STRATEGI GURU DALAM PEMBELAJARAN KESEHATAN REPRODUKSI BAGI SISWA TUNAGRAHITA DI SLB TUNAS HARAPAN IV JOMBANG

ABSTRAK
Pendidikan kesehatan reproduksi merupakan aspek krusial bagi siswa tunagrahita yang rentan terhadap eksploitasi seksual akibat keterbatasan kognitif dan pemahaman tentang hak tubuh. Penelitian ini bertujuan mendeskripsikan strategi guru, kendala, dan upaya adaptif dalam pembelajaran kesehatan reproduksi bagi siswa tunagrahita di SLB Tunas Harapan IV Jombang. Penelitian menggunakan pendekatan kualitatif deskriptif. Pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi terhadap dua guru Bina Diri, kepala sekolah, dan tiga orang tua. Analisis data mengacu pada model Miles dan Huberman dengan triangulasi sumber untuk keabsahan data. Hasil penelitian menunjukkan bahwa guru menerapkan strategi pembelajaran yang adaptif dan terindividualisasi berdasarkan asesmen awal, menggunakan media konkret (gambar, boneka, video, permainan tradisional), bahasa sederhana, pengulangan intensif, serta integrasi materi ke dalam berbagai mata pelajaran. Kendala utama meliputi keterbatasan modul ajar adaptif, minimnya pelatihan pedagogis khusus bagi guru, daya ingat dan konsentrasi siswa yang terbatas, serta sensitivitas kultural yang menganggap topik reproduksi sebagai tabu. Untuk mengatasi hal tersebut, guru melakukan inovasi mandiri dalam penyusunan materi, memperkuat kolaborasi internal antar guru, menjalin kemitraan dengan puskesmas dan komite sekolah, serta mengoptimalkan komunikasi dengan orang tua untuk menyelaraskan pendampingan di rumah dan sekolah. Disimpulkan bahwa meskipun menghadapi keterbatasan struktural dan pedagogis, guru menunjukkan komitmen tinggi melalui pendekatan kontekstual dan kolaboratif. Penelitian ini merekomendasikan pengembangan modul khusus, pelatihan pedagogis berkelanjutan, serta penguatan sinergi sekolah-keluarga untuk meningkatkan efektivitas pendidikan kesehatan reproduksi bagi siswa tunagrahita.

Kata Kunci: Pendidikan kesehatan reproduksi, siswa tunagrahita, strategi pembelajaran, SLB, pendidikan khusus.

Abstrack

Reproductive health education is a crucial aspect for students with intellectual disabilities (tunagrahita), who are highly vulnerable to sexual exploitation due to cognitive limitations and a lack of understanding regarding bodily autonomy. This study aims to describe teachers’ strategies, encountered obstacles, and adaptive efforts in delivering reproductive health education to students with intellectual disabilities at SLB Tunas Harapan IV Jombang. The research employed a descriptive qualitative approach. Data were collected through in-depth interviews, participatory observation, and documentation involving two Bina Diri teachers, the school principal, and three parents. Data analysis followed the Miles and Huberman model, with source triangulation applied to ensure data validity. The findings reveal that teachers implement adaptive and individualized learning strategies based on initial student assessments. These strategies include the use of concrete media (visual aids, dolls, videos, traditional games), simplified language, intensive repetition, and cross-curricular integration. Key obstacles identified include the lack of adaptive learning modules, insufficient pedagogical training for teachers on disability-specific reproductive health education, students’ limited memory and concentration, and cultural taboos surrounding the topic. To address these challenges, teachers independently adapt instructional materials, strengthen internal teacher collaboration, establish partnerships with local health centers and school committees, and optimize parent-teacher communication to align home and school support. It is concluded that despite structural and pedagogical constraints, teachers demonstrate strong commitment through contextual and collaborative approaches. This study recommends the development of specialized learning modules, continuous pedagogical training, and strengthened school-family synergies to enhance the effectiveness of reproductive health education for students with intellectual disabilities.

Keywords: Reproductive health education, students with intellectual disabilities, teaching strategies, special needs school, special education.