MEKANISME PERTAHANAN EGO PADA ANAK LAMBAN BELAJAR DI SD 1 TRIRENGGO BANTUL

Abstract

Abstrak
Penelitian ini bertujuan untuk mendeskripsikan penyebab dan bentuk-bentuk mekanisme pertahanan ego pada anak lamban belajar di SD 1 Trirenggo Bantul. Jenis penelitian ini adalah deskriptif kualitatif. Subyek penelitian yaitu dua anak lamban belajar yang duduk di kelas empat di SD 1 Trirenggo Bantul, orangtua anak, wali kelas empat A dan empat B, dan guru pembimbing khusus (GPK) sebagai key informan. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan analisis deskriptif-kualitatif. Hasil penelitian berupa penyebab mekanisme pertahanan ego anak lamban belajar dan bentuk-bentuk mekanisme pertahanan ego anak lamban belajar. Penyebab mekanisme pertahanan ego yaitu adanya petentangan antara apa yang orangtua, guru kelas, dan guru pembimbing khusus (GPK) harapkan pada anak dengan motiv dan keinginan anak. Pada subyek MDA bentuk mekanisme pertahanan ego yang muncul adalah rasionalisasi, regresi, penahanan diri, dan penolakan. Pada subyek IRV bentuk mekanisme pertahanan ego yang muncul adalah fiksasi, penahanan diri, dan penolakan.
Kata kunci: mekanisme pertahanan ego, anak lamban belajar.
Abstract
The research’s aim is to describe the cause and forms of ego defense mechanism on slow learners at SD 1 Trirenggo Bantul. Type of the research is case study. Subjects of research are two slow learners in fourth grade SD 1 Trirenggo Bantul, Slow learners’s parents, homeroom teacher of fourth grade class, and Guru Pembimbing Khusus (GPK). Technique of collecting data are observation, interview, and documentation. Technique of data analysis is descriptive-qualitative. Results of the research are the causes and forms of ego defense mechanism of slow learners. The causes of ego defense mechanism is presence of a clash between what parents, homeroom teacher, and GPK expect on slow learners with the slow learners’ motivation and desire. Slow learners with limited cognitive capacity and shorter concentration range make them difficulty to realize the classroom teachers, GPK, and parents’ expectation that they can be like other student in their age: can read, write, count, and follow learning activities. On other hand, the slow learners also want to be noticed, praised as the smart ones, given the easier exercises. Such situations lead to emergence of an ego defense mechanism are rationalization, regression, self-defense, and denial. In MYI subject, the forms of ego defense mechanism are self-defense, and denial.
Keyword : ego defense mechanism, slow learner.