SOSIALISASI PERKEMBANGAN MINAT DAN BAKAT SISWA SEKOLAH DASAR UNTUK MENGOPTIMALKAN PEMBELAJARAN

Abstract

The background of this research is based on the view that every child has unique characteristics, interests, and talents that are key to the growth of self-confidence and motivation to learn. For children with special needs, recognizing and developing these potentials is an effective approach to support meaningful learning beyond basic academic demands. Therefore, this study aims to understand in-depth the process and impact of the socialization of interest and talent development for elementary school students with special needs (ABK) through collaboration between teachers and parents. This study uses a qualitative approach with a descriptive phenomenological research type. The research subjects consisted of three homeroom teachers and three parents of elementary school students with special needs at the State Special Needs School (SLBN) 10 Jakarta. Data were collected through in-depth semi-structured interviews and pre-posttest questionnaires to explore the participants' understanding, perceptions, and experiences related to the socialization activities. Data analysis was conducted thematically with an emphasis on the meaning of participants' direct experiences. The results of the study indicate that socialization activities can improve teachers' and parents' understanding of the meaning of children's interests and talents, which are not limited to academic abilities. Socialization serves as a means of empowerment for teachers and parents to recognize and facilitate children's potential through simple and enjoyable activities. Furthermore, collaboration between schools and families has been shown to strengthen two-way communication, positively impacting children's self-confidence and motivation to learn. However, challenges remain, including time constraints, adaptive learning resources, and limited teacher training in observing children's potential. Overall, this study confirms that a strengths-based learning approach is more effective in building self-esteem, motivation, and independence in children with special needs than approaches that focus on their limitations. Building self-confidence and motivation in students with special needs will support optimal learning. These findings provide important implications for schools and families in building sustainable partnerships to support the holistic development of students with special needs.