Pengelolaan Pembelajaran pada Kelas Inklusi di SDN Percobaan Surabaya

Abstract

Pengelolaan pembelajaran bagi peserta didik berkebutuhan khusus perlu disesuaikan dengan kemampuan dan kebutuhan setiap individu. Pada umumnya, guru kelas di sekolah inklusi yang memiliki latar belakang pendidikan umum tidak dipersiapkan untuk mengajar peserta didik berkebutuhan khusus, sehingga guru kelas kurang memiliki pemahaman mengenai pengelolaan pembelajaran di kelas inklusi. Oleh karena itu, menarik untuk dilakukan penelitian di SDN Percobaan Surabaya yang telah ditunjuk sebagai sekolah uji coba penyelenggaraan pendidikan inklusi Kabupaten Sidoarjo sejak tahun 2003.

Penelitian ini bertujuan untuk mendeskripsikan pengelolaan pembelajaran, meliputi perencanaan pembelajaran, pelaksanaan pembelajaran, dan penilaian pembelajaran yang dilakukan oleh guru kelas pada kelas inklusi di SDN Percobaan Surabaya. Penelitian ini menggunakan jenis penelitian deskriptif kualitatif dengan subyek penelitian guru kelas yang dikelasnya terdapat peserta didik berkebutuhan khusus, kepala sekolah, koordinator inklusi, dan guru pembimbing khusus. Teknik pengumpulan data dilakukan dengan wawancara, observasi, dan dokumentasi. Data yang diperoleh dianalisis dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan.

Hasil penelitian menunjukkan bahwa pengelolaan pembelajaran belum sesuai dengan penyelenggaraan pendidikan inklusi. Kurikulum yang digunakan adalah kurikulum standar nasional. Guru kelas belum membuat RPP dengan mempertimbangkan hasil asesmen dan belum membuat RPP terintegrasi yang beberapa komponennya dimodifikasi sesuai kebutuhan peserta didik berkebutuhan khusus. Namun, komponen RPP yang dibuat oleh guru kelas sudah sesuai dengan komponen RPP pada umumnya yang memuat delapan komponen. Guru kelas sudah melakukan pelaksanaan pembelajaran dengan baik, namun pemberian tugas di kelas inklusi belum memperhatikan perbedaan individual, sehingga peserta didik berkebutuhan khusus mengalami kendala dalam menerima materi dan kesulitan mengerjakan tugas. Materi yang belum dikuasai di kelas akan diulang kembali oleh GPK di ruang sumber. Penilaian pembelajaran di kelas inklusi sudah dilaksanakan dengan baik karena penilaian peserta didik berkebutuhan khusus telah disesuaikan dengan kemampuannya.

Kata kunci : pengelolaan pembelajaran, kelas inklusi.

Learning management for special need learners needed to be adjusted to every individual’s ability and necessity. The class teacher in inclusion school who had general education background was not generally prepared to teach special need learners, so the class teacher had less understanding about learning management in inclusion class. Therefore, it was interesting to do research in SDN Percobaan Surabaya which had been directed as the trial school of inclusion education establishment in Sidoarjo regency since 2003.

The purpose of this research is to describe learning management involving learning plan, learning implication, and learning assessment which were done by the class teacher at inclusion class in SDN Percobaan Surabaya. This research used descriptive qualitative method with class teacher whose class has some special need learners as the subject. Headmaster, inclusion coordinator, and special education teacher, also the subject of this research. The technique of data collection was done by interview, observation, and documentation. The data obtained was analyzed by the steps of reducting data, presenting data, and making conclusion.

The research result indicated that learning management was not suitable yet with the inclusion education establishment. The curriculum used was national standard curriculum. The class teacher did not make RPP yet by considering the assessment result and did not make integrated RPP yet which the several components were modified as special need learners’ necessity. However, RPP component which was made by the class teacher had already been suitable with the RPP component generally which contained eight components. The class teacher had already done the learning implementation well. However, giving task in inclusion class did not notice the individual difference yet, this cause difficulties to the special need learners in receiving material and doing the task. Materials that have not been mastered in class will be repeated by special education teacher in the source room. Learning assessment in inclusion class had already been implemented well because the assessment of special need learners was adjusted to their ability.

Keywords : Learning management, inclusion class.