Strategi Komunikasi Instruksional Guru Pada Murid Tunagrahita SLB Hasrat Mulia Kabupaten Bandung

Penelitian ini bertujuan untuk mengetahui strategi komunikasi instruksional yang dilakukan oleh Guru pada murid Tunagrahita SLB Hasrat Mulia Kabupaten Bandung didalam kegiatan pembelajaran untuk meningkatkan semangat belajar muridnya. Peneliti menganalisis dari spesifikasi komunikasi instruksional yang dilakukan murid dimana didalamya ada proses pembelajaran yang dilakukan, pola pembelajaran, dan perubahan sikap didalam pembelajaran. Penelitian ini menggunakan pendekatan kualitatif, dengan metode deskriptif. Informan penelitian berjumlah 6 (enam) orang dimana informan kunci 3 (tiga) orang informan pendukung 3 (tiga) orang. Sebagian besar data dikumpulkan melalui observasi non partisipan, wawancara mendalam, dokumentasi, internet searching, dan didukung oleh studi pustaka, serta triangulasi data, diskusi dengan teman sejawat serta memberchek. Adapun teknik analisa data yang digunakan yaitu, reduksi data, penyajia data, penarikan kesimpulan, evaluasi, teknik pengambilan informan melalui snowball sampling. Hasil penelitian ini menunjukan bahwa strategi komunikasi instruksional guru pada murid tunagrahita SLB Hasrat Mulia meliputi, pertama proses pembelajaran yang didalamnya terdapat pemberian materi pembelajaran, serta interaksi. Kedua pola pembelajaran yang dilakukan oleh guru SLB Hasrat Mulia yaitu penggunaan alat peraga atau pemberian contoh pada setiap pembelajaran, dan pengulangan materi pembelajaran. Ketiga perubahan sikap pada guru SLB Hasrat Mulia Kabupaten Bandung yang meliputi penyesuaian diri pada murid Tunagrahita, lebih toleran, dan melihat kondisi murid terlebih dahulu. Kesimpulan dari penelitian ini adalah, bahwa strategi komunikasi instruksional yang dilakukan oleh Guru SLB Hasrat Mulia didalam kegiatan pembelajaran telah menambah semangat belajar muridnya, karena adanya proses pembelajaran yang lebih mengutamakan kenyamanan muridnya, pola pembelajaran yang memudahkan kegiatan pembelajaran serta perubahan perilaku yang ditunjukan untuk membuat nyaman murid mengikuti pembelajaran. Saran yang dapat peneliti berikan adalah dalam melakukan strategi komunikasi instruksional khusus bagi murid Tunagrahita sebaiknya guru meningkatkan keterbukaan informasi kepada murid agar murid lebih tertarik, dan lebih menggunakan metode pembelajaran yang menarik kepada murid seperti penggunaan laptop dan layar besar (proyektor) di dalam kelas saat mengajar murid tunagrahita.

The aim of this research was to discover the instructional communication strategies which have been conducted by the teachers of Hasrat Mulia SLB school in Bandung Regency to their mentally disabled students. The strategies were applied in the learning activities in order to develop students� learning passion. Hence, the researcher analyses the specification of instructional communication strategies which have been done to the students; it contains learning processes, learning patterns and attitude changes in the learning. This research employed descriptive qualitative method. The participant of this research were six persons which consists of three main participants and three supporting participants. Most of the data are collected through non-participant observation, in-depth interviews, documentation, internet searching, literature reviews, triangulation of data, discussions with colleagues and member checks. The techniques of data analysis were data reduction, data presentation, drawing conclusions, and evaluation, Taking techniques informants through a snowball sampling. Results of this research showed that Teacher�s Instructional Communication Strategy for Mentally Disabled Student of Hasrat Mulia SLB School comprise: Firstly, learning process in which there are the provision of learning materials, and also interaction. Secondly, learning patterns which undertaken by the teachers of Hasrat Mulia SLB were the use of props or giving examples in each lesson, and repetition of learning materials. The third strategy is the teachers� attitude change that includes the adjustment to mentally disabled student, to be more tolerant, and trying to look at the student�s condition first. The conclusion of this study was the instructional communication strategies which were conducted by the teachers of Hasrat Mulia SLB in their learning activities have been developed the learning passion of their students. It appeared because their learning processes were putting the students� happiness as their priority, learning patterns also facilitate learning activities as well as changes attitude that is shown to the students to make students comfortable doing the learning. After conducting this research, the suggestions for the teachers who use the instructional communication strategy was able to increase the level of their honesty to the students, so that the students could be more interest informations, and use more interesting teaching methods to student such as the use of laptop and big screen ( projector ) in the classroom for student with student mentally disabled.