Abstrak.Kemandirian berpakaian merupakan salah satu keterampilan bina diri yang perlu dimiliki anak dengan spektrum autisme. Namun, sebagian anak di SLB Negeri 1 Martapura masih mengalami kesulitan berpakaian secara mandiri karena keterbatasan motorik halus, kurangnya inisiatif, dan kesulitan mengikuti urutan kegiatan. Penelitian ini bertujuan mendeskripsikan strategi guru dalam mengajarkan kemandirian berpakaian serta mengidentifikasi faktor pendukung dan faktor penghambat pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Sumber data terdiri atas guru kelas, anak dengan spektrum autisme, dan orang tua. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan reduksi data, penyajian data, dan penarikan kesimpulan dengan bantuan perangkat lunak NVivo. Keabsahan data diuji melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa guru mengajarkan kemandirian berpakaian dengan menyesuaikan pembelajaran berdasarkan kemampuan setiap anak melalui task analysis, prompting, reinforcement, latihan berulang, dan fading. Media yang digunakan berupa pakaian asli milik anak. Faktor pendukung pembelajaran meliputi fasilitas dan kebijakan sekolah serta keleluasaan guru dalam menyesuaikan pembelajaran. Faktor penghambat meliputi kurang fokusnya anak, perubahan suasana hati (mood), keterbatasan waktu pembelajaran, dan belum optimalnya penggunaan media pembelajaran.

Kata kunci:Spektrum Autisme, Kemandirian Berpakaian, Strategi Guru

Abstract..Dressing independence is one of the essential self-care skills that should be developed in children with Autism Spectrum Disorder (ASD). However, some children at SLB Negeri 1 Martapura still experience difficulties in dressing independently due to limited fine motor skills, lack of initiative, and difficulty following sequential activities. This study aimed to describe the teachers' strategies in teaching dressing independence and to identify the supporting and inhibiting factors in the learning process. This study employed a qualitative approach with a descriptive research design. The data sources consisted of classroom teachers, children with Autism Spectrum Disorder, and parents. Data were collected through observations, interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing with the assistance of NVivo software. Data trustworthiness was ensured through source triangulation, technique triangulation, and time triangulation. The findings showed that teachers taught dressing independence by adapting instruction to each child's abilities through task analysis, prompting, reinforcement, repeated practice, and fading. The learning media used were the children's own clothes. Supporting factors included adequate school facilities and policies, as well as teachers' flexibility in adapting instruction to students' needs. The inhibiting factors included children's limited attention during learning activities, mood changes, limited instructional time, and the suboptimal use of learning media.

Keywords:Autism Spectrum Disorder, Dressing Independence, Teachers' Strategies