PENDIDIKAN KETERAMPILAN HIDUP BAGI ANAK TUNAGRAHITA

Penelitian ini bertujuan untuk: (1) menjelaskan pendidikan bagi anak tunagrahita; (2) menjelaskan pendidikan keterampilan hidup bagi anak tunagrahita; (3) faktor pendukung dan penghambat pelaksanaan pendidikan keterampilan hidup. Penelitian ini menggunakan metode kualitatif. Penelitian dilaksanakan di Sekolah Luar Biasa Negeri 2 Bantul Provinsi Daerah Istimewa Yogyakarta. Subjek penelitian adalah Kepala Sekolah, Koordinator Urusan Kurikulum, dan pendidik keterampilan pertanian di Sekolah Luar Biasa Negeri 2 Bantul. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan analisis interaktif yang terdiri dari reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian disimpulkan bahwa: (1) layanan pendidikan untuk anak tunagrahita menerapkan model pembelajaran: terapi gerak, terapi bermain, kemampuan merawat diri, keterampilan hidup, terapi bekerja; (2) pelaksanaan pembelajaran keterampilan bagi anak tunagrahita dilakukan dengan memaksimalkan fungsi manajamen kepala sekolah yang meliputi perencanaan, pengorganisasian, pengarahan, dan pengendalian/ pengawasan untuk tujuan evaluasi; (3) faktor-faktor hambatan pelaksanaan pembelajaran keterampilan bagi anak tunagrahita, uniknya karakteristik anak dan keadaan cuaca, namun fakor pendukung berupa sumber daya manusia yang berkompetensi, berdedikasi dan sumber pembiayaan pemerintah.Kata kunci: Pendidikan, Keterampilan Hidup, TunagrahitaThis research aimed to: (1) explain the education for mentally retarded children; (2) describes life skills education for mentally retarded children;(3) know the supporting and inhibiting factors of the implementation of life skills education. This study uses a qualitative method. The study was carried out at the State Special School 2 Bantul, Yogyakarta Special Region Province. The research subjects were the School Principal, Curriculum Affairs Coordinator, and skills educators at State Special School 2 Bantul. Data collection techniques used were observation, interviews, and documentation. Data analysis techniques using interactive analysis which data reduction, data presentation, and conclusions drawing. The results of the study concluded that: (1) educational services for mentally retarded children apply learning models: occupational therapy, play therapy, daily living activities or self-care ability, life skills, vocational therapy (work therapy); (2) the implementation of learning skills for mentally retarded children by maximizing the principal's management functions which include planning, organizing, directing, and controlling/supervising for evaluation purposes; (3) the obstacles to the implementation of skills learning for mentally retarded, the unique characteristics of children and the weather conditions, but supporting factors in the form of competent, dedicated human resources and funding sources from the government.Keywords: Education, Life Skills, Mentally Retarde