PERSEPSI GURU TERHADAP SISWA KESULITAN BELAJAR (Survei Guru di Sekolah Alam Indonesia Cipedak)

ANDINI SALSABILA, . (2026) PERSEPSI GURU TERHADAP SISWA KESULITAN BELAJAR (Survei Guru di Sekolah Alam Indonesia Cipedak). Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan persepsi guru terhadap siswa kesulitan belajar di Sekolah Alam Indonesia Cipedak. Persepsi guru dalam penelitian ini dilihat dari tiga aspek, yaitu persepsi pemahaman, persepsi penilaian terhadap karakteristik siswa kesulitan belajar, dan persepsi pengalaman dalam memberikan layanan pembelajaran kepada siswa kesulitan belajar. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei deskriptif. Subjek penelitian berjumlah 32 guru yang dipilih sebagai responden. Data dikumpulkan menggunakan angket skala Likert dan dianalisis dengan statistik deskriptif melalui perhitungan frekuensi, persentase, mean, median, modus, dan standar deviasi. Hasil penelitian menunjukkan bahwa persepsi guru terhadap siswa kesulitan berada pada kategori tinggi. Pada aspek persepsi pemahaman, sebagian besar responden berada pada kategori tinggi, yaitu 25 guru (78%), diikuti kategori sedang sebanyak 6 guru (19%), dan kategori sangat tinggi sebanyak 1 guru (3%). Pada aspek persepsi penilaian, 19 guru (59%) berada pada kategori tinggi, 12 guru (38%) pada kategori sedang, dan 1 guru (3%) berada pada kategori sangat tinggi. Sedangkan pada aspek persepsi pengalaman sebanyak 9 guru (28%) pada kategori sangat tinggi, 17 guru (53%) pada kategori tinggi, dan 6 guru (19%) pada kategori sedang. Tidak terdapat responden pada kategori rendah maupun sangat rendah pada seluruh aspek. Hasil tersebut menunjukkan bahwa guru memiliki pemahaman yang baik, penilaian yang positif, serta pengalaman yang cukup dalam memberikan layanan pembelajaran kepada siswa kesulitan belajar. ***** This study aims to describe teachers' perceptions of students with learning difficulties at Sekolah Alam Indonesia Cipedak. Teachers' perceptions in this study were examined from three aspects: understanding, assessment of the characteristics of students with learning difficulties, and experience in providing instructional services to students with learning difficulties. This study employed a quantitative approach using a descriptive survey method. The participants consisted of 32 teachers selected as respondents. Data were collected using a Likert-scale questionnaire and analyzed through descriptive statistics, including frequency, percentage, mean, median, mode, and standard deviation. The findings indicate that teachers' perceptions of students with learning difficulties were generally in the high category. In the aspect of understanding, the majority of respondents were in the high category, with 25 teachers (78%), followed by the moderate category with 6 teachers (19%), and the very high category with 1 teacher (3%). In the assessment aspect, 19 teachers (59%) were in the high category, 12 teachers (38%) were in the moderate category, and 1 teacher (3%) was in the very high category. Meanwhile, in the experience aspect, 9 teachers (28%) were in the very high category, 17 teachers (53%) were in the high category, and 6 teachers (19%) were in the moderate category. No respondents were classified into the low or very low categories across all aspects. These findings suggest that teachers possess a good understanding, positive assessments, and sufficient experience in providing instructional services to students with learning difficulties.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Indra Jaya, M.Pd. ; 2). Marja, M.Pd.
Subjects:	Pendidikan > Pendidikan Khusus
Divisions:	FIP > S1 Pendidikan Luar Biasa
Depositing User:	Andini Salsabila .
Date Deposited:	26 Aug 2026 02:14
Last Modified:	26 Aug 2026 02:14
URI:	http://repository.unj.ac.id/id/eprint/73122

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