Electronic Theses and Dissertation

Siswa tunagrahita mendominasi populasi di slb negeri pidie jaya, sehingga menjadi fokus utama dalam proses pendidikan. keterbatasan intelektual, komunikasi, dan interaksi sosial pada anak tunagrahita ini menuntut adanya strategi pendidikan yang tidak hanya berfokus pada aspek akademik, tetapi juga pada pembentukan karakter. penelitian ini bertujuan untuk mengkaji strategi sekolah dalam mengembangkan karakter siswa tunagrahita serta menganalisis dampaknya terhadap perkembangan sosial mereka.penelitian ini menggunakan teori struktural fungsional talcott parsons dengan kerangka agil (adaptation, goal attainment, integration, latency). teori ini menekankan bahwa setiap sistem sosial, termasuk sekolah, harus menjalankan empat fungsi utama agar dapat bertahan: (1) adaptation, sekolah menyesuaikan strategi melalui kurikulum adaptif dan program bina diri; (2) goal attainment, sekolah menetapkan tujuan berupa pembentukan kemandirian, disiplin, dan keterampilan sosial siswa; (3) integration, sekolah mengintegrasikan peran guru, kepala sekolah, dan orang tua melalui koordinasi program; serta (4) latency/pattern maintenance, sekolah menjaga nilai moral, religius, dan budaya melalui pembiasaan serta pendidikan karakter berkelanjutan. metode penelitian yang digunakan adalah kualitatif dengan observasi dan wawancara mendalam. hasil penelitian menunjukkan bahwa sekolah menerapkan strategi berupa kurikulum adaptif, program keterampilan hidup, serta metode pembelajaran berbasis pembiasaan, pengulangan, dan pendampingan langsung. strategi ini berperan penting dalam menumbuhkan nilai kemandirian, disiplin, kepercayaan diri, serta kemampuan sosial siswa. hasilnya terlihat dari peningkatan kemampuan komunikasi dan kesiapan hidup siswa tunagrahita. namun demikian, keterbatasan fasilitas, minimnya keterlibatan orang tua, serta kurangnya jumlah guru pendamping masih menjadi tantangan yang dihadapi sekolah. kata kunci: karakter, siswa tunagrahita, strategi sekolah, pendidikan luar biasa, struktural fungsional agil

Students with intellectual disabilities (tunagrahita) dominate the population at SLB Negeri Pidie Jaya, making them the primary focus of the educational process. Their limitations in intellectual capacity, communication, and social interaction require educational strategies that emphasize not only academic learning but also character development. This study aims to examine the school’s strategies in developing the character of students with intellectual disabilities and to analyze their impact on students’ social development. This research employs Talcott Parsons’ Structural Functionalism Theory using the AGIL framework (Adaptation, Goal Attainment, Integration, Latency). The theory emphasizes that every social system, including schools, must perform four essential functions to survive: (1) Adaptation, where the school adjusts its strategies through adaptive curricula and self development programs; (2) Goal Attainment, where the school sets objectives such as fostering independence, discipline, and social skills among students; (3) Integration, where the school integrates the roles of teachers, principals, and parents through program coordination; and (4) Latency/Pattern Maintenance, where the school preserves moral, religious, and cultural values through continuous character education and habituation. This study applies a qualitative method through observation and in-depth interviews. The findings reveal that the school implements adaptive curricula, life skills programs, and learning methods based on habituation, repetition, and direct guidance. These strategies significantly contribute to developing students’ independence, discipline, self-confidence, and social abilities. The results also indicate improvements in students’ communication skills and life readiness. Nevertheless, limited facilities, low parental involvement, and a shortage of assistant teachers remain as challenges faced by the school. Keywords: character, students with intellectual disabilities, school strategy, special education, structural functionalism AGIL