Peran guru kelas dalam mengatasi kesulitan belajar siswa berkebutuhan khusus (autis) di kelas V SDN Merjosari 04 Kota Malang

INDONESIA:

Dalam menangani siswa autis autistik, guru kelas harus menciptakan lingkungan sekolah yang aman, teratur, dan responsif terhadap anak autis. Guru perlu juga mengembangkan berbagai keterampilan sebagai pengganti agresivitas, seperti keterampilan sosial, keterampilan berkomunikasi, kerjasama, menggunakan waktu senggang, dan keterampilan berkreasi. Guru kelas berupaya bagaimana mengelola kelas dengan baik, memberikan fasilitas dan motivasi belajar, menjadi mediator dan evaluator untuk mengatasi kesulitanbelajar siswa autis

Tujuan Penelitian ini adalah untuk: (1) mengetahui peran guru sebagai pengelola kelas dalam mengatasi kesulitan belajar siswa berkebutuhan khusus ( autis) di kelas V SDN Merjosari 4 kota Malang. (2) mengetahui peran guru sebagai mediator dalam mengatasi kesulitan belajar siswa berkebutuhan khusus ( autis) di kelas V SDN Merjosari 4 kota Malang. (3) mengetahui peran guru sebagai fasilitator dalam mengatasi kesulitan belajar siswa berkebutuhan khusus ( autis) di kelas V SDN Merjosari 4 kota Malang. (4) mengetahui peran guru sebagai pembimbing dalam mengatasi kesulitan belajar siswa berkebutuhan khusus ( autis) di kelas V SDN Merjosari 4 kota Malang. (5) mengetahui peran guru sebagai motivator dalam mengatasi kesulitan belajar siswa berkebutuhan khusus ( autis) di kelas V SDN Merjosari 4 kota Malang. (6) mengetahui peran guru sebagai evaluator dalam mengatasi kesulitan belajar siswa berkebutuhan khusus ( autis) di kelas V SDN Merjosari 4 kota Malang.

Untuk mencapai tujuan di atas, digunakan pendekatan penelitian kualitatif dengan metode studi kasus. Subjek penelitian meliputi satu siswa autis dan guru kelas. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, dan dokumentasi.Teknik analisis data menggunakan model Miles dan Huberman yang terdiri dari tiga tahap yaitu reduksi data, penyajian data dan penarikan kesimpulan. Pengujian keabsahan data menggunakan uji kredibilitas dengan triangulasi, diskusi teman sejawat bahan refrensi serta member check

Hasil penelitian menunjukkan, (1) peran guru sebagai pengelola kelas dalam mengatasi kesulitan belajar siswa berkebutuhan khusus (autis) di kelas V SDN Merjosari 4 kota Malang yakni guru mengatur tatanan kursi dan bangku seperti dibuat letter U dan berkelompok, guru selalu memposisikan siswa autis di bangku paling depan, guru membuat tata tertib kelas supaya melatih sikap disiplin dan tanggung jawab siswa autis. (2) peran guru sebagai mediator dalam mengatasi kesulitan belajar siswa berkebutuhan khusus ( autis) di kelas V SDN Merjosari 4 kota Malang yakni guru memberikan jalan keluar untuk siswa autis dalam memecahkan soal, guru memberikan media pembelajaran seperti gambar dan video pembelajaran (3) peran guru sebagai fasilitator dalam mengatasi kesulitan belajar siswa berkebutuhan khusus ( autis) di kelas V SDN Merjosari 4 kota Malang yakni guru mengajak siswa untuk melakukan kegiatan di luar kelas. (4) peran guru sebagai pembimbing dalam mengatasi kesulitan belajar siswa berkebutuhan khusus (autis) di kelas V SDN Merjosari 4 kota Malang yakni guru membimbing siswa dalam menyelesaikan soal-soal, membimbing siswa saat menulis, membaca dan berhitung. (5) peran guru sebagai motivator dalam mengatasi kesulitan belajar siswa berkebutuhan khusus ( autis) di kelas V SDN Merjosari 4 kota Malang yakni guru memberikan pujian dan applause saat siswa berani maju ke depan kelas, guru memberikan reward terhadap keberhasilan maupun kegagalan siswa. (6) mengetahui peran guru sebagai evaluator dalam mengatasi kesulitan belajar siswa berkebutuhan khusus ( autis) di kelas V SDN Merjosari 4 kota Malang yakni guru kelas melakukan evaluasi pembelajaran dengan meminta siswa-siswi saling menukar dan mengoreksi jawaban temannya, penilaian untuk siswa autis dilakukan dengan cara memberikan soal atau tugas secara terus menerus.

