Persepsi Guru Dan Orangtua Strategi Mengajar Anak Autism Saat Covid-19 Di Sekolah Dasar

Authors

DOI:

https://doi.org/10.31004/basicedu.v5i4.990

Keywords:

sekolah dasar, autism, orangtua, guru

Abstract

Penting bagi guru dan orangtua dalam meningkatkan aktivitas saat COVID19. Penelitian ini memberikan deskripsi tentang pengalaman guru dan orangtua dalam pembelajaran saat COVID-19 dengan anak yang autism tetap belajar di lingkungan rumah. Penelitian ini menggambarkan kondisi sebenarnya yang dialami oleh guru dan orangtua dalam mengeksplor kegiatan aktivitas belajar saat COVID-19. Dengan menggunakan teknik triangulasi data yang didapatkan dari orangtua, guru dan pengamatan responden sebagai subjek penelitian. Data wawancara dan observasi dianalisis selama wabah COVID-19 secara sistematis dan terstruktur. Analisis data mengungkapkan tiga tema : 1) cara guru dan orangtua dalam pembelajaran selama COVID-19 pada anak yang berkebutuhan khusus autism 2) Hambatan orangtua dan guru menghadapi COVID-19 pada anak autism 3) Persepsi orangtua dan guru untuk memberikan aktivitas belajar pada anak pada autism. Hasil penelitian ini diungkapkan positif oleh orangtua dan guru pendamping kelas pada area perkembangan anak dengan autism untuk melibatkan responden dalam kegiatan aktivitas belajar di lingkungan rumah

Author Biography

Sulistyani Puteri Ramadhani, Universitas Trilogi, Indonesia

Universitas Trilogi

References

Bone, A. E., Finucane, A. M., Leniz, J., Higginson, I. J., & Sleeman, K. E. (2020). Changing patterns of mortality during the COVID-19 pandemic: population-based modelling to understand palliative care implications. MedRxiv, 2020.06.07.20124693. https://doi.org/10.1101/2020.06.07.20124693

Chorpita, B. F. (2018). Autism Spectrum. Child and Adolescent Psychotherapy. https://doi.org/10.1017/9781316717615.005

Conn, C., Lewis, M., & Matthews, S. (2020). An analysis of educational dialogue as support for learning for young pupils with autism in mainstream schools. International Journal of Inclusive Education, 24(3), 251–265. https://doi.org/10.1080/13603116.2018.1458254

Einfeld, S. L., Beaumont, R., Clark, T., Clarke, K. S., Costley, D., Gray, K. M., … Howlin, P. (2018). School-based social skills training for young people with autism spectrum disorders. Journal of Intellectual and Developmental Disability, 43(1), 29–39. https://doi.org/10.3109/13668250.2017.1326587

Esentürk, O. K. (2020). Parents’ perceptions on physical activity for their children with autism spectrum disorders during the novel Coronavirus outbreak. International Journal of Developmental Disabilities, 0(0), 1–12. https://doi.org/10.1080/20473869.2020.1769333

Garland, T. (2016). Hands-On Activities for Children with Autism & Sensory Disorders. Retrieved from http://b-ok.org/book/2799950/f5ccd5

Haney, J. L., & Cullen, J. A. (2017). Learning About the Lived Experiences of Women with Autism from an Online Community. Journal of Social Work in Disability and Rehabilitation, 16(1), 54–73. https://doi.org/10.1080/1536710X.2017.1260518

Hasibuan, I. T., & Marlina, M. (2020). Ekspresi Emosi Anak Autis Dalam Berinteraksi Sosial Di Sekolah. Jurnal Basicedu, 4(1), 175–182. https://doi.org/10.31004/basicedu.v4i1.300

Hilna Putria, Luthfi Hamdani Maula, D. A. U. (2020). Hilna Putria, Luthfi Hamdani Maula, Din Azwar Uswatun, 4(4), 861–872. https://doi.org/10.31004/basicedu.v4i4.460

Iskandar. (2015). Metodologi Penelitian Pendidikan dan Sosial. Jakarta: Rosda Cipta.

