IMPLEMENTASI KEGIATAN PRACTICAL LIFE MODEL PEMBELAJARAN MONTESSORI DALAM MEMBENTUK KEMANDIRIAN ANAK AUTIS: Studi Kasus Di Salah Satu TK Inklusi Tangerang

Putri Ptrasasti, - and Nur Faizah Romadona, - and Euis Kurniati, - (2025) IMPLEMENTASI KEGIATAN PRACTICAL LIFE MODEL PEMBELAJARAN MONTESSORI DALAM MEMBENTUK KEMANDIRIAN ANAK AUTIS: Studi Kasus Di Salah Satu TK Inklusi Tangerang. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Anak dengan autisme menghadapi tantangan dalam mengembangkan kemandirian, khususnya pada keterampilan hidup sehari-hari. Model pembelajaran Montessori, melalui kegiatan Practical Life, menawarkan pendekatan terstruktur dan konkret yang diyakini mampu menstimulasi kemandirian anak autis. Penelitian ini bertujuan menganalisis perencanaan, pelaksanaan, dan evaluasi kegiatan Practical Life model pembelajaran Montessori dalam membentuk kemandirian anak autis di salah satu sekolah inklusi. Metode penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian terdiri dari kepala sekolah, guru kelas, dan orang tua anak autis. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa perencanaan kegiatan Practical Life untuk anak autis di rencanakan sama seperti anak tipikal, dengan penekanan pada kegiatan konkret yang berorientasi pada keterampilan hidup mandiri. Meskipun tidak menggunakan Individualized Education Plan (IEP) secara formal, guru melakukan penyesuaian pembelajaran secara situasional. Pelaksanaan kegiatan Practical Life dilaksanakan dengan pendekatan inklusif dan tahapan pembelajaran yang mencakup kegiatan awal, inti, dan penutup. Anak autis dilibatkan dalam rutinitas harian seperti memakai sepatu, merapihkan alat, dan melakukan kegiatan harian secara mandiri. Evaluasi pembelajaran dilakukan berdasarkan konteks dan kemampuan anak autis. Children with autism face challenges in developing independence, particularly in daily living skills. The Montessori learning model, through Practical Life activities, offers a structured and concrete approach believed to stimulate independence in children with autism. This study aims to analyze the planning, implementation, and evaluation of Practical Life activities in the Montessori learning model in fostering independence in children with autism in an inclusive school. The research method used a qualitative approach with a case study design. The research subjects consisted of the principal, class teachers, and parents of children with autism. Data were collected through interviews, observation, and documentation, then analyzed using thematic analysis. The results indicate that planning for Practical Life activities for children with autism is similar to that for typical children, with an emphasis on concrete activities oriented toward independent living skills. Although not using a formal Individualized Education Plan (IEP), teachers make situational adjustments to learning. Practical Life activities are implemented using an inclusive approach and learning stages that include initial, core, and closing activities. Children with autism are involved in daily routines such as putting on shoes, tidying up tools, and carrying out daily activities independently. Learning evaluation is conducted based on the context and abilities of the children with autism.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?hl=id&user=TK7CZCUAAAAJ ID SINTA Dosen pembimbing: Nur Faizah Romadona: 6001523 Euis Kurniati: 6001374
Uncontrolled Keywords:	Anak autis, Kemandirian, Montessori, Pembelajaran inklusi, Practical Life. Autistic children, Inclusive learning, Independence, Montessori, Practical Life.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LC Special aspects of education
Divisions:	Fakultas Ilmu Pendidikan > Pendidikan Anak Usia Dini S2
Depositing User:	Putri Prasasti
Date Deposited:	14 Oct 2025 15:16
Last Modified:	14 Oct 2025 15:16
URI:	http://repository.upi.edu/id/eprint/143292

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