ABSTRAK

Arun Maldini, NIM 18.12.21.064, Peran Guru Pendamping Khusus Dalam Mengajarkan Kemandirian Bagi Siswa Berkebutuhan Khusus di MI Muhammadiyah PK Kartasura, Program Studi Bimbingan dan Konseling Islam, Fakultas Ushuluddin dan Dakwah, Universitas Islam Negeri Raden Mas Said Surakarta. 2025
Kemandirian merupakan aspek penting dalam perkembangan siswa berkebutuhan khusus (ABK) di lingkungan inklusi. Guru pendamping berperan strategis dalam membangun kemandirian siswa, namun dalam praktiknya menghadapi berbagai tantangan. Penelitian ini bertujuan untuk mendeskripsikan peran guru pendamping dalam mengajarkan kemandirian kepada siswa ABK di MI Muhammadiyah PK Kartasura.
Penelitian menggunakan pendekatan kualitatif jenis studi kasus. Teknik pengumpulan sampel menggunakan teknik purposive sampling. Subjek terdiri dari tiga guru pendamping dan satu guru BK. Teknik pengumpulan data melalui wawancara mendalam, observasi, dan dokumentasi. Keabsahan data melalui triangulasi sumber, teknik, dan waktu. Analisis data menggunakan model Miles dan Huberman yaitu reduksi data, penyajian data, dan penarikan kesimpulan.
Hasil penelitian menunjukkan bahwa guru pendamping menjalankan lima peran utama: motivator, fasilitator, mediator, pembimbing, dan pendamping. Kemandirian yang dikembangkan meliputi aspek emosional, tingkah laku, dan nilai-nilai sosial. Tantangan yang dihadapi mencakup regulasi emosi siswa, ketergantungan terhadap guru, hambatan komunikasi, dan kurang optimalnya kolaborasi antar guru. Guru pendamping memiliki peran vital dalam membentuk kemandirian siswa ABK, namun memerlukan dukungan kolaboratif dari guru BK, orang tua, dan lingkungan sekolah untuk mencapai hasil optimal.

Kata Kunci: Guru Pendamping, Kemandirian, Siswa Berkebutuhan Khusus, Pendidikan Inklusi
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ABSTRACT

Arun Maldini, NIM 18.12.21.064, The Role of Special Assistant Teachers in Teaching Independence for Students with Special Needs at MI Muhammadiyah PK Kartasura, Islamic Guidance and Counseling Study Program, Faculty of Ushuluddin and Dakwah, Raden Mas Said State Islamic University Surakarta. 2025
Independence is an important aspect in the development of students with special needs (ABK) in an inclusive environment. Assistant teachers play a strategic role in building student independence, but in practice face various challenges. This study aims to describe the role of assistant teachers in teaching independence to ABK students at MI Muhammadiyah PK Kartasura.
The study used a qualitative approach of the case study type. The sample collection technique used purposive sampling technique. The subjects consisted of three assistant teachers and one BK teacher. Data collection techniques through in-depth interviews, observation, and documentation. Data validity through triangulation of sources, techniques, and time. Data analysis used the Miles and Huberman model, namely data reduction, data presentation, and drawing conclusions.
The results showed that assistant teachers played five main roles: motivator, facilitator, mediator, guide, and assistant. The independence developed includes emotional aspects, behavior, and social values. The challenges faced include student emotional regulation, dependence on teachers, communication barriers, and less than optimal collaboration between teachers. Assistant teachers have a vital role in shaping the independence of ABK students, but require collaborative support from BK teachers, parents, and the school environment to achieve optimal results.

Keywords: Assistant Teacher, Independence, Students with Special Needs, Inclusive Education