UPAYA GURU BIMBINGAN DAN KONSELING DALAM MENANGANI REGULASI EMOSI SISWA TUNAGRAHITA DI SLB NEGERI 2 YOGYAKARTA

Muhammad Hidayatullah, NIM.: 22102020085 (2026) UPAYA GURU BIMBINGAN DAN KONSELING DALAM MENANGANI REGULASI EMOSI SISWA TUNAGRAHITA DI SLB NEGERI 2 YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study aims to describe the strategies of Guidance and Counseling (BK) teachers in handling the emotion regulation of students with intellectual disabilities at SLB Negeri 2 Yogyakarta. This study employed a qualitative research method with a descriptive approach. The research subjects consisted of Guidance and Counseling teachers, students with intellectual disabilities, and parents. Data were collected through observation, interviews, and documentation. The data validity in this study was examined using technical triangulation and source triangulation. Data analysis techniques were conducted through data reduction, data display, and conclusion drawing and verification. The results of the study indicate that the strategies of Guidance and Counseling teachers in handling the emotion regulation of students with intellectual disabilities at SLB Negeri 2 Yogyakarta were implemented through four main forms. First, striving to create a school environment that fosters a sense of belonging for students through role modeling, the active presence of teachers among students, personal communication, the provision of attention and appreciation, as well as the creation of a safe and comfortable school environment. Second, understanding students comprehensively in terms of academic achievement, social, and personal aspects through observation, the compilation of student profiles, communication with students and their families, as well as recording student development. Third, implementing guidance and counseling programs by adapting services to the characteristics of students with intellectual disabilities through concrete, visual, preventive, and responsive approaches. Fourth, fostering good relationships between the school, parents, and the community through communication, consultation, collaboration, and referrals to professionals who have the competence according to the students' needs.

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