Praktik Sosial Guru Mengajar di Sekolah Luar Biasa C Karya Tulus (Studi Analisis di Sekolah Luar Biasa C Karya Tulus Kecamatan Pancur Batu Kabupaten Deliserdang)

Abstract

This resereach discusses the Social Practice of Teaching Teachers at Special Schools C Karya Tulus, mentally retarded students are a special challenging factor for teachers where increasing student intelligence is not the only main goal, but also preparing independent students who have personalities and useful skills. The teacher's social practice activities are a central point that influences the quality of student productivity. Pierre Bourdieu's theory becomes the analytical knife in this writing where the social practice of teachers is examined through the teacher's capital and habits which are at stake in a field. The results obtained are focused on the teacher's life experience so as to produce a social practice of teaching teachers in special schools. The method used for writing this time is a qualitative case study approach. Data collection techniques were carried out by means of observation, in-depth interviews, documentation and relevant literature studies. Interviews were conducted with six teachers as key informants, four parents and the head of the foundation as additional informants. Every capital and habitus studied will be used to see the influence of any social practices that can support the teacher's teaching and learning process to students. The research results in this study show that visible capital is cultural, social and symbolic. Meanwhile, the habitus shown by the teachers comes from habits in the family, namely patience, love and compassion and is obtained through educational experiences that produce values of discipline, cooperation and learning habits, these two aspects are shown at school and in the classroom. This practice shows that teachers place themselves as parents, friends and spiritual teachers and friends who produce students who excel, especially non-academic, so as to improve the school's image.