PROBLEMATIKA YANG DIHADAPI GURU DALAM MEMBELAJARKAN ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR DEWI SARTIKA BANDUNG

• Main Author: Rudi Fransicus Tanjaya, - (Author)
• Format: Book
• Published: 2018-08-23.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/47298/1/S_STR_1400828_Title.pdf; http://repository.upi.edu/47298/2/S_STR_1400828_Abstract.pdf; http://repository.upi.edu/47298/3/S_STR_1400828_Table_Of_Content.pdf; http://repository.upi.edu/47298/4/S_STR_1400828_Chapter%201.pdf; http://repository.upi.edu/47298/5/S_STR_1400828_Chapter%202.pdf; http://repository.upi.edu/47298/6/S_STR_1400828_Chapter%203.pdf; http://repository.upi.edu/47298/7/S_STR_1400828_Chapter%204.pdf; http://repository.upi.edu/47298/8/S_STR_1400828_Chapter%205.pdf; http://repository.upi.edu/47298/9/S_STR_1400828_Bibliography.pdf; http://repository.upi.edu/47298/10/S_STR_1400828_Appendix.pdf
• Keywords: H Social Sciences (General); L Education (General)

Tujuan penelitian ini mengetahui problematika yang dihadapi guru dalam membelajarkan anak berkebutuhan khusus di Sekolah Dasar Dewi Sartika Bandung. Penelitian menggunakan pendekatan kualitatif deskriptif. Teknik pengumpulan data yang digunakan observasi, wawancara dan dokumentasi. Subjek penelitian 5 orang guru kelas 1 s/d 6. Uji keabsahan data dengan ketekunan pengamatan dan member chek. Metode analisis data digunakan deskriptif kualitatif melalui tahap reduksi data, display data dan pengambilan kesimpulan. Hasil penelitian menunjukkan problematika guru dalam perencanaan pembelajaran adalah guru belum mengerti bagaimana merumuskan perencanaan pembelajaran khusus bagi ABK sehingga guru tidak membuat perencanaan pembelajaran. Problematika guru dalam proses pembelajaran adalah dikarenakan jumlah ABK yang lebih banyak dan heterogen dari pada anak-anak pada umumnya dalam tiap kelas serta tidak adanya guru berlatar belakang pendidikan khusus dan Guru Pendamping Khusus (GPK). Dalam evaluasi pembelajaran, problematika guru dikarenakan banyaknya jumlah ABK yang heterogen sehingga kesulitan dalam memberikan penjelasan dan penilaian. Upaya guru dalam mengatasi problematika tersebut adalah mengembangkan RPP,silabus dan materi, diskusi khusus dengan orang-orang yang lebih paham tentang ABK serta mencari sumber-sumber lain tentang materi-materi ajar melalui internet, menerapkan prinsip kasih sayang, melakukan pendekatan yang berbeda terhadap masing-masing anak, memberikan bantuan yang mengalami kesulitan dalam proses pembelajaran, bekerja sama dengan orangtua, tidak memaksakan atau terlalu menuntut kepada anak untuk tetap belajar pada saat proses pembelajaran sedang berlangsung jika sedang dalam keadaan tidak ingin belajar. Pembelajaran untuk ABK harus intensif, diulang-ulang, kontinu, menggunakan media gambar ataupun video, diawal pembelajaran membuat mereka senang, guru menjadi media atau roll model, tidak terpaku pada aktivitas belajar yang biasa, penilaian guru harus objektif, memberikan reward, soal dibedakan tingkat kesukarannya, kemudian disederhanakan bahasanya, Untuk pilihan ganda cukup dengan dua pilihan saja, jumlah dari soal sesuai kapasitas dari masing-masing peserta didik. ;---The purpose of this study is to find out the problems faced by teachers in teaching children with special needs in Dewi Sartika Elementary School Bandung. The study used a descriptive qualitative approach. Data collection techniques used observation, interviews and documentation. Research subjects 5 teachers grade 1 to 6. Test the validity of the data by observing perseverance and member checks. The data analysis method used is descriptive qualitative through the stages of data reduction, data display and conclusion making. The results of the study show that the problematic of teachers in learning planning is that teachers do not understand how to formulate special learning plans for special needs so that teachers do not make learning plans. The problematic of teachers in the learning process is due to the number of ABK who are more numerous and heterogeneous than the children in general in each class and the absence of teachers with special educational backgrounds and Special Assistant Teachers (GPK). In evaluating learning, teacher problems are due to the large number of ABK that are heterogeneous so that it is difficult to provide explanations and assessments. Teachers' efforts in overcoming these problems are developing lesson plans, syllabi and materials, specific discussions with people who are more knowledgeable about ABK and looking for other sources of teaching materials via the internet, applying the principle of compassion, taking a different approach to each -casing children, providing assistance that has difficulty in the learning process, working with parents, not forcing or demanding children to keep learning when the learning process is in progress if they are not in a state of wanting to learn. Learning for ABK must be intensive, repetitive, continuous, iii Rudi Fransicus Tanjaya, 2018 PROBLEMATICS FACED BY THE TEACHER IN LEARNING SPECIAL NEEDS CHILDREN IN THE BASIC SCHOOL OF DEWI SARTIKA BANDUNG Indonesian University of Education | repository.upi.edu | library.upi.edu use picture or video media, at the beginning of learning to make them happy, the teacher becomes a media or roll model, not fixated on the usual learning activities, teacher's assessment must be objective, provide rewards, the problem is distinguished by the level of difficulty, then simplified the language, For multiple choice enough with two choice, the number of questions according to the capacity of each student. Keywords: Problems faced by teachers, Children with Special Needs, Learning of children with special needs.