Lee, O., & Campbell, T. (2020). What Science and STEM Teachers Can Learn from COVID-19: Harnessing Data Science and Computer Science through the Convergence of Multiple STEM Subjects. Journal of Science Teacher Education, 00(00), 1–13. https://doi.org/10.1080/1046560X.2020.1814980

MacHado Junior, S. B., Celestino, M. I. O., Serra, J. P. C., Caron, J., & Pondé, M. P. (2016). Risk and protective factors for symptoms of anxiety and depression in parents of children with autism spectrum disorder. Developmental Neurorehabilitation, 19(3), 146–153. https://doi.org/10.3109/17518423.2014.925519

Maharani, N., & Kartini, K. S. (2019). Penggunaan google classroom sebagai pengembangan kelas virtual dalam keterampilan pemecahan masalah topik kinematika pada mahasiswa jurusan sistem komputer. PENDIPA Journal of Science Education, 3(3), 167–173. https://doi.org/10.33369/pendipa.3.3.167-173

Mayes, S. D., Frye, S. S., Breaux, R. P., & Calhoun, S. L. (2018). Diagnostic, Demographic, and Neurocognitive Correlates of Dysgraphia in Students with ADHD, Autism, Learning Disabilities, and Neurotypical Development. Journal of Developmental and Physical Disabilities, 30(4), 489–507. https://doi.org/10.1007/s10882-018-9598-9

Mirzon Daheri, Juliana, Deriwanto, A. D. A. (2020). Jurnal basicedu. Jurnal Basicedu, 3(2), 524–532. https://doi.org/10.31004/basicedu.v4i4.445

Riva, D., Annunziata, S., Contarino, V., Erbetta, A., Aquino, D., & Bulgheroni, S. (2013). Gray matter reduction in the vermis and CRUS-II is associated with social and interaction deficits in low-functioning children with autistic spectrum disorders: A VBM-DARTEL study. Cerebellum, 12(5), 676–685. https://doi.org/10.1007/s12311-013-0469-8

Ruble, L. A., & Stone, W. L. (2017). Autism Spectrum Disorders. Pediatrics, 1565–1570. https://doi.org/10.1016/B978-0-323-01199-0.50248-6

Sugiyono. (2014). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Tay, H. Y., Kee, K. N. N., & Hui, S. K. F. (2019). Effective questioning and feedback for learners with autism in an inclusive classroom. Cogent Education, 6(1), 1–19. https://doi.org/10.1080/2331186X.2019.1634920

Trembath, D., & Vivanti, G. (2014). Problematic but predictive: Individual differences in children with autism spectrum disorders. International Journal of Speech-Language Pathology, 16(1), 57–60. https://doi.org/10.3109/17549507.2013.859300

Webster, A., & Roberts, J. (2020). Implementing the school-wide autism competency model to improve outcomes for students on the autism spectrum: a multiple case study of three schools. International Journal of Inclusive Education, 0(0), 1–19. https://doi.org/10.1080/13603116.2020.1735540

Zaidman-Zait, A., Mirenda, P., Szatmari, P., Duku, E., Smith, I. M., Zwaigenbaum, L., … Elsabbagh, M. (2020). Profiles and Predictors of Academic and Social School Functioning among Children with Autism Spectrum Disorder. Journal of Clinical Child and Adolescent Psychology, 00(00), 1–13. https://doi.org/10.1080/15374416.2020.1750021

Downloads

Additional Files

Published

2021-06-25

How to Cite

Ramadhani, S. P., & Supena, A. (2021). Persepsi Guru Dan Orangtua Strategi Mengajar Anak Autism Saat Covid-19 Di Sekolah Dasar. Jurnal Basicedu, 5(4), 2461–2471. https://doi.org/10.31004/basicedu.v5i4.990

Issue

Vol. 5 No. 4 (2021)

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).