Mulya Virgonita I. Winta, Hardani Widhiastuti, Margaretha Maria Shinta Pratiwi

Psikoedukasi Tentang Anak Berkebutuhan Khusus Di Tk Bunga Bangsa Universal School Semarang

Introduction

Psikoedukasi tentang anak berkebutuhan khusus di tk bunga bangsa universal school semarang. Psikoedukasi efektif tingkatkan pemahaman guru & orang tua tentang Anak Berkebutuhan Khusus (ABK) di TK Bunga Bangsa Universal School Semarang. Dukung proses belajar siswa ABK optimal.

Abstract

Pengabdian ini bertujuan meningkatkan pemahaman guru dan orang tua dalam mendampingi anak berkebutuhan khusus agar dapat mendukung proses belajar pada siswa yang memiliki kebutuhan khusus. Metode yang digunakan dalam pengabdian ini adalah psikoedukasi dengan pemberian materi melalui ceramah, diskusi serta teknik pelepasan emosi sederhana. Kegiatan pengabdian telah dilaksanakan pada tanggal 8 Juni 2024 mulai pukul 08.00 hingga pukul 11.00 WIB., yang diikuti 28 orang guru dan orang tua di TK Bunga Bangsa Universal School Semarang. Hasil pengabdian menunjukkan adanya meningkatnya pemahaman peserta, hal ini ditunjukkan dengan hasil perhitungannya yaitu nilai Sig. (2-tailed) sebesar 0,000 < 0.05 maka Ho ditolak dan Ha diterima, yang artinya ada perbedaan rata-rata skor sebelum dan sesudah mengikuti kegiatan psikoedukasi tentang ABK, sehingga dapat disimpulkan bahwa kegiatan psikoedukasi yang diberi tajuk Mengenal dan Memahami Anak Berkebutuhan Khusus cukup efektif dalam meningkatkan pemahaman guru dan orang tua tentang anak berkebutuhan khusus.

Review

This study presents a timely and relevant psychoeducation initiative aimed at enhancing the understanding of teachers and parents concerning children with special needs (CSN) at TK Bunga Bangsa Universal School Semarang. The core objective of empowering caregivers and educators to better support the learning process of CSN is highly commendable. Utilizing a method that combines lectures, discussions, and simple emotion release techniques, the program engaged 28 participants over a three-hour session. The reported outcome, a statistically significant increase in participant understanding (Sig. (2-tailed) = 0.000 < 0.05), suggests the program was effective in achieving its immediate goal of improving knowledge. While the study addresses an important area, several aspects warrant further consideration. The relatively short duration of the psychoeducation session (three hours) raises questions about the depth and longevity of the "increased understanding" achieved. Although a statistically significant difference was reported, the abstract lacks details regarding the magnitude of this change, such as effect size or actual mean score differences, which would provide greater insight into the practical significance of the intervention. Furthermore, the method of assessing "understanding" is not specified, making it difficult to evaluate the validity and comprehensiveness of the measurement tool. The sample size of 28 participants from a single institution also limits the generalizability of these findings to a broader population of teachers and parents. Despite these limitations, this study serves as a valuable preliminary effort in highlighting the potential of psychoeducation to bridge knowledge gaps regarding children with special needs. For future iterations or research, it would be beneficial to consider a more extended intervention period, incorporate follow-up assessments to gauge knowledge retention and actual behavioral changes, and utilize a more comprehensive measure of understanding. Expanding the sample size and including a control group would also enhance the study's methodological rigor and the generalizability of its conclusions. Overall, this initiative provides a solid foundation and encourages further, more extensive research into effective support programs for caregivers and educators of CSN.

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