PROBLEMATIKA PROSES PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS KELAS III SDN SUMBERSARI 2 KOTA MALANG
| Main Author: | Hariati, Jun'an |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/51502/43/PENDAHULUAN.pdf http://eprints.umm.ac.id/51502/2/BAB%20I.pdf http://eprints.umm.ac.id/51502/3/BAB%20II.pdf http://eprints.umm.ac.id/51502/4/BAB%20III.pdf http://eprints.umm.ac.id/51502/5/BAB%20IV.pdf http://eprints.umm.ac.id/51502/6/BAB%20V.pdf http://eprints.umm.ac.id/51502/7/LAMPIRAN.pdf http://eprints.umm.ac.id/51502/ |
Daftar Isi:
- Sumbersari 2 Elementary School is one of the inclusion schools in Malang which is also one of the schools designated to become an inclusive school for the local area. The purpose of this study is, (1) Describe the learning process of children with special need in the process of studying 3rd grade crew in the Sumbersari 2 Elementary School Inclusion in Malang. (2) Describe the problems that exist in the learning process of 3rd grade crews in the Sumbersari 2 Elementary School in Malang. (3) Describe the solution to the problems that exist in the third grade learning process in Sumbersari 2 Elementary School in Malang. This resuld uses qualitative research carried out with source triangulation techniques and triangulation of techniques by interview, observation and documentation. Data sources were taken from interviews with Principals, Special Facilitators, and Class Teachers which were then combined with the results of observation and documentation. The results of this study are (1) the learning process of ABK in class 3 runs well but does not use PPI because children with special need in class 3 includes transitions. (2) There are obstacles in the learning process in grade 3, namely ABK rarely accompanied by a special companion, ABK disturbs other students, and ABK needs more explanation in working on the problem. (3) The solution to this problem is to make students given assignments, tutor systems in class and make schedules for Children with Special Needs in participating in inclusive classroom learning in the sense that students take turns learning with Special Facing Teachers.