kecemasan, gangguan somatis, dan menarik diri, masalah externalizing (perilaku) meliputi perilaku agresif, dan perilaku merusak, masalah perilaku lainnya seperti gangguan perhatian, masalah pemikiran, masalah sosial. Penanganan ABK di sekolah dilakukan berdasarkan strategi dari sekolah dan oleh guru kelas. Kesimpulan : Terdapat lima tema yang didapatkan dalam penelitian ini yaitu masalah internalizing (emosi) ABK, masalah externalizing (perilaku) ABK, masalah perilaku lainnya, strategi guru kelas dalam penanganan perilaku ABK, dan strategi sekolah dalam penanganan perilaku ABK. Kata kunci : perilaku, anak berkebutuhan khusus, penanganan, sekolah inklusi

Background: Sleman District Government through the Children's Worthy Program (KLA) has a child-friendly school program implemented in inclusive schools. The implementation of inclusive education is still not up to standard. There has been no further study of inclusion schools in Sleman particularly regarding the behavior of children with disabilities in inclusive schools and how to handle the behaviors that teachers have done in schools. Therefore, research on the experience of classroom teachers in finding behavior in children with special needs and handling in primary school inclusion Sleman District is important to do. Objective: To know the experience of classroom teachers in finding behavior in children with special needs and handling in primary school inclusion Sleman District. Research Method: This research type is qualitative by using phenomenology approach. The subjects were 6 class teachers, 6 parents / guardians, and 2 official employees selected by purposive sampling. Data obtained from the results of indepth interviews processed using content analysis. Result: ABK has several behavioral problems including internalizing problems including anxiety, somatic disorder, and withdrawal, externalizing issues (behavior) including aggressive behavior, and destructive behavior, other behavioral problems such as attention disorder, thought problem, social problem. Handling of crew at school is based on the strategy of the school and by the classroom teacher. Conclusion: There are five themes in this research that are internalizing (emotion) ABK, externalizing (behavioral) problem of ABK, other behavior problem, classroom teacher strategy in handling ABK behavior, and school strategy in handling ABK behavior. Keywords: behavioral, children with special needs, handling, school inclusion

Kata Kunci : perilaku, anak berkebutuhan khusus, penanganan, sekolah inklusi