Abstrak. Mahasiswa berkebutuhan khusus kesulitan memahami materi perkuliahan, partisipasi pembelajaran, serta membangun interaksi sosial karena tuntutan jurusan pendidikan sejarah yang menekankan berpikir kritis dan memahami konsep abstrak terhadap peristiwa masa lalu. Tujuan penelitian ingin menggali bentuk interaksi asosiatif, faktor penghambat dan pendukung interaksi sosial mahasiswa berkebutuhan khusus dalam aktivitas perkuliahan. Penelitian menggunakan kualitatif studi kasus. Informan penelitian terdiri mahasiswa berkebutuhan khusus, mahasiswa reguler, dan dosen pengampu mata kuliah. Teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi mengenai interaksi sosial mahasiswa berkebutuhan khusus. Teknik pengumpulan data meliputi reduksi data, penyajian data, penarikan kesimpulan dan verifikasi. Teknik keabsahan data menggunakan triangulasi teknik dan triangulasi sumber. Hasil penelitian terlihat bahwa mahasiswa berkebutuhan khusus membangun interaksi sosial asosiatif sesuai karakteristik melalui kerja sama, akomodasi, asimilasi, dan adaptasi dalam aktivitas perkuliahan. Mahasiswa berkebutuhan khusus kesulitan komunikasi, kecemasan sosial, dan rendahnya kepercayaan diri, tetapi dukungan sosial, teman sebaya, dan lingkungan kampus inklusif memperkuat interaksi sosial dan kemampuan adaptasi dalam perkuliahan. Penelitian ini menyimpulkan bahwa mahasiswa berkebutuhan khusus membangun interaksi sosial dalam aktivitas perkuliahan melalui interaksi asosiatif. Mahasiswa berkebutuhan khusus menentukan kualitas interaksi sosial dengan mengatasi berbagai faktor penghambat serta mengoptimalkan faktor pendukung dalam lingkungan perkuliahan.

Kata kunci: Interaksi Sosial, Mahasiswa Berkebutuhan Khusus, Aktivitas Perkuliahan, Jurusan Pendidikan Sejarah.

Abstract. Students with special needs often encounter difficulties in understanding course materials, participating in classroom learning, and developing meaningful social interactions. These challenges are particularly evident in the History Education program, where students are expected to think critically and comprehend abstract concepts related to historical events. This study aims to explore the forms of associative social interaction, as well as the factors that hinder and support the social interactions of students with special needs during academic activities. This study employed a qualitative case study approach. The participants included students with disabilities, regular students, and course lecturers. Data were collected through observations, in-depth interviews, and document analysis focusing on the social interactions of students with disabilities during classroom activities. The data were analyzed through data reduction, data display, conclusion drawing, and verification. To ensure the trustworthiness of the findings, the study applied both methodological triangulation and source triangulation. The findings indicate that students with disabilities developed associative social interactions in ways that reflected their individual characteristics through cooperation, accommodation, assimilation, and adaptation during classroom activities. Although they encountered communication difficulties, social anxiety, and low self-confidence, social support from peers and an inclusive campus environment strengthened their social interactions and enhanced their ability to adapt to academic life. This study concludes that students with special needs develop social interactions in academic activities primarily through associative forms of interaction. They shape the quality of these interactions by overcoming various barriers while maximizing the support provided by peers, lecturers, and the inclusive learning environment.

Keywords: Social Interaction, Students with Special Needs, Classroom Activities, Department of History Educatio.