Strategi Guru Dalam Proses Belajar Mengajar Anak Dyspraxia

Husnul  Khatimah; Helmawati Helmawati; Naja  Naqia; Hijriati Hijriati

doi:10.53398/arraihanah.v5i1.598

Authors

Husnul Khatimah Pendidikan Islam Anak Usia Dini, Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia
Helmawati Helmawati Pendidikan Islam Anak Usia Dini, Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia
Naja Naqia Pendidikan Islam Anak Usia Dini, Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia
Hijriati Hijriati Pendidikan Islam Anak Usia Dini, Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia

DOI:

https://doi.org/10.53398/arraihanah.v5i1.598

Keywords:

Dyspraxia;, Inclusive Education;, Teaching Strategies;, Children With Special Needs;

Abstract

This study aims to analyze the strategies used by teachers in the teaching and learning process of children with dyspraxia in regular schools, as well as the challenges faced in accommodating children's special needs. The method used is qualitative research with a descriptive approach, involving observation and interviews with teachers at RA Takhrimah Tungkop, Aceh Besar. Data analysis used in this study used narrative analysis. The findings of the study indicate that teachers apply a holistic, adaptive, and collaborative approach, with learning differentiation strategies that include the use of visual aids and task simplification. Providing clear and gradual instructions, accompanied by repetition and direct guidance, has been shown to be effective in improving children's understanding and engagement. The results of this study recommend that teachers be given training on dyspraxia and inclusive classroom management, as well as providing supporting facilities to create a more conducive learning environment. With the implementation of the right strategies, it is hoped that children with dyspraxia can develop optimally and gain meaningful learning experiences in regular schools

References

Ayudia Faizzah, N., & D. P. (2023). Pola Komunikasi Guru dan Anak Berkebutuhan Khusus di SLB Tunas Kasih. Prosiding Seminar Nasional, 10(1), 163.

BKI’A. (2022). The World Of Counselor : Graflit. Anagraf Indonesia.

Dasmiah. (2021). Model Manajemen Pelayanan Pendidikan Anak Berkebutuhan Khusus (ABK). Deepublish Publisher.

Dew, K. N. D. & K. Y. F. (2024). Gejala Dan Upaya Mengatasi Kesulitan Belajar Dispraksia Dan Disphasia,. Jurnal Pendidikan, 1(1), 129–130.

Dewi, K. N. (2024). Gejala dan Upaya Mengatasi Kesulitan Belajar Dispraksia dan Disphasia. Daiwi Widya Jurnal Pendidikan, 11(1), 129–130.

Feri Faila Sufa, D. (2023). Mengenal Deteksi Tumbuh Kembang Anak Usia Dini. UNISRI Press.

Haizhen You, D. (2023). Advances in Genetics and Epigenetics of Developmental Coordination Disorder in Children. Brain Sciences, 1(1), 14.

Hamidaturrahmah. (2023). Pendidikan Inklusi Di Sekolah Dasar. Cahaya Chanu Recovery.

Hanifah, D. (2021). Tantangn anak berkebutuhan khusus (ABK) dalam menjalani pendidikan Inklusi di tingkat Sekolah Dasar. Jurnal Pendidikan, 2(3), 55.

Hanna Amalia, D. (2021). Psikopatologu Anak dan Remaja. Iqbal Ridha.

Ifalahma. (2023). Faktor Perkembangan Mororik dan Perkembangan Kognitif Anak. Deepublhis Digital.

Jean Michel Albaret, D. (2019). Troubel Developpmental de la Coordination ou drspraxia. HAL Open Science.

Khoirunisa, S., Muhroji, M., Wulandari, R., & Pratiwi, A. S. (2024). Penguatan Rasa Percaya Diri Siswa dalam Berkomunikasi di Sekolah Inklusi. Buletin KKN Pendidikan, 6(1), 97–109.

Murray, O. (2021). The Impact of Prematurity on Motor Development and Coordination in Early Childhood. Developmental Medicine & Child Neurology, 63(5), 564–570.

M. Haris Satria, D. (2023). Permainan Aktivitas Motorik Dasar Berbasis Sirkuit: Solusi Inovatif Untuk Meningkatkan Keterampilan Gerak Anak-Anak Penderita Dispraksia dalam konteks pendidikan jasmani. Indonesian Journal of Physical Education, 4(3), 256–269.

Mindaryani, Y., Widyasari, C., M. (2024). Problem Identification of Dyspraxia Students in Primary School. Elementaria Education Journal, 7(3).

Mindaryani, Y. (2024). Problem Identification of Dyspraxia Students in Primary School. 7(3), 3000–3013.

Mindaryani, Y., Darsinah, D., & Wulandari, M. (2024). Problematika Kognitif Anak Disabilitas di SD IT Muhammadiyah Al-Kautsar. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 6(1), 97–109.

Mophosho, M. (2023). Understanding Dyspraxia. 2(6), 22.

Nurfaidah, D. (2025). Instrumen Penelitian Kualitatif. KBM Indonesia.

Okoro, N. A. U. & C. C. (2020). Developmental Dyspraxia Implications for the Child, Family and School. International Journal Of Academic Research In Progressive Education And Development, 2(4), 184.

Plewk, A. A. (2022). Biological and Psychosocial Correlates of Painful anal Intercourses in Population. 57(2), 1.

Rapisa, D. R. (2020). Program Latihan Koordinasi Sensomotorik Bagi Anak Usia Dini dan Anak Berkebutuhan Khusus. Deepublisher Publisher.

Selian, S. N. (2023a). Asesmen Anak Berkebutuhan Khusus. Syiah Kuala University Press.

Selian, S. N. (2023b). Asesmen Anak Berkebutuhan Khusus. SYiah Kuala University Press.

Setyawati, W. A. (2023). Menoreh Tabula Rasa Sinergi Keluarga dan Sekolah dalam Pendidikan Nonformal. Pandiva Buku.

Snowling, B. &. (2020). Dyspraxia and Its Management: A Review of the Evidence. Ournal of Child Psychology and Psychiatry, 61(3), 249–258.

Sulthon. (2020). Pendidikan Anak Berkebutuhan Khusus. PT Rajagrafindo Persada.

Yani, A., & Sina, I. (2022). Pengaruh Latihan Fundamental Movement Skills (FMS) pada Anak dengan Gangguan Koordinasi Perkembangan (Dyspraxia). Physical Activity Journal, 4(1), 111.

Yustri Mindaryani, C. W. (2024). Identifikasi Masalah Siswa Disfraksia di Sekolah Dasar. 1(1), 1–15.