PELAKSANAAN PEMBELAJARAN ANAK TUNALARAS KELAS III DI SD NEGERI MARGOSARI

Abstract

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran anak tunalaras kelas III di sekolah inklusi SD Negeri Margosari. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek penelitiannya guru kelas III dan anak tunalaras. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Teknik analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Uji keabsahan data menggunakan triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran bagi anak tunalaras adalah sama dengan anak lainnya. Pengelolaan kegiatan kelas guru menggunakan waktu secara efisien, guru menunjukkan sikap tanggap, guru tidak mengatur tempat duduk dan tidak membuat jadwal kelompok belajar. Perencanaan pembelajaran yang digunakan guru bagi anak tunalaras yaitu RPP reguler, tidak ada tujuan khusus pembelajaran bagi anak tunalaras. Pelaksanaan pembelajaran mulai dari apersepsi, pemberian motivasi,kegiatan pembelajaran, metode, media, teknik tanya jawab diberikan secara klasikal. Bentuk evaluasi yang digunakan anak tunalaras sama dengan anak lainnya. tidak ada tindak lanjut berupa program remidial dan pengayaan, serta jam tambahan bagi anak tunalaras. Interaksi antar pribadi dilakukan sekolah yang bekerjasama dengan orang tua dan masyarakat.

Kata kunci: pelaksanaan pembelajaran, anak tunalaras, sekolah inklusi

Abstract

This research aims to describe the implementation of emotional and behavioral disorder (EBD) children learning at third grade of SDN Margosari, Pengasih district, Kulon Progo Regency. This study used qualitative approach and descriptive qualitative as the types of research. The subjects of this research were teacher of the third grade and EBD students. The data collection techniques consist of interview, observation, and documentation. The data analysis techniques consist of data reduction, data display, and conclusion. The data validity used in the research were triangulation techniques and triangulation of sources. The results of the study show that the learning implementation of EBD students and other students are equal It can be seen from classroom activities management, the teacher did class management with using time efficiently and reacting quickly in giving help, the teacher did not arrange students seat and did not arrange students’ work group schedules. The teacher still used regular RPP in the lesson planning process. There was no specific learning objectives for EBD students yet. The learning implementation classically started from apperception, motivation, methods use, and media. The evaluation form that given to the students was equal as well. There was no specific program for EBD students such as remedial program, enrichment, and extra hours. Communication between individuals was done by collaborating the school, parents, and society.

Keywords: learning implementation, Emotional and Behavioral Disorder (EBD) Students, inclusive school