KELOMPOK TEMAN SEBAYA, POPULARITAS, DAN PREFERENSI SOSIAL ANAK BERKESULITAN BELAJAR DI SEKOLAH DASAR INKLUSIF

Abstract

The research to analysis on the application of peer-mediated intervention to improve social skills at the children with learning disabilities in inclusive elementary school. Social functions in children with learning disabilities problematic as indicated by the low level of peers acceptance, tend to be isolated, lower social status among their peers of normal in inclusive elementary school. Research subjects consisted of 5 children with learning disabilities and 31 children having not learning disabilities (normal children). Results showed that children with learning disabilities have social functions which are lower than their peers who are not learning disabilities. Thus, it does not affect the substance of the inclusive school social functions of peer learning disabilities in children.

Penelitian ini membahas tentang penerapan intervensi teman sebaya untuk meningkatkan keterampilan sosial anak berkesulitan belajar di sekolah dasar inklusif. Fungsi-fungsi sosial pada anak berkesulitan belajar bermasalah yang diindikasikan dengan rendahnya tingkat penerimaan dari teman sebaya, cenderung diisolasi, status sosial yang lebih rendah di antara teman sebayanya yang normal di sekolah dasar inklusif. Subjek penelitian terdiri dari 5 anak berkesulitan belajar dan 31 orang anak bukan berkesulitan belajar (anak normal). Hasil penelitian menunjukkan bahwa anak berkesulitan belajar memiliki fungsi-fungsi sosial yang lebih rendah dibandingkan teman sebayanya yang bukan berkesulitan belajar. Dengan demikian, secara substansi sekolah inklusif tidak mempengaruhi fungsi-fungsi sosial teman sebaya pada anak berkesulitan belajar.