<![CDATA[ABSTRACT Science learning in inclusive elementary schools requires instructional strategies that accommodate the learning needs of students with special educational needs to ensure effective learning. However, the implementation of science instruction for students with special needs remains challenging, particularly in adapting learning materials and classroom practices. This study aimed to describe the implementation of science learning for students with special educational needs at MI Alkhairaat Toro Village, Kulawi District, Sigi Regency. The study employed a qualitative approach using a descriptive research design. Data were collected through interviews and documentation involving the principal and classroom teachers and were analyzed through the stages of data collection, data display, and conclusion drawing. The findings revealed that science learning was implemented through planning, implementation, and evaluation stages. Teachers used the same lesson plans as those for regular students but adapted the delivery of learning materials by using simple language, concrete examples, and visual learning media. During the implementation stage, teachers applied interactive discussions, demonstrations, and hands-on activities to improve students' understanding. Evaluation was conducted through observation, question-and-answer sessions, assignments, and practical activities. The main challenges included differences in students' learning abilities and limited teacher time for individualized assistance. The study concludes that science learning for students with special educational needs in the slow learner category has been implemented adaptively; however, it has not yet been supported by formally modified curricula and instructional materials. ABSTRAK Pembelajaran IPA pada satuan pendidikan inklusif memerlukan strategi yang mampu mengakomodasi kebutuhan belajar murid berkebutuhan khusus agar proses pembelajaran berlangsung secara optimal. Namun, implementasi pembelajaran IPA bagi murid berkebutuhan khusus di sekolah dasar masih menghadapi berbagai tantangan, terutama dalam penyesuaian perangkat pembelajaran dan pelaksanaan pembelajaran di kelas. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran IPA bagi murid berkebutuhan khusus di MI Alkhairaat Desa Toro, Kecamatan Kulawi, Kabupaten Sigi. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif. Data diperoleh melalui wawancara dan dokumentasi yang melibatkan kepala sekolah dan guru kelas, kemudian dianalisis melalui tahapan pengumpulan data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran IPA meliputi tahap perencanaan, pelaksanaan, dan evaluasi. Guru menggunakan perangkat pembelajaran yang sama dengan siswa reguler, namun melakukan penyesuaian dalam penyampaian materi melalui penggunaan bahasa sederhana, contoh konkret, serta media visual. Pada tahap pelaksanaan, guru menerapkan strategi berupa diskusi interaktif, demonstrasi, dan praktik langsung untuk meningkatkan pemahaman murid. Evaluasi dilakukan melalui observasi, tanya jawab, pemberian tugas, dan praktik. Kendala yang dihadapi meliputi perbedaan kemampuan belajar murid dan keterbatasan waktu guru dalam memberikan pendampingan individual. Penelitian ini menyimpulkan bahwa pembelajaran IPA bagi murid berkebutuhan khusus kategori slow learner telah dilaksanakan secara adaptif, namun belum didukung oleh modifikasi kurikulum dan perangkat pembelajaran yang disusun secara formal.]]>
