TUGAS POKOK GURU PEMBIMBING KHUSUS (GPK) DI SDN SURABAYA - RAJAB, ABDUL; , BUDIYANTO (Jurnal Pendidikan Khusus, 2018)
ABSTRAKBerdasarkan hasil studi pendahuluan di SDN Babatan V/460 Surabaya menunjukkan ada 61 siswa ABK dengan berbagai ketunaan yang tersebar di kelas satu sampai kelas enam. Sedangkan, hanya ada 6 GPK yang menangani siswa ABK tersebut. Setiap GPK mendampingi tidak kurang dari 8-12 siswa ABK dalam setiap kelas. Hal ini menunjukkan ketidak seimbangan antara jumlah siswa ABK dengan jumlah GPK. Sehingga kondisi ini penting untuk diteliti lebih lanjut tentang tugas pokok GPK. Tujuan penelitian ini adalah untuk mendeskripsikan tugas pokok GPK di SDN Babatan V/460 Surabaya, yaitu membangun sistem koordinasi dan kolaborasi antar dan inter tenaga pendidikan dan kependidikan, serta masyarakat; membangun jejaring kerja antar lembaga; melaksanakan case conference (bedah kasus); menyusun instrumen asesmen akademik dan nonakademik; menyusun program pembelajaran individual bagi peserta didik berkebutuhan khusus; menyusun program layanan kompesatoris bagi peserta didik berkebutuhan khusus; melaksanakan pendampingan dan/atau pembelajaran akademik bagi peserta didik berkebutuhan khusus; memberikan bantuan layanan khusus bagi peserta didik berkebutuhan khusus berupa remidi ataupun pengayaan; melaksanakan pembelajaran khusus di ruang sumber bagi peserta didik yang membutuhkan; melaksanakan layanan kompesatoris sesuai dengan kebutuhan khusus peserta didik; memberikan bimbingan secara berkesinambungan dan membuat catatan khusus kepada peserta didik berkebutuhan khusus. Penelitian ini menggunakan metode penelitian kualitatif dengan jenis penelitian deskriptif kualitatif. Penelitian ini mendeskripsikan tugas pokok GPK yang ada di SDN Babatan V/460 Surabaya. Data dikumpulkan melalui metode wawancara, observasi langsung, dan dokumentasi. Selanjutnya, data disajikan secara utuh, diinterpretasikan oleh peneliti, dianalisis dengan mereduksi data dan verifikasi data. Berdasarkan hasil penelitian dari sebelas tugas pokok GPK yang ada dalam buku pedoman penyelenggaraan pendidikan inklusi menunjukkan bahwa aspek membangun sistem koordinasi dan kolaborasi antar tenaga pendidikan dan kependidikan, aspek menyusun instrumen asesmen akademik dan nonakademik, aspek menyusun program pembelajaran individual, aspek melaksanakan pendampingan dan/atau pembelajaran akademik, aspek melaksanakan pembelajaran khusus di ruang sumber, aspek membuat catatan khusus, telah dilaksanakan oleh GPK. Kemudian, aspek menyusun program layanan kompesatoris dan aspek memberikan pengayaan bagi peserta didik berkebutuhan khusus belum dilakukan oleh GPK. Simpulan dari penelitian ini adalah 90% tugas pokok GPK berdasarkan Buku Pedoman Umum Penyelenggaraan Pendidikan Inklusif Tahun 2011 telah dilaksanakan oleh GPK di SDN Babatan V/460 Surabaya. Kata kunci: GPK, asesmen, PPI, pendampingan akademik.ABSTRACT Based on the results of a preliminary study at SDN Babatan V / 460 Surabaya, there were 61 students with special needs with various disabilities who were scattered in the first to sixth grades. Whereas, there are only 6 special tutors who handle students with special needs. Each special tutor mentor not less than 8-12 students with special needs in each class. This shows an imbalance between the number of students with special needs and the number of special tutors. So this condition is important to be investigated further about the main task of the special tutor teacher. The purpose of this study was to describe the main tasks of special tutors at the SDN Babatan V / 460 Surabaya, namely to establish a system of coordination and collaboration between and among education and education personnel, as well as the community; build networks between institutions; carry out a case conference (case surgery); compile instruments for academic and non-academic assessment; preparing individual learning programs for students with special needs; compile a comparative service program for students with special needs; carry out mentoring and / or academic learning for students with special needs; provide special services for students with special needs in the form of remedies or enrichment; carry out special learning in the resource room for students who need it; carry out comparative services in accordance with the special needs of students; provide continuous guidance and make special notes to students with special needs. This study uses qualitative research methods with qualitative descriptive research. This study describes the main tasks of special tutor teachers at the SDN Babatan V / 460 Surabaya. Data is collected through interview methods, direct observation, and documentation. Furthermore, the data is presented in full, interpreted by researchers, analyzed by reducing data and verifying data. Based on the results of the research of the eleven main duties of the special counselor teacher in the implementation of inclusive education shows that the aspect of building a system of coordination and collaboration between education and education personnel, aspects of preparing academic and non-academic assessment instruments, aspects of individualized learning programs, aspects of mentoring and / or academic learning, aspects of carrying out specific learning in the source room, aspects of making special notes, have been carried out by special tutors. Then, the aspect of preparing a comparative service program and providing enrichment aspects for students with special needs have not been carried out by special tutors. The conclusions from this study are that 90% of the main task of a special mentor teacher based on the General Guidelines Book for the Implementation of 2011 Inclusive Education has been carried out by a special tutor at the SDN Babatan V / 460 Surabaya. Keywords: special tutor teacher, assessment, individual learning program, academic assistance.