ENGLISH:

In dealing with autistic students, classroom teachers should create a safe, orderly, and responsive school environment for children with autism. Teachers also need to develop various skills as substitutes for aggressiveness, such as social skills, communication skills, cooperation, managing the leisure time, and creative skills. Classroom teachers work on how to manage the class well, provide learning facilities and motivation, and become mediators as well as evaluators to overcome the difficulties of autistic students.

The purpose of this research was to: (1) know the role of teachers as the class managers in overcoming the difficulties of learning of the students with special needs (autism) in grade V SDN Merjosari 4 Malang City. (2) to know the role of teachers as mediators in overcoming the difficulties of learning of students with special needs (autism) in grade V SDN Merjosari 4 Malang City. (3) to know the role of teachers as facilitators in overcoming the difficulties of learning of students with special needs (autism) in grade V SDN Merjosari 4 Malang City. (4) to know the role of teachers as counselors in overcoming the difficulties of learning of students with special needs (autism) in grade V SDN Merjosari 4 Malang City. (5) to know the role of teachers as motivators in overcoming the difficulties of students with special needs (autism) in grade V SDN Merjosari 4 Malang City. (6) to know the role of teachers as evaluators in overcoming the difficulties of students with special needs (autism) in grade V SDN Merjosari 4 Malang City.

To achieve the above objectives, a qualitative research approach with case study method was used. Research subjects included one autistic student and a classroom teacher. Data collection techniques used was observations, interviews, and documentation. Data analysis techniques used was Miles and Huberman model consisting of three stages namely data reduction, data presentation and conclusion. Testing the validity of data was using a credibility test with triangulation, peer discussion, reference material as well as member check.

The results showed, (1) the role of teachers as class managers in overcoming the difficulties of learning of students with special needs (autism) in grade V SDN Merjosari 4 Malang City namely the teachers set the order of chairs and benches in U-shape and in groups, teachers always positioned autistic students in the front bench, teachers made the classroom rules to practice the attitude of discipline and responsibilities of the autistic students. (2) the role of teachers as mediators in overcoming the difficulties of learning of students with special needs (autism) in grade V SDN Merjosari 4 Malang City was that teachers gave a way out for autistic students in solving the problems, teachers gave instructional media such as pictures and video learning (3) Teachers as facilitators in overcoming the difficulties of learning of students with special needs (autism) in grade V SDN Merjosari 4 Malang City was that the teacher invited students to conduct activities outside the classroom. (4) the role of teachers as counselors in overcoming the difficulties of learning of students with special needs (autism) in grade V SDN Merjosari 4 Malang City namely the teachers guided students in solving problems, guiding students when they wrote, read and counted. (5) the role of teacher as motivators in overcoming the difficulties of learning of students with special needs (autism) in grade V SDN Merjosari 4 Malang City was that teachers gave compliment and applause when students dared to go to the front of the class, teachers gave rewards to the achievement or failure of students. (6) to know the role of teachers as evaluators in overcoming the difficulties of learning of students with special needs (autism) in grade V SDN Merjosari 4 Malang City namely classroom teachers made some evaluation of learning by asking students to exchange and correct the answer of his friend, the assessment for autistic students was done by providing problems or tasks continuously.