Update Artikelilmiah: 35283

NIDA ADZ DZAKIRAH

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Abstrak (Bhs. Indonesia)

Perkembangan sosial pada anak tunagrahita ditunjukkan dengan kurang cakap dalam mengenali emosi orang lain, merespon orang lain, dan berperilaku sosial. Perkembangan sosial dipengaruhi oleh lingkungan keluarga seperti pola asuh orang tua, lingkungan luar keluarga seperti lingkungan sekolah, dan pengaruh pengalaman sosial awal. Penelitian ini bertujuan untuk mengetahui adanya hubungan pola asuh orang tua dan lingkungan sekolah dengan perkembangan sosial anak tunagrahita di SLB C dan C1 Yakut Purwokerto. Penelitian ini menggunakan metode kuantitatif dengan pendekatan cross sectional. Teknik pengumpulan data menggunakan angket melalui google form. Populasi penelitian yaitu orang tua dari seluruh siswa tunagrahita ringan di SLB C dan C1 Yakut sebanyak 146 orang dan sampel penelitian sebanyak 111 orang menggunakan teknik simple random sampling. Analisis data dilakukan secara 2 tahap, yaitu analisis univariat, dan analisis bivariat (Chi-Square). Responden memiliki pola asuh baik (55,5%), lingkungan sekolah mendukung (74,8%), dan perkembangan sosial baik (60,4%). Hasil uji Chi-Square menunjukkan adanya hubungan antara lingkungan sekolah  dengan perkembangan sosial anak tunagrahita (p = 0,016), dan tidak ada hubungan antara pola asuh orang tua dengan perkembangan sosial anak tuangrahita (p = 0,296). Terdapat hubungan antara lingkungan sekolah dengan perkembangan sosial anak tunagrahita. Pihak sekolah diharapkan mampu mempertahankan dan meningkatkan kualitas lingkungan sekolah, seperti tenaga pengajar, metode pembelajaran, hingga sarana dan prasarana untuk menunjang perkembangan anak.

Abtrak (Bhs. Inggris)

Social development of mentally retarded children was shown by less capability in recognizing the emotions of others, responding to others, and social behaviour. Social development were effected by family environments such as parenting, outside the family environments such as school environment, and impact of early social experiences. This study aimed to determine the relationship between parenting and school environment with social development of mentally retarded children in SLB C and C1 Yakut Purwokerto. This research used a quantitative method with a cross sectional approach. Data collection technique used questionnaire with google form. The population was parents of the entire mild mental retardation student which is 146 people and the sample was 111 people used simple random sampling technique. Data were analyzed by univariate analysis, and bivariate analysis (Chi-Square). Most of them had good parenting (55,5%), supportive school environment (74,8%), and good social development (60,4%). Chi-Square test showed that school environment related to social development of mentally retarded children (p = 0,016), and parenting parents was not relate to social development of mentally retarded children (p = 0,296). There was relationship between school environment and social development of mentally retarded children. The school autorities are expected to be able to maintain and improve the quality of school environment, such as teaching staff, learning method, facilities and infrastructure to support children’s development.

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