ANALISIS PELAKSANAAN PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS PADA KELAS IIB DI SEKOLAH INKLUSI SDN JUNREJO 1 KOTA BATU
| Main Author: | Puspitasari, Vivi Diah |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/46206/7/PENDAHULUAN.pdf http://eprints.umm.ac.id/46206/2/BAB%20I.pdf http://eprints.umm.ac.id/46206/8/BAB%20II.pdf http://eprints.umm.ac.id/46206/4/BAB%20III.pdf http://eprints.umm.ac.id/46206/9/BAB%20IV.pdf http://eprints.umm.ac.id/46206/5/BAB%20V.pdf http://eprints.umm.ac.id/46206/6/LAMPIRAN.pdf http://eprints.umm.ac.id/46206/ |
Daftar Isi:
- SDN Junrejo 1 Batu City is one of the inclusion schools in Batu City that has implemented inclusive education since 2005. The researcher chose IIB class as a place of research because in IIB class there were 33 students with nine children with special needs with four types of disorders. In the class there is only one teacher, so the teacher acts as a general teacher and a special counselor. Based on this, the purpose of this study is to find out the implementation of the children with special needs’ learning in IIB class in the inclusive school SDN Junrejo 1 Batu. This study uses qualitative research with a descriptive phenomenology approach. As a source of data, namely the principal of SDN Junrejo 1 Batu City and the class teacher as well as a special teacher of IIB class. This research was conducted from January 7 to February 2, 2019. Data collection in this study by means of observation, interviews, and documentation. The research instruments used were observation sheets, interview guidelines, and documentation guidelines. There are four stages of data analysis, namely: data collection, data reduction, data presentation, and conclusion drawing. The results of the study show (1) initial identification consist of formal assessment and non-formal assessment. (2) Assessment is carried out for the children with special needs learning planning. (3) Not all children with special needs have individual learning programs. (4) In the children with special needs’ learning service, the curriculum used is an integrated curriculum and individualized curriculum. (5) Management of classes in IIB class, namely the position of seating in groups, in each group there are children with special needs and normal children. (6) Assessment criteria for the children with special needs are having seven Minimum Criteria of Mastery Learning (KKM) and there are descriptions that are adjusted to the abilities of each individual the children with special needs. (7) There were several obstacles in the implementation of the children with special needs’ learning in IIB class in an inclusive school of SDN Junrejo 1 Kota Batu. The results of this study can be used as knowledge about the implementation of the children with special needs’ learning in the inclusion class. The implementation of the children with special needs’ learning in inclusion classes can run well if it meets the prescribed standards. Based on this, existence the special counselor in inclusion classs is indispensable.