ADAPTASI SPASIAL ANAK TUNAGRAHITA DI ASRAMA SEKOLAH LUAR BIASA

EKO WIDODO, Syam Rachma Marcillia, S.T., M.Eng., Ph.D.

2020 | Tesis | MAGISTER ARSITEKTUR

Adaptasi spasial secara umum didefinisikan sebagai bentuk penyesuaian terhadap setting fisik lingkungan atau ruang untuk mencapai kondisi ideal sesuai preferensi yang dibutuhkan. Belum tersedianya standar perencanaan asrama sekolah berakibat pada variasi setting fisik bangunan yang beragam. Merujuk pada aktivitas harian yang dilakukan di asrama, masih ditemukan pemanfaatan satu ruang untuk beberapa jenis aktivitas. Hal tersebut berdampak pada tingkat kepadatan ruang, yang selanjutnya berimplikasi pada adaptasi spasial yang akan dilakukan oleh penghuni asrama. Studi ini dilakukan untuk mengetahui adaptasi spasial di tiga asrama SLB yang memiliki setting fisik berbeda, yaitu SLB PGRI Minggir, SLB Negeri 1 Kulon Progo, dan SLB C Wiyata Dharma 2 dengan fokus amatan adalah anak tunagrahita yang merupakan anak berkebutuhan khusus pada keterbelakangan intelegensi, fisik, emosional, dan sosial. Metode penelitian dilakukan dengan menggunakan pendekatan behavior mapping-place centered mapping dan didukung person centered mapping. Selain itu, konsep Habitability Threshold juga diimplementasikan di dalam kuesioner Environmental Quality untuk mendapatkan data persepsi dan penilaian penghuni terkait kualitas ruang di dalam asrama SLB, meliputi ruang privat, semipublik, dan publik. Penelitian ini menunjukkan adanya variasi adaptasi spasial anak tunagrahita dalam merespon masing-masing kondisi setting fisik asrama SLB yang berbeda, baik bersifat behavioral maupun adanya perubahan tatanan fisik ruangan. Jenis adaptasi tersebut, antara lain adjustment, reaction, dan withdrawal. Adjustment dan reaction merupakan dua jenis penyesuaian spasial yang paling dominan ditemukan di dalam asrama SLB. Secara umum, adaptasi spasial anak tunagrahita dilakukan secara wajar, bahkan sedikit ditemukan usaha atau reaksi untuk mengubah kondisi setting fisik ruang secara berlebihan. Multifungsi ruang merupakan salah satu faktor terjadinya adaptasi spasial, selain dipengaruhi oleh beberapa faktor lainnya, yaitu keterbatasan jenis fasilitas dan dimensi ruang, kebiasaan atau latar belakang budaya, kebutuhan ruang personal dan privasi, teritori, densitas dan kesesakan, serta aspek fisiologis. Keterlibatan elemen fisik juga berperan penting dalam upaya mendukung adaptasi spasial di masing-masing setting fisik asrama SLB, dimana lantai dan tikar sangat dominan dimanfaatkan oleh anak tunagrahita. Studi ini juga menunjukkan bahwa persepsi dan penilaian anak tunagrahita terhadap kualitas ruang terukur bernilai positif. Hasil tersebut memiliki korelasi terhadap pemanfaatan yang tinggi pada masing-masing ruang, sementara adaptasi spasial yang dilakukan di dalamnya lebih rendah. Temuan ini mengindikasikan bahwa ruang-ruang tersebut masih dianggap mampu memberikan kepuasan dan mendukung aktivitas harian anak tunagrahita, walaupun dengan prosentase yang beragam di masing-masing asrama SLB. Sehingga dapat dikatakan, bahwa kualitas ruang memiliki keterkaitan dengan adaptasi spasial, dimana kualitas ruang yang baik akan meningkatkan pemanfaatan ruang dan menekan upaya adaptasi spasial yang dilakukan penghuninya.

Spatial adaptation is generally defined as a form of adjustment to the physical setting of the environment or space to achieve the ideal conditions according to the preferences needed. The unavailability of school dormitory planning standards has resulted in variations in the physical building settings that are diverse. Referring to the daily activities carried out in the dormitory, still found the use of one space for several types of activities. This has an impact on the level of space density, which in turn has implications for the spatial adaptation that will be carried out by residents. This study was conducted to find out spatial adaptation in three different physical settings of the dormitory of special needs school, namely SLB PGRI Minggir, SLB Negeri 1 Kulon Progo, and SLB C Wiyata Dharma 2 with the focus of observation being intellectual disability children who is children with special needs in intellectual, physical, emotional, and social retardation. The research method was carried out using a behavior mapping-place centered mapping approach and supported by person centered mapping. In addition, the concept of Habitability Threshold was also implemented in the Environmental Quality questionnaire to obtain data on occupant perceptions and assessments related to the quality of space in SLB's dormitories, including private, semipublic, and public spaces. This study shows that there are variations in the spatial adaptation of children with mental retardation in responding to each of the different physical setting conditions of SLB's dormitories, both behavioral and changes in the physical setting of the room. These types of adaptations include adjustments, reactions, and withdrawals. Adjustment and reaction are the two most dominant types of spatial adjustments found in SLB's dormitories. In general, spatial adaptation of mentally retarded children is done reasonable, even a little effort or reaction is found to overly change the physical setting conditions of space. Multifunction is one of the factors of spatial adaptation, in addition to being influenced by several other factors, including limited types of facilities and dimensions of space, habits or cultural background, personal space requirements and privacy, territory, density and crowding, and physiological aspects. The involvement of physical elements also plays an important role in supporting spatial adaptation in each of the physical settings of the SLB's dormitory, where flooring and mats are very dominantly utilized by children with mentally disabled. This study also reveals that the perception and evaluation of children with intellectual disabilities to the quality of the measured space are positive. These results have a high correlation of use in each space, while the spatial adaptation carried out in it is lower. These findings indicate that these spaces are still considered capable of providing satisfaction and support the daily activities of intellectual disability children, even with varying percentages in each SLB's dormitory. So, it can be said, that the quality of space has a relationship with spatial adaptation, where a good spatial quality will increase the utilization of space and suppress the spatial adaptation efforts undertaken by its inhabitants.

Kata Kunci : Adaptasi Spasial, Anak Tunagrahita, Asrama SLB, Setting Fisik, Kualitas Ruang