Pendampingan belajar pai anak berkebutuhan khusus di SDIT Sahabat Alam Palangka Raya

Susanto, Dedy Jakal (2020) Pendampingan belajar pai anak berkebutuhan khusus di SDIT Sahabat Alam Palangka Raya. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

Sekolah inklusif merupakan salah satu bentuk hak bagi warga negara dalam memperoleh pendidikan terutama bagi anak berkebutuhan khusus agar pengetahuan, bakat dan keterampilannya dapat diasah untuk masa depannya yang lebih baik. Dalam sekolah inklusi ada didalmnya pendampingan belajar bagi anak berkebutuhan khusus, yang dilakukan oleh guru pendamping khsusus agar tercapainya pembelajaran yang optimal bagi anak yang memiliki kebutuhan khusus. Rumusan masalah penelitian ini adalah untuk mengetahui (1) Bagaimana pendampingan belajar PAI anak berkebutuhan khusus di SDIT Sahabat Alam Palangka Raya (2) Bagaimana kendala dan solusi dalam pendampingan belajar PAI anak berkebutuhan khusus di SDIT Sahabat Alam Palangka Raya.

Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode studi kasus, subjek dalam penelitian ini yaitu 3 guru pendamping khusus yang mendampingi secara penuh anak berkebutuhan khusus Attetion Defict Disorder dan Reterdasi Mental. Peneliti mengumpulkan data dengan teknik wawancara dan dokumentasi, kemudian data yang diperoleh dilakukan pengabsahan dengan teknik triangulasi, setelah itu data dianalis dengan 3 teknik yaitu, data Reduction, data Dispalay, dan Conclution Drawing Frefying. Kemudian setelah melakukan analisis data didapatkan hasil penelitian adalah:

Hasil dari penelitian yang peneliti dapatkan adalah: (1) Pendampingan belajar PAI anak berkebutuhan khusus yang dilakukan GPK yaitu: Guru pendamping melakukan perencanaan yang di dalamnya melakukan identifikasi, asesmen, merancang kurikulum khusus ABK, dan mengurangi indikator RPP sesuai kemampuan ABK dan membuat PPI yang di dalamnya terdapat program khusus untuk ABK. Melaksanakan pendampingan belajar di dalam kelas dengan memberi pengulangan materi secara individual kepada ABK, GPK membuat media pembelajaran sendiri menyesuaikan materi dan kebutuhan ABK, GPK melakukan pendampingan di luar kelas, yang dilakukan di ruang LSC (Learning Suport Center). Penilaian dan evaluasi, penilaian pencapaian nilai KKM ABK menyesuaikan kemampuan anak tersebut, dalam hal evaluasi yang diberikan menyesuaikan dengan materi yang diajarkan. (2) Kendala dan solusi pendampingan belajar PAI anak berkebutuhan khusus adalah: (a) Kendala yang dialami yaitu kurangnya sarana dan prasarana dalam menunjang proses pendampingan belajar PAI, pemahaman ABK dalam penangkapan kata yang disampaiakan oleh guru pendamping, kesiapan ABK dalam menerima pembelajaran, dan kontrol emosional GPK yang terkadang kurang stabil. (b) Solusi dalam mengatasi kendala yaitu memanfaatkan sarana dan prasarana yang ada, GPK memberikan pengulangan dengan bahasa yang mudah dipahami, seperti bahasa sehari hari, menjalin hubungan pribadi yang positif dengan ABK, dan meminta waktu untuk menetralisir emosional GPK.

ABSTRACT

Inclusive schools are a form of right for citizens to obtain education, especially for children with special needs so that their knowledge, talents and skills can be honed for a better future. In inclusive schools, there is learning assistance for children with special needs, which is carried out by GPK (Special Assistance Teachers) in order to achieve optimal learning for children with special needs. The formulation of the problem of this research is to find out (1) How is the learning assistance of PAI for children with special needs at SDIT Sahabat Alam Palangka Raya (2) What are the obstacles and solutions in the learning assistance of PAI for children with special needs at SDIT Sahabat Alam.

This study used a descriptive qualitative approach with a case study method. The subjects in this study were 3 special companion teachers who fully assisted children with special needs with Attetion Defict Disorder and Mental Reterdation. Researchers collected data using interview and documentation techniques, then the data obtained was validated by triangulation techniques, after which the data were analyzed using 3 techniques, namely, Reduction data, Dispalay data, and Conclution Drawing Frefying. Then after analyzing the data, the results of the research are:

The results of the research that the researchers got were: (1) PAI learning assistance for children with special needs carried out by GPK, namely: The accompanying teacher carried out planning which included identification, assessment, designing special curriculum for children with special needs, and reducing the RPP indicators according to the abilities of children with special needs and making PPI in it there is a special program for ABK. Carrying out learning assistance in the classroom by giving repetition of material individually to the ABK, GPK making its own learning media according to the material and needs of children with special needs, GPK providing assistance outside the classroom, which is carried out in the LSC (Learning Support Center) room. Assessment and evaluation, assessment of the achievement of the KKM ABK score adjusts to the child's ability, in terms of the evaluation given adjusts to the material being taught. (2) Obstacles and solutions for PAI learning assistance for children with special needs are: (a) The obstacles experienced are the lack of facilities and infrastructure to support the PAI learning assistance process, the understanding of children with special needs in catching words delivered by the accompanying teacher, the readiness of the ABK in receiving learning, and GPK emotional control that is sometimes less stable. (b) The solution to overcoming obstacles is to take advantage of existing facilities and infrastructure, GPK provides repetition in language that is easy to understand, such as everyday language, establishing positive personal relationships with ABK, and asking for time to neutralize GPK's emotions.

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