%0 Thesis
%9 Masters
%A Salsabila Nur Hasna, NIM.: 24200011008
%B PASCASARJANA
%D 2026
%F digilib:78600
%I UIN SUNAN KALIJAGA YOGYAKARTA
%K Guru non-PLB, Sekolah Luar Biasa, Kapasitas Diri, Self Efficacy
%P 105
%T PENGEMBANGAN KAPASITAS DIRI GURU NON-PLB DALAM PEMBELAJARAN SISWA PENYANDANG DISABILITAS: STUDI KASUS DI SLB NEGERI 1 BANTUL
%U https://digilib.uin-suka.ac.id/id/eprint/78600/
%X This study was motivated by the gap in the abilities of teachers without a  background in Special Education (PLB) to teach students with disabilities in special  education schools. Without formal training in Special Education, they are required  to teach students with disabilities with all the associated issues and dynamics a  situation that poses unique challenges as they carry out their teaching duties in the  classroom. This study employed a descriptive qualitative method using a case study  approach, involving 8 non-Special Education teachers at State Special School 1  Bantul as informants. Data collection techniques included in-depth interviews,  observation, and documentation. The results indicate that capacity building for non-  PLB teachers is carried out through three complementary mechanisms: the Teacher  Working Group (KKG) program, school-based workshops, and self-directed  learning and peer learning among teachers. Issues related to the regulations  governing the Teacher Working Group program and its less than optimal  implementation in the field have actually encouraged non-PLB teachers to take the  initiative to engage in self-directed learning through various online media and to  share knowledge and experiences with their peers. From a self-efficacy perspective,  the mastery experiences and competency acquisition gained by non-PLB teachers  through both formal and informal channels supported by verbal encouragement  among fellow teachers indicate that the self-efficacy of non-PLB teachers is not  built from a single source of experience, but rather through the support of various  mutually reinforcing sources. Thus, limitations in a single capacity-building  mechanism do not necessarily constitute an insurmountable obstacle, as long as the  teacher has the opportunity and willingness to pursue alternative mechanisms for  achieving the desired self-capacity development.
%Z Dr. Muhrisun, S.Ag., BSW., M.Ag., MSW.