Family Support and Learning Achievement of Children with Intellectual Disabilities at SLB Siswa Budhi Surabaya

Children with intellectual disabilities experience cognitive limitations that affect their learning achievement. Family support is believed to help children overcome learning challenges, although school factors and teaching methods also contribute. This study aimed to analyze the influence of family support on the learning achievement of children with intellectual disabilities at SLB Siswa Budhi Surabaya. The research employed an analytic observational design with a cross-sectional approach involving 56 children selected through purposive sampling. Data were collected using a family support questionnaire and report card scores as indicators of learning achievement, and analyzed using the Chi-Square test. Findings revealed that most respondents received family support in the fair category (51.8%), while 48.2% were in the good category. Learning achievement was mostly categorized as good (94.6%), with only 5.4% categorized as not good. The Chi-Square test produced a p-value of 0.086 (p > 0.05), indicating no statistically significant relationship between family support and learning achievement. Although the statistical analysis revealed no significant relationship between family support and learning achievement, descriptive findings indicated that consistent family involvement plays an essential role in maintaining motivation and study discipline. The study concludes that collaboration between families and schools is crucial to optimize the academic development of children with intellectual disabilities.