Electronic Theses and Dissertation

Penelitian ini bertujuan untuk melihat bagaimana perkembangan perilaku remaja disabilitas tuna rungu dan upaya yang dilakukan oleh guru sebagai role model dalam meningkatkan perkembangan perilaku remaja disabilitas tuna rungu di sdlb bukesra kota banda aceh. dalam penelitian ini, peneliti menggunakan teori perkembangan perilaku g. herbert mead. penelitian ini menggunakan metode kualitatif pendekatan deskriptif. berdasarkan hasil penelitian ini maka dapat disimpulkan bahwa perkembangan perilaku remaja disabilitas tuna rungu di sdlb bukesra kota banda aceh belum sepenuhnya berkembang. hal ini dipengaruhi oleh keterlambatan intelektual mereka yang dipengaruhi oleh keterbatasan sehingga menghambat tahap perkembangan mereka, walaupun usia remaja tuna rungu sudah di tahap generalizing stage tetapi perilaku mereka masih di tahap game stage. upaya yang dilakukan oleh guru sebagai role model (tokoh yang biasanya dijadikan panutan atau contoh) dalam meningkatkan perkembangan perilaku remaja disabilitas tunarungu di sdlb bukesra kota banda aceh seperti mengajarkan remaja tuna rungu norma-norma pancasila, mengajarkan sikap menghargai sesama, memberikan pengetahuan-pengetahuan tentang peraturan-peraturan sekolah, mencontohkan kepada remaja tuna rungu bahwa mereka harus berteman dengan semua, membiasakan untuk membagikan bekal makanan kepada sesama, mengadakan pengajian, mengadakan ekstrakurikuler serta melakukan gotong-royong. kata kunci: perkembangan perilaku, disabilitas, tuna rungu

This study aims to see how the development of the behavior of adolescents with hearing impairments and the efforts made by teachers as role models in increasing the behavior development of adolescents with hearing impairments at SDLB Bukesra, Banda Aceh City. In this study, researchers used G. Herbert Mead's Behavioral Developmental Theory. This study uses a qualitative descriptive approach. Based on the results and discussion found in this study, the development of behavior in terms of age for Deaf Adolescents has entered the generalizing stage or has entered another significant stage, but because of their intellectual delays with all limitations, it actually hinders their developmental stage, even though the Deaf Adolescents are aged are already at the Generalizing Stage but their behavior is still at the game stage. So it can be concluded that the development of the behavior of adolescents with hearing impairments at SDLB Bukesra in Banda Aceh City has not been fully developed. However, teachers are still trying to improve the behavior development of deaf adolescents such as teaching deaf youth the norms of Pancasila, teaching respect for others, providing knowledge about school regulations, modeling for deaf youth that they must be friends with all, getting used to to distribute food supplies to others, hold recitations, hold extracurriculars and do mutual cooperation. Keywords: Behavior Development, Disabilities, Deaf