Analisis Peran Orang Tua Di Rumah Terhadap Proses Pembelajaran Peserta Didik Hiperaktif SLB-B YPAC Palembang

Munthe, Sephia Sando Nirmala (2026) Analisis Peran Orang Tua Di Rumah Terhadap Proses Pembelajaran Peserta Didik Hiperaktif SLB-B YPAC Palembang. Undergraduate thesis, Universitas Katolik Musi Charitas.

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Abstract

This study aims to describe in depth the role of parents at home in the learning process of students with special needs with hyperactive conditions at the elementary school level of SLB-B YPAC Palembang. The main focus of this research includes analyzing the role of parents at home in the learning process of hyperactive students, identifying the supporting factors for the role of parents in the learning process of hyperactive students, the inhibiting factors for the role of parents in the learning process of hyperactive students, and the solutions to the inhibiting factors for the role of parents in the learning process of hyperactive students. The method applied in this research is a descriptive qualitative approach using source triangulation techniques and techniques to ensure data validity. The data analysis process was carried out through the stages of data reduction, data display, and conclusion drawing. The results of the study reveal that the role of parents in the learning process of hyperactive students includes acting as guides, companions, primary educators, motivators, facilitators, as well as monitors. Internal supporting factors include mentoring ability, level of patience, socialization support, and providing rewards. Meanwhile, external factors involve support from the school and the community. However, internal obstacles were found in the form of difficulties in managing the child's mood, parental denial, and consistency in time management. External obstacles include bullying outside the home and economic constraints. Solutions for internal obstacles are carried out through intensive mentoring, a personal approach, and professional expert consultation. As for the solutions to external obstacles, they include setting boundaries against negative environments, school fee payment flexibility policies, and active communication regarding the problems encountered.

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