ABSTRAK

EFEKTIVITAS PEER GROUP SUPPORT TERHADAP PENINGKATAN SELF-REGULATED LEARNING PADA SISWA DISABILITAS TUNA NETRA

Riska Permatahati

Permasalahan regulasi pembelajaran secara mandiri merupakan salah satu tantangan yang dihadapi anak berkebutuhan khusus dalam proses belajar. Dukungan sosial dari teman sebaya sangat penting untuk perkembangan sosial dan emosional anak dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui efektivitas penerapan peer group support terhadap peningkatan self-regulated learning pada siswa disabilitas tunanetra di SLB-A 3 Martapura. Hipotesis penelitian adalah peer group support efektif terhadap peningkatan self-regulated learning pada siswa disabilitas tunanetra. Metode penelitian menggunakan quasi experiment desain one group pre-test post-test dengan pemberian peer group support sebanyak 4 sesi. Teknik pengambilan sampel menggunakan purposive sampling dengan kriteria anak disabilitas tunanetra, usia 12-22 tahun, dan dapat berkomunikasi secara aktif yang berjumlah 7 orang siswa. Instrumen penelitian menggunakan skala Self-Regulated Learning (SRL). Data dianalisis menggunakan uji Paired Sample t Test dengan hasil sebesar 0,015, sehingga H₀ diterima dan H_a ditolak. Hasil tersebut menunjukkan bahwa peer group support tidak efektif dalam meningkatkan self-regulated learning pada siswa disabilitas tunanetra.

Kata kunci: peer group support, self-regulated learning, disabilitas tunanetra

ABSTRACT

THE EFFECTIVENESS OF PEER GROUP SUPPORT IN IMPROVING SELF-REGULATED LEARNING AMONG STUDENTS WITH VISUAL IMPAIRMENTS

Riska Permatahati

Problems with self-regulated learning represent one of the principal challenges faced by students with special needs in the learning process. Social support from peers plays an important role in children’s social and emotional development during learning. This study aimed to examine the effectiveness of implementing peer group support in improving self-regulated learning among students with visual impairments at SLB-A 3 Martapura. The study hypothesised that peer group support would be effective in improving self-regulated learning among students with visual impairments. A quasi-experimental design with a one-group pre-test post-test approach was employed, in which peer group support was provided over four sessions. The sample was selected through purposive sampling and involved seven students with visual impairments aged 12–22 years who were able to communicate actively. The study instruments included the Self-Regulated Learning (SRL) Scale and a module. Data were analysed using a paired-sample t-test, yielding a significance value of 0.015; thus, H? was accepted and H? rejected. These results indicate that peer group support was not effective in improving self-regulated learning among students with visual impairments.

Keywords: peer group support, self-regulated learning, visual impairment