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Novi Andayani Praptiningsih
Universitas Muhammadiyah Prof.DR.HAMKA
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Komunikasi Adaptif Guru dengan Siswa Berkebutuhan Khusus Tunagrahita dalam Upaya Membangun Kemandirian di SLBN 8 Jakarta Muhammad Fadhly; Praptiningsih, Novi Andayani; , Yulia Rahmawati
SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora Vol. 5 No. 1 (2026): Maret 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/sosmaniora.v5i1.7800

Abstract

Limitations in language processing and attention among students with intellectual disabilities often hinder full comprehension of classroom instructions, requiring teachers to adapt their communication to support learning and the development of functional independence. This study aims to describe teachers’ adaptive communication when interacting with students with intellectual disabilities at SLBN 8 Jakarta as an effort to build student independence. A qualitative approach with a descriptive case study design was employed. Data were collected through classroom observation, in-depth interviews, and documentation involving three teachers, three Grade 8 students as informants, and one senior special education teacher or expert; data were analyzed using the interactive model of Miles, Huberman, and Saldaña. Findings indicate that adaptive communication is dominated by convergence strategies in Communication Accommodation Theory, including concise and concrete verbal instructions, breaking tasks into small steps, repeating key words, and checking comprehension. Nonverbal support is provided through demonstrations, gestures, eye contact, friendly facial expressions, and the use of visual or multimedia aids. Relational elements appear through emotional support, a calming tone of voice, and positive reinforcement, while limited divergence emerges when teachers assert rules to regain students’ focus. Together, these strategies promote students’ functional independence, such as initiating tasks, following work sequences, seeking help appropriately, preparing learning tools, and tidying up after activities. The findings highlight the need for consistent strategies across teachers and strengthened school–home collaboration to sustain independent habits across situations.
Co-Authors , Yulia Rahmawati Afriliani, Aulia Agasta, Gentar Vyandra Agustini, Vilya Dwi Amallah, Nurlaillah Sari Amallah, Nurlalillah Sari AMI KUSUMA HANDAYANI Andi Faisal Bakti & Venny Eka Meidasari Anita Dewi Ekawati, Anita Dewi Dede Hasanudin Dewi, Meylinda Kumala Fanshoby, Muhammad Gilang Kumari Putra Gun Gun Heryanto HANDAYANI, AMI KUSUMA Handayani, Sarah Hayat, Heni Heni Hayat Hermansyah, Tantan Herri Mulyono Ika Azzahra, Nisrina Joseph Agbuya Villarama L. Lisnawati Marsinun, Rahmiwati Monarshi, Evri Rizqi Muhammad Fadhly Nabilah, Osha Nanda, Mutya Nerissa S Olarte Ninez B Tulo Novita Misika Putri Nurlina Rahman, Nurlina Patricia, Bella Pradisya, Intany Putra, Gilang Kumari Rahmiwati Marsinun Sanjaya, Makroen Saraka, Muh. Yahya Selviyani, Linda Sihabudin Noor Silvie Mil Silvie Mil Syaiful Rohim Syaiful Rohim Tantan Hermansah, Tantan Usamah Hisyam Utomo, Shandra Fitriani Vilya Dwi Agustini Wahdiyati, Dini Warsha, Nurhaliza Wini Tarmini YULIA RAHMAWATI Yulia Rahmawati, Yulia Yuliani, Magvira Yusuf, Azahra Yustia Zahra, Aida Farida Zulfahmi Yasir Yunan