Institutional Repository UIN Sunan Kalijaga YogyakartaSTRATEGI GURU DALAM MENGENALKAN PENDIDIKAN SEKS PADA ANAK DENGAN AUTISME (Studi Kasus pada Anak Usia 5 Tahun di Sekolah Khusus Autis “Bina Anggita” Yogyakarta)NIM.: 21104030022Aisa Silmi AlfiaauthorSex education is important to introduce at an early age to children with autism as a foundation for recognizing their bodies, maintaining personal hygiene and privacy, and developing self-protection skills. However, the characteristics of children with autism in terms of communication, social interaction, behavior, and attention require teacher to implement strategies that are tailored to each child's individual needs. This study aimed to examine teacher's strategies in introducing sex education to children with autism, identify the supporting and inhibiting factors, and explore teacher’s efforts to overcome obstacles encountered during the learning process at the “Bina Anggita” Autism Special School, Yogyakarta. This study employed a qualitative method using an instrumental case study approach involving a five-year-old child with autism. Data were collected through non-participant observation, semi-structured interviews with teacher and the school principal, and documentation. Data were analyzed through data collection, data reduction, data display, and conclusion drawing and verification. Data trustworthiness was ensured through source triangulation and technique triangulation. The findings revealed that teacher’s strategies were implemented through three stages: planning, implementation, and evaluation. The planning stage was conducted flexibly by considering the child's individual characteristics and needs. The implementation stage involved individualized instruction, the use of simple language, visual and concrete learning media, demonstrations, prompting, reinforcement, and consistent habituation and repetition. Evaluation was conducted continuously through observation and assessment instruments to monitor the child's development and to provide a basis for adjusting subsequent instructional strategies. Supporting factors included teacher’s competence, the availability of learning media, school support, family involvement, and collaboration with professionals. Inhibiting factors included communication difficulties, changes in emotional condition or mood, tantrums and resistance to learning, repetitive behaviors, easily distracted attention, and the need for further development of learning media. Teacher addressed these challenges by using verbal communication accompanied by gestures, adopting patient and persuasive approaches, utilizing the child's preferred objects or activities, modifying instructional media, applying repetition and habituation consistently. During the research period, the child demonstrated several responses to the teacher's implemented strategies, including pointing to body parts when prompted, following toilet training routines, washing hands independently using soap, and removing pants only in the bathroom or other private areas.372.21 Pendidikan Pra Sekolah/Pendidikan Anak Usia Dini2026-08-12UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis

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