Analisis Proses Pembelajaran Matematika Inklusif untuk Anak Kolok (Tunarungu) di SD Negeri 2 Bengkala

Abstract

Penelitian ini bertujuan untuk mengetahui kualitas perencanaan pembelajaran, kualitas pelaksanaan pembelajaran, kualitas penilaian hasil belajar, serta kendala-kendala yang dihadapi dalam proses pembelajaran matematika inklusif untuk anak kolok (tunarungu) di SD Negeri 2 Bengkala. Jenis penelitian yang dilakukan adalah penelitian kualitatif dengan menggunakan desain penelitian studi kasus. Subjek ditentukan dengan menggunakan teknik purposive sampling. Pengumpulan data dilakukan dengan metode studi dokumen, observasi partisipatif, dan wawancara mendalam. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran matematika inklusif terkategori baik dengan nilai deskriptif persentase sebesar 87,5%, pelaksanaan pembelajaran matematika inklusif terkategori sangat baik dengan nilai deskriptif persentase sebesar 92,5%, penilaian hasil belajar matematika inklusif terkategorikan cukup dengan nilai deskriptif persentase sebesar 75%. Dalam proses pembelajaran matematika inklusif terdapat beberapa kendala yang dihadapi yaitu belum adanya guru pembimbing khusus, jumlah guru pendidikan inklusif tidak sebanding dengan jumlah kelas inklusif, kesulitan berkomunikasi, dan motivasi belajar siswa kolok yang masih rendah.
Kata Kunci : Pendidikan inklusif, perencanaan pembelajaran, pelaksanaan pembelajaran, penilaian hasil belajar

This study aimed to determine the quality of lesson planning, implementation of learning, assessment of learning outcomes, and constraints encountered in the process of inclusive mathematics instruction for kolok (person with hearing impairment) in SD Negeri 2 Bengkala. The type of research was a qualitative study using case study research design. Subjects determined by using snowball sampling technique. The data of the research was collected by using the method of study documents, participant observation, and in-depth interviews. The results showed that the study of mathematics inclusive planning was categorized good in which the percentage of descriptive value was 87,5%. Whereas, the implementation of an inclusive learning of mathematics was categorized very good in which the percentage of descriptive value was 92.5%. Meanwhile, the inclusive of mathematics learning outcomes assessment was categorized to be sufficient in which the percentage of descriptive value was 75%. Some obstacles encountered in the learning process were the unavailability of specific guidance counselor, less number of inclusive education teachers, communication difficulties between teachers and kolok students, and low learning motivation of kolok students.
keyword : Inclusive education, lesson plan, implementation of learning, assessment of learning outcomes