Character Values of Third Grade Slow Learner in Character Education at the Inclusive Elementary School

Authors

  • Fiola Indah Putri Pratama Sebelas Maret University
  • Agus Kristiyanto Sebelas Maret University
  • Herry Widyastono Sebelas Maret University

DOI:

https://doi.org/10.23887/jpi-undiksha.v10i2.28838

Keywords:

slow learner, character value, character education, inclusion

Abstract

The study aims to figure out the character values of 3rd grade slow learners’ students at the Inclusive Elementary School. Variables in this research were character values involving honesty, self-confidence, and discipline in learning. The sample consisted of 10 slow learner students of 3rd grade in seven Inclusive Elementary School. Data collection techniques used observations filled by classroom teachers. Data analysis techniques used the Guttmann scale. The score for the percentage of the slow learner's character value is 100% with low categorization. The solution was to provide character education in accordance with the characteristics of the slow learners. The implication was the slow learners got a character education model with method that paid attention to the characteristics of the child. This research is expected to be the basis for further research to be able to develop a character education model based on the BST method for the slow learners in inclusive elementary schools.

References

Agung, I. (2017). Peran Fasilitator Guru dalam Penguatan Pendidikan Karakter (PPK). Perspektif Ilmu Pendidikan, 31(2), 106–119. https://doi.org/10.21009/pip.312.6.

Agustinova, D. E. (2014). Hambatan Pendidikan Karakter di Sekolah Islam Terpadu (Studi Kasus SDIT Al Hasna Klaten). Jurnal Pendidikan Dan Sejarah, 1. https://doi.org/https://doi.org/10.21831/istoria.v10i1.3598.

Amka, A. (2017). Implementasi Pendidikan Karakter Inklusi Bagi Anak Berkebutuhan Khusus Di Sekolah Reguler. Madrosatuna: Journal of Islamic Elementary School, 1(1), 1. https://doi.org/10.21070/madrosatuna.v1i1.1206.

Asfiati, A., & Mahdi, N. I. (2020). Merdeka Belajar bagi Anak Kebutuhan Khusus di SLB Kumala Indah Padangsidimpuan. KINDERGARTEN: Journal of Islamic Early Childhood Education, 3(1), 59. https://doi.org/10.24014/kjiece.v3i1.9620.

Asmani, J. M. (2012). Buku Panduan Internalisasi Pendidikan Karakter di Sekolah. Diva Press.

Binu, P. ., & Nair, P. B. (2015). Affective Teaching : An Effective way to deal with Slow Learners in the ESL Classroom. International Journal of English Laguage, Litreture and Humanities, II(X).

Borah, R. R. (2013). Slow Learners: Role of Teachers and Guardians in Honing their Hidden Skills. International Journal of Educational Planning & Administration, 3, 139–143.

Chauhan, S. (2011). Slow Learners: Their Psychology and Educational Programmes. International Journal of Multidisciplinary Research, 1(8), 279–289.

Diani, R. (2015). Pengembangan Perangkat Pembelajaran Fisika Berbasis Pendidikan Karakter dengan Model Problem Based Instruction. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 4(2), 241–253. https://doi.org/10.24042/jpifalbiruni.v4i2.96

Erawati, I. L. ; S. ; R. M. S. (2016). Pendidikan Karakter Bangsa pada Anak Berkebutuhan Khusus dalam Pendidikan Inklusif. Jurnal Studi Sosial, 4(1), 20–29.

Erhard, P., Falcomata, T. S., & Harmon, T. (2019). Behavioral Skills Training. Encyclopedia of Autism Spectrum Disorders, 1972, 1–6. https://doi.org/10.1007/978-1-4614-6435-8_102320-1.

Fiana, F. J., & Ridha, M. (2013). Disiplin Siswa di Sekolah dan Implikasinya dalam Pelayanan Bimbingan dan Konseling. Ilmiah Konseling, 2(April), 26–33. https://doi.org/https://doi.org/10.24036/02013231733-0-00.

Fitri, R. M., F, T. S., & Rifa, A. (2019). Thematic Learning Strategy of Teacher to Slow Learners in Inclusive Elementary School. Journal Educational Management, 8(1), 124–130.

Judiani, S. (2010). Impplemnetasi Pendidikan Karakter di Sekolah Dasar dan Menengah, Kemendiknas. Jurnal Pendidikan Dan Kebudayaan, 16(Pendidikan), 280–288. https://doi.org/https://doi.org/10.24832/jpnk.v16i9.519.

Kesuma, D. (2012). Pendidikan Karakter Kajian Teori dan Praktik di Sekolah. PT Remaja Rosdakarya.

Khabibah, N. (2013). Penanganan Instruksional Bagi Anak Lambat Belajar ( Slow Learner ). Didaktita, 19, 26–32.

Marheni, K. I. (2017). Art therapy bagi anak slow learner. Prosiding Temu Ilmiah Ikatan Psikologi Perkembangan Indonesia, 154–162.

Miltenberger, R. G. (2008). Behavior modification: Principles and Procedures (4th ed.). Thompson Wadsworth.

Mohammad, Thakaa, Z., Mahmoud, & Abeer, M. (2014). Clustering of Slow Learners Behavior for Discovery of Optimal Patterns of Learning. International Journal of Advanced Computer Science and Applications, 5(11), 102–109. https://doi.org/10.14569/ijacsa.2014.051118.

