ABSTRAK
Penelitian bertujuan untuk mengetahui efektivitas Differential Reinforcement Of Incompatible Behavior (DRI) dalam mengatasi perilaku mengganggu pada siswa tunagrahita ringan saat pembelajaran di kelas. Perilaku mengganggu yang menjadi target perilaku adalah penyerangan fisik terhadap teman sekelas.
Penelitian menggunakan pendekatan kuantitatif dengan jenis eksperimen. Pendekatan eksperimen yang digunakan adalah Single Subject Research (SSR) dengan desain baseline¬1-intervensi-baseline2 atau A1-B-A2. Subjek penelitian merupakan 3 siswa tunagrahita ringan di kelas II C SLB Negeri Surakarta. Pengumpulan data dilakukan dengan wawancara, observasi, dan catatan anekdot. Data dianalisis menggunakan statistik deskriptif yang disajikan melalui tabel dan grafik. Selanjutnya, komponen yang dianalisis adalah analisis dalam kondisi.
Hasil penelitian menunjukkan penurunan frekuensi perilaku mengganggu ketiga subjek. Perubahan rata-rata frekuensi perilaku mengganggu subjerk MFA, yaitu dari 8 kali (A1) menjadi 2 kali (B) kemudian 1 kali (A2). Frekuensi perilaku mengganggu subjek GAAP dari 7 kali (A1) menjadi 3 kali (B) kemudian 2 kali (A2). Serta pada subjek FUS frekuensi perilaku mengganggu turun dari 6 kali (A1) menjadi 2 kali (B) kemudian 1 kali (A2). Berdasarkan estimasi kecenderungan arah diketahui bahwa subjek MFA, GAAP dan FUS meningkat pada sesi baseline1, menurun pada sesi intervensi, dan kembali menurun pada sesi baseline2. Terjadi perubahan berupa penurunan frekuensi perilaku mengganggu sehingga disimpulkan bahwa Differential Reinforcement Of Incompatible Behavior (DRI) efektif dalam mengatasi perilaku mengganggu pada siswa tunagrahita ringan kelas II C di SLB Negeri Surakarta Tahun Pelajaran 2015/2016.
Kata kunci : Tunagrahita Ringan, Differential Reinforcement Of Incompatible Behavior (DRI), perilaku mengganggu, penyerangan fisik, modifikasi perilaku, Single Subject Research.
ABSTRACT
This research aims to determine the effectiveness of Differential Reinforcement of Incompatible Behavior (DRI) to overcome disruptive behavior of intellectual developmental disorder students in the classroom during lesson. The type of disruptive behavior, which becomes the target behavior in this research, is physical aggression against classmates.
This research used quantitative approach with experimental research type. The approach for this experimental research is Single Subject Research (SSR) with A-B-A (Baseline1-Intervention-Baseline2) design. The subject of this research is three students with mild intellectual developmental disorder in grade II C of SLB N Surakarta. Instruments to collect the data in this research consist of interview, observation, and anecdotal report. The data was analyzed by using descriptive statistic and presented in the form of tables and graph. Furthermore, the components were analyzed by an analysis of the condition.
The result showed that the frequency of disruptive behavior of three students was decrease. The disruptive behavior average frequency of Subject MFA is changed from 8 times (A1) into twice (B), and then it is changed again into once. The disruptive behavior average frequency of Subject GAAP is changed from 7 times (A1) into three times (B) and then twice (A2). And the disruptive behavior average frequency of FUS is changed from 6 times (A1) into twice (B) and then once (A2). There is an alteration occurred in frequency of disruptive behavior. The disruptive behavior frequency of those three students was decrease. Based on the fact, it can be concluded that DRI is effective to overcome disruptive behavior of intellectual developmental disorder students in grade II C of SLBN Surakarta in academic year of 2015/2016.
Keywords: intellectual developmental disorder, behavior modification Differential Reinforcement Of Incompatible Behavior (DRI), disruptive behavior, physical aggression, single subject research
