KESIAPAN GURU KELAS DALAM MENANGANI ANAK BERKEBUTUHAN KHUSUS DI SD N POJOK KABUPATEN SLEMAN

Abstract

Abstrak

Penelitian ini bertujuan untuk mengetahui dan mendiskripsikan kesiapan guru kelas di SD N Pojok dalam menangani anak berkebutuhan khusus. Fokus penelitian adalah kesiapan guru kelas dalam pembelajaran dan penanganan terhadap anak berkebutuhan khusus di SD N Pojok.
Pendekatan penelitian ini adalah pendekatan kualitatif dengan jenis deskriptif. Subjek penelitian adalah 6 orang guru kelas I-VI SD N Pojok. Objek penelitian adalah kesiapan guru kelas dalam menangani anak berkebutuhan khusus di SD N Pojok. Analisis data menggunakan analisis deskriptif kualitatif model interaktif dari Miles & Hubberman dengan langkah-langkah : reduksi data, penyajian data, dan menarik kesimpulan (verifikasi). Uji keabsahan data menggunakan triangulasi teknik yang membandingkan hasil observasi, wawancara, dan dokumentasi.
Hasil penelitian menunjukkan bahwa guru kelas di SD N Pojok kurang siap dalam menangani anak berkebutuhan khusus. Hal tersebut dipengaruhi faktor internal (kondisi fisik, mental, dan emosional; motivasi untuk meningkatkan pengalaman; serta kematangan) maupun faktor eksternal (keterampilan, pengetahuan; kecerdasan; kompetensi sosial; kompetensi profesional; serta pengertian lain yang telah dipelajari). Bentuk kesiapan guru kelas dalam menangani anak berkebutuhan khusus di SD N Pojok meliputi : (1) Menguasai kemampuan dasar dalam menangani anak berkebutuhan khusus; (2) Memiliki kemampuan dalam melaksanakan proses belajar; (3) Mengajak anak berkebutuhan khusus untuk
berinteraksi dan berpartisipasi dalam kegiatan pembelajaran; (4) Memberikan pujian dan penghargaan bagi anak berkebutuhan khusus; (5) Membantu anak berkebutuhan khusus untuk memfokuskan perhatiannya; (6) Menjabarkan dan menjelaskan; serta (7) Membantu anak dalam mencapai disiplin diri.

Kata kunci : kesiapan guru kelas, anak berkebutuhan khusus.

Abstract

The aims of this study is to determine and describe the readiness of which is owned by the classroom teacher in SD N Pojok in addressing children with special needs in educational context of inclusive classroom. The focus of this research is the readiness of classroom teachers in learning and adderssing
children with special needs in SD N Pojok.
This research uses descriptive qualitative approach. Subjects in this research is 6 classroom teacher from class I to class VI SD N Pojok. The object of this research is the readiness of classroom teachers in addressing children with special needs in SD N Pojok Sleman. Data analysis using descriptive qualitative
analysis an interactive model from Miles & Hubberman that include data reduction, data presentation, and drawing conclusions (verification). The data validity test using data triangulation techniques that compare the results of observation, interviews, and documentation.
The results showed that the classroom teacher in SD N Pojok poorly prepared to handle children with special needs. That phenomenome influented by internal factor (physic, mentalism,and emotional; motivation to raise an experience; and maturation) also external factor (skill, knowledge; brightness; social competency; professional competency; and another explanation who had learned). The form of readiness classroom teachers in SD N Pojok include: (1) Mastering basic capability as a tutor specialized in addressing children with special needs; (2) Have the ability to carry out the teaching process; (3)
Inviting children with special needs to interact and participate in learning activities; (4) Provide praise and rewards for children with special needs; (5) Helping children with special needs to keep focus of their attention; (6) Giving an explanation; and (7) Helping children achieve self-discipline.

Keywords: classroom teachers’s readiness, children with special needs