<![CDATA[Tujuan penelitian ini adalah untuk mengetahui profil pembelajaran matematika pada anak berkebutuhan khusus ragam lamban belajar atau lebih dikenal sebagai slow learner. Penelitian ini menggunakan pendekatan kualitatif metode studi kasus. Subjek penelitian ini adalah salah satu siswa slow learner di kelas inklusif SMP Garuda Cendekia Jakarta. Teknik pengumpulan data penelitian ini menggunakan metode wawancara semi-terstruktur. Validitas data dilakukan dengan menggunakan teknik triangulasi sumber. Teknik analisis data dilakukan melalui jalur reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Berdasarkan analisis data diperoleh hasil: (1) kurikulum yang digunakan slow learner disamakan dengan kurikulum reguler, tetapi dilakukan adaptasi kurikulum berupa modifikasi, (2) penggunaan model maupun metode pembelajaran di kelas inklusif disamakan antara slow learner dengan siswa reguler tanpa penyusunan program pembelajaran individual, tetapi pelaksanaannya dilakukan dengan memperhatikan karakteristik slow learner, dan (3) kegiatan evaluasi dilakukan melalui tes tertulis yang disusun oleh guru mata pelajaran yang kemudian dilakukan penyesuaian oleh guru pembimbing khusus berdasarkan model modifikasi. Kata kunci: pembelajaran matematika, anak berkebutuhan khusus, slow learner, inklusif, modifikasi. ABSTRACT This study aimed for unveiling mathematics-learning process of different abilities students in slow learning spectrum. This study used a qualitative approach by case study method. The subject of this research was one of SMP Garuda Cendekia’s students with slow learning spectrum. The data were collected through the method of semi-structured interviews. The data was validated by using data triangulation technique. The data then was analyzed through flows of activity: data reduction, data display, and conclusion drawing/verification. The results were: (1) The curriculum used by the teacher for the research subject was the general curriculum, modified to cater the needs of the subject research, (2) the learning model and method for the subject research did not differ from the other students and was applied by considering the research subject’s characteristic without the need of planning an individualized education program, and (3) written test was used as means of evaluation that was arranged by the mathematics subject teacher after being accommodated by the special education teachers based on the modified model. Keywords: mathematics learning, different abilities, slow learner, inclusive, modifications.]]>
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