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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Pengabdian UNDIKMA Arus Jurnal Psikologi dan Pendidikan Jurnal Psikologi Journal of Islamic Psychology and Behavioral Sciences JURNAL ILMIAH PENELITIAN MAHASISWA Journal of Innovative and Creativity Pendekar: Jurnal Pendidikan Berkarakter Jurnal Penelitian Pendidikan Indonesia (JPPI) Jurnal Ilmu Psikologi dan Kesehatan Jurnal Mahasiswa: Jurnal Ilmiah Penalaran dan Penelitian Mahasiswa Jurnal Ilmu Kesehatan dan Psikologi CARONG: Jurnal Pendidikan, Sosial dan Humaniora Menulis: Jurnal Penelitian Nusantara Jurnal Ilmu Bimbingan dan Konseling (BIKOLING) World Health Digital Journal (wolgitj) Sujud: Jurnal Agama, Sosial dan Budaya INTELEKTUAL: JURNAL ILMIAH MULTIDISIPLIN MAHASISWA DAN AKADEMISI As-Sulthan Journal of Education NAAFI: JURNAL ILMIAH MAHASISWA JOURNAL SULTRA ELEMENTARY SCHOOL Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan Jurnal Ilmiah Literasi Indonesia Jurnal Wacana Psikokultural JIM FTK UIN Ar-Raniry
Sri Nurhayati Selian
Universitas Muhammadiyah Aceh
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Peran Guru Terhadap Motivasi Belajar Anak Berkebutuhan Khusus Shafiana Azra; Sri Nurhayati Selian
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 2 No. 2 (2025): April-Juni, Sosial Studies
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/n3107619

Abstract

This study discusses in depth the role of teachers in increasing the learning motivation of children with special needs who face various limitations, both physically, intellectually, and emotionally. Low learning motivation in these children is a major problem that can affect the learning process and academic results achieved. The main objective of this study is to determine the extent to which the role of teachers can influence, guide, and arouse children's enthusiasm for learning through an appropriate, humanistic, and individual-oriented approach. This study uses a descriptive qualitative method with data collection techniques in the form of direct observation, in-depth interviews with teachers, and documentation of various learning activities carried out. The subjects in this study were teachers who teach children with special needs at the Bukesra Foundation, an educational institution that specifically handles children with special needs. The results of the study show that teachers not only act as educators, but also as guides, facilitators, and motivators who are able to adjust teaching strategies according to the characteristics and needs of each child. These strategies include an individual approach, educational play methods, giving awards as a form of positive reinforcement, and creating a safe, fun, and empathetic learning atmosphere. This study concluded that active teacher involvement, combined with an empathetic and personal approach, had a significant impact on increasing the overall motivation and learning participation of children with special needs.
Co-Authors Ageng Yosicha Andini Aishah Akbar Racsanjani Angga Fernanda Putra Annahdiati Nur Asmaul Husna Barmawi Barmawi Cut Risa Mutia Delvita Yandika Putri Denada Yuliza Desika Vatarisa Devi Yanti Devika Arianti Dinda Khairunnisa Dwi Hariyanto Habibie Febri Arrafi Haekal Firza Maulyaneva Hanna Amalia Harri Santoso Intan Intan Intan Rahmayani Iyulen Pebry Zuanny Juli Andriyani Khafidhoh Khafidhoh Khairani Nabila Khoiriyah Isni Melinda Varalisyah Muhammad Fajar Riyadi Muhammad Thoriq Huwaidi Nadiatul Hikmah Nur Hasmalawati Nurraihan Nurraihan Rafi Alqifary Riefky Aulia Riva Nadia Putri Rizka Dara Vonna Salmiati Samir Abdul Azis Sany Salsabillah Shafiana Azra Siti Farika Surma Liza Yovan Bharagita Pratama