Electronic Theses and Dissertation

Kesulitan yang dihadapi para guru yang mengajarkan ABK dapat mengakibatkan stress hingga mengakibatkan terhambatnya proses belajar mengajar. Penelitian ini bertujuan untuk mengetahui apakah strategi coping yang dimiliki guru yang mengajarkan ABK disekolah dasar inklusi sudah dapat mengentaskan rasa stress yang mereka miliki. Subjek penelitian ini adalah guru yang mengajar ABK di sekolah dasar inklusi yaitu SD Negeri 1 Banda Aceh, SD Negeri 25 Banda Aceh dan SD Negeri 54 Banda Aceh. Pendekatan ini menggunakan pendekatan deskriptif kualitatif. Teknik pengumpulan data yaitu wawancara dan observasi. Teknik analisis data yang digunakan adalah teknik analisis deskriptif. Hasil penelitian dapat digambarkan bahwa strategi coping yang digunakan dalam Problem Focused Coping yang meliputi tindakan Planfull Problem Solving, Confrontive Coping, dan Seeking Sosial Support menujukkan bahwa strategi Seeking Social Support menjadi strategi yang paling dominan digunakan oleh guru kelas yang mengajarkan anak berkebutuhan khusus disekolah dasar inklusi.

The difficulties faced by teachers who teach children with disabilities can cause stress and hinder the teaching and learning process. This study aims to determine whether the coping strategies of teachers who teach children with disabilities in inclusive primary schools can alleviate the stress they have. The subjects of this study were teachers who teach children with disabilities in inclusive primary schools, namely SD Negeri 1 Banda Aceh, SD Negeri 25 Banda Aceh and SD Negeri 54 Banda Aceh. This approach uses a qualitative descriptive approach. Data collection techniques were interviews and observations. The data analysis technique used is descriptive analysis technique. The results of the study can be described that the coping strategies used in Problem Focused Coping which include Planfull Problem Solving, Confrontive Coping, and Seeking Social Support actions show that the Seeking Social Support strategy is the most dominant strategy used by classroom teachers who teach children with special needs in inclusive elementary schools.