Profil Pendidikan Inklusif terhadap Kemampuan Pemecahan Masalah Matematis Peserta Didik Slow Learner

Yeci Mey Linda; Hella Jusra

doi:10.24176/anargya.v4i2.6365

Profil Pendidikan Inklusif terhadap Kemampuan Pemecahan Masalah Matematis Peserta Didik Slow Learner

Yeci Mey Linda
Hella Jusra

Abstract

This study aims to determine the profile of inclusive education in regular schools, based on policies for implementing inclusive education in every school since PPDB in 2019, as well as the mathematical problem solving abilities of slow learner inclusive students. The research method used in this research is a case study qualitative research method, where the researcher examines in depth the profile of inclusive education in the research area, the mathematical problem solving ability of slow learner students. The study was conducted at SMA Negeri 96 Jakarta, with two slow learner participants sitting in class XI MIPA, namely the first participant (SN) and the second participant (DR). Data collection techniques were carried out by observation, interviews and documentation. Data analysis before the research was conducted was used by researchers to determine slow learner participants and the place of research. analysis when the research was conducted using the Miles and Huberman model, namely data reduction, data presentation and conclusion drawing. The validity of the data was checked by data triangulation, source triangulation and time triangulation. The results of the study show that inclusive education for slow learners in regular schools is the same as regular education, there are no modifications in terms of curriculum or question instruments, as well as completeness standards. The mathematical problem solving ability of slow learner students is in the moderate to low range, this is based on the difficulty of slow learners in making mathematical models.

Keywords

Inclusive Education, Mathematical Problem Solving Ability, Slow Learner

Full Text:

PDF (Bahasa Indonesia)

References

Arafani, E. L., Herlina, E., & Zanthy, L. S. (2019). Peningkatan kemampuan memecahkan masalah matematik siswa smp dengan pendekatan kontekstual. 03(02), 323–331.

Armeth, A., & Al, D. (2019). Pendidikan Inklusif Sebagai Gebrakan Solutif “ Education for All .” 11(April), 45–66.

Aziz, A. N., Sugiman, S., & Prabowo, A. (2016). Analisis Proses Pembelajaran Matematika pada Anak Berkebutuhan Khusus (ABK) Slow Learner di Kelas Inklusif. Kreano, Jurnal Matematika Kreatif-Inovatif, 6(2), 111. https://doi.org/10.15294/kreano.v6i2.4168

Borah, R. R. (2013). Slow Learners: Role of Teachers and Guardians in Honing their Hidden Skills. International Journal of Educational Planning & Administration, 3(2), 139–143. http://www.ripublication.com/ijepa.htm

Cahdriyana, R. A., & Setyorini, R. (2019). Tingkat Kreativitas Slow Learners dalam Memecahkan Masalah Matematika. Jurnal Pendidikan Matematika, 4(1), 1–14.

Ita, E. (2019). Jurnal Ilmiah Pendidikan Citra Bakti. 6, 186–195. https://doi.org/10.5281/zenodo.3551972

Jannah, U. R., Saleh, H., & Wahidah, A. (2019). Scaffolding untuk Pembelajaran Matematika di Kelas Inklusi. 2682, 61–72.

Kemendikbud. (2017). sekolah Inklusi dan Pembangunan SLB dukung Pendidikan Inklusi. Www.Kemendikbud.Go.Id.

Kumari, A., & Vyas, C. (2020). Challenges Faced by Slow Learners in Mathematics at Primary Level of Education. Journal of Xi’an University of Architecture & Technology, 12(3), 4639–4644. http://www.xajzkjdx.cn/gallery/430-mar2020.pdf

Kustawan, D., & Hermawan, B. (2013). Model Implementasi Pendidikan Inklusif Ramah Anak. PT. LUXIMA METRO MEDIA.

Kustawan, D. (2012). Pendidikan Inklusif & Upaya Implementasinya. Team Redaksi Luxima (ed.); 1st ed. PT. Luxima Metro Media.

Labuem, S. (2019). Proses Berpikir Anak Berkebutuhan Khusus (Slow Learner) di Kelas Inklusi dalam Memecahkan Masalah Matematika. 2(2010), 43–50.

Malang, U. N. (2019). Arah Baru dalam Pengembangan Pendidikan Nasional. UM Channel.

Muh. Fitrah & Luthfiyah. (2017). Metodologi Penelitian ; Penelitian Kualitatif,Tindak Kelas & Studi Kasus (Ruslan dan Moch. Mahfud Effendi (ed.); 1st ed.). CV Jejak.

Triani, N. A. (2013). Pendidikan Anak Berkebutuhan Khusus Lamban Belajar (Slow Learner). (T. R. Luxima (ed.); 1st ed.). PT. LUXIMA METRO MEDIA.

Novitasari, N., Lukito, A., & Ekawati, R. (2018). Slow Learner Errors Analysis in Solving Fractions Problems in Inclusive Junior High School Class. Journal of Physics: Conference Series, 947(1). https://doi.org/10.1088/1742-6596/947/1/012035

Pidie-aceh, U. J. G., Burais, F. F., Pidie-aceh, U. J. G., & Burais, F. F. (2019). Penerapan Pendekatan Problem Solving. 11(1), 82–95.

Rinaldi, E., & Afriansyah, E. A. (2019). Perbandingan Kemampuan Pemecahan Masalah Matematis Siswa antara Problem Centered Learning dan Problem Based Learning. 3(1), 9–18.

Roza, A., & Rifma, R. (2020). Perencanaan Pembelajaran Anak Berkebutuhan Khusus Dalam Manajemen Sekolah Inklusif. Jurnal Kajian Pendidikan Dasar, 5.

Salam, A., Pariaman, P., Orde, M., Revitalisasi, D., Sawahlunto, K., Tambang, K., Kota, M., Tambang, W., Pada, B., Sosial, K., Masyarakat, E., Sawahlunto, K., Fitriani, E., Masyarakat, P., Pembangunan, D., Pinang, E. S., Pesisir, K., Sumatera, S., Materi, P., … Sekolah-pjas, P. J. A. (n.d.). No Title.

Septiana, F. & Rahmawati, T. (2019). Identifikasi Pengaruh Minat Belajar dengan Hasil Belajar Tematik Siswa Slow Learner di SD Inklusi Kota Bandung. 3, 1–5.

Setiawan, N. (2013). Menggagas Pendidikan Bermakna bagi Anak yang lamban Belajar (Slow Learner) (Qoni (ed.); 1st ed.). Grup Relasi Inti Media.

Sugiyono. (2016). Metode Penelitan Kuantitatif, kualitatif dan R&D. In Bandung: Alfabeta.

Wulandari, S., & Prasetyaningrum, S. (2018). Media Stamp Game untuk Meningkatkan Kemampuan Berhitung Anak Slow Learner di Sekolah Dasar. Psympathic : Jurnal Ilmiah Psikologi, 5(2), 131–148. https://doi.org/10.15575/psy.v5i2.2977

Yusuf, M. (2014). METODE PENELITIAN Kuantitatif, Kualitatif, dan Penelitian Gabungan (Suwito (ed.); 1st ed.). KENCANA divisi dari PRANADAMEDIA Group.

DOI: https://doi.org/10.24176/anargya.v4i2.6365