Pendekatan Konstruktivistik Guru Seni dalam Mengajar untuk Menangani Peserta Didik Disleksia

Authors

DOI:

https://doi.org/10.31004/obsesi.v7i1.2677

Keywords:

peserta didik disleksia, pembelajaran seni, anak usia dini

Abstract

Disleksia banyak dialami oleh peserta didik pada tingkat sekolah dasar. Guru seni dapat mengambil peran untuk menangani permasalahan ini dengan menggunakan pendekatan konstruktivistik. Tujuan dari penelitian ini adalah mendeskripsikan langkah penanganan disleksia yang dilakukan oleh sekolah dan mendeskripsikan peran guru seni dalam membantu mengatasi disleksia. Penelitian ini menggunakan pendekatan studi kasus. Subjeknya adalah seorang peserta didik disleksia kelas tiga SD dengan klasifikasi Mild specific learning disorder specify with impairment in reading and in written expression. Hasil penelitian menyimpulkan bahwa (1) langkah yang dilakukan pihak sekolah dalam menangani disleksia membutuhkan kerjasama yang kuat antara wali kelas, semua guru, kepala sekolah, orang tua, psikolog, dokter anak, serta guru seni; (2) peran guru seni dalam permasalahan ini adalah sebagai fasilitator peserta didik disleksia dengan melakukan pendekatan konstruktivistik yang diimplikasikan lewat belajar baca tulis melalui (1) drama; (2) bergerak; (3) bernyanyi; (4) menggambar; dan (5) menggunakan gadget.

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Published

04-01-2023

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How to Cite

Wulandari, A., & Kusnadi, K. (2023). Pendekatan Konstruktivistik Guru Seni dalam Mengajar untuk Menangani Peserta Didik Disleksia. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(1), 42–57. https://doi.org/10.31004/obsesi.v7i1.2677

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Vol. 7 No. 1 (2023)

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Articles

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