PELAKSANAAN METODE PEER TEACHING DALAM PENINGKATAN KEMAMPUAN MEMBACA PADA ANAK DENGAN HAMBATAN EMOSI DAN PERILAKU DI LEMBAGA PEMBINAAN KHUSUS ANAK (LPKA) KELAS II BANDUNG

    Urfa Murshalat Subekti, - and Sunardi, - and Een Ratnengsih, - (2025) PELAKSANAAN METODE PEER TEACHING DALAM PENINGKATAN KEMAMPUAN MEMBACA PADA ANAK DENGAN HAMBATAN EMOSI DAN PERILAKU DI LEMBAGA PEMBINAAN KHUSUS ANAK (LPKA) KELAS II BANDUNG. S1 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Kemampuan membaca merupakan keterampilan dasar yang sangat penting dalam pendidikan dan perkembangan individu. Namun, anak dengan hambatan emosi dan perilaku (tunalaras), terutama mereka yang mengalami putus sekolah, sering menghadapi kesulitan dalam konsentrasi, motivasi belajar, dan keterampilan membaca. Hal ini berdampak signifikan pada kemampuan membaca mereka. Lembaga Pembinaan Khusus Anak (LPKA) Kelas II Bandung berupaya meningkatkan literasi anak binaan melalui program pendidikan kesetaraan. Salah satu metode yang diterapkan adalah Metode Peer Teaching, yaitu pembelajaran menggunakan Metode Peer Teachinng, yang diharapkan dapat membantu anak binaan meningkatkan kemampuan membaca. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif untuk menganalisis kebijakan LPKA dalam penerapan Metode Peer Teachinng, pelaksanaannya di lingkungan pembinaan, serta dampaknya terhadap peningkatan kemampuan membaca anak binaan. Data diperoleh melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa Metode Peer Teachinng berkontribusi positif dalam meningkatkan keterampilan membaca anak binaan, menciptakan lingkungan belajar yang lebih nyaman, memperkuat interaksi sosial, serta meningkatkan kepercayaan diri mereka. Dengan demikian, Metode Peer Teaching terbukti berhasil dalam mendukung upaya peningkatan literasi anak binaan, terutama bagi mereka yang memiliki hambatan dalam membaca akibat putus sekolah. Reading ability is a basic skill that is very important in education and individual development. However, children with emotional and behavioral disabilities (tunalaras), especially those who have dropped out of school, often face difficulties in concentration, learning motivation, and reading skills. This has a significant impact on their reading ability. The Bandung Class II Special Child Development Institution (LPKA) seeks to improve the literacy of foster children through an equal education program. One of the methods applied is the Peer Teaching Method, namely learning using the Peer Teaching Method, which is expected to help foster children improve their reading skills. This study uses a qualitative approach with a descriptive method to analyze LPKA's policy in implementing the Peer Teaching Method, its implementation in the foster environment, and its impact on improving the reading skills of foster children. Data were obtained through observation, interviews, and documentation. The results of the study showed that the Peer Teaching Method contributed positively to improving the reading skills of foster children, creating a more comfortable learning environment, strengthening social interaction, and increasing their self-confidence. Thus, the Peer Teaching Method has proven successful in supporting efforts to improve the literacy of foster children, especially for those who have reading disabilities due to dropping out of school.

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    Official URL: https://repository.upi.edu
    Item Type: Thesis (S1)
    Additional Information: ID SINTA Dosen Pembimbing : Sunardi: 6656915 Een Ratnengsih: 5996180
    Uncontrolled Keywords: Peer Teaching, Reading Ability, Children with Emotional Disabilities, LPKA, Qualitative Method Peer Teaching, Kemampuan Membaca, Anak Tunalaras, LPKA, Metode Kualitatif.
    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 Luar Biasa
    Depositing User: Urfa Murshalat Subekti
    Date Deposited: 11 Dec 2025 06:33
    Last Modified: 11 Dec 2025 06:33
    URI: http://repository.upi.edu/id/eprint/135480

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