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METODE ABA (APPLIED BEHAVIOR ANALYSIS) UNTUK MENINGKATKAN PEMAHAMAN ANAK AUTIS Septi Nur Irianti Ramdan; Yahdinil Firda Nadirah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 04 (2024): Volume 10 No. 04 Desember 2024 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i04.4725

Autistic children are children who experience very complex developmental disorders, starting from disorders in language or communication, both verbal and non-verbal, not easily adjusting or changing their routines with their surroundings, doing something repeatedly, to disorders of social interaction. In essence, autistic children also need education like other normal children, because autistic children actually have potential that can be developed. These potentials can be maximized if they get the right treatment. The key to the success of this learning process is determined by several components, including teachers, methods used, and so on. The appropriate method in handling autistic children is the ABA method. This study aims to analyze the Use of the ABA (Applied Behavior Analysis) Method to Improve Understanding of Autistic Children in Learning at SKHN 01 KOTA SERANG. The research approach used is a qualitative descriptive approach. The focus of this study is autistic students at SKHN 01 KOTA SERANG. Data collection techniques include: observation methods, interview methods and documentation methods. Based on the results of research that has been conducted through observation, interviews and documentation, it can be concluded that the use of the ABA (Applied Behavior Analysis) method for students with autism in learning at SKHN 01 Serang City is very appropriate and helpful.

UPAYA GURU PENDAMPING DALAM MENANGANI PERILAKU ANAK ATTENTION DEFICIT HYPERACTIVITY DISORDER / ADHD GUNA MENINGKATKAN KONSENTRASI BELAJAR DAN SOSIAL DI SKHN 02 KOTA SERANG Rifa Nurlaisa; Yahdinil Firda Nadirah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.6869

Penelitian ini bertujuan untuk mengetahui perilaku anak ADHD/Hiperaktif di kelas dan di luar kelas, serta bagaimana upaya guru pendamping dalam menangani perilaku ADHD/Hiperaktif guna meningkatkan konsentrasi belajar dan sosial di SKhN 02 Kota Serang. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Teknik pengumpulan data dalam penelitian ini dilakukan dengan metode observasi, wawancara dan dokumentasi. Hasil penelitian ini menemukan bahwa di SKhN 02 Kota Serang menyediakan 10 jenis upaya yang diberikan oleh guru pendamping guna menangani perilaku ADHD/Hiperaktif guna meningkatkan konsentrasi belajar dan sosial yang sesuai dengan kebutuhannya, termasuk diantaranya adalah jenis layanan penyaluran energi melalui tugas-tugas ringan, kerja sama dengan orang tua, penyediaan ruang aman, evaluasi berkala terhadap perkembangan perilaku anak, hingga kolaborasi dengan tenaga pendukung sekolah untuk melatih keterampilan sosial.

PERAN GURU DALAM PEMBELAJARAN DAN PENANGANAN PERILAKU ANAK AUTISME DI LEMBAGA BIMBINGAN BELAJAR BERKEBUTUHAN KHUSUS WIDYA WICARA Rahma Aulia; Yahdinil Firda Nadirah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9029

This study aims to describe the role of teachers in the learning process and handling the behavior of autistic children at the Widya Wicara Special Needs Tutoring Institute for Children with Special Needs. The method used is descriptive qualitative through interviews and direct observation of teachers and children's learning activities. The results of the study indicate that teachers have a crucial role in developing children's independence through structured learning, basic skills training, and the use of visual media appropriate to the characteristics of autistic children. Teachers also apply a gentle and empathetic approach in handling tantrums or emotional outbursts, such as providing comfort, diversion, and providing positive stimuli. In addition, the social and interaction skills of autistic children are gradually trained through intensive mentoring. The research findings indicate developments in children's cognitive, social, and emotional regulation abilities after consistent learning. Parental support is an important factor in strengthening the results of the intervention. Overall, the directed role of teachers and the use of appropriate learning strategies contribute significantly to the development of autistic children in special education environments.

