Tujuan penelitian ini adalah untuk mengetahui profil pembelajaran matematika pada anak berkebutuhan khusus ragam lamban belajar atau lebih dikenal sebagai slow learner. Penelitian ini menggunakan pendekatan kualitatif metode studi kasus. Subjek penelitian ini adalah salah satu siswa slow learner di kelas inklusif SMP Garuda Cendekia Jakarta. Teknik pengumpulan data penelitian ini menggunakan metode wawancara semi-terstruktur. Validitas data dilakukan dengan menggunakan teknik triangulasi sumber. Teknik analisis data dilakukan melalui jalur reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Berdasarkan analisis data diperoleh hasil: (1) kurikulum yang digunakan slow learner disamakan dengan kurikulum reguler, tetapi dilakukan adaptasi kurikulum berupa modifikasi, (2) penggunaan model maupun metode pembelajaran di kelas inklusif disamakan antara slow learner dengan siswa reguler tanpa penyusunan program pembelajaran individual, tetapi pelaksanaannya dilakukan dengan memperhatikan karakteristik slow learner, dan (3) kegiatan evaluasi dilakukan melalui tes tertulis yang disusun oleh guru mata pelajaran yang kemudian dilakukan penyesuaian oleh guru pembimbing khusus berdasarkan model modifikasi. Kata kunci: pembelajaran matematika, anak berkebutuhan khusus, slow learner, inklusif, modifikasi. ABSTRACT This study aimed for unveiling mathematics-learning process of different abilities students in slow learning spectrum. This study used a qualitative approach by case study method. The subject of this research was one of SMP Garuda Cendekia’s students with slow learning spectrum. The data were collected through the method of semi-structured interviews. The data was validated by using data triangulation technique. The data then was analyzed through flows of activity: data reduction, data display, and conclusion drawing/verification. The results were: (1) The curriculum used by the teacher for the research subject was the general curriculum, modified to cater the needs of the subject research, (2) the learning model and method for the subject research did not differ from the other students and was applied by considering the research subject’s characteristic without the need of planning an individualized education program, and (3) written test was used as means of evaluation that was arranged by the mathematics subject teacher after being accommodated by the special education teachers based on the modified model. Keywords: mathematics learning, different abilities, slow learner, inclusive, modifications.
Several studies have been carried out to uncover errors made by students in solving mathematical problems. However, there are few studies related to this kind of research specializing in students with special needs, in this case, slow learners, especially in Indonesia. In addition, the study did not classify the errors into the category of mathematical errors, so the location of the errors was not mapped. This study aimed to describe the performance of slow learners in solving mathematical problems, which are analyzed by the locations of errors based on the Newman procedure and categorized by Elbrink’s classification. This study also aimed to reveal the causes of errors made by slow learners in solving mathematical problems by confirming the characteristics of slow learners. The subject of this research was two eighth-graders who are considered slow learners in an inclusive junior high school. The data were collected through written tasks and semi-structured interviews. The results showed that both subjects could perform the reading and comprehension stages. However, they faced difficulties performing the transformation, process skills, and encoding that led to errors. The error categories were calculation, procedural, and symbolic errors. These errors were caused by the limited cognitive abilities of slow learners, their poor memory and concentration skills, and less variety of teaching methods by the teacher. The results of this study can become a reference for mathematics teachers to determine alternative strategies for overcoming errors made by slow learners in solving mathematical problems.
Evaluasi program diperlukan untuk meningkatkan kualitas penyelenggaraan pendidikan inklusif dalam pembelajaran matematika agar setiap anak mendapatkan pendidikan yang bermutu. Namun, masih sedikit sekali penelitian yang mengungkap hasil evaluasi program penyelenggaraan pendidikan inklusif pembelajaran matematika pada jenjang SMP. Penelitian ini bertujuan untuk melakukan evaluasi penyelenggaraan pendidikan inklusif pada pembelajaran matematika di SMP Garuda Cendekia pada semester ganjil tahun ajaran 2022/2023 dengan menggunakan model CIPP yang terdiri dari unsur context, input, process, dan product dan tersusun oleh total 14 komponen. Evaluasi program dilakukan melalui tahapan FGD, observasi, dan dokumentasi. Hasil yang diperoleh adalah skor 92,86 dan memiliki kategori "sangat baik". Namun demikian, beberapa perbaikan perlu dilakukan oleh satuan pendidikan dalam rangka meningkatkan kualitas yang lebih baik dalam penyelenggaraan pendidikan inklusif pada pembelajaran matematika. Adapun perbaikan tersebut adalah penambahan guru pembimbing khusus (GPK) yang mampu menangani secara khusus siswa dengan ragam berkebutuhan khusus tertentu dan pengadaan penyediaan data mengenai keberlanjutan program pendidikan inklusif pembelajaran matematika di tingkat dan/atau jenjang berikutnya. Dengan demikian, model evaluasi CIPP dapat digunakan untuk mengevaluasi program pendidikan inklusif pada pembelajaran matematika di SMP yang memberikan luaran berupa skor akhir, kategori, dan rekomendasi perbaikan.Kata kunci: Evaluasi program; model evaluasi CIPP; pendidikan inklusif.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.