FAKTOR-FAKTOR YANG MEMPENGARUHI PENERAPAN PECS DALAM PEMBELAJARAN KOSAKATA BENDA PESERTA DIDIK DENGAN AUTISME DI BEDA LEARNING SOLUTIONS

KHORUNNISA, . (2026) FAKTOR-FAKTOR YANG MEMPENGARUHI PENERAPAN PECS DALAM PEMBELAJARAN KOSAKATA BENDA PESERTA DIDIK DENGAN AUTISME DI BEDA LEARNING SOLUTIONS. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Peserta didik dengan autisme umumnya mengalami hambatan dalam perkembangan bahasa dan komunikasi, khususnya dalam penguasaan kosakata benda yang berpengaruh terhadap kemampuan berinteraksi dan mengikuti proses pembelajaran. Salah satu metode yang banyak digunakan untuk mendukung pembelajaran kosakata adalah Picture Exchange Communication System (PECS). Namun, keberhasilan penerapan PECS dipengaruhi oleh berbagai faktor yang perlu dipahami secara mendalam. Penelitian ini bertujuan untuk mendeskripsikan faktorfaktor yang mempengaruhi penerapan PECS dalam pembelajaran kosakata benda pada peserta didik dengan autisme di BEDA Learning Solutions serta mengidentifikasi kendala yang dihadapi guru dalam penerapannya. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Penelitian dilaksanakan di BEDA Learning Solutions pada bulan Juni hingga Juli 2026. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi. Informan penelitian dipilih secara purposive, yaitu guru yang memiliki pengalaman menerapkan PECS dalam pembelajaran kosakata peserta didik dengan autisme. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperiksa melalui triangulasi sumber, triangulasi teknik, member check, dan ketekunan pengamatan. Hasil penelitian menunjukkan bahwa penerapan PECS dipengaruhi oleh tiga faktor utama, yaitu faktor peserta didik, faktor guru, dan faktor lingkungan pembelajaran. Faktor peserta didik meliputi kemampuan memahami gambar, tingkat perhatian, karakteristik komunikasi, dan kondisi sensori. Faktor guru meliputi pemahaman terhadap tahapan PECS, konsistensi penerapan metode, kemampuan memberikan penguatan, serta kemampuan menyesuaikan pembelajaran dengan kebutuhan peserta didik. Faktor lingkungan meliputi ketersediaan media PECS, suasana belajar yang kondusif, serta dukungan fasilitas lembaga. Kendala yang dihadapi guru antara lain perbedaan karakteristik peserta didik, keterbatasan perhatian, serta perlunya pengulangan pembelajaran secara konsisten. Dengan demikian, keberhasilan penerapan PECS tidak hanya ditentukan oleh metode yang digunakan, tetapi juga dipengaruhi oleh sinergi antara karakteristik peserta didik, kompetensi guru, dan lingkungan pembelajaran yang mendukung ****** Students with autism commonly experience difficulties in language and communication development, particularly in acquiring object vocabulary, which affects their ability to interact and participate in learning activities. One of the methods widely used to support vocabulary learning is the Picture Exchange Communication System (PECS). However, the successful implementation of PECS is influenced by various factors that require in-depth investigation. This study aimed to describe the factors influencing the implementation of PECS in teaching object vocabulary to students with autism at BEDA Learning Solutions and to identify the challenges encountered by teachers during its implementation. This study employed a qualitative approach using a case study design. The research was conducted at BEDA Learning Solutions from June to July 2026. Data were collected through observations, in-depth interviews, and documentation. The participants were selected purposively, consisting of teachers experienced in implementing PECS for teaching object vocabulary to students with autism. Data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Data trustworthiness was ensured through source triangulation, technique triangulation, member checking, and prolonged observation. The findings revealed that the implementation of PECS was influenced by three major factors: student-related factors, teacher-related factors, and learning environment factors. Student-related factors included the ability to recognize pictures, attention span, communication characteristics, and sensory conditions. Teacher-related factors involved understanding the stages of PECS, consistency in implementation, reinforcement strategies, and the ability to adapt instruction to students' individual needs. Environmental factors included the availability of PECS materials, a conducive learning atmosphere, and institutional support. The main challenges encountered by teachers were differences in students' characteristics, limited attention span, and the need for consistent repetition during instruction. Therefore, the successful implementation of PECS is determined not only by the method itself but also by the interaction among student characteristics, teacher competence, and a supportive learning environment

Item Type:	Thesis (Sarjana)
Additional Information:	1). Drs. Bahrudin, M.Pd; 2). Dr. Irah Kasirah, M.Pd.
Subjects:	Pendidikan > Pendidikan Khusus
Divisions:	FIP > S1 Pendidikan Luar Biasa
Depositing User:	Khoirunnisa .
Date Deposited:	21 Aug 2026 04:20
Last Modified:	21 Aug 2026 04:20
URI:	http://repository.unj.ac.id/id/eprint/72106

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