PINDIALESTA, KINGKIN (2025) ANALISIS INTERAKSI SOSIAL SISWA TERHADAP ANAK BERKEBUTUHAN KHUSUS DI SD NEGERI 2 KETEPUNG. Other thesis, STKIP PGRI PACITAN.
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Abstract
ABSTRAK Kingkin Pindialesta. ANALISIS INTERAKSI SOSIAL SISWA TERHADAP ANAK BERKEBUTUHAN KHUSUS DI SD NEGERI 2 KETEPUNG. Skripsi. Pacitan: STKIP PGRI Pacitan, 2024. Penelitian ini bertujuan untuk: 1) mengetahui interaksi sosial siswa terhadap ABK di SD Negeri 2 Ketepung; 2) mengetahui upaya yang dilakukan guru dalam membantu proses interaksi sosial siswa terhadap ABK di SD Negeri 2 Ketepung. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif, yang juga sering disebut sebagai penelitian deskriptif kualitatif. Sumber data pada penelitian ini adalah kepala sekolah, guru, siswa reguler, dan anak berkebutuhan khusus. Metode pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Pemeriksaan keabsahan data menggunakan triangulasi sumber dan teknik. Teknik analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, penarikan kesimpulan, dan verifikasi. Hasil penelitian menunjukkan bahwa: 1) interaksi sosial siswa reguler dan ABK terlihat selama proses pembelajaran di kelas 1, 4, dan 5. Interaksi sosial ini dapat dilihat dari dua aspek penting, yaitu kerja sama dan toleransi. Dalam aspek kerja sama, siswa reguler mampu berbicara dan bergaul secara dua arah dengan ABK selayaknya interaksi dengan siswa yang lain. Namun, interaksi cenderung sulit dilakukan ketika melibatkan aktivitas kelompok. Di sisi lain, pada aspek toleransi mayoritas siswa reguler sudah mulai menunjukkan sikap menghargai, saling berbagi, tidak takut berinteraksi, dan tidak menunjukkan sikap menghina terhadap ABK; 2) upaya guru dalam mendukung proses interaksi sosial siswa dengan ABK telah dilakukan, baik oleh wali kelas 1, 4, dan 5 selama proses pembelajaran. Setiap guru terutama wali kelas selalu berusaha memastikan bahwa interaksi sosial siswa berjalan baik. Namun, metode ceramah masih mendominasi dalam pendekatan yang digunakan. Guru masih menjadi pusat pembelajaran dan pembelajaran belum terpusat pada siswa. Meskipun arahan guru secara berkala membantu aspek toleransi, kurangnya kesesuaian metode pembelajaran mengakibatkan kesulitan dalam aspek kerja sama, terutama dalam diskusi kelompok. Kata Kunci: Interaksi Sosial, Siswa Reguler, Anak Berkebutuhan Khusus. ABSTRACT Kingkin Pindialesta. ANALYSIS OF STUDENTS’ SOCIAL INTERACTIONS TOWARDS CHILDREN WITH SPECIAL NEEDS AT SD NEGERI 2 KETEPUNG. Thesis. Pacitan: STKIP PGRI Pacitan, 2024. This research aims to: 1) assess the social interactions between regular students and children with special needs at SD Negeri 2 Ketepung; 2) evaluate the efforts made by teachers to facilitate these interactions. The research employs a qualitative approach with a descriptive method, often referred to as qualitative descriptive research. Data sources include the principal, teachers, regular students, and children with special needs. Data collection methods consisted of observation, interviews, and documentation. To ensure data validity, triangulation of sources and techniques was used. Data analysis followed the Miles and Huberman model, which includes data reduction, data presentation, conclusion drawing, and verification. The research’s findings indicate that: 1) social interactions between regular students and children with special needs were observed during the learning process in grades 1, 4, and 5. These interactions can be assessed through two key aspects: cooperation and tolerance. In terms of cooperation, regular students can engage in two-way communication and socialize with children with special needs similarly to their interactions with other students. However, challenges arise when group activities are involved. Regarding tolerance, the majority of regular students have started to demonstrate respect, willingness to share, and confidence in interacting, and have avoided insulting behavior toward children with special needs; 2) teachers have made efforts to support the social interactions between students and children with special needs, especially the homeroom teachers in grades 1, 4, and 5. They strive to ensure positive social interactions during the learning process. Nevertheless, the lecture method remains predominant, with the teacher being the focal point of learning rather than the students. While periodic guidance from teachers helps in fostering tolerance, the lack of effective learning methods results in difficulties with cooperation, particularly in group discussions. Keywords: Social Interaction, Regular Students, Children with Special Needs.
| Item Type: | Thesis (Other) | |||||||||||||||
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| Subjects: | L Education > L Education (General) | |||||||||||||||
| Divisions: | Pendidikan Guru Sekolah Dasar | |||||||||||||||
| Depositing User: | Dhita Indah Puspita Rini | |||||||||||||||
| Date Deposited: | 26 Feb 2025 03:40 | |||||||||||||||
| Last Modified: | 26 Feb 2025 03:40 | |||||||||||||||
| URI: | http://repository.stkippacitan.ac.id/id/eprint/1926 |
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