STRATEGI PEMBELAJARAN OPERASI HITUNG PADA SISWA TUNANETRA KELAS IV SLB NEGERI A PAJAJARAN BANDUNG

Hidayah, (2014) STRATEGI PEMBELAJARAN OPERASI HITUNG PADA SISWA TUNANETRA KELAS IV SLB NEGERI A PAJAJARAN BANDUNG. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian ini bertujuan untuk mengetahui tentang strategi pembelajaran operasi hitung yang sesuai dengan kebutuhan siswa tunanetra. Metode yang digunakan dalam penelitian ini adalah deskriptif dengan pendekatan kualitatif. Subjek penelitian terdiri dari delapan siswa dan guru yang berada di SLB Negeri A Pajajaran Bandung. Teknik pengumpulan data berupa wawancara, observasi, dan studi dokumen. Analisis data dalam penelitian ini dilakukan dengan reduksi data, penyajian data, penarikan kesimpulan dan verifikasi. Hasil penelitian ini menunjukkan bahwa (1) Rencana Pelaksanaan Pembelajaran (RPP) masih menggunakan RPP yang ada di sekolah, alat bantu yang digunakan dalam strategi belajar siswa adalah alat bantu abakus dalam menanamkan konsep operasi hitung bilangan dan belum ada alat bantu yang dimodifikasi dalam belajar siswa. (2) pelaksanaan pembelajaran dalam proses KBM, kegiatan guru harus menyesuiakan dengan kondisi dan kebutuhan siswa tunanetra (stimulus) dan apa yang diekspresikan oleh siswa tunanetra (respons) harus di amati dan diukur. (3) rancangan yang dibutuhkan oleh siswa tentang operasi hitung bilangan bulat menghasilkan jenis alat bantu peraga yang bisa disesuikan dengan kondisi siswa penggunaan sistem baca tulis braille, alat bantu dan bentuk dimodifikasi yang bisa diraba oleh siswa tunanetra kertas yang berukuran 30cm x 20cm yang berbahan dari karton/kertas continous form yang biasa dipakai untuk print Brille. (4) validasi alat bantu melalui expert judgment dari tingkat kualitas isi, tingkat kebutuhan siswa, tingkat kualitas rencana pelaksanaan pembelajaran (RPP) dalam hal memahami konsep bilangan sudah baik dan sesuai. Rekomendasi yang dapat dikemukakan berdasarkan hasil penelitian (1) guru yang mengajar di kelas perlu mengembangan alat bantu/media/sarana prasarana yang dibutuhkan oleh siswa tunanetra. (2) sekolah harus memfasilitasi agar ada waktu khusus untuk menyiapkan perangkat pembelajaran utamanya alat bantu yang bisa di modifikasi digunakan sebagai bahan ajar yang lebih menarik dan interaktif sesuai kebutuhan siswa. The research aimed to find teaching and learning strategies forcounting operation that are appropriate to the needs of visually impaired students. The method employed was descriptive using qualitative approach. The subjects consisted of eight students and teachers at State Special Needs School Children A Pajajaran Bandung. The data were collected through interview, observation, and documentary study. Meanwhile, data analysis in this research was conducted through data reduction, data display, conclusion drawing, and verification. The results of the research demonstrated that: (1) The lesson plans used were still those owned by the school, while the media usedin students’ learning strategies were abacuses, used to teach the concept of number counting operation, and there had been no modified media for student learning process; (2) The instruction given during the teaching and learning activities should suit the conditions and needs of visually impaired students (stimulating) and what expressed by the students (responses) should be observed and measured; (3) The design needed by students for even number counting operation resulted in instructional media suitable to the condition of the students through the use of braille system of writing and reading, teaching aids, and 30x20 cm modified papers that can be touched by students made of carton/continuous form paper that can be used to print braille; and (4) the media validation was done through expert judgement, considered from the quality level of content, the students’ levels of needs, and the quality level of lesson plans in making students understand the concepts of number,which were already assessed as good and appropriate. Some recommendations put forward based on the outcomes of the research are: (1) Teachers teaching in the classroom should develop tools/media/infrastructure needed by visually impaired students; and (2) Schools have to facilitate this by providing special time for teachers to prepare for teaching and learning aids, ultimately modifiable media so that the teaching materials will be more interesting and interactive according to students’ needs.

Item Type: Thesis (S2)
Subjects: Universitas Pendidikan Indonesia > Sekolah Pasca Sarjana > Pendidikan Kebutuhan Khusus S-2
Divisions: Sekolah Pasca Sarjana > Pendidikan Kebutuhan Khusus S-2
Depositing User: DAM STAF Editor
Date Deposited: 27 Feb 2014 03:49
Last Modified: 27 Feb 2014 03:49
URI: http://repository.upi.edu/id/eprint/6777

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