Nasir, Abd (2017) Studi Fenomenologi: Makna Pengalaman Guru Pendamping Anak Berkebutuhan Khusus Dalam Menjalani Profesinya Di Sdn Telogo Patut I Gresik. Magister thesis, Universitas Brawijaya.
Abstract
Anak berkebutuhan khusus berbeda dengan anak lainnya. Anak berkebutuhan khusus mempunyai banyak kekurangan, antara lain menurunnya kondisi fisik, kemampuan intelektual, kemampuan komunikasi dan menurunnya kondisi sosial dan emosional Keberadaan anak berkebutuhan khusus di pendidikan inklusi mendorong guru pendamping untuk memberikan perhatian yang lebih, mulai dari memberikan pembelajaran khusus, merespon gangguan perilaku dan emosi, maupun harus melakukan konsultasi dan koordinasi dengan berbagai sektor terkait didalam maupun diluar kelas. Tantangan terbesar yang harus dihadapi guru pendamping adalah guru pendamping dituntut untuk memenuhi capaian keberhasilan pembelajaran bagi anak berkebutuhan khusus, walaupun tanpa pedoman pembelajaran, guru harus bisa memastikan bahwa anak selalu berperilaku adaptif saat pembelajaran berlangsung. guru harus cepat beradaptasi dengan anak berkebutuhan khusus dengan berbagai karakter. Adanya perilaku yang mengganggu yang sebelumnya tidak diantisipasi, tuntutan untuk menghilangkan kesan negative, tidak cukup ilmu untuk merespon perilaku pada anak berkebutuhan khusus serta belum pernah mendapatkan pelatihan. Hal inilah yang menghambat guru pendamping dalam pengajaran di kelas. Tujuan dari penelitian ini adalah untuk menggambarkan dan mengeksplorasi Makna Pengalaman Guru Pendamping Anak Berkebutuhan Khusus dalam Menjalani Profesinya di SDN Telogo Patut I Gresik. Sedangkan Tujuan Khususnya yaitu : (1) Mengeksplorasi persepsi atau pemahaman tentang profesi sebagai guru pendamping anak berkebutuhan khusus, (2) Mengeksplorasi perasaan guru pendamping anak berkebutuhan khusus dalam menjalani profesinya, (3) Mengeksplorasi tindakan guru pendamping dalam menjalankan profesinya, (4) Mengeksplorasi hambatan guru pendamping dalam menjalankan profesinya, (5) Mengeksplorasi hambatan guru pendamping dalam menjalani profesinya. Penelitian ini merupakan penelitian kualitatif dengan pendekatan fenomenologi interpretif. Penelitian dilakukan di SDN Telogo Patut I Gresik. Partisipan dalam penelitian ini adalah Guru Pendamping Anak Berkebutuhan Khusus sebanyak 6 partisipan. Data dikumpulkan melalui wawancara mendalam dengan panduan wawancara semi terstruktur dan observasi yang dicatat di field notes kemudian dianalisis dengan menggunakan Interpretive Phenomenological Analysis (IPA) (Smith, et, al. 2009). Analisis data ini terdiri atas 7 tahapan, antara lain 1) Reading and re-reading; 2) Initial noting; 3) Developing Emergent themes; 4) Searching for connections across emergent themes; 5) Moving the next cases; and 6) Looking for patterns across cases, 7) Taking Interpretations. Penelitian ini telah melalui uji etik dan mendapatkan laik etik di Komisi Etik Fakultas Kedokteran Universitas Brawijaya Malang tertanggal 7 Juli 2017. Penelitian ini menghasilkan Sebelas tema meliputi: (1) menganggap pekerjaannya merupakan berkah dari Allah, (2) merasakan ada hikmah membantu sesama, (3) menguras pikiran dan emosi, (4) merasa putus asa, (5) merasa apa yang dikerjakan ix bermakna, (6) merasa dirinya terancam diawal pembelajaran, (7) meyakini anak bisa disiplin dengan penegakan aturan yang ketat, (8) meyakini cara visualisasi membuat anak mampu memusatkan perhatian, (9) merasa perlu membangun kebersamaan, dan (10) merasa kepedulian pemerintah dan masyarakat masih kurang, (11) mengharap contoh tindakan yang mudah diterapkan Dalam pembelajaran di kelas inklusi ini, tuntutan kepada guru pendamping tidak hanya kepada tuntutan akademik saja, tetapi lebih luas bagaimana guru pendamping menyiapkan anak berkebutuhan khusus mampu mandiri dan bersama-sama dengan masyarakat hidup dalam kedamaian tanpa diskriminasi. Keikhlasan guru mendampingi anak berkebutuhan khusus sebagai manifestasi dari sikap panggilan jiwa akan menghilangkan semua kendala-kendala yang dihadapi saat member bantuan pada anak berkebutuhan khusus. Penting bagi anak berkebutuhan khusus untuk dilatih disiplin, menghormati orang lain, dan mengikuti pelajaran hingga selesai. Hal ini oleh karena gangguan intelektual yang dimiliki, anak berkebutuhan khusus mengalami gangguan perilaku dan emosi yang cenderung kurang bisa mengikuti aturan. . Selain itu untuk mencapai kemampuan akademik, perlu diberikan materi pelajaran yang mudah dimengerti dan anak berkebutuhan khusus bisa berkonsentrasi. Penggunaan media visualisasi yang diarahkan pada benda yang disukai mampu membuat anak berkonsentrasi dan perhatiannya tidak beralih. Namun demikian guru pendamping juga manusia terkadang juga lepas kendali saat mendampingi anak berkebutuhan khusus, sehingga terkadang guru mendamping merasa terkuras tenaga dan emosinya saat memberikan bantuan pada anak berkebutuhan khusus baik memberikan bantuan dalam memodifikasi perilakunya maupun saat pembelajaran di kelas dalam rangka untuk pencapaian akademik. Hal yang membanggakan bagi guru pendamping bahwa ternyata dengan ketekunan dan ketelatenan, anak berkebutuhan khusus mampu menunjukkan kemampuannya sehingga masih bisa meraih prestasi. Sehingga makna yang terkandung dalam penelitian ini adalah dengan ketekunan, ketelatenan dan keikhlasan membantu anak, guru pendamping yakin perilaku anak berkbutuhan khusus yang awalnya selalu mengancam akan berubah menjadi membanggakan karena banyaknya prestasi yang didapat.
