PENGARUH SETING RUANG DAN LINGKUNGAN TERHADAP PERILAKU ADAPTASI SISWA TUNADAKSA DI SLB N 1 BANTUL YOGYAKARTA

Estar Putra Akbar, Ir. T. Yoyok Wahyu Subroto, M.Eng., Ph.D.,

2012 | Tesis | S2 Teknik Arsitektur

Penelitian ini bertujuan mengetahui pengaruh setting ruang dan lingkungan terhadap perilaku adaptasi anak Tunadaksa (Ketunaan Ringan, Sedang dan Berat) dengan keterbatasan fisik yang dimiliki dan mengidentifikasi faktor-faktor Seting Ruang dan lingkungan apa saja yang mempengaruhinya. Lokasi penelitian ini berada di SLB N 1 Bantul, dengan bangunan yang didesain bukan khusus untuk kegiatan anak Tunadaksa, tetapi bangunan alih fungsi yang sebelumnya adalah bangunan Sekolah Guru Pendidikan Luar Biasa (fisik normal). Seting ruang menurut Edward T. Hall (1966) dan Rapoport (1982) terdiri atas : 1) Fixed-feature space, 2) Semifix-feature space, 3) dan Informal space (non-fix). Ketiga faktor tersebut akan dilihat pengaruhnya terhadap perilaku adaptasi anak Tunadaksa yang dibagi dalam empat kelompok perilaku adaptasi (Sonnenfeld 1966; Rapoport .Dkk, 1980; Kaplan dan Kaplan, 1989; Seligman, 1975) yaitu: Adaptation, Adjustment, Withdrawl, dan Learned Helplessnes/Constraint, dan faktor lingkungan yaitu penghawaan, pencahayaan dan noise. Penelitian ini dilakukan dengan menggunakan metode Placed Centered Mapping, Person Centered Mapping, Time Budget, physical traces dan Wawancara Temuan hasil penelitian ini yaitu : 1) faktor fixed-feature space yang terkait dengan texture, perbedaan ketinggian, jarak tempuh, posisi bukaan, jarak kolom, 2) semifix-feature space yang terkait dengan ukuran, jumlah, kenyamanan perabot, 3) Informal space-nonfix yang terkait dengan keberadaan orang lain, dan 4) Faktor lingkungan : penghawaan (panas/sejuk), pencahayaan (terang/gelap) dan noise (suara guru mengajar dan suara keras yang tiba-tiba) akan mempengaruhi perilaku adaptasi yang dilakukan anak Tunadaksa. Hal ini juga dipengaruhi oleh derajat Ketunaan Anak Tunadaksa (Ringan, Sedang, Berat). Berdasarkan hal di atas dapat disimpulkan bahwa : 1) Fixed-Feature Space (horizontal dan vertical) akan memberikan pengaruh besar terhadap perilaku adaptasi anak Tunadaksa Ketunaan Sedang dan Berat yang perilaku adaptasinya dikelompokkan sebagai Adjustment, Withdrawl, dan Learned Helplessnes tidak berpengaruh kuat terhadap Perilaku Adaptasi Anak Tunadaksa Ketunaan Ringan yang perilaku adaptasinya dikelompokkan sebagai Adaptation dan Withdrawl. 2) Semifix-Feature Space bagi Anak Tunadakasa Ketunaan Ringan mampu beradaptasi yang perilaku adaptasinya dikelompokkan sebagai Adaptation, sedangkan anak Tunadaksa Ketunaan Sedang dan Berat perilaku adaptasinya dikelompokkan sebagai Adjustment dan memerlukan bantuan/Learned Helplessnes. 3) Informal Space (non-fix) kegiatan anak Tunadaksa Ketunaan Ringan mampu secara mandiri yang perilaku adaptasinya dikelompokkan sebagai Adaptation sedangkan Ketunaan Sedang dan Berat belum mandiri yang perilaku adaptasiya dikelompokkan sebagai Learned Helplessnes, Ketunaan Berat yang sudah mandiri berada di sekolah akan dikelompokkan sebagai Adaptation. 4) Faktor lingkungan penghawan, pencahayaan dan noise akan mempengaruhi perilaku adaptasi anak Tunadaksa Ketunaan Ringan, Sedang, dan Berat yang perilaku adaptasinya dikelompokkan sebagai Adaptation.

The Objective of the study are to determine the effect of space setting and environment on behavioral adaptation of quadriplegic child (disability Light, Medium and Heavy) with disabilities, and to identify these factors of space setting and environment. The site of this study was in SLB N 1 Bantul, where the building is not designed specifically for physically disabled children's activities, but the transfer functions of the previous building was building Extraordinary School Teacher Education (normal physical). Room setting according to Edward T. Hall (1966) and Rapoport (1982) consists of: 1) Fixed-feature space, 2) Semifix-feature space, 3) and Informal space (non-fix). These three factors will influence the behavior of adaptation seen quadriplegic children were divided into four groups of behavioral adaptation (Sonnenfeld 1966; Rapoport. Dkk, 1980; Kaplan and Kaplan, 1989; Seligman, 1975) are: Adaptation, Adjustment, withdrawl, and Learned Helplessnes/constraints, while environmental factors are temperature, lighting and noise. The research was conducted using the method Placed Centered Mapping, Person Centered Mapping, Time Budget, physical traces and Interviews. The findings of this research are: 1) fixed-feature space factor associated with the texture, the difference in altitude, distance, position openings, column spacing, 2) semifixfeature space associated with the size, quantity, comfort furniture, 3) Informal space - nonfix associated with the presence of others, and 4) environmental factors: temperature (heat / cool), lighting (light / dark) and noise (noise teachers teach and the loud noise suddenly) will influence the behavior of the adaptations made quadriplegic children. It is also influenced by the degree of disability quadriplegic children (Light, Medium, Heavy). Based on the above it can be concluded that : 1) Fixed-Feature Space (horizontal and vertical) will provide a major influence on the behavior of quadriplegic children disability adaptations Medium and Heavy Adjustment classified as adaptive behavior, withdrawal, and Learned Helplessnes no strong influence on Behavior Adaptation of quadriplegic Children adaptive behavioral disabilities are grouped Light as Adaptation and withdrawl. 2) Semifix-Feature Space for quadriplegic Children Lightweight disabilities are able to adapt the adaptive behavior classified as Adaptation, while quadriplegic children disabilities Medium and Heavy classified as behavioral adaptations Adjustment and need help / Learned Helplessnes. 3) Informal Space (non-fixed) Lightweight disability quadriplegic child activity capable independently classified as a behavioral adaptation as an Adaptation class while the Medium and Heavy disabilities whose behavior has not been independently classified as Learned Helplessnes, disability weight that was independent schools will be classified as an Adaptation class. 4) Environmental factors temperature, lighting and noise will affect the behavior of children quadriplegic disability adaptations Light, Medium, and Heavy are classified as behavioral adaptation as an Adaptation class.

Kata Kunci : Setting Ruang dan Lingkungan, Perilaku Adaptasi, dan Anak Tunadaksa