Manajemen Pembelajaran Inklusi bagi anak berkebutuhan khusus: Studi kasus di SD Muhammadiyah 9 Panglima Sudirman Malang

ABSTRAK

Sistem pendidikan inklusif merupakan salah satu alternatif solusi pemenuhan hak pemerataan pendidikan bagi ABK yang dapat diselenggarakan di sekolah-sekolah umum atau regular. Kebutuhan, kemampuan dan hambatan pendidikan yang dialami oleh ABK berbeda dengan siswa reguler. Oleh karena itu, untuk mewujudkan pendidikan yang merata dan melancarkan proses kegiatan belajar mengajar diperlukan adanya manajemen pembelajaran bagi ABK.

Berdasarkan permasalahan tersebut fokus penelitian ini adalah (1) Perencanaan pembelajaran bagi ABK di sekolah inklusi SD Muhammadiyah 9 “Panglima Sudirman” Malang (2) Pelaksanaan pembelajaran bagi ABK di sekolah inklusi SD Muhammadiyah 9 “Panglima Sudirman” Malang. Tujuan penelitian adalah (1) mengetahui dan menganalisis Perencanaan pembelajaran bagi ABK di sekolah inklusi SD Muhammadiyah 9 “Panglima Sudirman” Malang; (2) mengetahui dan menganalisis Pelaksanaan pembelajaran bagi ABK di sekolah inklusi SD Muhammadiyah 9 “Panglima Sudirman” Malang.

Penelitian ini menggunakan pendekatan penelitian kualitatif. Informan terdiri dari: kepala sekolah, guru kelas, GPK, dan shedow. Metode pengumpulan data dilakukan dengan observasi, wawancara mendalam, dan dokumentasi. Dianalisis dengan reduksi data, display data, dan verifikasi data. Keabsahan data menggunakan triangulasi.

Hasil penelitian terhadap manajemen pembelajaran inklusi bagi ABK di SD Muhammadiyah 9 “Panglima Sudirman” Malang yaitu:(1) Perencanaan pembelajaran bagi ABK Autis dan Slow learner meliputi: (a) pengelolaan kelas regular/inklusi penuh, dan kelas regular dengan pull out; (b) model pembelajaran klasikal, kelompok dan individual; (c) metode dan strategi pembelajaran ramah anak; (d) kurikulum duplikasi, modifikasi dan PPI; (e) terapi perilaku, sosial, remedial (bila perlu), bermain (outbond, lomba- lomba); (2) Pelaksanaan pembelajaran bagi ABK Autis dan Slow learner, meliputi: (a) sistem pembelajaran inklusi penuh; (b) motode pembelajaran klasikal, belajar kelompok, reward and punishmen, penyederhanaan materi, penggunaan garis pertolongan (c) media pembelajaran powerpoint; (d) terapi: komunikasi sosial, terapi bicara bermain, touch/kasih sayang, bimbingan di luar kelas; (e) evaluasi: modifikasi alat evaluasi melalui gambar dan garis pertolongan, penyederhanaan kalimat, nilai KKM 50.

ABSTRACT

Inclusive educational system is one of the alternative solutions to accomplish the educational distribution right for ABK which can be applied in public or regular schools. The competence necessity and educational obstacle which occurred in ABK is different from regular students. To actualize the educational distribution and to smoothen the KBM process (teaching and learning process), it needs a learning management for ABK.

Based on the problem stated above, the focus of the reserach is : (1) learning plan for ABK in inclusive school SD Muhammadiyah 9, “Panglima Sudirman’ Malang, (2) Learning implementation for ABK in inclusive school Sd Muhammadiyah 9, “panglima Sudirman’ Malang. The purpose of the research is (1) to knowledge and to analize of learning plan for ABK in inclusive school SD Muhammadiyah 9, “Panglima Sudirman’ Malang (2) to knowledge and to analize of Learning implementation for ABK in inclusive school Sd Muhammadiyah 9, “panglima Sudirman’ Malang.

The research applies qualitative research approach . the informant consists of :headmaster, class teacher, GPK, and shedow. The data collection method was done by observation, structural interview, and documentation. The data was analyzed by data reduction, data display and data verification. The validity of the data is proved by triangulation usage.

The results of the research to the learning management for ABK in inclusive school SD Muhammadiyah 9 :panglima sudirman malang are : (1) learning plan for autism and slow learner ABK which consists of: (a) learning system of regular class/ the whole inclusive and regular class with pull out; (b) individual, classical and group learning model (c) children friendly learning method and strategy; (d) modification and duplication curriculum and PPI; (e)attitude, social and remedial therapy (if needed), playing (outbound, competitions); (2) Learning implementation for autism and slow learner ABK which consists of: (a) the whole inclusive learning system; (b) learning method of group study; reward and punishment, simple topic, help line; (c) picture learning media , power point; (d) therapy: touch, guidance out of the class, playing therapy, social communication, spoken therapy; (e) evaluation: instrument evaluation modification through picture, simple sentence Score KKM 50