PENGEMBANGAN MODEL PEMBELAJARAN IPA BAGI SISWA TUNANETRA DALAM SETING PENDIDIKAN INKLUSIF DI SMA YPI 45" KOTA BEKASI - Hadi, Sumartono (2014)
Pendidikan inklusif merupakan keyakinan fundamental bahwa setiap individu dapat belajar, tumbuh, dan bekerja dengan semua orang, Pendidikan inklusif tidak sekedar dalam konteks memasukan anak berkebutuhan khusus ke sekolah umum, tetapi substansinya ada pada pemenuhan kebutuhan khusus setiap anak. Untuk itu pemenuhan elemen-elemen dasar pendidikan inklusif adalah sangat penting dan merupakan indikator kualitas pelaksanaan pendidikan inklusif.Penelitianinimenggunakanpendekatankualitatif. Penelitiannyadilaksanakan di SMA YPI 45" Kota Bekasi. Pengumpulan data dilakukandenganteknikobservasi, wawancara, dan studidokumentasi. Data diolahberdasarkanteknikanalisis data kualitataifyaitudenganberpikirkritis-induktif.HasilPenelitianmenunjukanbahwaperencananpembelajaranIPA di SMA YPI 45" Bekasi yang dilakukan guru IPAkelas X dapatdiamati, dokumenperencanaanpembelajarankhususnya Rencana Pelaksanaan Pembelajaran (RPP) masih berbentuk umum, RPP tidak mencerminkan bahwa kelas tersebut ada anak berkebutuhan khusus di antaranya tunanetra. Proses pembelajaranpadasatuanpendidikanSMA di YPI 45" Bekasi masih bersifat klasikal, baik penggunaan metode pembelajaran maupun media pembelajaran. Evaluasi pembelajaran bagi siswa tunanetra sama dengan siswa pada umumnya, hanya saja teknik yang berbeda. KesimpulanpelaksanaanpembelajaranIPA di SMA YPI 45" inklusifmasih jauh dari prinsip-prinsip pendidikan inklusif, proses pembelajarannyamasihbersifatklasikal, belumsesuaidengankonsepdanelemen-elemenpendidikaninklusif. Baikitudilihatdariaspekperencanaan, proses maupunaspekevaluasinya.Keadaaninidisebabkanolehkurangnyapengetahuan guru tentangpelayayananpendidikaninklusifdantidaktersedianyapedomanpembelajaran Inclusive education is a fundamental belief that each individual can learn, grow, and work with all people. It is not merely in the context of including children with special needs in a public school, but it is substantially the fulfillment of each child's special needs. Therefore, the fulfillment of basic elements of inclusive education is very important and an indicator of quality administration of inclusive education.The research employed qualitative approach. It was conducted in Senior Secondary School YPI 45" Bekasi City. Data were collected using the techniques of observation, interview, and documentary study. The data were then processed using qualitative data analysis technique, namely through critical-inductive thinking.Research results showed that natural science lesson planning in Senior Secondary School YPI 45" Bekasi made by the tenth grade natural science teachers was observable, the lesson plan documentsin particular still took the general forms, and the lesson plans did not reflect the fact that the class included special needs children, the hearing impaired children were among others. The teaching and learning process in the inclusive school was still conventional, both in terms of the instructional methods and instructional media. The instructional evaluation for hearing impaired students was similar to the evaluation for students in general, only the technique was different.In conclusion, the inclusive teaching and learning at Senior Secondary School YPI 45" Bekasiwas still distant from the principles of inclusive education,and the instructional process was still conventional, inappropriate with the concepts and elements of inclusive education, as observed from the aspects of planning, process, and evaluation. The condition was caused by the teachers' lack of knowledge on inclusive education and the unavailability of instructional guidance.