Strategi pembelajaran matematika pada siswa slow learner (lamban belajar) di kelas 5 Sekolah Inklusi SDN Sumbersari 2 Malang

INDONESIA:

Slow Learner adalah kesulitan belajar yang disebabkan anak sangat lambat dalam proses belajarnya, sehingga setiap melakukan kegiatan belajar membutuhkan waktu yang lebih lama dibandingkan dengan anak lain yang memiliki tingkat potensi intelektual sama. Anak-anak yang mengalami kesulitan belajar ini memerlukan perhatian khusus baik dari orang tua, lingkungan masyarakat, dan sekolah. Perhatian khusus yang bisa didapatkan dari sekolah baik dari guru maupun tenaga pendidik yang lain.
Keberadaan anak yang mengalami kesulitan belajar dengan predikat Slow Learner (lamban belajar) dan memiliki nilai akademik rendah terutama pada mata pelajaran matematika memang menjadi masalah yang butuh penanganan khusus oleh berbagai pihak. Mengingat pentingnya proses pembelajaran matematika maka pendidik dituntut untuk mampu menyesuaikan, memilih dan memadukan strategi serta metode pembelajaran yang tepat sesuai dengan karakteristik dan kebutuhan peserta didik khususnya siswa Slow Learner (lamban belajar).

Tujuan penelitian ini adalah untuk: (1) mengetahui pendekatan pembelajaran matematika pada siswa Slow Learner (lamban belajar) di kelas 5 sekolah inklusi SDN Sumbersari 2 Malang, (2) mengetahui metode pembelajaran matematika pada Slow Learner (lamban belajar) di kelas 5 sekolah inklusi SDN Sumbersari 2 Malang, (3) mengetahui dampak penggunaan strategi matematika pada siswa Slow Learner (lamban belajar) di kelas 5 sekolah inklusi SDN Sumbersari 2 Malang.

Untuk mencapai tujuan di atas, peneliti menggunakan kualitatif dengan jenis pendekatan studi kasus. Instrumen kunci adalah peneliti sendiri, dan teknik pengumpulan data yang digunakan adalah wawancara, observasi, dan dokumentasi. Sumber data yang dapat diambil melalui subjek, guru wali kelas, guru pembimbing khusus (GPK), dan siswa lamban belajar. data dianalisis dengan cara mereduksi data yang tidak relevan, memaparkan data dan menarik kesimpulan.

Hasil penelitian menunjukkan bahwa, (1) pendekatan pembelajaran matematika pada siswa Slow Learner (lamban belajar) di kelas 5 sekolah inklusi SDN Sumbersari 2 Malang, yaitu pendekatan intruksional, pendekatan individual, pendekatan berpusat pada siswa (student center), dan pendekatan behavioristik, (2) metode pembelajaran matematika pada Slow Learner (lamban belajar) di kelas 5 sekolah inklusi SDN Sumbersari 2 Malang, yaitu ceramah, ceramah, tanya jawab, demonstrasi, drill (latihan), tutor sebaya, penugasan permainan, reward punishment, (3) dampak penggunaan strategi matematika pada siswa Slow Learner (lamban belajar) di kelas 5 sekolah inklusi SDN Sumbersari 2 Malang, meliputi tiga aspek: kognitif (pengetahuan) siswa lamban belajar berupa mencapai nilai KKM, menyelesaikan soal latihan, kemampuan menghafal, dan menyebutkan rumus bangun ruang. Afektif (sikap) siswa lamban belajar berupa menyelesaikan tugas dengan antusisas, motivasi belajar tinggi, dan memperhatikan penjelasan guru. Psikomotorik (keterampilan) siswa lamban belajar berupa mengikuti seluruh kegiatan pembelajaran, menuliskan soal latihan dan partisipasi dalam kelompok.

ENGLISH:

Slow Learner is a learning difficulty that is caused by Slow Learner Students in the learning process, so that every learning activity takes longer than other children who have the same level of intellectual potential. Children who experience learning difficulties require special attention from parents, the community, and schools. Special attention can be obtained from the school both from teachers and other educators.

The existence of children who have the predicate Slow Learner (slow learning) and have a low academic value, especially on the subject of mathematic becomes a problem that needs special handling by various parties. Given the importance of the process of learning mathematics, educators are required to be able to adjust, select and combine strategies and appropriate learning methods in accordance with the characteristics and the needs of students, especially Slow Learner students (slow learning).

The purposes of this research are: (1) knowing the approach of learning mathematics in Slow Learner students (slow learning) In fifth grade of School Inclusion of Public Elementary School Sumbersari 2 Malang, (2) knowing method of mathematics learning in Slow Learner (slow learning) In fifth grade of School Inclusion of Public Elementary School Sumbersari 2 Malang, (3) knowing the impact of the use of mathematics strategy in Slow Learner students (slow learning) In fifth grade of School Inclusion of Public Elementary School Sumbersari 2 Malang
To achieve the objectives above, researcher used a qualitative with case study approach. The key instrument is the researcher, and the data collection techniques used interviews, observation, and documentation. Sources of data can be retrieved through the subject, homeroom teacher, special mentor teacher (GPK), and Slow Learner students. Data were analyzed by reducing irrelevant data, exposing data and drawing conclusions.

The results of the research showed that, (1) the approaches of mathematics learning to Slow Learner students In fifth grade of School Inclusion of Public Elementary School Sumbersari 2 Malang are instructional approach, individual approach, student center approach, and behavioristic approach, Mathematics Learning in Slow Learner students (slow learning) In fifth grade of School Inclusion of Public Elementary School Sumbersari 2 Malang are lecture, question and answer, demonstration, drill (drills), peer tutor, game assignment, reward punishment, (3) the impacts of math strategy on Slow Learner students (slow learning) In fifth grade of School Inclusion of Public Elementary School Sumbersari 2 Malang are covering three aspects: cognitive (knowledge) of Slow Learner students like achieving Minimum Exhaustiveness Criteria, completing the exercise, the ability to memorize, and mentioning the formula of solid. Affective (attitude) of slow learning students in the form of completing tasks with enthusiasm, high learning motivation, and attention to teacher explanations. Psychomotoric (skills) of slow learning students in the form of following all learning activities, writing about the examination and participatingn in the group