<![CDATA[Peserta didik dengan hambatan intelektual memerlukan pembelajaran yang konkret, bertahap, dan berulang agar materi dapat diakses sesuai kemampuan adaptifnya. Studi ini bertujuan mendeskripsikan penerapan metode demonstrasi dan drill, respons peserta didik, serta faktor pendukung dan penghambat pembelajaran pada jenjang SDLB, SMPLB, dan SMALB di salah satu SLB Kabupaten Gorontalo. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Data bersumber dari observasi pembelajaran, wawancara guru atau pendamping, dan dokumentasi terhadap tujuh peserta didik serta pendidik yang terlibat. Data dianalisis melalui kondensasi, penyajian, dan penarikan simpulan, disertai triangulasi sumber dan teknik. Hasil menunjukkan bahwa demonstrasi dilaksanakan melalui pemodelan langsung, gambar profesi, alat hitung konkret, praktik membaca Iqro, dan penggunaan komputer. Drill diterapkan melalui pengulangan instruksi singkat, latihan berhitung, membaca, mengingat konsep, dan mengetik secara bertahap. Peserta didik memperlihatkan respons berupa perhatian yang lebih terarah, keberanian menjawab, penyelesaian tugas, dan kebanggaan terhadap hasil kerja. Pelaksanaan pembelajaran didukung media konkret, pendekatan individual, penguatan positif, dan penataan kelas yang aksesibel, tetapi dibatasi oleh rentang perhatian pendek, kejenuhan, variasi emosi, hambatan motorik, dan dukungan keluarga yang belum merata. Kombinasi demonstrasi dan drill mendukung pembelajaran adaptif apabila disertai diferensiasi tugas dan bantuan yang dikurangi secara bertahap. Kata Kunci: metode demonstrasi, drill, hambatan intelektual, pembelajaran adaptif, SLB Abstract Students with intellectual disabilities require concrete, gradual, and repeated instruction so that learning materials are accessible to their adaptive abilities. This study described the implementation of demonstration and drill methods, students’ responses, and supporting and inhibiting factors across primary, junior secondary, and senior secondary levels at a special school in Gorontalo Regency. A descriptive qualitative case-study design was employed. Data were obtained through classroom observations, interviews with teachers or assistants, and documentation involving seven students and the educators who supported them. Data were analyzed through condensation, display, and conclusion drawing, supported by source and technique triangulation. Demonstration was implemented through direct modeling, occupation pictures, concrete counting tools, Iqro reading practice, and computer use. Drill was applied through repeated short instructions and gradual practice in counting, reading, recalling concepts, and typing. Students showed more focused attention, willingness to answer, task completion, and pride in their work. Instruction was supported by concrete media, individualized assistance, positive reinforcement, and accessible classroom arrangements, while short attention spans, boredom, emotional variability, motor difficulties, and uneven family support remained barriers. The combination of demonstration and drill supports adaptive instruction when accompanied by differentiated tasks and gradually faded assistance. Keywords: demonstration method, drill, intellectual disability, adaptive learning, special school]]>
