Sutardin AM, - (2006) STRATEGI PEMBELAJARAN PENDIDIKAN JASMANI ADAPTIF BAGI SISWA TUNADAKSA DI SEKOLAH DASAR DALAM SETTING INKLUSI : Studi Kasus Tentang Pembclajaran Pendidikan Jasmani Bagi Siswa Tunadaksa DiSekolah Dasar "A" dan "B" Di Kota Makassar Propinsi Sulawesi Selatan Tahun 2006. S2 thesis, Universitas pendidikan indonesia.
Abstract
Strategi pembelajaran pendidikan jasmani adaptif bagi siswa
tunadaksa di sekolah dasar dalam setting inklusi. Fokus kajian dalam
penelitian ini adalah "Bagaimana pembelajaran Penjas bagi siswa tuna daksa di
SD "A" dan SD "B" di kota Makassar"?. Hal ini di latar belakangi adanya
pergeseran paradigma pemikiran dalam dunia pendidikan kebutuhan khusus yaitu
mengenai pendidikan inklusif dimana semua siswa termasuk siswa tunadaksa
berhak niempeioleh kesempatan pendidikan di sekolah reguler dengan layanan
pendidikan yang berkualitas, berorientasi pada kebutuhan anak.
Pendekatan penelitian ini adalah kualitatif dengan strategi studi kasus
dengan dua kasus. Kasus dalam penelitian ini adalah kelas pembelajaran
pendidikan jasmani yang terdapat siswa tunadaksa. Lokasi penelitian
dilaksanakan di dua sekolah yang melaksanakan pendidikan inklusif.
Pengumpulan data penelitian melalui observasi, wawancara, dan studi
dokumentasi.
Hasil temuan dari penelitian ini, adalah : (1) Pemahaman guru tentang
anak tunadaksa telah ada. Kerjasama dengan pihak-pihak terkait seperti guru
pembimbing khusus dan tenaga profesional lainnya belum terlaksana dengan baik;
(2) Persiapan pembelajaran berpedoman pada kurikulum berbasis kompetensi
2004, tidak mempertimbangkan keberadaan siswa tunadaksa baik rencana
pembelajaran, materi, dan alat/media pembelajaran maupun persiapan penilaian;
(3) Pengelolaan pembelajaran bagi siswa tunadaksa dalam setting kelas, meskipun
adakalanya mendapatkan bimbingan individual dari guru. Ada upaya guru
melibatkan siswa tunadaksa dalam pembelajaran dengan melakukan modifikasi
materi. Untuk materi yang tidak dapat diikuti siswa tunadaksa, diberikan tugas
tambahan/teori. Modifikasi alat/media pembelajaran bagi siswa tunadaksa tidak
dilakukan dengan alasan tidak jauh berbeda dengan siswa lain; (4) Penilaian
pembelajaran siswa tunadaksa tidak dibandingkan dengan siswa-siswa lain; (5)
Siswa tunadaksa kurang tertarik mengikuti pembelajaran Penjas karena materi
lebih banyak praktek dan adanya kekhawatiran akan menyebabkan cedera; dan (6)
Kendala-kendala dalam pembelajaran Penjas bagi siswa tunadaksa ada dua faktor
penyebab yaitu faktor dari diri siswa dan faktor dari luar diri siswa
Berdasarkan hasil temuan, peneliti merekomendasikan : (1) Pihak
sekolah/guru bekerjasama dengan tenaga ahli dan pihak lain dalam mendukung
pembelajaran Penjas di sekolah dasar; (2) Hendaknya guru mengenali dan
mempertimbangkan kebutuhan dan potensi setiap siswa dalam pembelajaran; (3)
Guru Penjas hendaknya dibekali Penjas adaptif sehingga dapat memberikan
pembelajaran yang terbaik bagi setiap siswa; (4) Guru mencari jalan keluar
mengenai permasalahan sehingga siswa tunadaksa dapat terlibat dan berpartisipasi
dalam pembelajaran karena partisipasi dan keterlibatan dalam pembelajaran sesuai
potensinya merupakan harapan dari pelaksanaan pendidikan inklusif; dan (5)
Peneliti selanjutnya diharapkan melakukanfollow up terhadap hasil penelitian ini.
agar dapat memberikan solusi dalam pembelajaran Penjas bagi siswa tunadaksa di
sekolah dasar.
----
The learning Strategy of adaptive sport subject for physically
impairment students at elementary schools in inclusive setting. This study
focuses in "How are the sport subject learning for physically impairment students
at "A" and "B" elementary schools in Makassar"?. The background of this study
is formed by the shift of paradigm in special needs educational world that is about
inclusive education where every students includes the physically impairment
students have right to have educational chance in regular schools with educational
service which has certain quality, oriented in children needs.
This research uses qualitative approach with strategy of study case towards
two cases. The case in this study is learning class of sport subject with involves
physically impairment students. The research is held in two schools which
implement inclusive education. The data are collected through observation,
interview, and study the documentation.
The research findings are : (1) There has been teachers' understanding
about physically impairment students. Cooperation with related parties such as
itinerant teachers (GPK) and other professional staffs have not been implemented
well; (2) Learning preparation based on competence based curriculum 2004,
didn't consider the existence of physically impairment students either in learning
plan, subject matters, and learning tools/media or examining preparation; (3)
Learning management for physically impairment students in class setting,
although sometimes they get individual guidance from teachers. There are efforts
from teachers to involve physically impairment students in learning by modifying
subjects matters. For subject matters which cannot be done by physically
impairment students, they get additional or theory assignments. Learning tools or
media modofication for physically impairment students is made in reason that
they are quite same with other students; (4) The learning evaluation for physically
impairment students isn't compared with other students; (5) Physically
impairment students are less interested in taking part of sport subject because the
subject matters are more in practical and there is worry of being injured; and (6)
The are two factors of obstacles in learning sport subject for physically
impairment students, they are internal and external factors of the students itself.
According to the research findings, the researcher recommends : (1)
Schools or teachers cooperates with experts and other parties in supporting sport
subject in elementary schools; (2) The teachers should know and consider needs
and potency every students in learning; (3) The sport teachers should be provided
with adaptive sport subject so that the teachers can give the best learning for each
students; (4) The teachers should look for ways out of the problems so the
physically impairment students can get involved and take part in learning because
participation and involvement in learning based on their potency are hope from
implementing inclusive education; and (5) The next researchers are hoped to
follow up towards this result in order to give solution for learning sport subject
for physically impairment students in elementary schools
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| Item Type: | Thesis (S2) |
|---|---|
| Uncontrolled Keywords: | Pendidikan jasmani adaptif |
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Kebutuhan Khusus S-2 |
| Depositing User: | anggaizman |
| Date Deposited: | 15 Aug 2022 09:11 |
| Last Modified: | 15 Aug 2022 09:11 |
| URI: | http://repository.upi.edu/id/eprint/75062 |
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