PROBLEMATIKA PEMBELAJARAN IPS PADA SISWA TUNANETRA DI MTS YAKETUNIS YOGYAKARTA

Abstract

This study aims to investigate: (1) the Social Studies lesson planning for students with visual impairments at MTs Yaketunis Yogyakarta, (2) the implementation of Social Studies for students with visual impairments at MTs Yaketunis Yogyakarta, (3) Social Studies learning problems among students with visual impairments at MTs Yaketunis Yogyakarta, and (4) efforts to solve Social Studies learning problems among students with visual impairments at MTs Yaketunis Yogyakarta. This was a qualitative study using the naturalistic approach. The research subjects were students of Grades VII and VIII, Social Studies teachers, and the vice school principal in charge of the curriculum. The research object was focused on Social Studies learning for students with visual impairments. The data of the research findings were descriptively presented. The data were collected through observations, interviews, and documentation. The data analysis technique consisted of data collection, data reduction, data display, and conclusion drawing/verification. The data's trustworthiness was enhanced by careful
observations, triangulation, and member checks. The results of the study are as follows. (1) The Social Studies lesson planning for students with visual impairments refers to the curriculum for normal students, namely Curriculum 2016. The syllabus, lesson plans, and the formulation of learning components are modified to be learning kits appropriate for students with visual impairments. (2) The implementation of Social Studies learning consists of opening activities, main activities (exploration, elaboration, and confirmation), and closing activities. The steps in learning activities are that the teacher dictates the materials and the students take notes of them using riglets and styluses. Each learning activity is inserted by questions and answers and discussions. (3) The Social Studies learning problems are related to the teacher, students, materials, methods, and media. The problems are constraints in the adjustment of the curriculum for normal students so that it can applied to students with visual impairments; constraints in dealing with students with visual impairments; visual impairment experienced by the students making them find it difficult to learn; teaching methods limited to lecturing, discussion, and question-and-answer methods; the lack of special learning media for students with visual impairments; and the unavailability of Social Studies books in Braille. (4) Efforts to solve the problems are that the teacher further explores Social Studies Learning for students with visual impairments, makes summaries for the students, provides MP3 containing materials, makes variations in the application of teaching methods, and tries to provide Social Studies media and books in Braille, and the students try to listen to the teacher’s explanation carefully, take notes diligently, and learn with friends and volunteers.