<![CDATA[Abstrak: Penggunaan absensi manual masih banyak digunakan di yayasan autis. Tentunya hal ini menyulitkan beberapa guru autis. Peran guru autis sangat besar terlebih sejak memasuki pintu gerbang sekolah autis, konsentrasi guru autis tertuju kepada anak autis. Hal ini dikarenakan, perilaku anak autis yang sulit dikontrol sehingga memerlukan perhatian khusus. Aktifitas ini tentunya menimbulkan kesulitan para guru jika absensi kehadiran guru di sekolah autis masih menggunakkan manual dengan menulis di beberapa kertas. Untuk itu, ITTelkom Surabaya memberikan kontribusi berupa absensi digital yaitu fingerprint. Sehingga para guru autis dapat dengan tenang, mudah melakukan absensi kehadiran tanpa harus tergesa – gesa menulis sambil memantau anak autis di sekeliling mereka. Metode yang digunakan berupa pelatihan penggunaan fingerprint untuk seluruh guru di yayasan autis, AGCA Center Surabaya. Hasil dari kegiatan terlihat perbedaan yang jauh siginifikan seperti penghematan biaya operasional yayasan, kemudahan pimpinan dalam memantau absensi kehadiran para guru di seluruh cabang dan memudahkan para guru autis untuk lebih fokus memberikan pengawasan.Abstract: The use of manual attendance is still widely used in autism foundations. This makes it difficult for some autistic teachers. The role of the autistic teacher is very large, especially since entering the gate of the autistic school, the autistic teacher's concentration is focused on the autistic children. This is because the behavior of autistic children is difficult to control, so it requires special attention. This activity certainly causes difficulties for teachers if teacher attendance at autistic schools still uses manuals by writing on several papers. Because of that, ITTelkom Surabaya contributes in the form of digital attendance,that is fingerprint. So that autistic teachers can calmly, easily do attendance without having to rush to write while monitoring autistic children around them. The method used is training in the use of fingerprints for all teachers at the autism foundation, AGCA Center Surabaya. The results of the activities showed significant differences such as savings in foundation operational costs, ease of leadership in monitoring the absence of teachers' attendance in all branches and making it easier for autistic teachers to focus more on providing supervision.]]>
