STRATEGI PEMBELAJARAN PENDIDIKAN JASMANI ADAPTIF BAGI SISWA TUNADAKSA DI SEKOLAH DASAR DALAM SETTING INKLUSI : Studi Kasus Tentang Pembclajaran Pendidikan Jasmani Bagi Siswa Tunadaksa DiSekolah Dasar "A" dan "B" Di Kota Makassar Propinsi Sulawesi Selatan Tahun 2006 - Sutardin AM, - (2006)
Strategi pembelajaran pendidikan jasmani adaptif bagi siswa tunadaksa di sekolah dasar dalam setting inklusi. Fokus kajian dalam penelitian ini adalah "Bagaimana pembelajaran Penjas bagi siswa tuna daksa di SD "A" dan SD "B" di kota Makassar"?. Hal ini di latar belakangi adanya pergeseran paradigma pemikiran dalam dunia pendidikan kebutuhan khusus yaitu mengenai pendidikan inklusif dimana semua siswa termasuk siswa tunadaksa berhak niempeioleh kesempatan pendidikan di sekolah reguler dengan layanan pendidikan yang berkualitas, berorientasi pada kebutuhan anak. Pendekatan penelitian ini adalah kualitatif dengan strategi studi kasus dengan dua kasus. Kasus dalam penelitian ini adalah kelas pembelajaran pendidikan jasmani yang terdapat siswa tunadaksa. Lokasi penelitian dilaksanakan di dua sekolah yang melaksanakan pendidikan inklusif. Pengumpulan data penelitian melalui observasi, wawancara, dan studi dokumentasi. Hasil temuan dari penelitian ini, adalah : (1) Pemahaman guru tentang anak tunadaksa telah ada. Kerjasama dengan pihak-pihak terkait seperti guru pembimbing khusus dan tenaga profesional lainnya belum terlaksana dengan baik; (2) Persiapan pembelajaran berpedoman pada kurikulum berbasis kompetensi 2004, tidak mempertimbangkan keberadaan siswa tunadaksa baik rencana pembelajaran, materi, dan alat/media pembelajaran maupun persiapan penilaian; (3) Pengelolaan pembelajaran bagi siswa tunadaksa dalam setting kelas, meskipun adakalanya mendapatkan bimbingan individual dari guru. Ada upaya guru melibatkan siswa tunadaksa dalam pembelajaran dengan melakukan modifikasi materi. Untuk materi yang tidak dapat diikuti siswa tunadaksa, diberikan tugas tambahan/teori. Modifikasi alat/media pembelajaran bagi siswa tunadaksa tidak dilakukan dengan alasan tidak jauh berbeda dengan siswa lain; (4) Penilaian pembelajaran siswa tunadaksa tidak dibandingkan dengan siswa-siswa lain; (5) Siswa tunadaksa kurang tertarik mengikuti pembelajaran Penjas karena materi lebih banyak praktek dan adanya kekhawatiran akan menyebabkan cedera; dan (6) Kendala-kendala dalam pembelajaran Penjas bagi siswa tunadaksa ada dua faktor penyebab yaitu faktor dari diri siswa dan faktor dari luar diri siswa Berdasarkan hasil temuan, peneliti merekomendasikan : (1) Pihak sekolah/guru bekerjasama dengan tenaga ahli dan pihak lain dalam mendukung pembelajaran Penjas di sekolah dasar; (2) Hendaknya guru mengenali dan mempertimbangkan kebutuhan dan potensi setiap siswa dalam pembelajaran; (3) Guru Penjas hendaknya dibekali Penjas adaptif sehingga dapat memberikan pembelajaran yang terbaik bagi setiap siswa; (4) Guru mencari jalan keluar mengenai permasalahan sehingga siswa tunadaksa dapat terlibat dan berpartisipasi dalam pembelajaran karena partisipasi dan keterlibatan dalam pembelajaran sesuai potensinya merupakan harapan dari pelaksanaan pendidikan inklusif; dan (5) Peneliti selanjutnya diharapkan melakukanfollow up terhadap hasil penelitian ini. agar dapat memberikan solusi dalam pembelajaran Penjas bagi siswa tunadaksa di sekolah dasar. ---- The learning Strategy of adaptive sport subject for physically impairment students at elementary schools in inclusive setting. This study focuses in "How are the sport subject learning for physically impairment students at "A" and "B" elementary schools in Makassar"?. The background of this study is formed by the shift of paradigm in special needs educational world that is about inclusive education where every students includes the physically impairment students have right to have educational chance in regular schools with educational service which has certain quality, oriented in children needs. This research uses qualitative approach with strategy of study case towards two cases. The case in this study is learning class of sport subject with involves physically impairment students. The research is held in two schools which implement inclusive education. The data are collected through observation, interview, and study the documentation. The research findings are : (1) There has been teachers' understanding about physically impairment students. Cooperation with related parties such as itinerant teachers (GPK) and other professional staffs have not been implemented well; (2) Learning preparation based on competence based curriculum 2004, didn't consider the existence of physically impairment students either in learning plan, subject matters, and learning tools/media or examining preparation; (3) Learning management for physically impairment students in class setting, although sometimes they get individual guidance from teachers. There are efforts from teachers to involve physically impairment students in learning by modifying subjects matters. For subject matters which cannot be done by physically impairment students, they get additional or theory assignments. Learning tools or media modofication for physically impairment students is made in reason that they are quite same with other students; (4) The learning evaluation for physically impairment students isn't compared with other students; (5) Physically impairment students are less interested in taking part of sport subject because the subject matters are more in practical and there is worry of being injured; and (6) The are two factors of obstacles in learning sport subject for physically impairment students, they are internal and external factors of the students itself. According to the research findings, the researcher recommends : (1) Schools or teachers cooperates with experts and other parties in supporting sport subject in elementary schools; (2) The teachers should know and consider needs and potency every students in learning; (3) The sport teachers should be provided with adaptive sport subject so that the teachers can give the best learning for each students; (4) The teachers should look for ways out of the problems so the physically impairment students can get involved and take part in learning because participation and involvement in learning based on their potency are hope from implementing inclusive education; and (5) The next researchers are hoped to follow up towards this result in order to give solution for learning sport subject for physically impairment students in elementary schools