Penerapan Dukungan Visual Dalam Pembelajaran Anak Dengan Spektrum Autis Di Sekolah Dasar Inklusi Surabaya
The Implementation Of Visual Support In The Learning Of Children With Autism Spectrum In Surabaya Inclusion Primary Schools
Dukungan visual efektif dalam pembelajaran anak spektrum autis (ASA), karena dapat meningkatkan kemampuan pemahaman dan menyimpan informasi secara optimal sebab mereka adalah visual learner. Penelitian ini bertujuan menganalisis penerapan dukungan visual bagi ASA oleh guru pendamping khusus (GPK) di sekolah dasar inklusi di Surabaya. Penelitian menggunakan metode pendekatan kuantitatif dengan jenis penelitian survei desain cross sectional dan pengumpulan data menggunakan kuesioner berbasis website dengan memanfaatkan Google Form. Instrumen penelitian diuji validitas dan reliabilitas menggunakan aplikasi SPSS versi 24, dan dinyatakan valid serta reliabel. Sampel penelitian adalah 48 GPK di SD inklusi Kota Surabaya dan menangani ASA. Data yang diperoleh dianalisis secara statistik deskriptif menggunakan aplikasi SPSS versi 24, berupa frekuensi dan persentase. Hasil menunjukkan 100% GPK menerapkan dukungan visual dalam pembelajaran ASA. Dukungan visual berupa visual boundaries 79.2%, visual cues 100% dan visual schedule 87.5% yang dilaksanakan melalui 3 langkah yaitu persiapan, pelaksanaan, dan monitoring. Berdasarkan hasil penelitian dapat disimpulkan bahwa seluruh GPK di SD inklusi Surabaya menerapkan dukungan visual dalam pembelajaran ASA. Implikasi penelitian ini adalah penerapan dukungan visual membuat pembelajaran lebih efektif, optimal, menumbuhkan perilaku positif, menstimulasi kognitif anak, serta membuat anak berkonsentrasi lebih baik dan memahami perintah.
Visual support are effective in learning for children with autistic spectrum disorder (ASD), because it can improve their ability to understand and retain information optimally because they are visual learners. This research aims to analyze the implementation of visual support for ASD by special assistant teachers in inclusive elementary schools in Surabaya. This research uses a quantitative approach with a cross-sectional survey design and data collection using a website-based questionnaire using Google Form. The research instrument was tested for validity and reliability using the SPSS 24 version, and was declared valid and reliable. The research sample was 48 special assistant teachers in inclusive elementary schools in Surabaya that handled ASD. The data obtained was analyzed descriptively statistically using the SPSS 24 version, in the form of frequencies and percentages. The results show that 100% of special assistant teachers apply visual support in ASD learning. There are three visual supports it is visual boundaries 79.2%, visual cues 100% and visual schedule 87.5% which is implemented through 3 steps: preparation, implementation and monitoring. Based on the research results, it can be concluded that all special assistant teachers in Surabaya inclusive elementary schools apply visual support in ASD learning. The implication of this research is that the application of visual support makes learning more effective and optimal, fosters positive behavior, stimulates children's cognition, and makes children concentrate better and understand commands