Peningkatan Kemampuan Interaksi Sosial Siswa dengan Hambatan Intelektual Ringan melalui Role Play berbasis Bimbingan Kelompok di SMP Inklusif
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12359Keywords:
interaksi sosial, hambatan intelektual ringan, role play, bimbingan kelompok, sekolah inklusifAbstract
Penelitian ini dilatarbelakangi oleh rendahnya kemampuan interaksi sosial siswa dengan hambatan intelektual ringan di jenjang sekolah menengah, dimana metode konvensional satu arah dianggap kurang tetap untuk mengakomodasi interaksi sosial yang dimiliki siswa hambatan intelektual ringan. Penelitian ini bertujuan untuk meningkatkan kemampuan interaksi sosial siswa dengan hambatan intelektual ringan melalui penerapan role play berbasis bimbingan kelompok di SMP inklusif. Melalui kegiatan memainkan peran berdasarkan skenario yang berkaitan dengan situasi kehidupan sehari-hari, siswa diharapkan mampu mengembangkan kemampuan berkomunikasi, bekerja sama, dan menjalin hubungan sosial secara lebih efektif. Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam tiga siklus, meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Penelitian dilaksanakan di kelas IX SMP Negeri 1 Long Mesangat. Subjek penelitian terdiri atas dua siswa dengan hambatan intelektual ringan yang mengalami kesulitan dalam berinteraksi sosial. Data penelitian dikumpulkan melalui observasi, dokumentasi, dan catatan lapangan, kemudian dianalisis secara deskriptif untuk melihat perkembangan kemampuan interaksi sosial siswa pada setiap siklus. Hasil penelitian menunjukkan bahwa penerapan role play berbasis bimbingan kelompok mampu meningkatkan kemampuan interaksi sosial siswa dengan hambatan intelektual ringan secara signifikan. Pada pra siklus siswa memiliki kemampuan interaksi sosial dengan skor 16 dan 16, sedangkan pada siklus III siswa memiliki skor 40 dan 41 dari hasil tersebut sudah terlihat peningkatan pada kemampuan berkomunikasi, bekerja sama, dan kedisiplinan dalam mengikuti kegiatan pembelajaran maupun aktivitas sosial. Selain itu, kegiatan role play juga memberikan dampak positif terhadap perkembangan kemampuan berbahasa, penambahan kosakata, serta peningkatan rasa percaya diri siswa. Dengan demikian, role play berbasis bimbingan kelompok dapat menjadi alternatif strategi yang efektif dalam mendukung pengembangan kemampuan interaksi sosial siswa dengan hambatan intelektual ringan di sekolah inklusif.
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