PERAN GURU DALAM MEMBIMBING ANAK DISLEKSIA (STUDI KASUS DI SD INTIS SCHOOL YOGYAKARTA)

WILLA PUTRI, NIM. 1620420009 (2018) PERAN GURU DALAM MEMBIMBING ANAK DISLEKSIA (STUDI KASUS DI SD INTIS SCHOOL YOGYAKARTA). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is focused on SD INTIS School Yogyakarta which has special attention in handling the students with special needs. There are three main focuses in this study. First, the way of school identifies children with special needs, especially dyslexia. Second, how the teacher handles those students. Third, what is the impact of teachers effort in guiding dyslexic children. This research is important because dealing with children with special needs cannot be done partially. It must be done starting from the initial identification, the process to handle and to treat the students. This research is qualitative, revealing in detail about the model of SD INTIS treatment in dealing with dyslexic students. The object of this research is the role of teachers in dealing with dyslexic students. Meanwhile, the subjects of this research are the headmaster, the person in charge of inclusion, and the elementary school teacher of INTIS School Yogyakarta. To answer this problem the data was collected by observation, interview and documentation. Observation focused on teacher guidance in the learning process at the dyslexic students’ classroom. Interviews focused on the treatment and development of dyslexic students. Documentation focused on evidence supporting dyslexic students. The results showed that (1) There are five stages of SD INTIS School Yogyakarta in identifying dyslexic children. First, find out students difficulties in reading. Second, studying children's learning difficulties before the examination. Third, help identifying with the characteristics encountered by the teacher after undergoing the teaching and learning process in the classroom; Fourth, holding a meeting to discuss the students’ situation with the headmaster, the person in charge of the inclusion and the class teacher before the acceptance of the report card. Fifth, doing check with a psychologist (2) There are three teacher's efforts in guiding the dyslexic students, namely: understanding the students’ condition, building students’ confidence, and constantly practice reading. Teacher also uses spelling methods and drill methods that affects the students. In addition, teachers also approach dyslexic students personally so they have a place to tell all their anxieties. (3) by knowing the students’ condition, the teacher is able to provide guidance and approach according to the needs of the student. Although do not use all the specific methods yet, the teacher's approach and methods give a good influence on literacy skills of dyslexic students. The students had started to read smoothly, their writings is a little neat, and their abilities are improved by over the time. ( INDONESIA ) Penelitian ini difokuskan di SD INTIS School Yogyakarta yang mempunyai perhatian khusus dalam menangani anak berkebutuhan khusus. Ada tiga fokus utama dalam penelitian ini. Pertama adalah cara sekolah mengidentifikasi anak berkebutuhan khsusus, terutama disleksia. Kedua, bagaimana cara guru membimbing anak tersebut. Ketiga, apa dampak upaya guru dalam membimbing anak disleksia. Penelitian ini penting karena menangani anak berkebutuhan khusus tidak bisa dilakukan secara parsial. Harus dilakukan mulai dari identifikasi awal, proses untuk menangani anak dan treatment berikutnya. Penelitian ini bersifat kualitatif, mengungkap secara detail tentang model perlakuan SD INTIS dalam menangani anak berkebutuhan khusus disleksia. Objek riset ini adalah bagaimana peran guru dalam menangani anak disleksia. Subjeknya adalah kepala sekolah, penanggung jawab inklusi, dan guru SD INTIS School Yogyakarta. Untuk menjawab persoalan ini data dikumpulkan dengan cara observasi, wawancara dan dokumentasi. Observasi difokuskan pada bimbingan guru dalam proses belajar di kelas anak disleksia. Wawancara difokuskan pada perlakuan dan perkembangan terkait anak disleksia dan dokumentasi fokus pada bukti pendukung anak disleksia. Hasil penelitian menunjukkan bahwa (1) Ada lima tahapan SD INTIS School Yogyakarta dalam mengidentifikasi anak disleksia, yaitu pertama, menemukan kesulitan belajar membaca pada anak. Kedua, mempelajari kesulitan belajar anak sebelum dilakukan pemeriksaan . Ketiga, membantu identifikasi dengan ciri-ciri yang ditemui guru setelah menjalani proses belajar mengajar di kelas, Keempat, mengadakan rapat untuk membicarakan keadaan anak bersama kepala sekolah, penanggung jawab inklusi dan guru kelas, sebelum penerimaan rapor. Kelima, melakukan pemeriksaan dengan bantuan psikolog. (2) Upaya yang dilakukan guru untuk membimbing anak disleksia yaitu dengan memahami keadaan anak, membangun rasa percaya diri anak, dan dengan terus-menerus berlatih membaca. Guru juga menggunakan metode eja dan metode drill (latihan) yang juga berpengaruh untuk anak. Selain itu, guru juga melakukan pendekatan secara personal sehingga anak disleksia merasa punya tempat untuk menceritakan semua kegelisahannya. (3) Dengan guru memahami keadaan anak guru mampu memberikan bimbingan dan pendekatan sesuai kebutuhan anak. Walaupun belum menggunakan semua metode khusus untuk anak disleksia, pendekatan dan metode yang dilakukan guru memiliki pengaruh baik terhadap kemampuan baca-tulis anak. Anak sudah mulai lancar membaca, tulisan sudah sedikit rapi, dan dari waktu ke waktu ada peningkatan.

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