HUBUNGAN TINGKAT PENDIDIKAN ORANG TUA DENGAN KEMANDIRIAN ANAK DISABILITAS INTELEKTUAL DI KOTA METRO

Abstract

Independence is a crucial aspect in the development of children with intellectual disabilities because it relates to their ability to perform daily living activities and participate in family and social settings. This study aims to determine the relationship between parental education level and the independence of children with intellectual disabilities in Metro City. The study used a quantitative, observational, and analytical cross-sectional design. The sample consisted of 30 parents of children with intellectual disabilities. Parental education level was categorized as primary, secondary, and tertiary, while child independence was categorized as independent, moderately independent, and less independent. Data were analyzed using bivariate correlation analysis. The results showed that in the primary education group, there was one independent child, three moderately independent, and four less independent; in the secondary education group, there were two independent children, eight moderately independent, and five less independent; and in the tertiary education group, there were three independent children, three moderately independent, and one less independent. The analysis showed that the majority of children of parents with primary education were in the less independent category (75.0%), while in the tertiary education group, the majority of children were in the independent category (62.5%). Spearman's correlation test showed a strong positive relationship between parental education level and child independence (ρ=0.608; p<0.001; n=30). The results of this study demonstrate the importance of parental involvement and empowerment in supporting the development of children's independence through stimulation and practice of daily activities.