EVALUASI PELATIHAN FASILITATOR DALAM MENINGKATKAN PENGETAHUAN, SIKAP DAN PERILAKU PENGASUHAN ORANG TUA ANAK BERKEBUTUHAN KHUSUS DI SURAKARTA

Abstract

ABSTRAK

Anak berkebutuhan khusus (ABK) memerlukan dukungan pengasuhan yang tepat melalui keterlibatan aktif orang tua dan pendamping yang memadai. Fasilitator berperan penting dalam membantu orang tua memahami kebutuhan anak, membangun sikap positif, serta menerapkan strategi pengasuhan yang sesuai. Kegiatan ini bertujuan mengevaluasi pelatihan fasilitator dalam meningkatkan pengetahuan, sikap, dan perilaku pengasuhan orang tua ABK di Surakarta. Pelatihan berbasis kompetensi ini menggunakan pendekatan kuantitatif deskriptif dengan melibatkan 34 calon fasilitator sebagai peserta pelatihan yang berasal dari guru, orang tua ABK, kepala sekolah, psikolog klinis, terapis, bidan, dan pendamping ABK. Data dikumpulkan menggunakan kuesioner evaluasi yang mengukur relevansi materi, efektivitas metode pelatihan, kompetensi fasilitator, pengalaman belajar, serta kesiapan menjalankan peran fasilitator. Hasil evaluasi menunjukkan pelatihan memperoleh respons sangat positif dengan nilai rata-rata 4,87 dari skala 5. Peserta menilai materi relevan (4,79), metode pelatihan efektif meningkatkan pemahaman (4,79), serta memberikan dampak positif terhadap kesiapan peserta (4,94). Temuan ini menunjukkan bahwa pelatihan fasilitator mampu meningkatkan kapasitas individu dalam aspek pengetahuan, sikap, dan perilaku pengasuhan berbasis kebutuhan keluarga ABK. Pelatihan berkelanjutan dengan durasi lebih panjang dan praktik lapangan diperlukan untuk memperkuat kompetensi fasilitator.

Kata kunci: Pelatihan fasilitator; Anak berkebutuhan khusus; Pengasuhan orang tua.

ABSTRACT

Children with special needs require appropriate caregiving support through active parental involvement and adequate assistance. Facilitators play an important role in helping parents understand their children’s needs, develop positive attitudes, and implement appropriate caregiving strategies. This study aimed to evaluate facilitator training in improving the knowledge, attitudes, and caregiving practices of parents of children with special needs in Surakarta. A descriptive quantitative approach was employed, involving 34 prospective facilitators consisting of teachers, parents of children with special needs, school principals, clinical psychologists, therapists, midwives, and support workers. Data were collected using an evaluation questionnaire measuring the relevance of training materials, effectiveness of training methods, facilitator competence, learning experiences, and participants’ readiness to perform their roles as facilitators. The evaluation results showed that the training received a highly positive response, with an overall mean score of 4.87 out of 5. Participants rated the relevance of the materials at 4.79, the effectiveness of the training methods in improving understanding at 4.79, and the positive impact on their readiness at 4.94. These findings indicate that facilitator training can enhance participants’ capacity in terms of knowledge, attitudes, and caregiving practices based on the needs of families of children with special needs. Continuous training with longer duration and field practice is needed to strengthen facilitator competencies. 

Keywords: Facilitator training; Children with special needs; Parental caregiving.