STRATEGI PEMBELAJARAN INTERAKTIF UNTUK ANAK TUNALARAS DI PAUD INKLUSI SAYMARA

Abstrak

Penelitian ini membahas tentang strategi pembelajaran interaktif yang dapat diterapkan untuk anak tunalaras di PAUD Inklusi Saymara. Anak-anak dengan kondisi ini mempunyai emosi dan perilaku yang sering tidak stabil, jadi butuh cara belajar yang lebih spesial. Metode yang digunakan dengan cara pendekatan kualitatif deskriptif, dengan mengumpulkan data lewat observasi langsung, wawancara, dokumentasi, dan juga kajian literatur terkait. Sesuai dengan hasil lapangan, guru-guru di PAUD Saymara menerapkan strategi interaktif seperti memberikan penguatan positif, membuat kegiatan main edukatif seperti puzzle, meronce, atau mewarnai, ditambah dengan pendampingan terhadap masing- masing anak yang mengalami kesulitan. Sarana dan prasarananya juga sangat mendukung, seperti meja khusus, media ajar digital, dan ruang terapi yang membuat proses belajar lebih nyaman buat anak berkebutuhan khusus. Strategi ini terbukti mampu meningkatkan fokus, kesabaran, dan partisipasi anak tunalaras saat mengikuti kegiatan di kelas inklusif.

This study discusses interactive learning strategies that can be applied to children with emotional and behavioral disorders at Saymara Inclusive Early Childhood Education. Children with these conditions often have unstable emotions and behavior, so they require more specialized learning methods. The method used is a descriptive qualitative approach, collecting data through direct observation, interviews, documentation, and related literature review. According to field findings, teachers at Saymara Early Childhood Education implement interactive strategies such as providing positive reinforcement, organizing educational play activities like puzzles, stringing beads, or coloring, along with personalized assistance for each child who experiences difficulties. The facilities and infrastructure are also very supportive, such as specialized desks, digital teaching media, and therapy rooms that make the learning process more comfortable for children with special needs. This strategy has proven effective in improving focus, patience, and participation of emotionally challenged children during activities in an inclusive classroom.