PENERAPAN PEMBELAJARAN DI KELAS V SD INKLUSIF NEGERI BANGUNREJO 2 KRICAK KOTA YOGYAKARTA

Abstract

Abstrak

Tujuan penelitian untuk mendeskripsikan penerapan pembelajaran di kelas V SD Inklusif Negeri Bangunrejo 2 Kricak Kota Yogyakarta. Penelitian menggunakan metode deskriptif kualitatif dengan subjek penelitian guru kelas V, karyawan, dan kepala sekolah. Metode pemilihan sumber melalui purposive sampling dengan observasi partisipatif pasif, wawancara mendalam, dan studi dokumentasi. Pengujian keabsahan data dengan triangulasi sumber. Teknik analisis data teori Miles dan Huberman yakni pengumpulan, reduksi, penyajian data, dan penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan: 1) perencanaan dilakukan setelah rapat awal tahun kemudian dituangkan dalam program semester, pemetaan, silabus, dan rencana pembelajaran, 2) pengorganisasian kegiatan rutin, kegiatan penyimpanan, pendistribusian, dan pengumpulan bahan dan sumber belajar selama satu hari berikut dengan pelaku, waktu, dan alasan dituliskan dalam rencana pembelajaran, 3) pengelolaan dan pengawasan dilakukan oleh siswa, guru, kepala sekolah, dan karyawan, dan 4) evaluasi dengan penilaian PAP, observasi, tes, serta penilaian keterampilan dan perayaan keberhasilan.

Kata Kunci: penerapan pembelajaran, kelas inklusif

Abstract

This research aims to describe the learning application in grade V of Bangunrejo 2 Inclusive Elementary School, Kricak Yogyakarta City.This research used descriptive method with qualitative approach. The subjects of this research were grade V teacher, employees, and principal. The data were collected through purposive sampling in form of passive-participative observation, in-depth interview, and documentation. The validity of the data was tested through the credibility and validity inspection test in which both tests were accomplished by using source triangulation. The data analysis techniques used in this research refered to Miles & Huberman’s data analysis which consisted of data collection, data reduction, data presentation, and conclusion or verification. The results of this study indicates that: 1) the planning stage is done after the initial school year meeting and then put into the document in form of semester program, mapping, syllabus, and lesson plan, 2) organising routine activities; storing, distributing, and collecting the learning materials and resources the following day with the actors, time, and reasons which were written down in the lesson plan, 3) management and supervision performed by students, teachers, principal, and employees, which are done by conducting personal coaching relationship, and 4) evaluation is done by using a PAP assessment, observation, written and oral test, as well as assessing skill and celebration of success.

Keywords: learning application, inclusive class