Optimizing teachers’ role in developing responsibility as a social skill of autistic children in inclusive schools
DOI:
https://doi.org/10.59672/ijed.v6i1.4595Keywords:
Autistic children, Inclusive education, Responsibility skills, Social skills, Teacher rolesAbstract
Autistic children often face challenges in various aspects of social skills, particularly in demonstrating responsibility including difficulties in understanding emotional expressions, building relationships, and adapting to social norms. Inclusive education plays a crucial role in fostering their social skills, with teachers serving as primary facilitators. This study aims to explore the strategies teachers employ in guiding autistic children and identify the challenges encountered in inclusive kindergarten settings. A descriptive qualitative research method was utilized, incorporating observation, interviews, and document analysis. The data analysis process consists of three main stages, namely data reduction, data presentation, and conclusion drawing. The findings reveal that teachers implement various strategies, such as role-playing, social storytelling, and positive reinforcement, to enhance the social skills of autistic children. However, several challenges persist, including limited specialized training, difficulties in balancing attention between regular and special needs students, and classroom management complexities. Therefore, greater support from schools and parents is essential to establishing a more inclusive and conducive learning environment that promotes the social development of autistic children.
Downloads
References
Adelita, D., Purnamasari, F., Pd, M., & Wisudaningsih, E. T. (n.d.). Peran lingkungan terhadap perkembangan sosial emosional anak di Desa Semampir, Kraksaan, Probolinggo.
Afiyanti Putri, H. (2024). Menciptakan lingkungan belajar aman dan nyaman di lembaga pendidikan anak usia dini. https://doi.org/10.19105/kiddo.v5i1.14536
Apriliyani, Y., Rahmadika, D., Wifda, S., & Hijriati, H. (2024). Peran guru dalam meningkatkan perkembangan sosial anak autis usia dini di SLB TNCC Banda Aceh. 2(2), 125–132. https://doi.org/10.47861/khirani.v21i2.998
Apriresti, F. R., & Sosialita, T. D. (n.d.). Metode social story dan positive reinforcement untuk mengurangi perilaku tantrum pada anak dengan autisme.
http://journal.universitaspahlawan.ac.id/index.php/ners
Arianti. (2017). Urgensi lingkungan belajar yang kondusif dalam mendorong siswa belajar aktif. Jurnal Kependidikan Didaktika, 11(2), 41-62. https://jurnal.iain-bone.ac.id/index.php/didaktika/article/view/161
Citrawan, I. W., Widana, I. W., Sumandya, I. W., Widana, I. N. S., Mukminin, A., Arief, H., Razak, R. A., Hadiana, D., & Meter, W. (2024). Special education teachers’ ability in literacy and numeracy assessments based on local wisdom. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 145-157. https://doi.org/10.22437/jiituj.v8i1.32608
Dian Rahmawati, R., Sumarni, Y., & Lila Anggraita, R. (2024). Analisis peran guru dalam memfasilitasi pembelajaran anak autis di kelas IV sekolah dasar. Jurnal Pengembangan dan Penelitian Pendidikan, 7(2), 56-68. https://journalpedia.com/1/index.php/jppp
Dwi Pratiwi, N., & Yuminar Priyanti, N. (2024). Peran guru dalam melatih kemandirian anak autism dengan metode pembiasaan di TK Sinar Indonesia Bekasi. Jurnal Pendidikan Sains dan Teknologi, 3(4), 79-92. http://jurnal.minartis.com/index.php/jpst/
Etnawati, S. (2022). Implementasi teori Vygotsky terhadap perkembangan bahasa anak usia dini. Jurnal Pendidikan, 22(2), 130–138. https://doi.org/10.52850/jpn.v22i2.3824
