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All Journal Studia Religia: Jurnal Pemikiran dan Pendidikan Islam Academia Open
Isnaini Maulida Rahmawati
Universitas Muhammadiyah Sidoarjo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Physics Social Sciences Other

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Learning Management of Students with Special Needs in Schools Isnaini Maulida Rahmawati; Adi Bandono
Academia Open Vol 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (5686.815 KB) | DOI: 10.21070/acopen.6.2022.2188

Abstract

This research is qualitative research with research subjects including principals, coordinators/responsible for inclusion, special assistant teachers, classroom teachers, GDPK guardians. The research setting is at the Creative School of SD Muhammadiyah 2 Tulangan Sidoarjo. Data collection techniques used are interviews, observation, and documentation. Meanwhile, the data analysis and data interpretation techniques according to Miles and Hubermen are data reduction, data presentation, and conclusion drawing and data verification. The results of this study indicate that: (1) The GDPK learning planning at the Creative School of SD Muhammadiyah 2 Tulangan Sidoarjo has been carried out carefully, starting from needs analysis, recruitment, orientation or FORTASI, mapping or placement of PDBK, prota, prosem, syllabus, RPP, PPI , to the determination of learning media or special educational teaching aids, (2) The organization that has been carried out has been running as expected under the leadership of the Principal who collaborates with relevant stakeholders, in order to achieve effective, efficient and productive criteria, (3) The implementation of GDPK learning has been running quite good and effective by implementing modifications to curriculum content that are tailored to the needs of PDBK, PPI, link books, green books, therapy, and special programs, (4) Monitoring and evaluation of GDPK learning has been running quite well and effectively carried out by the supervisor of the local education office , principals, curriculum coordinators, and h . delivery the results of the development of PDBK to the guardians of students, (5) the obstacles and efforts that have been made in implementing the learning management of PDBK in the Creative School of SD Muhamamadiyah 2 reinforcement Sidoarjo, namely the lack of provision of special assistant teachers, not yet 100% of the fulfillment of media or special educational teaching aids, the existence of the dual role of the classroom teacher before the special assistant teacher.
STRENGTHENING THE ROLE OF SPECIAL SUPERVISORS (GPK) AS A MAIN PILLAR OF SUCCESS OF INCLUSION EDUCATION Isnaini Maulida Rahmawati
Studia Religia : Jurnal Pemikiran dan Pendidikan Islam Vol 5, No 2 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/sr.v5i2.10220

Abstract

This study aims to describe the importance of optimizing the strategic role and the main task of special supervisors (GPK) in inclusive schools. An inclusive school is a formal educational institution that organizes a special education system for children who have limitations and special needs. The implementation of inclusive education can be carried out in general schools by providing a special portion of time for learning by bringing in special mentoring teachers (GPK) who are assigned to guide and provide special services on inclusive education. On the other hand inclusive education can also be held independently in a formal institution with a learning system that is constructed based on the needs of students such as SLB (Extraordinary Schools). The method used in this research is descriptive qualitative research. With this research it is expected to reveal various qualitative information with careful and meaningful analysis-descriptions. Data sources in this study include principals, special supervisors and class teachers. Data collection is done by interview, observation, and documentation. As for the data analysis techniques through the stages of data reduction, data presentation and data analysis. The context of this research is the implementation of inclusive schools in Sidoarjo district for elementary and junior high school levels. The results of the study include (a) Knowing the model of implementing inclusive education in general schools by bringing in special tutors (GPK) (b) The importance of the presence of special tutor teachers (GPK) for the success of inclusive education in accordance with MoNE Regulation No. 70 of 2009.
Co-Authors Adi Bandono