Implementasi pendidikan inklusi pada mata pelajaran pendidikan agama Islam: Studi kasus di Sekolah Menengah Pertama Muhammadiyah 2 Malang

ABSTRAK

Pendidikan untuk anak berkebutuhan khusus, pertama kali adalah Sekolah Luar Biasa (SLB) sebagai solusi dari keadaan anak agar bisa berkembang. Ternyata adanya Sekolah Luar Biasa (SLB) mendapat suatu kelemahaman, kelemahan tersebut dikarenakan Anak Berkebutuhan Khusus (ABK) yang “mendekati normal” tidak bisa bersosialisasi dengan anak regular. Sehingga ketika mereka lulus tingkat Sekolah Luar Biasa (SLB) mereka kaku dan tidak bisa bersosialisasi dengan masyarakat. Maka, muncullah model pendidikan inklusi. Adapun tujuan penelitian ini, Pertama, Mendeskripsikan model kurikulum pendidikan inklusi pada mata pelajaran Pendidikan Agama Islam di Sekolah Menengah Pertama Muhammadiyah 2 Malang. Kedua, bagaimana pola pembelajaran anak berkebutuhan khusus pada mata pelajaran Pendidikan Agama Islam di Sekolah Menengah Pertama Muhammadiyah 2 Malang. Ketiga, bagaimana sistem evaluasi pembelajaran anak berkebutuhan khusus pada mata pelajaran Pendidikan Agama Islam di Sekolah Menengah Pertama Muhammadiyah 2 Malang. Penelitian ini menggunakan penelitian kualitatif dirancang melalui studi kasus. Data diperoleh melalui pengamatan, wawancara dan studi dokumentasi. Data dianalisis dengan analisis interaktif melalui tiga kegiatan yaitu: reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperoleh dengan perpanjangan, keikutsertaan dan triangulasi data. Hasil dari penelitian ini dapat disimpulkan bahwa, (1) di Sekolah Menengah Pertama Muhammadiyah 2 Malang menggunakan 2 Model Kurikulum, Model yang dimaksud yakni, Modifikasi Kurikulum dan Subtitusi Kurikulum. (2) Pola pembelajaran anak berkebutuhan khusus pada mata pelajaran Pedidikan Agama Islam di Sekolah Menengah Pertama Muhammadiyah 2 Malang menggunakan 3 pola pembelajaran. Diantaranya, pola pembelajaran bersama tanpa ada pendampingan untuk ABK pada kemampuan tinggi yang di ajar oleh guru bidang studi. Pola pembelajaran bersama dengan didampingi Guru Pendamping Khusus (GPK) yang di ajar oleh guru bidang studi. Dan pembelajaran individual yang di ajar langsung oleh guru pendamping khusus di ruang inklusi. (3) Adapun sistem evaluasi pembelajaran anak berkebutuhan khusus pada mata pelajaran Pendidikan Agama Islam di SMP Muhammadiyah 2 Malang menekankan 2 aspek akademik dan non akademik

ABSTRACT

The first Education for children with disabilities is Extraordinary School (SLB) as the solution of the children’s condition in order to inprove. In fact, the Extraordinary School (SLB) has some weaknesses, it is because the children with disabilities, closed to normal, cannot socialize with regular children. So that when they graduate the Extraordinary School (SLB), they intend to be rigid and cannot socialize with people around them. Then, the model of inclusive education comes. The purposes of this study were; first, to describe the curriculum model of inclusive education in Islamic Education subject of Junior High School Muhammadiyah 2 Malang. Second, how the learning patterns of children with special needs on Islamic Education subject in Junior High School Muhammadiyah 2 Malang. Third, how the learning evaluation system of children with special needs on Islamic Education subject in Junior High School Muhammadiyah 2 Malang. This study used a qualitative research design through case studies. Data obtained through observations, interviews, and documentations. Data were analyzed by interactive analysis through three activities: data reduction, data presentation, and conclusion. Validity of the data obtained by extension, participation and triangulation data. The results of this study showed that, (1) Junior High School Muhammadiyah 2 Malang used two models of the curriculum, those are modification curriculum and substitution curriculum. (2) Learning patterns of children with special needs on Islamic Education subjects in Junior High School Muhammadiyah 2 Malang used 3 learning patterns. Among them were learning together pattern without any assistance for those who had high capability were taught by the subject teachers. Learning together patterns with assistances by a special assistant teacher (GPK) were taught by the subject teachers, and individual learning which was taught directly by a special assistant teacher in the inclusion room. (3) The learning evaluation system of children with special needs on the subject of Islamic Education in Junior High School Muhammadiyah 2 Malang emphasized two aspects which were the academic and non-academic.