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Abstract
This study aims to analyze the effectiveness of psychoeducation in improving the knowledge of parents of children with special needs at SLBS Tiji. The research employed a quantitative approach with a quasi-experimental pretest-posttest control group design. Subjects consisted of 30 parents, divided into an experimental group (n=15) and a control group (n=15). The experimental group participated in a structured psychoeducation intervention over three days, while the control group did not. Data were collected using a knowledge questionnaire administered before (pre-test) and after (post-test) the intervention. The results of an independent sample t-test analysis showed a highly significant difference in improvement (p = 0.000) between the experimental group (gain score +30.34) and the control group (+2.33). The average knowledge score of the experimental group increased from 52.33 to 82.67. This study proves that a structured psychoeducation program is effective in significantly transforming parents' knowledge about children with special needs. The outputs of the research are a validated psychoeducation module and a scientific article published in a national journal. These findings provide an empirical basis for developing sustainable parent mentoring programs in special schools.
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