Komunikasi Interpersonal antara Siswa Berkebutuhan Khusus dengan Guru Pendamping di Sekolah Inklusi (Studi di Sekolah Menengah Pertama Negeri 31 Surabaya)

Putri, Merlinda Sayidatina Aisyah (2026) Komunikasi Interpersonal antara Siswa Berkebutuhan Khusus dengan Guru Pendamping di Sekolah Inklusi (Studi di Sekolah Menengah Pertama Negeri 31 Surabaya). Undergraduate thesis, UPN Veteran Jawa Timur.

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Abstract

Inclusive education positions Special Education Teachers (GPK) as strategic actors in fostering effective interpersonal communication for students with special needs. However, amidst a shortage of certified Special Education Teachers (GPK) in Surabaya, SMP Negeri 31 Surabaya, a pioneer in inclusive education since 2014, faces real challenges in establishing adaptive interaction patterns for students with special needs who exhibit diverse characteristics, including down syndrome, intellectual disabilities, and slow learner. This study aims to analyze interpersonal communication between students with special needs and shadow teachers at this inclusive school using a qualitative descriptive approach with semi-structured in-depth interviews and a literature review, involving six informants selected through purposive sampling: five ninth-grade students with special needs as primary informants and one shadow teacher serving as the inclusion coordinator as a supporting informant. The data were analyzed using the Miles and Huberman model and supported by source triangulation grounded in DeVito’s (2016) humanistic approach, which encompasses five aspects of effective interpersonal communication: openness, empathy, supportiveness, positiveness, and equality. The research results indicate that interpersonal communication occurs in an intense, adaptive, and needs-oriented manner, which is shown through: openness fostered via informal communication outside of class hours, both in person and via WhatsApp; empathy demonstrated through the shadow teacher’s sensitivity to students with special needs emotional states; supportiveness through the shadow teacher’s role as a problem-solver in social issues such as bullying and truancy; positiveness through the provision of simple rewards and the creation of enjoyable interactive moments; and equity through the implementation of differentiated instruction, simplified language, and repetition of material. In addition, this study also identified four communication barriers: physical barriers in the form of noise in the smart classroom; physiological barriers due to students with special needs limited articulation and literacy skills; psychological barriers such as shyness and hesitation at the start of interactions; and semantic barriers resulting from the complexity of having to understand multiple subjects simultaneously.

Item Type:

Thesis (Undergraduate)

Contributors:

Contribution	Contributors	NIDN/NIDK	Email
Thesis advisor	Sumardjijati, Sumardjijati	NIDN196203231993092001	sumardjijati.ilkom@upnjatim.ac.id
Thesis advisor	Rahmawati, Dian Hutami	NIDN199409202024062001	dian.hutami.ilkom@upnjatim.ac.id

Subjects:

H Social Sciences > HN Social history and conditions. Social problems. Social reform

Divisions:

Faculty of Social and Political Sciences > Departement of Communication

Depositing User:

Merlinda Sayidatina Aisyah Putri

Date Deposited:

10 Jul 2026 07:57

Last Modified:

10 Jul 2026 08:36

URI:

https://repository.upnjatim.ac.id/id/eprint/55129