PERILAKU SOSIAL ANAK TUNARUNGU USIA SEKOLAH DASAR SLB B PRIMA BAKTI MULIA : Studi Deskriptif pada Anak Tunarungu kelas V sekolah dasar

• Main Author: Agustina, Ratna Pusfita (Author)
• Format: Book
• Published: 2016-05-18.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Hearing loss for deaf children may affect-in a complex way-their development, especially their social behavior. Thus, this study aims to give an overview of the social behavior of primary school-age deaf children (comprised of cooperation, social acceptance desire, sympathy, empathy, selflessness, sportsmanship, and responsibility aspects) in school and at home, the social behavior obstacles in school and at home, and the efforts made by the teachers and the parents. By employing descriptive study with qualitative approach, this study investigates three fifth-grade children of SLB B Prima Bakti Mulia. The findings reveal that their social behavior in school regarding cooperation, social acceptance desire, sympathy, empathy, selflessness, and responsibility aspects tend to demonstrate the appropriate social behavior. However, they have the tendency not to display sportsmanship aspect, accepted by the surroundings, well. Meanwhile at home, they are to be likely to behave appropriately when it comes to cooperation, social acceptance desire, sympathy, empathy, selflessness, and responsibility aspects. Nevertheless, the deaf children are liable to show sportsmanship aspect accepted by the surroundings well. The obstacles are caused by an internal factor in communication ability as well as an external factor in acceptance from the surrounding. Through BKPBI program and articulation exercises, the teachers try to improve the students' communication ability. Providing explanation, becoming the mediator when a misunderstanding occurs, and raising the voice to optimize the students' remaining hearing ability are the efforts made by parents. Keywords: social behavior, deaf children, primary school-age Kehilangan pendengaran pada anak tunarungu memberikan dampak yang kompleks pada perkembangannya, terutama perkembangan perilaku sosial. Penelitian ini dimaksudkan untuk memperoleh gambaran perilaku sosial anak tunarungu usia sekolah dasar (meliputi kerjasama, hasrat akan penerimaan sosial, simpati, empati, tidak mementingkan diri sendiri, kesportifan, dan tanggung jawab) di sekolah dan rumah, hambatan perilaku sosial di sekolah dan di rumah, serta upaya yang dilakukan oleh guru maupun orang tua. Melalui metode penelitian deskriptif dengan pendekatan kualitatif, diambil subjek penelitiannya tiga anak tunarungu kelas V sekolah dasar di SLB B Prima Bakti Mulia. Hasil penelitian menunjukkan bahwa perilaku sosial di sekolah pada aspek kerjasama, hasrat akan penerimaan sosial, simpati, empati, tidak mementingkan diri sendiri, dan tanggung jawab kecenderungannya anak tunarungu dapat menunjukkan perilaku sosial yang sesuai. Akan tetapi pada aspek kesportifan, anak tunarungu memiliki kecenderungan kurang mampu menunjukkannya dengan sesuai tuntutan lingkungan. Untuk perilaku sosial di rumah, anak tunarungu memiliki kecenderungan untuk menunjukkan perilaku sosial yang sesuai pada aspek kerjasama, hasrat akan penerimaan sosial, simpati, empati, tidak mementingkan diri sendiri, dan tanggung jawab. Anak tunarungu memiliki kecenderungan kurang menunjukkan aspek perilaku kesportifan yang sesuai dengan tuntutan. Hambatan tersebut terjadi dikarenakan faktor internal dalam kemampuan berkomunikasi maupun faktor eksternal yakni penerimaan dari lingkungan. Upaya guru untuk meningkatkan kemampuan berkomunikasi anak tunarungu yakni melalui program BKPBI dan latihan artikulasi. Memberikan penjelasan, menjadi penengah saat terjadi kesalahpahaman, serta menaikkan volume suara untuk mengoptimalkan sisa pendengaran anak adalah upaya yang dilakukan orang tua. Kata Kunci : Perilaku Sosial, Anak Tunarungu, Usia Sekolah Dasar

Item Description

http://repository.upi.edu/26103/1/S_PLB_1102045_Title.pdf
http://repository.upi.edu/26103/2/S_PLB_1102045_Abstract.pdf
http://repository.upi.edu/26103/3/S_PLB_1102045_Table_of_content.pdf
http://repository.upi.edu/26103/4/S_PLB_1102045_Chapter1.pdf
http://repository.upi.edu/26103/5/S_PLB_1102045_Chapter2.pdf
http://repository.upi.edu/26103/6/S_PLB_1102045_Chapter3.pdf
http://repository.upi.edu/26103/7/S_PLB_1102045_Chapter4.pdf
http://repository.upi.edu/26103/8/S_PLB_1102045_Chapter5.pdf
http://repository.upi.edu/26103/9/S_PLB_1102045_Bibliography.pdf
http://repository.upi.edu/26103/10/S_PLB_1102045_Appendix1.pdf
http://repository.upi.edu/26103/11/S_PLB_1102045_Appendix2.pdf
http://repository.upi.edu/26103/12/S_PLB_1102045_Appendix3.pdf
http://repository.upi.edu/26103/13/S_PLB_1102045_Appendix4.pdf
http://repository.upi.edu/26103/14/S_PLB_1102045_Appendix5.pdf
http://repository.upi.edu/26103/15/S_PLB_1102045_Appendix6.pdf
http://repository.upi.edu/26103/16/S_PLB_1102045_Appendix7.pdf
http://repository.upi.edu/26103/17/S_PLB_1102045_Appendix8.pdf
http://repository.upi.edu/26103/18/S_PLB_1102045_Appendix9.pdf
http://repository.upi.edu/26103/19/S_PLB_1102045_Appendix10.pdf
http://repository.upi.edu/26103/20/S_PLB_1102045_Appendix11.pdf
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http://repository.upi.edu/26103/31/S_PLB_1102045_Appendix22.pdf