DUKUNGAN KELUARGA DAN MASYARAKAT TERHADAP KONSEP DIRI SISWA TUNAGRAHITA
DOI:
https://doi.org/10.32584/jpi.v2i2.49Keywords:
tunagrahita, konsep diri, dukungan keluarga, dukungan masyarakatAbstract
AbstrakKeluarga dan masyarakat belum paham mengenai kecacatan yang dialami oleh siswa tunagrahita sehingga terdapat stigma bahwa siswa tunagrahita sebagai orang cacat yang tidak bisa mandiri dan memiliki kemampuan intelektual rendah. Stigma tersebut dapat mempengaruhi persepsi siswa tunagrahita terhadap konsep diri mereka sehingga cenderung negatif. Penelitian kuantitatif non-eksperimental dengan desain deskriptif korelasi bertujuan untuk mengetahui adanya hubungan dukungan keluarga dan masyarakat terhadap konsep diri siswa tunagrahita di SLBN Kupang. Populasi pada penelitian ini adalah seluruh siswa tunagrahita di SLBN Kupang. Sampel diperoleh secara accidental sampling sebanyak 84 responden. Pengambilan data dilakukan melalui pengisian kuesioner konsep diri, dukungan keluarga dan dukungan masyarakat. Hasil penelitian ditemukan terdapat konsep diri positif 52,4%, dukungan keluarga 52,4% dan dukungan masyarakat (53,6 ). Hipotesis di uji menggunakan uji Chi-square; sbb: tidak ada hubungan yang bermakna antara dukungan orang tua terhadap konsep diri (p value = 0,197) dan tidak ada hubungan bermana antara dukungan masyarakat terhadap konsep diri (p value = 0,389). Hasil penelitian menunjukkan perlunya dukungan keluarga dan masyarakat agar penyandang tunagrahita tetap memiliki konsep diri yang positif. Kata kunci: Tunagrahita, konsep diri, dukungan keluarga, dukungan masyarakat AbstractThe relationship of Family and Sosial Support with self-concept of intellectual disability students’s. In common, families and communities do not understand well the disability experienced by intellectual disability students. This arises a stigma that intellectual disability students are disabled people who cannot be independent and have low intellectual abilities. This stigma may affect the perception of intellectual disability students on their self-concept that tend to be negative.The purpose of this study was to determine the relationship of Family and Sosial Support with self-concept of intellectual disability students’s in SLBN Kupang NTT 2016. This research method was non-experimental quantitative research with descriptive correlation design. The population in this study were all intellectual disability students in SLBN Kupang. The sample was obtained by accidental sampling of 84 respondents. Data collection is done through filling out self-concept questionnaires, family support and community support. The results of the study found 52.4% positive self-concept, 52.4% family support and social support (53.6). The hypothesis was tested using the Chi-square test: there is no significant relationship between parental support for self-concept (p value = 0.197) and no significant relationship between community support for self-concept (p value = 0.389). The results of the study indicate the need for family and social support to improve positive self-concept of intellectual disability students . Keywords: Intellectual disability, self-concept, family support, social supportReferences
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