IMPLEMENTASI TEKNIK TIME OUT DALAM PENGELOLAAN EMOSI ANAK TUNAGRAHITA DI SLB PELITA BUNGA JATI AGUNG LAMPUNG SELATAN

Vella, Anita Santika (2026) IMPLEMENTASI TEKNIK TIME OUT DALAM PENGELOLAAN EMOSI ANAK TUNAGRAHITA DI SLB PELITA BUNGA JATI AGUNG LAMPUNG SELATAN. Diploma thesis, UIN Raden Intan Lampung.

	PDF Restricted to Repository staff only Download (8MB)
	PDF Restricted to Repository staff only Download (9MB)

Abstract

ABSTRAK Anak tunagrahita adalah anak yang memiliki keterbatasan dalam kemampuan intelektual dan emosional yang berdampak pada kesulitan dalam mengelola perasaan serta mengontrol perilaku. Kondisi tersebut sering kali menimbulkan perilaku agresif seperti marah, berteriak, melempar barang, atau menyakiti diri sendiri. Untuk membantu mengatasi permasalahan tersebut, guru menerapkan teknik Time Out sebagai salah satu strategi pengelolaan perilaku (behavior management) yang bertujuan membantu anak menenangkan diri dan memulihkan kestabilan emosinya sebelum kembali ke kegiatan pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan implementasi teknik Time Out dalam mengelola emosi anak tunagrahita di SLB Pelita Bunga Jati Agung Lampung Selatan. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan jenis penelitian lapangan (field research). Sumber data yang di gunakan yaitu sumber primer dan sumber sekunder. Dalam penelitian ini penulis menggunakan purposive sampling dari 8 anak tunagrahita untuk menentukan sumber data primer dan sumber data primer yang sesuai dengan kriteria adalah 3 anank tunagrahita ringan, 2 guru pendamping atau kepala sekolah yang membimbing serta mengarahkan anak selama proses pelaksanaan. Adapun prosedur pengumpulan data dalam penelitian ini melalui metode observasi, wawancara, dan dokumentasi, kemudian dianalisis dengan langkah langkah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan teknik Time Out di SLB Pelita Bunga Jati Agung dilakukan melalui beberapa tahap, Tahap persiapan dengan menyiapkan pojok tenang yang aman dan nyaman serta memberikan penjelasan kepada anak bahwa time out bertujuan untuk menenangkan diri dan bukan sebagai bentuk hukuman, Tahap komunikasi dengan berbicara secara lembut dan sabar agar anak tidak merasa terhakimi dan mampu memahami tujuan time out, Tahap konsistensi dengan menerapkan aturan time out secara berulang agar anak memahami batasan perilaku, Tahap keselamatan dan kesejahteraan dengan memastikan area time out bebas dari benda berbahaya, Tahap durasi yang sesuai dengan pemberian waktu selama 5–10 menit agar anak memiliki kesempatan untuk menenangkan diri, Tahap pengawasan guru tetap mendampingi anak untuk menjamin keselamatan, Tahap dukungan dan bimbingan dengan memberikan penguatan positif berupa pujian agar anak tidak merasa malu atau dikucilkan sebelum kembali mengikuti kegiatan pembelajaran di kelas, setelah melakukan tahap akhir, akan di lanjutkan dengan evaluasi untuk mengetahui perlu adanya remedial atau naik level berikutnya, setelah melalui peroses implementasi Teknik Time Out dalam mengelola emosi anak tunagrahita denggan di terapkan secara konsisten, prilaku tantrum dan agresif anak berkurang. Anak lebih mampu mengenali dan menggendalikan emosi nya, serta berusaha menenangkan diri baik secara mandiri maupun dengan bantuan guru pendamping, selain itu perubahan positif juga terlihat pada perilaku sosial anak, seperti menjadi lebih sopan, dan menghargai teman sebaya, sehingga suasana kelas menjadi tenang dan lebih kondusif. Kata kunci : Teknik time out, anak tunagrahita, pengelolaan emosi. ABSTRACT Children with intellectual disabilities are children who have limitations in intellectual and emotional abilities, which affect their ability to manage feelings and control behavior. This condition often leads to aggressive behaviors such as anger, shouting, throwing objects, or self-harm. To help address these problems, teachers implement the Time Out technique as one of the behavior management strategies aimed at helping children calm themselves and restore emotional stability before returning to learning activities. This study aims to describe the implementation of the Time Out technique in managing the emotions of children with intellectual disabilities at SLB Pelita Bunga Jati Agung, South Lampung. This research uses a descriptive qualitative approach with a field research design. The data sources used consist of primary and secondary sources. In this study, the researcher applied purposive sampling from eight children with intellectual disabilities to determine the primary data sources. Based on the established criteria, the selected participants were three children with mild intellectual disabilities and two accompanying teachers or the school principal who guided and directed the children during the implementation process. The data collection procedures in this study were conducted through observation, interviews, and documentation, and the data were then analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results of the study show that the implementation of the Time Out technique at SLB Pelita Bunga Jati Agung was carried out through several stages. The preparation stage involved setting up a safe and comfortable calm corner and explaining to the children that time out was intended to help them calm down and was not a form of punishment. The communication stage involved speaking gently and patiently so that the children did not feel judged and could understand the purpose of time out. The consistency stage required applying time out rules repeatedly so that children could understand behavioral boundaries. The safety and well-being stage ensured that the time out area was free from dangerous objects. The duration stage involved providing a time period of 5–10 minutes to give children the opportunity to calm themselves. The supervision stage required teachers to continue accompanying the children to ensure their safety. The support and guidance stage involved providing positive reinforcement in the form of praise so that children did not feel embarrassed or isolated before returning to classroom learning activities. After completing the final stage, an evaluation was conducted to determine whether remedial actions were needed or whether the child could proceed to the next level. After going through the process of implementing the Time Out technique consistently in managing the emotions of children with intellectual disabilities, tantrum and aggressive behaviors decreased. Children became more capable of recognizing and controlling their emotions and were better able to calm themselves independently or with the assistance of accompanying teachers. In addition, positive changes were also observed in the children’s social behavior, such as becoming more polite and respectful toward peers, resulting in a calmer and more conducive classroom environment. Keywords: Time-out technique, children with intellectual disabilities, emotion management.

Actions (login required)

View Item