ANALISIS MANAJEMEN KELAS INKLUSI PADA KELAS AWAL DI SDN JUNREJO 1 KOTA BATU
| Main Author: | Sudiono, Vita Aurora |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/38175/1/PENDAHULUAN.pdf http://eprints.umm.ac.id/38175/2/BAB%20I.pdf http://eprints.umm.ac.id/38175/3/BAB%20II.pdf http://eprints.umm.ac.id/38175/4/BAB%20III.pdf http://eprints.umm.ac.id/38175/5/BAB%20IV.pdf http://eprints.umm.ac.id/38175/6/BAB%20V.pdf http://eprints.umm.ac.id/38175/7/LAMPIRAN.pdf http://eprints.umm.ac.id/38175/ |
Daftar Isi:
- Inclusion education emerges as a form of equal rights to obtain education without doing discrimination that includes children with special needs to learn with other learners in the same class. Classroom management becomes important because students are not only regulars but also Children with Special Needs who need handling according to their characteristics. This study aims to describe (I) Classroom management of inclusion in the early class, (II) Barriers in inclusion class management, (III) Efforts to overcome barriers in inclusion classroom management. Qualitative and descriptive approach was used in this research. The research subjects were include teachers in class IB, II B and III B, principals, and GPK in class. The data collection techniques used were observation methods, interviews, documentation, document studies and field notes. The data analysis techniques used were data collection, data reduction, data presentation, and verification. The validity data was tested by using technique triangulation and source. The results of the research show (1) In inclusive classroom management not all teachers use 7 approaches in classroom management, but in terms of application of classroom management principles all teachers have applied six principles of classroom management including to crew, (2) All teachers have done (4) In the creation of a conducive classroom climate, all teachers build classes with inclusive, active and democratic cultures, (5) Handling of Children's Needs Special (ABK) in each class is not all damping by GPK, (6) Handling Special Needs Children (ABK) in class IB teachers in cooperation with GPK, (7) Handling Children with Special Needs (ABK) class II B and III B in daily activities are handled directly by classroom teachers, (8) obstacles that arise in the inclusive classroom management include: teachers class IB and III B do not have latar behind education or training on inclusive education, lack of GPK in schools, lack of facilitation of learning in the form of IT-based media in class III B, lack of thematic teaching support books in class IB, density of students in class II B, (9) in overcoming the obstacles that arise in the inclusive classroom management: to cooperate in handling the crew with GPK, digging knowledge independently through communication with GPK in handling the crew in the classroom, providing learning media by borrowing from the office and bringing themselves from home.