Eti Suhaeti, - (2023) INTERNALISASI NILAI KEMANDIRIAN MELALUI PROGRAM ORIENTASI DAN MOBILITAS PADA ANAK TUNANETRA : Studi Di SLB Negeri Ciamis, SLB YKSB Cijeunjing, Dan SLB Agrowisata Shaleha Panjalu. S3 thesis, Universitas Pendidikan Indonesia.
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Abstract
Eti Suhaeti, 2022 Internalisasi Nilai Kemandirian Melalui Program Orientasi dan Mobilitas Pada Anak Tunanetra (Studi di SLB Negeri Ciamis, SLB YKSB Cijeungjing dan SLB Agrowisata Shaleha Panjalu). Promotor Disertasi: Prof. Dr. H. Sofyan Sauri, M.Pd, Co Promotor: Dr. H. Mupid Hidayat, M.Ag, Anggota Promotor: Dr. H. Sunardi, M.Pd. Program Studi Pendidikan Umum dan Karakter, Sekolah Pascasarjana, Universitas Pendidikan Indonesia. Penelitian Disertasi ini, mengungkap tentang kemandirian anak tunanetra. Di lapangan masih banyak ditemukan anak tunanetra yang kemandiriannya masih belum berkembang, sehingga berpengaruh terhadap rasa percaya diri dalam melakukan orientasi dan mobilitasnya. Adapun tujuan penelitian ini ingin menganalisis: perencanaan, pelaksanaan, evaluasi, kendala-kendala dan solusi serta program pengembangan internalisasi nilai kemandirian melalui program Orientasi dan Mobilitas pada anak tunanetra. Penelitian ini menggunakan pendekatan Kualitatif dengan metode Studi Kasus terhadap tiga orang guru yang mengajar Program Khusus Orientasi dan Mobilitas dan tiga orang kepala sekolah sebagai data penguat di SLB Negeri Ciamis, SLB YKSB Cijeungjing dan SLB Agrowisata Shaleha Panjalu. Teknik pengumpulan data menggunakan teknik Wawancara, Observasi dan Studi Dokumentasi, dengan teknik analisis datanya menggunakan langkah-langkah yang dimulai dari: Data Collection, Data Reduction, Data Display, dan Data Conclusion. Hasil penelitian menunjukkan: (1) Perencanaan yang disusun guru mengacu kepada Visi, Misi, Program Orientasi dan Mobilitas, serta KTSP. Sebelum menyusun perencanaan terlebih dahulu guru menyusun asesmen. Perangkat perencanaan yang dikembangkan adalah RPP; (2) Langkah-langkah pelaksanaan melalui kegiatan pendahuluan, inti dan penutup, dengan tahapan transformasi nilai, transaksi nilai, dan trans internalisasi nilai, serta pendekatan saintifik; (3) Pada kegiatan evaluasi dimulai dari: merencanakan, melaksanakan, mengolah, menyimpulkan, dan melaporkan hasil evaluasi. (4) Kendala-kendala yang menghambat internalisasi nilai kemandirian disebabkan karena: (a) faktor intern di antaranya: mudah emosi, mudah beralih perhatian, tidak percaya diri, hambatan motorik, jarang sekolah, malu menggunakan teknik tongkat, dan salah seorang guru kurang menguasai teknik tongkat (b) faktor ekstern: di antaranya: lingkungan yang kurang kondusif, fasilitas kurang memadai, sikap orang tua, ruangan yang disatukan. Sebagai solusi, memberikan bimbingan dan latihan secara intensif dan berkelanjutan, pelayanan pendidikan yang tepat, setting lingkungan, kerja sama dengan pihak terkait, serta peningkatan kompetensi guru. (5) Ketiga guru tersebut masih belum menyusun program pengembangan secara formal dan tertulis, namun mereka telah melaksanakan program berdasarkan program asesmen dan perencanaan, sehingga kemandirian anak tunanetra masih belum berkembang secara maksimal. Dengan demikian implikasinya jika guru dapat melakukan internalisasi nilai kemandirian melalui program Orientasi dan Mobilitas dengan tepat, maka kemandirian anak tunanetra akan berkembang secara maksimal. Kata Kunci: Internalisasi Nilai Kemandirian, Program Orientasi dan Mobilitas, Anak Tunanetra Eti Suhaeti, 2022 Internalization of the Value of Independence through Orientation and Mobility Programs for Blind Children (Studies at SLB Negeri Ciamis, SLB YKSB Cijeungjing and SLB Agrotourism Shaleha Panjalu). Dissertation Promoter: Prof. Dr. H. Sofyan Sauri, M.Pd, Co. Promoter: Dr. H. Mupid Hidayat, M.Ag, Promoter Member: Dr. H. Sunardi, M.Pd. General and Character Education Study Program, Graduate School, University of Education Indonesia. This dissertation research reveals the independence of blind children. In the field, there are still many blind children whose independence has not yet developed, so it affects their confidence in orientation and mobility. As for the purpose of this study is to analyze: planning, implementing, evaluating the constraints and solutions, and the development program for internalizing the value of independence through the Orientation and Mobility Program for blind children. This study uses a qualitative approach with the case study method of three teachers who teach the Orientation and Mobility Special Program and three school principals as reinforcement data at SLB Negeri Ciamis, SLB YKSB Cijeungjing and SLB Agrowisata Shaleha Panjalu. The data collection technique uses Interview, Observation and Documentation Study techniques, with data analysis techniques using steps starting from: Data Collection, Data Reduction, Data Display, and Data Conclusion. The results of the research from the three teachers show: (1) The planning prepared by the teacher refers to the Vision, Mission, Orientation and Mobility Program, and KTSP. (2) The implementation steps are through preliminary, core and closing activities, with stages of value transformation, value transaction, and value trans-internalization, as well as a scientific approach; (3) The evaluation activities start from: planning, implementing, processing, concluding, and reporting the evaluation results. (4) Constraints that hinder the internalization of the value of independence are caused by: (a) internal factors including: easy to get emotional, easy to switch attention, not confident, motoric barriers, rarely go to school, embarrassed to use stick technique, and one of the teachers lacks mastery of the stick technique (b) external factors: including: the environment is not conducive, the facilities are inadequate, the attitude of the parents, the room that is put together. As a solution, providing intensive and continuous guidance and training, appropriate educational services, environmental settings, collaboration with related parties, and increasing teacher competence, (5) The three teachers have not yet developed a formal and written development program, but they have implemented a program based on an assessment and planning program, so that the independence of blind children is still not fully developed. Thus the implication is that if the teacher can internalize the value of independence through the Orientation and Mobility program properly, then the independence of blind children will develop optimally. Keywords: Internalization of the Value of Independence, Orientation and Mobility Program, Blind Children
| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | ID SINTA Dosen Pembimbing Sofyan Sauri : 5979751 Mupid Hidayat : 5993544 Sunardi : 6656915 |
| Uncontrolled Keywords: | Internalisasi Nilai Kemandirian, Program Orientasi dan Mobilitas, Anak Tunanetra |
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Umum/Nilai S-3 |
| Depositing User: | Eti Suhaeti |
| Date Deposited: | 02 May 2023 05:19 |
| Last Modified: | 02 May 2023 05:19 |
| URI: | http://repository.upi.edu/id/eprint/89740 |
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