KEMANDIRIAN BELAJAR SISWA TUNADAKSA KELAS III SD NEGERI MARGORMULYO KECAMATAN PENGASIH KULONPROGO

Abstract

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan kemandirian belajar pada satu orang siswa tunadaksa di SD Negeri Margosari. Kemandirian belajar pada siswa tunadaksa dilihat melalui kemandirian, kedisiplinan,tanggungjawab dan inisiatif. Penelitian ini merupakan penelitian kualitatif dengan jenis diskriptif. Partisipan dalam penelitian ini yaitu 1 anak tunadaksa, 4 orang guru, dan 1 perwakiran teman satu kelas. Pengumpulan data menggunakan observasi dan wawancara. Analisis data dilakukan melalui reduksi data, display data, dan penarikan kesimpulan. Uji keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukan kemandirian belajar siswa tunadaksa di SD Negeri Margosari dengan inisial RY tampak berbeda-beda pada setiap aspek. RY memiliki cara belajar sesuai kebutuhannya dalam bidang akademis, berbeda dalam bidang fisik RY akan lebih banyak membutuhkan orang lain. RY bertindak atas kehendaknya sendiri RY bertindak mandiri dalam mengabil keputusan. RY menunjukan bersekolah dengan sungguh-sungguh dan belajar dengan sungguh-sungguh. RY mampu bersaing dengan teman-teman di kelasnya. RY juga dapat menunjukkan prestasiya. RY mampu menghadapi masalah, RY mampu menemukan cara untuk menghadapi masalah sesuai dengan kondisi keterbatasannya. RY siswa yang ingin selalu mencoba, berani menerima tantangan dan aktif dalam kegiatan, tentu saja sesuai dengan kemampuannya.

Kata kunci : kemandirian belajar, siswa tunadaksa

Abstract

The aim of this study is to describe learning independence on a student with physical disability in SD Negeri Margosari. The learning independence of the student is seen through independence, discipline, responsibility, and initiative. The method of this study was qualitative descriptive design. The subjects of this study were one student with physical disability, four teachers, and one friend representative in the same class. The techniques of data collection were observation and interview. The data analysis was done by data reduction, data display, and conclusion. The data validation used triangulation of source and triangulation technique. The result showed that the learning independence of the physical disabled student in SD Negeri Margosari with the initial name RY was different in many aspects. Based on the initiative indicator. RY had her own way to learn. Meanwhile. RY needed more helps from others. RY acted in her free will. RY independently made her own decision. Moreover, based on the tough indicator, RY went to school and studied sincerely. RY could compete with her classmates. Also, RY could show her great achievement. Based on the self-control indicator, RY was able to face problems along with her limitedness. Meanwhile, based on the self-confidence indicator, RY was the student who always wanted to try, was brave enough to accept challenge, and also active in many activities.

Keyworld : learning independency student with disability