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bibo:abstract "This study was motivated by the importance of character development as a\r\nfundamental basis for fostering independence in children with intellectual disabilities\r\nwho still require assistance in daily activities. This research aimed to analyze the\r\nimplementation process of character guidance and its contribution to the\r\ndevelopment of independence among children with intellectual disabilities at SLB\r\nNegeri 2 Yogyakarta. Character guidance was implemented as a strategic effort by\r\nthe school to cultivate positive habits through a continuous and structured process.\r\nThis study employed a qualitative approach with a case study design. The research\r\nsubjects consisted of Islamic Religious Education teachers, classroom teachers, and\r\nchildren with intellectual disabilities. Data were collected through interviews,\r\nobservations, and documentation. The data were analyzed through the stages of data\r\nreduction, data display, and conclusion drawing. The findings revealed that the\r\nimplementation of character guidance was conducted through several stages,\r\nincluding identifying the child‟s condition, program planning, implementation\r\nthrough routine habituation and role modeling, evaluation, and reinforcement\r\nthrough consistent habituation. Character guidance contributed to the development\r\nof independence in children with intellectual disabilities across three aspects:\r\nautonomy, competence, and relatedness. In terms of autonomy, children began to\r\nmake simple decisions in daily activities. In terms of competence, children\r\ndemonstrated increased self-confidence through successful task completion. In terms\r\nof relatedness, children were able to develop better social interactions through\r\ngroup learning and the habituation of empathy and cooperation values."^^xsd:string;
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skos:prefLabel "158.3 Psikologi Konseling, Penyuluhan, Bimbingan Konseling" .
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