Katoro, A. V., & Hertinjung, W. S. (2020). Perbedaan keterampilan sosial ditinjau dari sistem pendidikan. Indigenous: Jurnal Ilmiah Psikologi, 5(1), 35–43. https://doi.org/10.23917/indigenous.v5i1.6841
Khomalasari, S., & Indah Lutfiatin, D. (2024). Pentingnya peran guru dalam mengembangakan interaksi sosial anak autis pada jenjang sekolah dasar. PPSDP Undergraduate Journal of Educational Sciences, 1(1), 20-34. https://scholar.google.com/
Margaret Aurelia, G., Fitriani, Y., & Nuroniah, P. (2024). Dampak Keterampilan Sosial Emosional Rendah terhadap Komunikasi Anak Usia 5 Tahun : Studi Kasus. Murhum : Jurnal Pendidikan Anak Usia Dini, 5(1), 546–557. https://doi.org/10.37985/murhum.v5i1.596
Marjan, J., & Hilmi, M. Z. (2020). Penyesuaian diri anak-anak di lingkungan sekolah. Sosio edukasi Jurnal Studi Masyarakat dan Pendidikan, 4(1), 33–38. https://doi.org/10.29408/sosedu.v4i1.4111
Mukti, H., Arnyana, I. B. P., & Dantes, N. (2023). Analisis Pendidikan Inklusif: Kendala dan Solusi dalam Implementasinya. Kaganga:Jurnal Pendidikan Sejarah Dan Riset Sosial Humaniora, 6(2), 761–777. https://doi.org/10.31539/kaganga.v6i2.8559
Nadlifah. (2016). Optimlisasi Kemampuan Interaksi Sosial Anak di PAUD. Alfa Beta.
Nurcahya, A., & Hadijah, H. S. (2020). Pemberian penguatan (reinforcement) dan kreatifitas mengajar guru sebagai determinan motivasi belajar siswa. Jurnal Pendidikan Manajemen Perkantoran, 4(3), 141. https://doi.org/10.17509/jpm.v4i2.18008
Purnadewi, G. A. A., & Widana, I. W. (2023). Improving student’s science numeration capability through the implementation of PBL model based on local wisdom. Indonesian Journal of Educational Development (IJED), 4(3), 307-317. https://doi.org/10.59672/ijed.v4i3.3252
Rifa’i, S. R., & Sariningsih, Y. (2019). Komunikasi Non Verbal Anak Autis pada Masa Adaptasi Pra Sekolah. KOMUNIDA : Media Komunikasi Dan Dakwah, 9(1), 37–52. https://doi.org/10.35905/komunida.v9i1.1131
Suhardita, K., Widana, I. W., Degeng, I. N. S., Muslihati, M., & Indreswari, H. (2024). Sharing behavior in the context of altruism as a form of strategy for building empathy and solidarity. Indonesian Journal of Educational Development (IJED), 5(3), 316-324. https://doi.org/10.59672/ijed.v5i3.4145
Vahedi, S. (n.d.). The Effect of Social Skills Training on Decreasing the Aggression of Pre-school Children. www.SID.ir
Widana, I. W., Sumandya, I. W., Citrawan, I. W. (2023). The special education teachers’ ability to develop an integrated learning evaluation of Pancasila student profiles based on local wisdom for special needs students in Indonesia. Kasetsart Journal of Social Sciences, 44(2), 527–536. https://doi.org/10.34044/j.kjss.2023.44.2.23
Wijaya, S., Supena, A., & Yufiarti. (2023). Implementasi Program Pendidikan Inklusi Pada Sekolah Dasar di Kota Serang. Jurnal Education FKIP UNMA, 9(1), 347–357. https://doi.org/10.31949/educatio.v9i1.4592
Wulandari, R. S., & Hendriani, W. (2021). Kompetensi Pedagogik Guru Sekolah Inklusi di Indonesia (Suatu Pendekatan Systematic Review). Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 7(1), 143. https://doi.org/10.33394/jk.v7i1.3152
Yulianti, R. T., & Rudiyanto, R. (2024). Peran Orang Tua dengan Anak Gangguan Autisme. Aulad: Journal on Early Childhood, 7(3), 918–925. https://doi.org/10.31004/aulad.v7i3.798
Published
How to Cite
Issue
Section
Copyright (c) 2025 Annisa Zahra Salsabila, Ahsan Romadlon Junaidi, Ediyanto, Wiwik Dwi Hastuti, Ranti Novianti
This work is licensed under a Creative Commons Attribution 4.0 International License.
This is an Open Access article distributed under the terms of Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material.
