Metode pembinaan akhlak anak tunagrahita di SDN Kuripan Kidul 02 Pekalongan

UNSPECIFIED (2018) Metode pembinaan akhlak anak tunagrahita di SDN Kuripan Kidul 02 Pekalongan. Masters thesis, IAIN Pekalongan.

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Official URL: https://perpustakaan.iainpekalongan.ac.id/

Abstract

Secara konsep teori anak tunagrahita adalah anak dengan kecerdasan di bawah rata-rata, sehingga sulit untuk membentuk interaksi dengan orang lain dan sering kali menunjukkan akhlak yang kurang baik dalam kesehariannya namun pada kenyataannya, sebagian anak tunagrahita menunjukkan akhlak yang baik dibandingkan dengan akhlak anak normal. Anak tunagrahita mampu berlaku baik meskipun secara kognitif mereka kurang optimal. walaupun tidak ada guru khusus, para guru mampu menjadikan anak tunagrahita berlaku baik dengan guru maupun temannya. Permasalahan dalam penelitian ini yaitu pertama, Bagaimana akhlak anak Tunagrahita di SDN Kuripan Kidul 02 Pekalongan ?. Bagaimana metode yang digunakan dalampembinaan akhlak anak Tunagrahita di SDN Kuripan Kidul 02 Pekalongan ?. Bagaimana faktor pendukung dan penghambat dalam metode pembinaan akhlak anak Tunagrahita di SDN Kuripan Kidul 02 Pekalongan ?. Adapun tujuan penelitian ini yaitu mendeskripsikan dan menganalisis kritis akhlak anak Tunagrahita, metode dalam pembinaan akhlak anak tunagrahita, faktor pendukung dan penghambatnya di SDN Kuripan Kidul 02 Pekalongan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kualitatif deskriptif atau penelitian lapangan (field research). Kemudian teknik pengumpulan data dengan wawancara, observasi, dan dokumentasi. Sedangkan teknik analisis datanya dengan teknik deskriptif analisis kritis. Hasil penelitian ini bahwa akhlak anak tunagrahita yaitu sebagian besar lebih banyak baik dan sopan serta memiliki jiwa sosial yang lebih tinggi. Adapun tujuananya mengembangkan potensi anak pada aspek sikapnya lewat pendekatan agama supaya bisa membaur dan mampu berinteraksi dengan baik dan sopan. dan materinya yaitu sopan santun, bertutur kata dan bertingkah laku yang baik dengan metode pemberian nasihat, tanya jawab, pembiasaan, bercerita, dan suri tauladan serta pendekatan emosi. Peran guru sebagai pembimbing, fasilitator, pembina secara langsung dalam melaksanakan pembelajaran secara komuniukatif dan interaktif serta memberikan jam khusus yang bersifat klasikal dan individual serta tutor sebaya. Sedangkan medianya puzzel berupa gambar maupun kata, bola lingkar hitungan, alat peraga shalat dan wudhu, serta alat olah raga. Kemudian evaluasi melalui tes tertulis seperti UH, UTS, UAS dan test lisan serta adanya praktik langsung lebih menekankan pada evaluasi perubahan perilaku akhlak anak tunagrahita. Faktor pendukungnya ketersidiaan alat-alat peraga, adanya peran orang tua, guru dan teman untuk memperhatikan, mendampingi, memberi suri tauladan dan menerima kondisi anak tunagrahita. Faktor penghambatnya kurang perhatian dari dinas pendidikan, orang tua, sebagian guru, masyarakat dan lingkungannya, belum adanya guru pendamping khusus anak tunagrahita. Conceptually, the theory of mentally retarded children is children with below average intelligence, so it is difficult to form interactions with other people and often shows unfavorable character in their daily lives but in reality, some mentally retarded children show good character compared to normal child morals. Mentally disabled children are able to behave well even though cognitively they are less optimal than normal children, even though there are no teachers for children with special needs, there is no special curriculum from the government, a variety of types of children with special needs and conditions of schools with makeshift facilities. The teachers are able to make mentally retarded children behave well with their teachers and peers. The problem in this study is first, how is the morals of children with mental disabilities in SDN Kuripan Kidul 02 Pekalongan? how is the methods used in the moral development of children with mental disabilities in SDN Kuripan Kidul 02 Pekalongan? how is the supporting and inhibiting factors in the mentoring method of children with mental disabilities in SDN Kuripan Kidul 02 Pekalongan?. The purpose of this study is to describe and analyze critically the children with mental retardation, methods in mentoring mentally retarded children, supporting and inhibiting factors in SDN Kuripan Kidul 02 Pekalongan. This study uses a qualitative approach with descriptive qualitative research or field research. Then data collection techniques with interviews, observation, and documentation. While the data analysis technique using critical analysis descriptive techniques. The results of this study that the morality of mentally retarded children are mostly more good and polite and have a higher social life. The goal is to develop children's potential in aspects of their attitude through a religious approach so they can blend in and be able to interact well and politely. and the material is good manners, words and good behavior with the method of giving advice, question and answer, habituation, storytelling, and examples and emotional approaches. The role of teachers as mentors, facilitators, directors in carrying out communicative and interactive learning as well as providing special hours that are classical and individual and peer tutors. While the puzzel media is in the form of pictures or words, count circle balls, prayer and ablution props, and sports equipment. Then evaluation through written tests such as UH, UTS, UAS and oral tests as well as the existence of direct practice more emphasis on evaluating the change in moral behavior of mentally retarded children. Supporting factors are the availability of teaching aids, the role of parents, teachers and friends to pay attention, accompany, give examples and accept the condition of mentally retarded children. The inhibiting factor is lack of attention from the education office, parents, some teachers, the community and the environment, the absence of an accompanying teacher specifically mentally retarded children.

Item Type:

Thesis (Masters)

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