PELAKSANAAN PENGAJARAN REMEDIAL PADA MATA PELAJARAN MATEMATIKA DI KELAS II SD N 1 SEDAYU

Abstract

Abstrak
Penelitian ini bertujuan mendeskripsikan pelaksanaan pengajaran remedial pada mata pelajaran matematika di kelas II SD Negeri 1 Sedayu Bantul. Pelaksanaan pengajaran remedial meliputi perencanaan, pelaksanaan, tindak lanjut, dan hambatan-hambatannya. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitiannya adalah guru kelas II. Teknik pengumpulan data menggunakan teknik observasi, wawancara, dan dokumentasi. Teknik analisis data meliputi reduksi data, penyajian data, dan verifikasi. Keabsahan data diuji dengan triangulasi teknik dan triangulasi sumber. Hasil penelitian menunjukkan bahwa dalam perencanaan guru mendiagnosis kesulitan belajar dengan mengidentifikasi siswa melalui analisis nilai evaluasi matematika. Guru melokalisasi letak kesulitan dengan melihat hasil pekerjaan siswa. Guru belum menentukan penyebab kesulitan belajar siswa. Guru jarang melakukan layanan konseling. Pelaksanaan remedial menggunakan pendekatan kuratif. Remedial dilaksanakan setelah jam pembelajaran dan menangani peserta didik tertentu. Metodenya adalah pemberian tugas, tanya jawab, dan pengajaran individual. Hambatan perencanaan adalah penyusunan soal remedial. Hambatan pelaksanaan adalah waktu dan kemampuan siswa berbeda.
Kata kunci: pelaksanaan pengajaran remedial, matematika

Abstract
This research aimed to describe the implementation of mathematics remedial teaching at grade II SD N 1 Sedayu Bantul. The implementation of remedial teaching included of planning, implementation, follow up, and its obstacles. This research was qualitative descriptive research. The research subject was the teacher of grade II. The data collecting techniques used observation, interview, and documentation. The data analysis techniques were data reduction, data display, and verification. The data validation used technique triangulation and source triangulation. The research result showed that, in planning , teacher diagnosed the learning difficulty through identifying student with analyzing of mathematics evaluation score. Teacher made certain the difficulty through seeing the student work result. Teacher did not decided the reason of student learning difficulty. Teacher rarely did counseling service. The remedial implementation used curative approach. Remedial did after learning session and treated specific students. The method were giving task, asking question, and individual learning. The planning obstacle was remedial task arranging. The implementation obstacle were the time and the difference of students capability.
Key words: implementation of remedial teaching, mathematics