Keterlibatan Orang Tua terhadap Keterampilan Sosial Siswa Berkebutuhan Khusus di Sekolah Dasar Inklusif

Frieda Maryam Mangunsong, Citra Wahyuni

Abstract


This study aims to examine the relationship between parental involvement and social skills of students with SEN in the inclusive elementary primary. It also examines student factors, namely gender, types of disability, and level of impairment that can affect a student’s social skills. Participants were 365 parents of students with Special Educational Need (SEN) in inclusive elementary school. Parental involvement was measured using the Family Involvement Questionnaire. Students' social skills assessed using the Social Skills Improvement System. This research uses the quantitative method and correlational non-experimental design. The results showed that parents' involvement was significantly related to the social skills of students with SEN. It means that the more parents are involved in education, the higher the social skills of the children will have. In regards to demographic variables, only gender of children that can affect children’s social skills.

Abstrak .Penelitian ini bertujuan untuk menguji hubungan antara keterlibatan orang tua dan keterampilan sosial siswa berkebutuhan khusus di sekolah dasar inklusif. Juga menguji faktor siswa seperti jenis kelamin, jenis dan tingkat hambatan yang dialami siswa terhadap keterampilan sosial yang dimilikinya. Partisipan dalam penelitian ini sebanyak 365 orang tua dari siswa berkebutuhan khusus di sekolah dasar inklusif. Keterlibatan orang tua diukur dengan menggunakan Family Involvement Questionnaire. Keterampilan sosial siswa dinilai dengan menggunakan Social Skills Improvement System. Penelitian ini menggunakan metode kuantitatif dan desain non-eksperimental korelasional. Hasil penelitian menunjukkan bahwa keterlibatan orang tua berhubungan signifikan dengan keterampilan siswa berkebutuhan khusus. Semakin orang tua terlibat dalam proses pendidikan, maka semakin tinggi keterampilan sosial yang dimiliki oleh anak. Berkaitan dengan variabel demografi, hasil penelitian menunjukkan bahwa hanya jenis kelamin siswa yang dapat memengaruhi keterampilan sosial siswa berkebutuhan khusus.

Keywords


inclusive education; parental involvement; social skills;

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DOI: 10.22146/jpsi.32341

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