IMPLEMENTASI KEGIATAN BELAJAR MENGAJAR PADA SEKOLAH INKLUSIF DI SMPN 29SURABAYA

Abstract

Abstract
Learning activities in an inclusive school setting should be in the design of learning environment that is friendly to educate participants, participant teachers and students learning together as a learning community, participants placing students as a learning center, student participants encourage participation in learning, teachers understand and utilize adaptive learning media, and teachers also have an interest to provide the best service for students This study aims to (1) determine the planning of teaching and learning in an inclusive school in the SMP 29 Surabaya (2) determine the implementation of teaching and learning in an inclusive school in the SMP 29 Surabaya (3) determine the evaluation of teaching and learning in an inclusive school in the SMP 29 Surabaya (4) understand the constraints faced by SMP 29 Jakarta, in early applied learning activities in Decree No. 70 of 2009 (5) determine the solution of the problems encountered, in carrying out learning activities in Decree No. 70 of 2009 The research is descriptive qualitative research subjects were students of class VII and subject teachers at SMP 29 Surabaya The data collection techniques used techniques of observation, interviews and questionnaires. While the analysis of the data using the data reduction phase, categorization, sintesasi and building descriptions.
The results can be concluded: (1) There are 25% of the 12 teachers that take into account individual differences and 33.5% were considered in drafting the proposed GPK learning devices (syllabi, lesson plans, worksheets, LP and material), (2) The learning activities in an inclusive school SMP 29 Surabaya, already well, (3) Evaluation / assessment consists of two assessments in the form of numbers and narrative descriptions, (4) barriers to implementing learning activities on Permendiknas No. 70 of 2009: a) teachers' lack of understanding of individual differences, b) regular students lack respect for the resistance of students with special needs, c) students with special needs tend to be quiet and spend more time outside the classroom so that the interaction with the regular students less (5) The solution given the constraints faced are: a) memberikan pengarahan kepada guru dan siswa reguler tentang siswa berkebutuhan khusus, b) more emphasis on students with special needs to learn in the classroom with regular students that a good relationship can interaction.
Keywords: Implementation, teaching and learning activities, inclusive schools.