Jurnal Pendidikan Bisnis dan Manajemen, Volume 6, Number 1, July 2020, Pages 32 – 41 Article info: received: 10 January 2020 Revised: 21 March 2020 Accepted: 05 June 2020 Permalink/DOI: http://dx.doi.org/10.17977/um003v6i12020p032 Independence Habituation of Autism Students in the Learning Management Nanik Wilujeng, Tin Agustina Karnawati, Moh Bukhori Graduate Program of Management, Institut Teknologi & Bisnis Asia Malang Email: jengwilujeng27775@gmail.com Abstract: This research aims to examine the independence habituation for students with autism in learning management at SMK (vocational high school) Tunas Bangsa, Malang. It covers the planning, implementation, and evaluation of the independence habituation in the learning process for students with autism. Besides, it studies the problems and solutions made during the application of the learning program. It is qualitative research with autistic students of grade XII as the subject. The informants of this research involved the headmaster; normative, adaptive, and productive teachers; the advisor of exceptional teachers; parents; and psychologists. The data collection methods include observation, interview, and documentation. The results of the study cover the planning, outcome, and learning implementation through the independence habituation of students with autism at SMK Tunas Bangsa, Malang. The learning independence appears from the development of the students’ independence. The problems found during the independence habituation process on the learning process are solved through some solutions applied by all of the educational elements of the comprehensive learning management at SMK Tunas Bangsa, Malang. Keywords: Autism, Habituation, Independence, Learning Management INTRODUCTION Since 2012, SMK Tunas Bangsa Malang has implemented an education program for students with exceptional needs (inclusive education), in which they study together with other students in a formal education program. The students are categorized as students with special needs, such as autism. (Wei et al., 2014). Children with autism represent those who tend to be silent and alone (Chaplin, 2011). Autism grows due to interference that happens because of specific abnormalities of nerve cause abnormal brain function, which disturbs their growth, communication, and social interaction skill (Sunu, 2012). Consequently, children with autism become dependent on others (Guiraud et al., 2011; Schriber et al., 2014). Children with autism have limited abilities, as explained in Minister of Education Regulation No 70 the Year 2009. That regulation mentions that children with exceptional needs are students with disabilities, including blind, deaf, speech impaired, mentally disabled, physically disabled, imbalance, having learning difficulty, slow to learn, disability in motoric system, being a victim of narcotics and having other disabilities/dual-disability. The professor of psychology education, Universitas Indonesia, Mangunsong (2009) states that children with special needs are those who need to obtain special training and services to maximize their human function entirely because of their