MOTIVASI BERPRESTASI ANAK TUNANETRA (STUDI KASUS DI SEKOLAH INKLUSI MAN MAGUWOHARJO)

Abstract

Abstrak

      Penelitian ini bertujuan untuk mendeskripsikan motivasi berprestasi anak tunanetra di sekolah inklusi MAN Maguwoharjo. Enam pertanyaan penelitian diajukan berhubungan dengan tujuan penelitian. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek berjumlah dua orang. Penelitian dilakukan di lingkungan sekolah MAN Maguwoharjo dan kediaman subjek. Metode yang digunakan dalam pengumpulan data adalah wawancara mendalam dan observasi. Uji keabsahan data menggunakan triangulasi sumber dan metode. Teknik analisis data yang digunakan adalah analisis data model Miles dan Huberman. Hasil penelitian ini menunjukan bahwa motivasi berprestasi yang dimiliki oleh AP dan SG memiliki perbedaan. Terdapat enam aspek motivasi berprestasi dan diperoleh hasil bahwa subjek AP memenuhi lima aspek motivasi berprestasi. Sedangkan, SG memenuhi satu sikap yang terdapat dalam aspek motivasi berprestasi. Hal ini dikarenakan ada beberapa faktor yang mempengaruhi motivasi berprestasi. Faktor tersebut meliputi faktor internal dan eksternal.

Kata kunci : motivasi berprestasi, anak tunanetra, sekolah inklusi.

Abstract

      This research aimed to describe the achievement motivation of bllind children in an inclusion school, MAN Maguwoharjo. Six research questions were proposed based on the objectives of the study. The research used qualitative approach with case study method. The subjects of the research were two students. The study was conducted in the subject’s school and residence environment. The method used in data collection  is interview and observation. The validity of the data was obtained by triangulation source and method. The data analysis used Milles and Hubberman. The results of this study showed that achievement motivation is owned by the AP and SG has differences. There are six aspects of achievement motivation and the results showed that the subject AP fulfilled the five aspects of achievement motivation. Meanwhile, SG only fulfilled one attitude in the aspect of achievement motivation. This was because there were several factors that affected achievement motivation. These factors include internal and external factors.

Keywords: achievement motivation, blind children, educational  inclusion