Strategi guru pendamping khusus dalam pembelajaran Anak Berkebutuhan Khusus di Pelayanan Inklusi: Studi kasus SDN Sumbersari 1 Kota Malang

INDONESIA:

Dalam melakukan proses pembelajaran banyak sekali kendala-kendala yang terjadi. Untuk itu di perlukan suatu keahlian seperti penggunaan strategi dan metode yang tepat, guna mencapai tujuan pendidikan yang di harapkan.Strategi guru pendamping khusus menjadi suatu pilihan alternatif untuk pembelajaran anak berkebutuhan khusus di Pelayanan inklusi SDN Sumbersari 1 Malang, Guru pendam ping khusus telah melakukan strategi pembelajaran pada anak berkebutuhan khusus.

Fokus penelitian ini yaitu : 1) Untuk mengetahui perencanaan Strategi Guru Pendamping Khusus dalam Pembelajaran anak berkebutuhan khusus 2) pelaksanaan Strategi Guru Pendamping Khusus dalam Pembelajaran Anak Berkebutuhan Khusus 3) Evaluasi dari pelaksanaan Strategi Guru Pendamping Khusus dalam Pembelajaran Anak Berkebutuhan Khusus, 4) Faktor Pendukung dan Penghambat Strategi Guru Pendam ping Khusus dalam Pembelajaran Anak Berkebutuhan Khusus.

Penelitian ini menggunakan pendekatan kualitatif, teknik pengump lan data menggunakan a.Wawancara b.Observasi c.Dokumentasi informan di tentukan melalui teknik Trianggulasi yaitu Observasi, wawancara dan Dokumentasi. Sedangkan analisis data menggunakan analisis Miles and Huber man ya itu (a) Reduksi data (b) Penyajian Data (Data display (c) Kesimpula n (Verifikasi). Untuk pengecekan keabsahan data me nggunakan, tiga triangulasi dan member check. Antara lain : Trianggulasi Sumber, Tri anggulasi Teknik, dan Trianggulasi Waktu.

Hasil penelitian menunjukkan : (1) Perencanaan strategi guru pendamping khusus yang pertama dengan assessment, menyusun PPI, (RPP) yang meliputi kompo nen pembelajaran seperti SK, KD, tujuan, materi ajar, metode, langkah pembelajaran, alat dan sumber belajar, indikator, kriteria penelitian. Kurikulum yang dipakai mengacu pada Kurikulum 2013 dengan modifikasi dan RPP tematik.(2) Pelaksanaan Strategi gu ru pendamping khusus berjalan setiap hari dan setiap mata pelajaran, Model pembela jaran menggunakan model klasikal dan juga model individual, sebelum menyusun strategi dan metode terlebih dahulu menyusun PPI, kemudian RPP. Strategi dan metode, antara lain metode ceramah, tanya jawab, demostrasi dan metode gerak seperti Roll pla ying atau bermain peran.Penggunakan ekspresi lisan dan tertulis. Sumber belajar seperti buku paket, buku guru dan media visual seperti foto, gambar, benda tiruan. (3) Evaluasi pembelajaran di akhir pembelajaran setiap selesai mata pelajaran, UAS dan UTS, Tes, Portofolio, tugas lisan maupun tertulis, pengamatan sikap, kemandiriannya meliputi (konsentrasi, emosi dan tulis). Memberikan pembelajaran remidi. (4) Faktor Pendukung dan Penghambat, faktor pendukung seperti sumber belajar buku paket, buku guru, me dia visual seperti gambar (Matching), foto dan menjo dohkan gam bar (matching). Faktor penghambat apabila anak berkebutuhan khusus menjadi rewel atau susah di atur saat proses pembelajaran di kelas. solusi dengan melakukan kerjasama dengan kedua orangtua anak berkebutuhan khusus.

ENGLISH:

In doing the learning process a lot of obstacles that occur. It is necessary for such a skill as the use of appropriate strategies and methods, in order to achieve the expected educational objectives. Special assistant teachers' strategy becomes an alternative choice for children with special needs in inclusive schools at public elementary school of Sumbersari 1 Malang, Special counselor teachers have implemented learning strategies for children Special needs.

The purpose of this research are: 1) To know the planning of Special Assistant Teacher Strategy in learning of children with special needs 2) the implementation of Special Assistance Teacher Strategy in Special Needs Children Learning 3) Evaluation of the implementation of Special Assistance Teacher Strategy in Special Needs Children Learning, 4) Supporting Factors And Special Counseling Teacher's Inhibitors in Special Needs Children's Learning.

This study used a qualitative approach, data collection techniques using a. Interview b. Observation c. Documentation Informant determined through Triangulation techniques are Observation, interview and Documentation. While data analysis using Miles and Huberman analysis is (a) Data reduction (b) Data display (c) Conclusion (Verification) To check data validity use, triangulation and member check Among others: Triangulation of Resources, techniques triangulation, And Time Triangulation.

The results of the research showed: (1) planning the strategy of the first special assistant teachers with assessment, preparing the PPI, (Lesson Plan) which includes learning components such as Standard of competence, basic competencies, objectives, teaching materials, methods, learning steps, tools and learning resources, indicators, research. Curriculum used refers to the Curriculum 2013 with modifications and thematic’s lesson plan (2) Implementation of special escort strategy runs every day and every subject, Learning model uses classical model and also individual model, before preparing strategy and method first to compile PPI, then lesson plan. Strategies and methods, such as lecture method, question and answer, demonstration and motion methods such as Roll playing or role playing. Using oral and written expressions. Learning resources such as textbooks, teacher books and visual media such as photographs, drawings, artificial objects. (3) Learning Evaluation at the end of each subject, school final exams and Middle school exam, Test, Portfolio, oral and written assignments, attitude observation, independence include (concentration, emotion and writing). Provide remedial learning. (4) Supporting and Inhibiting Factors, supporting factors such as book learning resources, teacher books, visual media such as pictures (Matching), photos and matching images. Inhibiting factors when the child with special needs to be fussy or difficult in the set during the learning process in the classroom. Solution by cooperating with parents of children with special needs.