ANALISIS KARAKTER EMOSI DAN PRILAKU PADA ANAK AUTIS DI SKHN 02 KOTASERANG

Abstract

This study aims to describe the characteristics, emotional state, and behavior of a 9-year-old autistic girl at SKHN 02 Kota Serang through observation and interviews. Autism is a neurological development disorder that affects social interaction, communication, and behavior regulation, usually appearing before the age of three. The research uses a qualitative method with data collection techniques including observation, interview, and documentation, with the accompanying teacher as the main informant. The findings show that autistic children have difficulties in focusing, interacting, and understanding emotions, and often display repetitive behaviors as a way to express anxiety. According to Piaget's theory of cognitive development, autistic children face challenges in understanding abstract concepts and need suitable learning media to support their cognitive growth. In terms of emotional aspects, Daniel Goleman's theory suggests that autistic children often struggle with emotional regulation, which is shown through tantrums and discomfort in certain situations. Teachers manage emotions by giving children opportunities to express their feelings and providing calmness when needed. Meanwhile, according to behavioral theory, behavior change can be improved through positive reinforcement and the habituation of adaptive behaviors in both school and home environments. Overall, this study emphasizes the important role of teachers as facilitators in helping the cognitive, emotional, and behavioral development of autistic children through learning strategies and continuous individualized approaches. This study shows that teacher support as a learning facilitator plays a key role in shaping the social, emotional, and cognitive abilities of autistic children. Teachers not only create suitable learning strategies but also provide a safe environment for exploring emotions and behaviors, allowing children to develop according to their own potential. The findings highlight that structured, responsive, and consistent interventions can have a significant impact on the independence and adaptability of autistic children in daily learning activities and social interactions. This emphasizes the importance of collaboration between teachers, schools, and families in supporting the overall growth of children.