Munawwaroh, A. (2019). Keteladanan Sebagai Metode Pendidikan Karakter. Jurnal Penelitian Pendidikan Islam, 7(2), 141. https://doi.org/10.36667/jppi.v7i2.363.

Muppudathi, G. (2014). Role of Teachers on Helping Slow Learners to Bring Out Their Hidden Skills. Ijsr -International Journal of Scientific Research, 3(2277), 98–99.

Nadia, V., & Fardana, N. A. (2018). Penyesuaian Sosial Siswa Lamban belajar di SMP Inklusi pada Tahun Pertama. Jurnal Psikologi Pendidikan Dan Perkembangan, 07, 1–12.

Nigro-Bruzzi, D., & Sturmey, P. (2010). The Effects of Behavioral Skills Training on Mand Training By Staff and Unprompted Vocal Mands By Children. Journal of Applied Behavior Analysis, 43(4), 757–761. https://doi.org/10.1901/jaba.2010.43-757.

Pratama, F. I. P. ;, Widyastono, H., & Kristiyanto, A. (2020). The Implementation of Character Education for Children with Special Needs in Inclusive School. The Indonesian Conference on Disability Studies and Inclusive Education(ICODIE), 1, 97–109.

Rahmatullah, A. S. (2018). Teaching dan Taouching dalam Perspektif Psikologi Pendidikan Islam. Prosiding Seminar Nasional Pendidikan 2018 Penguatan Pendidikan Karakter Pada Siswa Dalam Menghadapi Tantangan Global, 237–242.

Rofisian, N. (2018). Pendidikan karakter dan Inklusi: Konsep pendidikan pada anak berkebutuhan khusus. Prosiding Konferensi Ilmiah Dasar, 1, 19–25.

Rosales, R., Stone, K., & Rehfeldt, R. A. (2009). The Effects of Behavioral Skills Training on Implementation of the Picture Exchange Communication System. Journal of Applied Behavior Analysis, 42(3), 541–549. https://doi.org/10.1901/jaba.2009.42-541.

Salim, A., Gunarhadi, & Anwar, M. (2015). Pembelajaran Terdiferensiasi bagi Anak Berkebutuhan Khusus di Sekolah Inklusif. UNS Press.

SeemaPandey & Kurian, B. J. (2016). Role o f Teacher ’ s : Helping Slow Learners to Bring out Hidden Skills. IOSR Journal of Research & Method in Education, 6(6), 23–26. https://doi.org/10.9790/7388-0606072326.

Skinner, B. F. (2013). Ilmu Pengetahuan dan Perilaku Manusia. Pustaka Pelajar.

Syam, A., & Amri. (2017). Pengaruh Kepercayaan Diri ( Self Confidence ) Berbasis Kaderisasi Imm Terhadap Prestasi Belajar Mahasiswa. Jurnal Biotek, 5, 87–102. https://doi.org/10.24252/jb.v5i1.3448.

Utami, N. E. B. (2019). Layanan Guru Kelas Bagi Siswa Slow Learner Di Sekolah Inklusi (SD N Bangunrejo 2 Yogyakarta). Al-Bidayah: Jurnal Pendidikan Dasar Islam, 10(2), 271–290. https://doi.org/10.14421/al-bidayah.v10i2.164.

Vasudevan, A. (2017). Slow learners – Causes, problems and educational programmes. International Journal of Appl Ied Research 2017, 3(12), 308–313.

Vidhya, S ; Buveneswari, M. (2014). A Study On Parent Child Relationship Among Slow Learners In Higher Secondary Schools In Tiruchirapalli City. Indian Journal Of Applied Research, 4(12), 49–51.

Ward-Horner, John ; Sturmey, P. (2012). Component Analysis of Behavior Skillstraining In Functional Analysis. Jorunal Behavioral Intervention, 27, 75–92. https://doi.org/10.1002/bin.1339.

Williamson, W. J. (2016). The Case of the Disappearing/Appearing Slow Learner: An Interpretive Mystery. Part Two: Cells of Categorical Confinement. Journal of Applied Hermeneutics, 0(0), 1–59. https://doi.org/10.11575/jah.v0i0.53275.

Yekti, M. C. M., Ratminingsih, N. M., & Dewi, K. . (2019). The Implemantation of Inclusive Education by English Teachers to Teach Slow Learners at SMK Negeri 3 Singaraja. PAI (Journal of Psychology and Instruction), 3(1), 27–36. https://doi.org/http://dx.doi.org/10.23887/jpai.v3i1.20894.

Yusoff, S., Yusoff, R., & Md Noh, N. H. (2017). Blended Learning Approach for Less Proficient Students. SAGE Open, 7(3), 1–8. https://doi.org/10.1177/2158244017723051.

Zakarneh, B., Al-Ramahi, N., & Mahmoud, M. (2020). Challenges of teaching English language classes of slow and fast learners in the United Arab Emirates universities. International Journal of Higher Education, 9(1), 256–269. https://doi.org/10.5430/ijhe.v9n1p256.

Downloads

Published

2021-07-16

Issue

Vol. 10 No. 2 (2021)

Section

Articles

License

Authors who publish with the Jurnal Pendidikan Indnesia agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)