INTERAKSI SOSIAL ANAK BERKESULITAN BELAJAR DI SD NEGERI BANYUSOCO II

Anggar Ratman,

Abstract


Abstrak Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan faktor-faktor yang mendukung terjadinya interaksi sosial anak berkesulitan belajar di SD N Banyusoco II. Pendekatan penelitian yang digunakan dalam penelitian ini adalah kualitatif jenis deskriptif. Subjek penelitian adalah anak berkesulitan belajar di kelas tinggi (kelas IV,V,VI). Pengumpulan data melalui wawancara, observasi, dan dokumentasi. Teknik yang digunakan untuk menganalisis data menggunakan model Interaktif Huberman & Miles. Hasil penelitian menunjukkan bahwa faktor-faktor yang mendukung interaksi sosial anak berkesulitan belajar berupa (1) imitasi dengan melihat seseorang di lingkungannya dan televisi, (2) sugesti eksternal dan sugesti internal, (3) identifikasi berupa ketertarikan dan keinginan menjadi seperti orang tertentu, (4) simpati bersifat intelektual berupa perasaan sedih atau senang menanggapi sebuah peristiwa dan simpati respon reflek berupa trauma terhadap suatu kejadian yang pernah dialami, (5) komunikasi, (6) faktor yang sangat berpengaruh adalah pemberian sugesti langsung oleh orangtua, guru, teman, dan (7) upaya yang ditempuh sekolah melalui program ekstrakurikuler serta pendampingan khusus. Kata kunci: interaksi sosial, anak berkesulitan belajar, sekolah dasar Abstract The purpose of this research was to know and describe the factors that encourage social interaction of children with learning disabilities in SDN Banyusoco II. This research used descriptive qualitative method. Subjects were children with learning disabilities in grade IV, V, and VI. Data collection was conducted through interviews, observation, and documentation. Data had been analyzed by interactive model of Huberman & Miles method. The results showed that the support factors social interaction of children with learning disabilities were (1) imitation to see someone in the neighborhood and television, (2) external suggestions and internal suggestion, (3) identification in the form of interest and a desire to be like a certain person, (4) intellectual sympathy in the form of feeling sad or happy to respond to an event and be traumatic reflex sympathetic response to an event that never happened, (5) communication, (6) a affacting factor is the provision of direct suggestion by parents, teachers, friends, and (7) school taken effort through by extracurricular programs and special assistance. Keywords: social interaction, children with learning disabilities, elementary school

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