Electronic Theses and Dissertation

Komunikasi menjadi kebutuhan setiap orang, tidak terkecuali siswa yang
berkebutuhan khusus seperti tunalaras. Anak tunalaras merupakan anak dengan
karakteristik seperti tidak mampu belajar yang bukan disebabkan faktor
intelektual, tidak mampu membangun hubungan, bertingkah laku dan memiliki
perasaan yang tidak pada tempatnya, dan bertendensi ke arah simptom fisik
seperti merasa sakit dan ketakutan yang berlebihan. Sehingga mereka dikucilkan
oleh masyarakat. Anak tunalaras perlu mendapatkan pembinaan karakter untuk
memperbaiki hal ini. Penelitian ini bertujuan untuk mengetahui hambatan
komunikasi guru dan siswa tunalaras dalam proses pembinaan karakter. Penelitian
ini merupakan penelitian deskriptif kualitatif dengan teknik pengambilan
informan menggunakan teknik purposive sampling. Data penelitian diperoleh
melalui wawancara mendalam dan observasi. Hasil penelitian menunjukkan upaya
pembinaan karakter yang dilakukan diantaranya yaitu kegiatan olahraga, terapi,
dan berkomunikasi secara interpersonal. Berdasarkan hasil penelitian terdapat 3
hambatan yang terjadi pada proses pembinaan karakter siswa tunalaras, yaitu: (1)
Hambatan fisiologis yaitu karakteristik anak tunalaras itu sendiri dan rendahnya
tingkat linieritas pendidikan guru dengan kompetensi belajar siswa, (2) hambatan
semantik yaitu terjadinya perbedaan persepsi terhadap intonasi pesan yang
disampaikan guru saat berkomunikasi dan (3) hambatan psikologis yaitu
rendahnya kemampuan siswa tunalaras dalam mengendalikan emosi yang
disebabkan buruknya komunikasi antara guru dan orang tua dalam proses
pembinaan karakter.
Kata Kunci: Hambatan komunikasi, Guru, Anak tunalaras, Pembinaan karakter

Communication is a need for everyone, including students with special needs such as hearing impairments. Children with developmental disabilities are children with characteristics such as being unable to learn which is not caused by intellectual factors, being unable to build relationships, being interested in behavior and having inappropriate feelings, and a tendency towards physical symptoms such as feelings of pain and excessive fear. They are ostracized by society. Children with hearing impairments need to receive character training to improve this. This research aims to determine the communication barriers between teachers and students with hearing impairments in the character training process. This research is a qualitative descriptive research with informant retrieval techniques using purposive sampling techniques. Research data was obtained through in-depth interviews and observation. The research results show that the character training efforts carried out include sports activities, therapy and interpersonal communication. Based on the research results, there are 3 obstacles that occur in the process of character training for students with hearing impairments namely: (1) Physiological barriers, namely the characteristics of the deaf child himself and the low level of linearity of teacher education with student learning competence, (2) semantic barriers, namely differences in perception of the intonation of messages conveyed by teachers when communicating and (3) psychological barriers, namely low ability students with disabilities in controlling emotions caused by poor communication between teachers and parents in the character development process. Keywords: Communication barriers, Teachers, Children with disabilities, Character building