UPAYA GURU DAN ORANG TUA DALAM MENGATASI KESULITAN BELAJAR ANAK TUNAGRAHITA DI SEKOLAH LUAR BIASA NEGERI 1 KENDARI

Abstract

Mental retardation (tunagrahita) is a condition of limited intellectual function and adaptive behavior, characterized by below-average intellectual ability and obstacles in conceptual, social, and practical skills that appear before the age of eighteen. Students with mild intellectual disability at Sekolah Luar Biasa Negeri 1 Kendari were found to face barriers in their lessons, so that teachers were required to make learning more enjoyable so that students feel comfortable and can understand the material more easily. This study aims to identify the learning difficulties experienced by children with intellectual disability, the efforts made by teachers and parents to overcome those difficulties, and the influence of teacher guidance and parental support on the children's learning ability. A qualitative descriptive method was used, focusing on students with mild intellectual disability at the school, with data obtained through observation, interviews, and documentation, then analyzed using the Miles and Huberman model. The results show that learning difficulties were mainly caused by limited thinking ability, memory, concentration, and comprehension. Teachers provided stimulus through clear instructions, learning media, motivation, and repetition, while parents supported learning through guidance and repetition at home. Reinforcement such as praise, attention, and simple rewards increased the children's motivation and self-confidence. Overall, teacher guidance and parental support gave a positive influence on the learning development of children with intellectual disability at Sekolah Luar Biasa Negeri 1 Kendari.