Electronic Theses and Dissertation

Gangguan komunikasi yang dialami anak penyandang autisme tidak hanya menghambat proses belajar, tetapi juga berdampak pada hubungan sosial dan psikologis mereka di sekolah. Penelitian ini bertujuan untuk mengetahui bentuk komunikasi interpersonal antara guru dan murid penyandang autisme dalam mengatasi hambatan komunikasi di Sekolah Luar Biasa (SLB) Negeri Banda Aceh. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara semiterstruktur dan observasi non-partisipatif terhadap dua guru yang memiliki pengalaman mengajar murid autisme minimal tiga tahun. Hasil penelitian menunjukkan bahwa komunikasi interpersonal guru dengan murid autisme kategori sedang diwujudkan melalui penerapan lima prinsip komunikasi interpersonal. Keterbukaan, guru berusaha membangun komunikasi dan menunjukkan kesediaan mendengarkan murid. Empati, guru merespons kondisi emosional murid dengan pengertian tanpa memaksakan proses belajar. Sikap mendukung, diwujudkan melalui motivasi, pujian verbal, dan isyarat non-verbal. Sikap positif, guru menghadapi perilaku agresif anak dengan tenang dan edukatif. Kesetaraan, guru memberi ruang bagi murid untuk berpartisipasi dalam pengalaman sosial sehingga keterampilan sosial mereka berkembang. Penerapan prinsip-prinsip tersebut sejalan dengan teori Akomodasi Komunikasi Giles. Strategi divergensi tampak ketika guru menyesuaikan pola komunikasi sesuai kebutuhan murid, misalnya dengan menggunakan bahasa sederhana, media visual, dan pemberian pujian. Sementara itu, strategi konvergensi dilakukan dengan membimbing murid agar mampu beradaptasi dengan pola komunikasi umum, melalui penciptaan ruang dialogis dan pelibatan mereka dalam interaksi sosial. Komunikasi interpersonal guru tidak hanya menyesuaikan diri dengan karakteristik murid autisme, tetapi juga mengarahkan mereka untuk mengembangkan keterampilan sosial sesuai norma masyarakat. Guru disarankan untuk terus mengembangkan strategi komunikasi, sekolah perlu menyediakan pelatihan rutin, orang tua diharapkan melanjutkan praktik komunikasi di rumah, dan peneliti selanjutnya dianjurkan mengeksplorasi peran media, teknologi, serta terapi pendukung.

Kata kunci: Komunikasi Interpersonal, Autisme, Guru, Akomodasi Komunikasi

Communication disorders experienced by children with autism not only hinder the learning process but also affect their social and psychological relationships at school. This study aims to examine the forms of interpersonal communication between teachers and students with autism in overcoming communication barriers at Sekolah Luar Biasa (SLB) Negeri Banda Aceh. This research employed a qualitative descriptive approach with data collected through semi-structured interviews and non-participant observations involving two teachers who had at least three years of experience teaching students with autism. The findings reveal that interpersonal communication between teachers and students with moderate autism is realized through the application of five interpersonal communication principles. Openness, where teachers build communication and show willingness to listen. Empathy, where teachers respond to students’ emotional conditions with understanding without forcing the learning process. Supportiveness, manifested through motivation, verbal praise, and non-verbal cues. Positiveness, where teachers deal with aggressive behavior calmly and educatively. Equality, where teachers provide opportunities for students to participate in social experiences to enhance their social skills. The application of these principles aligns with Giles’ Communication Accommodation Theory. The divergence strategy is reflected when teachers adjust their communication patterns to students’ needs, such as by using simple language, visual media, and praise. Meanwhile, the convergence strategy is carried out by guiding students to adapt to common communication patterns through the creation of dialogical spaces and involvement in social interactions. This study concludes that teachers’ interpersonal communication not only adapts to the characteristics of students with autism but also directs them to develop social skills in accordance with societal norms. It is recommended that teachers continue to develop communication strategies, schools provide regular training, parents maintain consistent communication practices at home, and future researchers explore the role of media, technology, and therapeutic approaches in enhancing interpersonal communication with students with autism. Keywords: Interpersonal Communication, Autism, Teacher, Communication Accommodation Theory