English Abstract
Children with special needs are different from another children. Children with special needs have many special condition, such as decreased physical condition, bad at intellectual ability, lack of communication skills and declining social and unstable emotional conditions, The presence of children with special needs in inclusive education encourages shadow teachers to give more attention , it’s begin from providing special learning, responding to behavioral and emotional disorders, also consulting and coordinating with various relevant sectors inside and outside the classroom. The biggest challenge for shadow teachers is to achieved the goals of learning process even without the right guidlines. The shadow teachers must be adaptive to children’s specials attitude. It’s mean that the teachers should adapt quickly to children with special needs with a variety of characters. Children with special needs’s disruptive behaviors which is can’t be anticipated, this situation must to be know as a problem. This problem can be solved with many activities. Training for shadow teacher’s is the one of this solution. This is the activities that shadow teacher must have, but in the site, this is still not happen. The purpose of this study is to illustrate and explore the meaning of the experience of the shadow teacher of Children with Special Needs in SDN Telogo Patut I Gresik. The objectives are: (1) To explore the perception or understanding of the profession as a special-needs child counselor, (2) to explore the feelings of shadow teachers with special needs, (3) to explore the shadow teacher's actions in doing their profession, (4) to explore shadow teacher’s obstacle in carrying out their profession, (5) Explore the meaning of the experience of shadow teachers that doing their profession This research is a qualitative research with interpretive phenomenology approach. The research was conducted at SDN Telogo Patut I Gresik. Participants in this study were shadow teacher’s Children with Special Needs as many as 6 participants. Data were collected through in-depth interviews with semi-structured interview guidance and observations recorded in field notes and then analyzed using Interpretive Phenomenological Analysis (IPA). Analysis of data has 6 stages, there are : 1) Reading and re-reading; 2) Initial nothing; 3) Develop Emergent themes; 4) Searching for connections across emergent themes; 5) Moving the next cases; And 6) Looking for patterns across cases, (7) Taking Interpretations. This research has been verified from ethical test and getting ethical acceptance from Ethic Commission of Faculty of Medicine Brawijaya University Malang, dated July 7, 2017 This research produces eleven themes: (1) thinks their work is a blessing from God, (2) feels some help in others, (3) drains the mind and emotions, (4) feels despair early in their profession, (5) feels What to do is meaningful, (6) to believe the child can be disciplined with strict enforcement of the rules, (7) believe in the way of visualization to make children able to focus attention, (8) feel the need to build togetherness, (9) feel the concern of government and society is still lacking, (9) think that everyone must to be togheter to build togetherness, (10) feel that sense of care from government and society are still lacking, (11) hope for easily action that can be applied. In this inclusive classroom study, the demand for counselors is not only to academic demands but more broadly how xi counselors prepare special needs children to be self-reliant and together with communities living in peace without discrimination. The sincerity of teachers accompanying children with special needs as a manifestation of the attitude of the soul call will eliminate all the obstacles faced when providing assistance to children with special needs. It is important for children with special needs to be trained in discipline, respect for others, and follow the lesson to completion. This is because of intellectual impairment, special needs children have behavioral disorders and emotions that tend to be less able to follow the rules. This application of applied behavior analysis (ABA) method has a very big role in improving the compliance of children with special needs, especially children who have behavioral disorders. In addition to achieving academic ability, it needs to be given easy to understand subject matter and children with special needs can concentrate. The use of visualization media directed at the object that is liked can make children concentrate and attention does not switch. Media image symbol can improve students' reading ability tunagrahita. However, counseling teachers and human beings are sometimes also out of control when assisting children with special needs, so that sometimes the accompanying teacher feels drained of energy and emotions while providing assistance to children with special needs either providing assistance in modifying their behavior or while learning in the classroom in order to achieve academic achievement. It is proud for the teachers that escort with diligence and diligence, children with special needs able to demonstrate the ability so that still can achieve. So the meaning that can be taken that although many obstacles in facing children with special needs to feel desperate, diligence and patience and patience in assisting children with special needs can make children achievers.
| Item Type: | Thesis (Magister) |
|---|---|
| Identification Number: | TES/371.956/NAS/s/2017/041707881 |
| Uncontrolled Keywords: | TEACHERS OF CHILDRIEN WITH DISABILITIES, STUDENTS WITH DISABILITIES - EDUCCATION, SPEXIAL EDUCATION WITH DISABILITIES - EDUCATION |
| Subjects: | 300 Social sciences > 371 Schools and their activities; special education > 371.9 Special education > 371.91 Students with physical disabilities |
| Divisions: | S2/S3 > Magister Keperawatan, Fakultas Kedokteran |
| Depositing User: | Nur Cholis |
| Date Deposited: | 11 Sep 2017 01:30 |
| Last Modified: | 20 Dec 2020 23:34 |
| URI: | http://repository.ub.ac.id/id/eprint/2291 |
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