Proceedings of The 6th Asia-Pacific Education And Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia

Research Article

The Role of Class Teachers in The Implementation of Guidance and Counseling in The Formation of Characters in Children with Special Needs

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  • @INPROCEEDINGS{10.4108/eai.19-12-2020.2309191,
        author={Lia  Mareza},
        title={The Role of Class Teachers in The Implementation of Guidance and Counseling in The Formation of Characters in Children with Special Needs},
        proceedings={Proceedings of The 6th Asia-Pacific Education And Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia},
        publisher={EAI},
        proceedings_a={AECON},
        year={2021},
        month={8},
        keywords={counseling character education children with special needs},
        doi={10.4108/eai.19-12-2020.2309191}
    }
    
  • Lia Mareza
    Year: 2021
    The Role of Class Teachers in The Implementation of Guidance and Counseling in The Formation of Characters in Children with Special Needs
    AECON
    EAI
    DOI: 10.4108/eai.19-12-2020.2309191
Lia Mareza1,*
  • 1: Department of Elementary Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Purwokerto
*Contact email: liamareza@ump.ac.id

Abstract

This research was conducted at SDLB B Kranji. This study aims to determine classroom teachers' role in implementing counseling guidance services in character building for students with special needs at SDLB B Kranji. Research to be conducted by researchers using qualitative research. The data validity used triangulation. Data collection techniques using observation, interviews, and documents. Triangulation testing used by researchers is a triangulation of sources and triangulation of methods. The results showed that teachers at SDLB B Kranji did their role well, namely classroom teachers, to implement counseling guidance services and foster self-confidence, discipline, and achievement motivation to have good character. Implementation of counseling services using individual and classical guidance. Service users' forms are support and responsiveness services, personal counseling services, and group guidance services. The result is that teachers provide counseling guidance services through the provision of rewards, habituation, and punishment if necessary to instill good habits so that students with special needs can behave and act based on the values that have become their personalities.