Electronic Theses and Dissertation

Abstrak pendidikan sangat penting bagi warga negara agar dapat memperoleh pengetahuan yang sama, begitupun dengan anak disabilitas salah satunya adalah anak tunagrahita. anak tunagrahita memiliki keterbatasan atau sedikit lambat dalam proses berfikir sehingga membutuhkan interaksi yang khusus dari guru dalam menyampaikan materi pada saat proses belajar dan mengajar. tujuan dari penelitian ini yaitu untuk mengetahui bagaimana interaksi guru dalam proses belajar mengajar pada anak tunagrahita di slb-cd ypac banda aceh. teori yang digunakan yaitu teori interaksionisme simbolik. penelitian ini menggunakan pendekatan kualitatif dengan dengan jenis penelitian deskriptif. metode pengumpulan data yang digunakan adalah wawancara semiterstruktur, observasi, dan dokumentasi. penentuan informan menggunakan teknik purposive sampling, kemudian informan di bagi menjadi dua yaitu, informan kunci dan informan pelengkap. teknik analisis data yang digunakan ialah pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. dari hasil penelitian diketahui bahwa. pertama, proses interaksi guru dalam proses belajar mengajar pada siswa/i tunagrahita menggunakan simbol verbal dan nonverbal. kedua, penempatan diri siswa/i saat melakukan interaksi dengan guru sama seperti saat mereka melakukan interaksi dengan teman. ketiga, masih banyaknya masyarakat yang menganggap bahwa anak-anak tunagrahita tidak ada gunanya bersekolah karena memiliki iq yang rendah, namun sebenarnya ketika mereka bersekolah dapat melatih kemampuan interaksi dan akademik mereka. keempat anak tunagrahita tingkat sd dengan umur remaja terlihat kurang aktif dalam proses belajar mengajar di bandingkan dengan umur anak-anak, dan siswa tunagrahita lebih cepat emosi serta tantrum di bandingkan siswi yang lebih bisa mengendalikan emosinya. kata kunci: interaksi dalam proses belajar mengajar, guru dan siswa/i tunagrahita, teori interaksi simbolik

ABSTRACT Education is very important for citizens to be able to obtain the same knowledge, as well as children with disabilities, one of which is mentally retarded children. Mentally retarded children have limitations or are a little slow in the process of thinking so that they require special interaction from the teacher in delivering material during the learning and teaching process. The purpose of this study was to find out how the interaction of teachers in the teaching and learning process for mentally retarded children at SLB-CD YPAC Banda Aceh. The theory used is the theory of symbolic interactionism. This study uses a qualitative approach with a descriptive type of research. Data collection methods used are semi-structured interviews, observation, and documentation. Determination of informants using purposive sampling technique, then the informants are divided into two, namely, key informants and complementary informants. Data analysis techniques used are data collection, data reduction, data presentation, and drawing conclusions. From the results of the study it is known that. First, the process of teacher interaction in the teaching and learning process for mentally retarded students uses verbal and nonverbal symbols. Second, students' self-placement when interacting with teachers is the same as when they interact with friends. Third, there are still many people who think that mentally retarded children have no point in going to school because they have a low IQ, but actually when they go to school they can practice their interaction and academic skills. The four children with mental retardation at the elementary school age were seen to be less active in the teaching and learning process compared to the age of the children, and mentally retarded students were more emotional and had tantrums compared to students who were more able to control their emotions. Keywords: Interaction in the teaching and learning process, teachers and students with mental retardation, symbolic interaction theory