PROGRAM PENGEMBANGAN KETERAMPILAN SOSIAL ANAK TUNAGRAHITA DI SLB KOTA BANDUNG - Sheila Rengganis, - (2019)
Penelitian ini didasari rendahnya keterampilan sosial anak tunagrahita serta belum ada program keterampilan sosial di sekolah. Berdasarkan permasalahan tersebut maka tujuan penelitian ini untuk merumuskan program keterampilan sosial untuk anak tunagrahita. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif yang dilakukan dalam 3 tahap yaitu : 1) melihat kondisi faktual anak dan program keterampilan sosial, 2) merumuskan program keterampilan sosial yang sesuai dengan kebutuhan anak dan melakukan validasi program dan 3) keterlaksanaan program. Teknik pengumpulan data dalam penelitian ini menggunakan teknik wawancara, observasi dan dokumentasi. Penelitian ini menemukan kondisi objektif keterampilan sosial anak yang belum mampu melakukan hubungan pertemanan, memulai pembicaraan, mengikuti peraturan. Dari hasil temuan kondisi objektif keterampilan sosial anak tunagrahita, selanjutnya merumuskan program keterampilan sosial sesuai dengan kebutuhan anak dari hasil asesmen. Program keterampilan sosial sebelumnya divalidasi oleh ahli dan praktisi. Hasil validasi kemudian diperbaiki sesuai saran dari validator agar program keterampilan sosial layak untuk digunakan oleh guru. Pelaksanaan program diawali dengan melakukan diseminasi program dan secara umum program ini dapat diterapkan oleh guru. Kata kunci : keterampilan sosial, program keterampilan sosial, anak tunagrahita ABSTRACT Developmental Social Skills Program Intellectual Disability Children In Special School Bandung City Sheila Rengganis NIM : 1500542 Special Education Program Study Indonesian university of education This research is based on the low social skills of intellectual disability children and there are no social skills programs in school. Based on these problems, the purpose of this study is to formulate a social skills program for intellectual disability children. Using a qualitative approach with a descriptive method carried out in 3 stages, namely: 1) looking at the factual conditions of children and social skills programs, 2) formulating social skills programs that fit the needs of children and validating the program and 3) implementation of the program. Data collection techniques in this study used interview, observation and documentation techniques. This research found an objective condition of social skills of children who have not been able to make friendships, start a conversation, follow the rules. Furthermore, a social skills program is formulated to suit the child's needs. From the findings of the objective condition of intellectual disability children's social skills, then formulate a social skills program in accordance with the needs of the child from the results of the assessment. The previous social skills program was validated by experts and practitioners. The validation results are then corrected according to the suggestions of the validator so that the social skills program is suitable to use by the teacher. The program starts with the program dissemination and in general the program can be applied by the teacher. Keywords: social skills, social skills programs, intellectual disability children