KELAS SENSORI INTEGRASI PADA ANAK USIA DINI BERKEBUTUHAN KHUSUS DI LEMBAGA PAUD INKLUSI(STUDI LITERATUR)

UTHFALA JIWANI, . (2025) KELAS SENSORI INTEGRASI PADA ANAK USIA DINI BERKEBUTUHAN KHUSUS DI LEMBAGA PAUD INKLUSI(STUDI LITERATUR). Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengkaji secara mendalam implementasi program kelas sensori integrasi pada anak usia dini berkebutuhan khusus di lembaga Pendidikan Anak Usia Dini (PAUD) inklusi. Fokus utama penelitian mencakup aspek perencanaan, pelaksanaan, dan evaluasi program, dengan menggunakan metode studi literatur terhadap 19 artikel ilmiah nasional dan internasional yang relevan. Latar belakang penelitian ini didasarkan pada tingginya prevalensi anak berkebutuhan khusus di Indonesia yang belum sepenuhnya mendapatkan akses pendidikan inklusif yang responsif terhadap kebutuhan sensoris mereka. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi literatur. Proses analisis dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan berdasarkan sintesis temuan dari berbagai sumber. Hasil penelitian menunjukkan bahwa perencanaan program sensori integrasi umumnya diawali dengan asesmen kebutuhan sensoris anak dan penyusunan Program Pembelajaran Individual (PPI). Pelaksanaan program melibatkan aktivitas multisensorik yang dirancang sesuai prinsip “just-right challenge” untuk menstimulasi sistem taktil, vestibular, dan proprioseptif anak. Evaluasi dilakukan secara berkelanjutan melalui observasi perilaku, asesmen perkembangan, dan validasi media pembelajaran oleh ahli. Temuan penelitian ini memperkuat teori Jean Ayres dan Anita C. Bundy mengenai pentingnya integrasi sensoris sebagai fondasi perilaku adaptif dan proses belajar anak. Program kelas sensori integrasi terbukti mampu meningkatkan kemampuan motorik, konsentrasi, regulasi emosi, dan interaksi sosial anak berkebutuhan khusus. Penelitian ini juga menyoroti pentingnya kolaborasi antara guru, orang tua, dan terapis dalam mendukung keberhasilan program, serta perlunya dukungan kebijakan dan pelatihan profesional untuk memperluas implementasi terapi sensori integrasi di lembaga PAUD inklusi.Kata kunci: sensori integrasi, anak usia dini, anak berkebutuhan khusus, PAUD inklusi, studi literatur. ***** This study aims to examine the implementation of sensory integration classroom programs for young children with special needs in inclusive Early Childhood Education (ECE) institutions. The research focuses on three key aspects: planning, implementation, and evaluation of the program. A qualitative method was employed using a literature review approach, analyzing 19 relevant national and international scholarly articles published between 2020 and 2025. The background of this study is rooted in the high prevalence of children with special needs in Indonesia who still face limited access to inclusive education that accommodates their sensory processing challenges. The data analysis was conducted through systematic stages of data reduction, presentation, and conclusion drawing. The findings reveal that program planning typically begins with a comprehensive assessment of the child’s sensory profile, followed by the development of an Individualized Education Program (IEP). The implementation involves multisensory activities designed according to the “just-right challenge” principle, stimulating the tactile, vestibular, and proprioceptive systems. Evaluation is carried out continuously through behavioral observation, developmental assessments, and expert validation of instructional media. This study reinforces the theories of Jean Ayres and Anita C. Bundy, emphasizing the importance of sensory integration as a foundation for adaptive behavior and learning processes. Sensory integration programs have proven effective in enhancing motor skills, concentration, emotional regulation, and social interaction among children with special needs. The research also highlights the critical role of collaboration among teachers, parents, and therapists in ensuring program success, and calls for supportive policies and professional training to expand the implementation of sensory integration therapy in inclusive ECE settings.Keywords: sensory integration, early childhood, children with special needs, inclusive education, literature review.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Nurjannah, M.Pd. ; 2). Dra. Winda Gunarti, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Penelitian Tindakan Kelas Pendidikan > Pendidikan Khusus Pendidikan > Psikologi Pendidikan Pendidikan > Pendidikan Dasar > Pendidikan Anak
Divisions:	FIP > S1 Pendidikan Guru PAUD
Depositing User:	Uthfala Jiwani .
Date Deposited:	09 Sep 2025 08:11
Last Modified:	09 Sep 2025 08:11
URI:	http://repository.unj.ac.id/id/eprint/62359

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