Strategi Guru Pendamping Khusus (GPK) dalam Meningkatkan Karakter Mandiri Peserta Didik Berkebutuhan Khusus (PDBK) Kelas Sumber di SMPN 43 Surabaya

Strategy of Special Accompanying Teachers (GPK) in Improving the Independent Character of Special Needs Students (PDBK) in the Sumber Class at SMPN 43 Surabaya

Penelitian ini bertujuan untuk mengetahui strategi guru pendamping khusus dalam meningkatkan karakter mandiri peserta didik berkebutuhan khusus (PDBK) kelas sumber di SMPN 43 Surabaya serta tantangan yang dihadapi. Hasil penelitian dianalisis menggunakan teori belajar sosial Albert Bandura. Penelitian ini merupakan penelitian kualitatif dengan desain fenomenologi. Informan penelitian adalah GPK kelas sumber di SMPN 43 Surabaya. Hasil penelitian menunjukkan strategi yang dilakukan GPK dalam meningkatkan karakter mandiri PDBK di antaranya: (1) pembiasaan dalam aktivitas sehari-hari; (2) pengembangan kemandirian melalui pemodelan berupa vokasional skill dan bina diri; (3) bimbingan dalam pembelajaran kontekstual melalui kegiatan kelas dan luar kelas; dan (4) kolaborasi dengan orang tua atau wali peserta didik. Tantangan yang dihadapi GPK meliputi perbedaan kemampuan dan kebutuhan peserta didik serta kurangnya dukungan dari lingkungan luar sekolah. Teori Albert Bandura menjelaskan bahwa model perilaku GPK memengaruhi PDBK melalui empat proses, yaitu: (1) perhatian (attention), saat PDBK memperhatikan perilaku GPK; (2) retensi, yaitu mengingat perilaku GPK; (3) reproduksi, yaitu meniru perilaku GPK dalam meningkatkan karakter mandiri; dan (4) motivasi, yaitu dorongan dari GPK agar PDBK terus berusaha meningkatkan karakter mandiri dan mengulang perilaku yang telah diamati. Keempat proses ini menjadi dasar dalam memahami bagaimana strategi GPK membentuk karakter mandiri PDBK secara bertahap dan berkelanjutan.

Kata Kunci: Strategi, Guru pendamping khusus, mandiri, peserta didik berkebutuhan khusus di kelas sumber.

This study aims to identify the strategies used by special assistant teachers (GPK) in developing the independent character of students with special needs (PDBK) in the resource class at SMPN 43 Surabaya, as well as the challenges they face. The results are analyzed using Albert Bandura's social learning theory. This is a qualitative study with a phenomenological research design. The research informants were GPK in the resource class at SMPN 43 Surabaya. The findings show that the strategies implemented by GPK to enhance the independent character of PDBK include: (1) habituation in daily activities; (2) development of independence through modeling in the form of vocational skills and self-care; (3) guidance in contextual learning through in-class and out-of-class activities; and (4) collaboration with parents or guardians of students. The challenges faced by GPK involve differences in students' abilities and needs, as well as lack of support from the external environment. Bandura's theory explains that the teacher’s behavior model influences PDBK through four processes: (1) attention, where PDBK observe the teacher's behavior; (2) retention, where PDBK remember the teacher’s behavior; (3) reproduction, where PDBK attempt to imitate the behavior demonstrated by the teacher related to independence; and (4) motivation, where the teacher encourages PDBK to continue developing independence and to repeat observed behavior. These four processes form the foundation for understanding how GPK strategies gradually and sustainably build the independent character of PDBK.