EFEKTIVITAS TERAPI APPLIED BEHAVIOR ANALYSIS (ABA) DALAM MENINGKATKAN KEMAMPUAN KOGNITIF ANAK AUTISME DI SKH 2 KOTA SERANG Astria Nova Khoirini; Yahdinil Firda Nadirah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9103

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition that affects communication, social interaction, and information processing. Applied Behavior Analysis (ABA) is recognized as the gold standard for autism intervention with the strongest empirical evidence base. This study aims to evaluate the effectiveness of ABA therapy in improving the cognitive abilities of children with autism at SKH 2 Kota Serang. The study used a qualitative approach with a descriptive method. The research subjects consisted of two children with autism and one accompanying teacher, selected through purposive sampling. Data were collected through non-participatory observation and in-depth interviews, then analyzed using Miles and Huberman's interactive analysis model. After undergoing ABA therapy for 6 months with an intensity of 3-4 sessions, there was a significant increase in the children's cognitive abilities. The success of the therapy was supported by the use of prompting, fading, reinforcement, and task analysis techniques. Key success factors included adequate therapist qualifications, an ideal therapist-child ratio (1:1 or 1:2), active parental involvement, and consistent application of behavioral strategies in various settings.

PERAN GURU BIMBINGAN DAN KONSELING DALAM MENGEMBANGKAN KEMANDIRIAN ANAK TUNAGRAHITA RINGAN Najma Aghnia Nurizza; Yahdinil Firda Nadirah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9345

Kemandirian merupakan salah satu aspek yang sangat penting bagi kehidupan dan aktivitas sehari hari bagi seorang anak, terutama anak tunagrahita juga, yang pada dasarnya memiliki hambatan intelektual dan adaptif. Penelitian yang telah di lakukan ini tentunya bertujuan untuk memahami strategi pengembangan kemandirian pada anak tunagrahita ringan yang ada di sekolah khusus (SKh) korpri, melalui wawancara langsung terhadap salah satu guru di sekolah tersebut bernama ibu Ifah Latifah. Hasil nya menunjukkan bahwa pendekatan personal, latihan bina diri setiap hari kamis pagi dan kerja sama terhadap guru juga orangtua siswa menjadi sebuah kunci dalam melatih kemandirian pada anak tunagrahita ringan yang ada di sekolah khusus tersebut.

ANALISIS KARAKTER EMOSI DAN PRILAKU PADA ANAK AUTIS DI SKHN 02 KOTASERANG Bita Agnia; Yahdinil Firda Nadirah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.9527

This study aims to describe the characteristics, emotional state, and behavior of a 9-year-old autistic girl at SKHN 02 Kota Serang through observation and interviews. Autism is a neurological development disorder that affects social interaction, communication, and behavior regulation, usually appearing before the age of three. The research uses a qualitative method with data collection techniques including observation, interview, and documentation, with the accompanying teacher as the main informant. The findings show that autistic children have difficulties in focusing, interacting, and understanding emotions, and often display repetitive behaviors as a way to express anxiety. According to Piaget's theory of cognitive development, autistic children face challenges in understanding abstract concepts and need suitable learning media to support their cognitive growth. In terms of emotional aspects, Daniel Goleman's theory suggests that autistic children often struggle with emotional regulation, which is shown through tantrums and discomfort in certain situations. Teachers manage emotions by giving children opportunities to express their feelings and providing calmness when needed. Meanwhile, according to behavioral theory, behavior change can be improved through positive reinforcement and the habituation of adaptive behaviors in both school and home environments. Overall, this study emphasizes the important role of teachers as facilitators in helping the cognitive, emotional, and behavioral development of autistic children through learning strategies and continuous individualized approaches. This study shows that teacher support as a learning facilitator plays a key role in shaping the social, emotional, and cognitive abilities of autistic children. Teachers not only create suitable learning strategies but also provide a safe environment for exploring emotions and behaviors, allowing children to develop according to their own potential. The findings highlight that structured, responsive, and consistent interventions can have a significant impact on the independence and adaptability of autistic children in daily learning activities and social interactions. This emphasizes the importance of collaboration between teachers, schools, and families in supporting the overall growth of children.

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