PERAN GURU DALAM PROSES IDENTIFIKASI SISWA DISLEKSIA DI SEKOLAH DASAR

Syifa Qurrota A’yun Lis Kurniawati, NIM.: 20200012022 (2024) PERAN GURU DALAM PROSES IDENTIFIKASI SISWA DISLEKSIA DI SEKOLAH DASAR. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

In the learning process at school there are several obstacles, including many students who cannot achieve optimal learning outcomes. Problems with learning disorders include reading difficulties. In fact, one of the students' learning success is determined by their reading ability. Teachers play a role in improving students' reading skills. Therefore, teachers are able to identify students' reading abilities. The aim of the research is to examine the identification of treatment for dyslexic students. The research method uses descriptive qualitative research, a case study approach. The informants in the research were one school principal, two class 2 teachers, three students in class 2 who had difficulty reading and three students' parents. Data collection techniques use interviews, observation and documentation. Miles Huberman's data analysis techniques include data collection, data reduction, data presentation and drawing conclusions. Test the validity of the data using source triangulation. The results of the research show: The identification stages for handling students with dyslexia are carried out in three stages, namely the initial stage, the transformation stage and the stage for handling dyslexia students. First, dyslexia can be identified early when registration begins and follow-up reviews progress over the course of one year and treatment is carried out in the second year. The teacher's follow-up efforts provide guidance specifically according to the needs of each student. Second, the challenges experienced by teachers. (1) teachers have difficulty finding appropriate learning methods for students with dyslexia, (2) communication between teachers and students' parents is not conducive. (3) students lack focus when mentoring is provided.

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