PERAN TEMAN SEBAYA DALAM MENINGKATKAN MOTIVASI BELAJAR PADA SISWA BERKEBUTUHAN KHUSUS (INKLUSI KOGNITIF)
DOI:
https://doi.org/10.51878/cendekia.v6i3.10712Keywords:
inklusi kognitif, motivasi belajar, anak berkebutuhan khusus, teman sebayaAbstract
Students with special needs, particularly those with cognitive impairments, require optimal support in both instructional and social environments. In the context of inclusive education, peer support is a crucial factor in facilitating the learning process and enhancing learning motivation. This study aims to analyze the role of peers in improving the learning motivation of students with cognitive impairments at SMA Negeri 8 Kota Serang. This study employed a descriptive qualitative approach, with data collected through in-depth interviews. The research subjects consisted of one student with special needs (MC) and three of their peers from the same class. The findings indicate that students with cognitive impairments experience difficulties in understanding learning materials, particularly abstract concepts, thus requiring support from their social environment. Peers play a significant role in enhancing learning motivation through emotional support, academic assistance, and positive social interactions. These contributions lead to increased self-confidence, greater engagement in learning activities, and improved ability to adapt to the classroom environment.
ABSTRAK
Siswa berkebutuhan khusus, khususnya dengan hambatan kognitif, memerlukan dukungan optimal baik dalam aspek pembelajaran maupun lingkungan sosial. Dalam konteks pendidikan inklusif, teman sebaya menjadi salah satu faktor penting dalam mendukung proses dan motivasi belajar. Penelitian ini bertujuan untuk menganalisis peran teman sebaya dalam meningkatkan motivasi belajar siswa berkebutuhan khusus dengan hambatan kognitif di SMA Negeri 8 Kota Serang. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara mendalam. Subjek penelitian terdiri atas satu siswa berkebutuhan khusus berinisial MC dan tiga teman sebayanya dalam satu kelas. Hasil penelitian menunjukkan bahwa siswa dengan hambatan kognitif mengalami kesulitan dalam memahami materi pembelajaran, terutama yang bersifat abstrak, sehingga membutuhkan dukungan dari lingkungan sosial. Teman sebaya berperan signifikan dalam meningkatkan motivasi belajar melalui dukungan emosional, bantuan akademik, dan interaksi sosial yang positif. Peran tersebut berdampak pada meningkatnya kepercayaan diri, keaktifan dalam pembelajaran, serta kemampuan siswa dalam beradaptasi dengan lingkungan kelas.
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