PENERAPAN KARAKTER KINDNESS PADA ANAK TUNANETRA USIA DINI DI SLBN A KOTA BANDUNG : Studi Deskriptif pada Peserta Didik Tunanetra Usia Dini di SLBN A Kota Bandung

• Main Author: Indri Septian Permani, - (Author)
• Format: Book
• Published: 2018-08-23.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/38006/1/S_PKH_1400635_Title.pdf; http://repository.upi.edu/38006/2/S_PKH_1400635_Abstract.pdf; http://repository.upi.edu/38006/3/S_PKH_1400635_Table_of_content.pdf; http://repository.upi.edu/38006/4/S_PKH_1400635_Chapter1.pdf; http://repository.upi.edu/38006/5/S_PKH_1400635_Chapter2.pdf; http://repository.upi.edu/38006/6/S_PKH_1400635_Chapter3.pdf; http://repository.upi.edu/38006/7/S_PKH_1400635_Chapter4.pdf; http://repository.upi.edu/38006/8/S_PKH_1400635_Chapter5.pdf; http://repository.upi.edu/38006/9/S_PKH_1400635_Bibliography.pdf; http://repository.upi.edu/38006/10/S_PKH_1400635_Appendix.pdf
• Keywords: L Education (General); LC Special aspects of education

Penelitian ini bertujuan untuk memperoleh gambaran sejauh mana penerapan karakter kindness pada peserta didik tunanetra usia dini di SLBN A Kota Bandung. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek penelitian ini terdiri dari dua orang guru kelas dan empat orang peserta didik usia dini. Teknik pengumpulan data dilakukan dengan cara observasi, wawancara, dan studi dokumentasi. Hasil penelitian ini menunjukkan perencanaan penerapan pendidikan karakter kindness pada peserta didik tunanetra usia dini berdasarkan hasil asesmen secara umum. Pada pelaksanaannya dilakukan melalui kegiatan pembiasaan seperti pembiasaan berbagi. Evaluasi dilakukan secara lisan, pengamatan langsung terkait perilaku saat proses pembelajaran, dan tertulis yang akan diakumlasikan di akhir semester. Hambatan yang dihadapi yaitu guru kesulitan dalam membuat program yang sesuai dengan kebutuhan peserta didik, orientasi mobilitas sosial komunikasi (OMSK), kerjasama dengan orangtua, dan penerimaan lingkungan terhadap kondisi peserta didik. Adapun upaya yang dilakukan yaitu guru membuat perencanaan program yang sesuai dengan kebutuhan peserta didik, pelaksanaan penerapan pendidikan karakter kindness dilaksanakan secara terprogram dan konsisten dan meningkatkan kerjasama guru dengan orangtua. Implikasi dari penelitian ini diharapkan guru dan orangtua secara bersama-sama merumuskan dan mengembangkan karakter kindness peserta didik tunanetra usia dini dan diimplementasikan dalam setting yang masing-masing. ;---This research aims to obtain an overview of the extent to which the impelementation of the kindness character to early children with visual impairment in SLBN A Kota Bandung. This research uses descriptive method with a qualitative approach. The subject of this study consisted of two class teachers and four early age students. Data collection techniques are carried out by observation, interviews, and documentation studies. The results of this study indicate that the planning of the implementation of kindness character education in early visual impairment students based on the results of the assessment in general. The implementation is done through behavioural activities such as sharing activities. Evaluation is done verbally, direct observation of the associated behavior when the learning process, and written will be accumulated at the end of the semester. The obstacles that found are that teachers difficulties in creating programs that are appropriate to the needs of students, the orientation of social mobility communications (OMSK), cooperation with parents, and acceptance of the environment against the condition of students. As for the effort that is done, the teacher makes program planning that is in accordance with the needs of students, the implementation of kindness character education must be programmed and consistent, and teacher cooperation of teachers with parents. The implications of this research are expected to teachers and parents together to formulate and develop of the kindness character to early children with visual impairment and implemented in their respective settings.