Empati Pada Guru Pendamping Anak Berkebutuhan Khusus Di Sekolah Alam Ramadhani

Abstract

Empathy is an important skill for teachers accompanying Special Needs Children (ABK) in creating an inclusive and supportive learning environment. This research aims to understand empathy in accompanying ABK teachers at the Ramadhani School Nature, aspects of empathy and what factors influence the empathy of accompanying teachers. The research method used is qualitative with a phenomenological type. Data were collected using interviews, observation and documentation with 4 ABK accompanying teachers at the Ramadhani School Nature. Meanwhile, data analysis was carried out using interactive analysis. The results of the research are first about understanding empathy. Empathy is understood as a feeling of affection for others as part of oneself, the state of feeling and understanding the emotions and actions of others, a feeling of caring for others which is manifested through actions, and empathy as psychological capital for ABK accompanying teachers. Second, forms of empathy for teachers accompanying ABK can take the form of perspectives towards ABK, the position of accompanying teachers towards ABK, distress when facing difficulties, and the behavior of companions towards ABK. Third, the factors that influence the empathy of accompanying teachers are the accompanying teacher's desire for ABK to be comfortable, thinking starting from oneself, emotional experience factors, and the feeling that everyone wants to be born without special needs. This research suggests the importance of empathy training for accompanying teachers as an effort to improve the quality of education for ABK and create a learning atmosphere that is more adaptive and responsive to the unique needs of ABK.