CD Skripsi

Cara Guru Mendisiplinkan Anak Tunagrahita di SMP-LB Negeri Kelurahan Rejosari Kecamatan Tenayan Raya Pekanbaru Kata Kunci : Guru, Mendisiplinkan, Tunagrahita, SLB

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The problem formulations in this study are 1). How do teachers discipline children with disabilities? 2). The reason why teachers use this method in disciplining children with disabilities? This research aims to find out how teachers discipline children with disabilities and the reasons teachers use these methods to discipline children with disabilities at SMP-LB Negeri Pembina Rejosari Village, Tenayan Raya District Pekanbaru. This research has 4 indicators, namely (1) exemplary, (2) habituation, (3) reward and (4) punishment.
After this research is conducted, it is hoped that it can provide benefits while the benefits of this research are divided into two, namely theoretical benefits and practical benefits. The theoretical benefits of the results of this study are to add insight and also science, especially those related to how teachers discipline tungrahita children at SMP-LB Negeri Pembina Rejosari Village, Tenayan Raya District Pekanbaru. While the practical benefits of the results of this study are expected to provide benefits for researchers, for the community, for SLB Negeri Pembina Pekanbaru and for future researchers.
This research is a type of descriptive research using a qualitative approach. This research was conducted at SMP-LB Negeri Pembina Pekanbaru which involved 5 (five) informants as research subjects. The data collection techniques in this research are documentation, observation and interviews. While the analysis techniques in this research are data collection, data reduction, data presentation, conclusion drawing and triangulation.
Based on the formulation, objectives and research indicators, the research results are obtained, namely: 1) Exemplary teachers in disciplining children with disabilities can be seen that the teacher will model discipline first to children with disabilities, starting from his own discipline such as arriving on time to school, dressing neatly and politely, shaking hands with the teacher and entering the classroom on time and other disciplines, from what the teacher exemplifies the children with disabilities will follow, this is because children with disabilities will automatically follow what they see. 2) Habituation, after modelling the teacher will accustom the children to do the activity repeatedly, continuously every day, until the children will be accustomed and automatic to discipline, if there is no repetition the next day the children will forget it. 3) Reward, teachers do not give rewards too often in disciplining children with disabilities, this is because if children with disabilities are given rewards after discipline, children in carrying out discipline will expect rewards and when not given rewards, children with disabilities do not want to be disciplined, rewards will be given occasionally to motivate children to discipline and 4). Punishment, teachers in disciplining children with disabilities rarely give pu.nishment to children with disabilities who are not disciplined, because children with disabilities do not understand and find it difficult to understand if given punishment. If a child with a disability is not disciplined

Keywords : Teacher, Discipline, Mental Retardation, SLB

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

1905124805

Penerbit

Pekanbaru : Universitas Riau - FKIP – Ilmu Pendidikan., 2023

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

1905124805

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

ILMU PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

Jaka

Versi lain/terkait

Lampiran Berkas

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