Pelaksanaan pembelajaran Pendidikan Agama Islam (PAI pada siswa tuna grahita kelas IX di SMPLB Negeri 1 Palangka Raya

Rugayah, Saripah (2020) Pelaksanaan pembelajaran Pendidikan Agama Islam (PAI pada siswa tuna grahita kelas IX di SMPLB Negeri 1 Palangka Raya. Undergraduate thesis, IAIN Palangka Raya.

Text Saripah Rugayah- 1401111841.pdf Download (2MB)

Abstract

Seorang guru harusnya mengajar sesuai dengan keahlian dibidangnya. Berdasarkan pengamatan yang ditemukan penulis di lapangan, guru yang mengajar PAI di Kelas IX SMPLB ini bukan guru yang memiliki latar belakang Pendidikan Luar Biasa (PLB). Permasalahan dalam penelitian ini ialah 1) Bagaimana perencanaan Pembelajaran PAI pada siswa Tuna Grahita kelas IX di SMPLB Negeri 1 Palangka Raya. 2) Bagaimana pelaksanaan pembelajaran PAI pada siswa tunagrahita kelas IX di SMPLB Negeri 1 Palangaka Raya.

Penelitian ini bertujuan untuk mendeskripsikan perencanaan pembelajaran PAI dan pelaksanaan pembelajaran PAI pada siswa Tuna Grahita Kelas IX di SMPLB Negeri 1 Palangka Raya.

Penelitian ini menggunakan pendekatan kualitatif. Subjek penelitian ialah guru PAI yang mengajar siswa tuna grahita kelas IX. Objek penelitian ialah pelaksanaan pembelajaran PAI pada siswa tuna grahita. Sedangkan Kepala Sekolah dan siswa sebagai informan. Adapun teknik pengumpulan data yaitu melalui observasi, wawancara dan dokumentasi. Agar menjamin keabsahan data peneliti menggunakan triangulasi, untuk menguji terhadap berbagai sumber. Kemudian analisis data dengan 4 tahapan yaitu Data Collection, Data Reduction, Data Display, dan Conclusing Drawing.

Hasil penelitian menunjukan bahwa 1) Guru PAI telah membuat RPP secara tertulis sebagai pedoman dalam proses pembelajaran dan RPP disusun/dibuat sesuai ketentuan kurikulum 2013. Namun standar materi pelajaran PAI kelas IX SMPLB sama dengan SD kelas II. 2) Pelaksanaan pembelajaran PAI pada siswa Tuna Grahita kelas IX di SMPLB Negeri 1 Palangka Raya dapat dikatakan berjalan sesuai dengan perencanaan pembelajaran dari awal hingga akhir, akan tetapi ketika kegiatan elaborasi siswanya cenderung pasif dan terkesan sulit untuk mengajukan pertanyaan - pertanyan kepada guru.

Abstract

The teacher must teach appropriate with their expertise. Based on the observation that found by the researcher on the field, the teacher which teach Islamic Education at ninth grade SMPLB not have the Special Education background. The problems in this study were 1) How was the planning of PAI learning for ninth Grade students of Tuna Grahita at SMPLB Negeri 1 Palangka Raya . 2) How was the implementation of PAI learning for mentally retarded students in class IX at SMPLB Negeri 1 Palangaka Raya.

This study aims to describe the planning of PAI learning and the implementation of PAI learning for Class IX Tuna Grahita students at SMPLB Negeri 1 Palangka Raya.
The purpose of this research is to describe the plan of Islamic Education learning, the implementation of Islamic Education learning and evaluation of Islamic Education learning on ninth grade mentally retarded students at SMPLB-N 1 Palangka Raya.

This research used qualitative approach. The subject of this research was a teacher which taught the ninth grade mentally-retarded students. The object of this research was the implementation of Islamic Education learning on mentally-retarded students. While the Headmaster and student as the informant. The data collection technique used observation, interview and documentation. To keep the data validity the researcher used triangulation to examined some sources. Then the data analysis used 4 phases, they were Data Collection, Data Reduction, Data Display and Conclusion Drawing.

The result of this research showed that : 1) The teacher of Islamic Education has made the lesson plan in written as the manual in learning process and the lesson plan made appropriated with rule in Curriculum 2013. But the material standard of Islamic Education learning on ninth grade students was equal with second grade elementary school. 2) The implementation of Islamic Education learning on ninth grade mentally-retarded students at SMPLB-N 1 can be categorized as good because it was appropriate with lesson plan from the beginning to the end, but when elaboration activity, the student tend to passive and hard to ask the questions to the teacher.

Actions (login required)

View Item