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<http://repository.upi.edu/id/eprint/132007> <http://purl.org/dc/terms/title> "PELAKSANAAN PENDIDIKAN JASMANI ADAPTIF BAGI PESERTA DIDIK BERKEBTUHAN KHUSUS DI SLBN BANDUNG BARAT"^^<http://www.w3.org/2001/XMLSchema#string> .
<http://repository.upi.edu/id/eprint/132007> <http://purl.org/ontology/bibo/abstract> "ABSTRAK\r\n\r\nPELAKSANAAN PENDIDIKAN JASMANI ADAPTIF BAGI PESERTA DIDIK BERKEBTUHAN KHUSUS DI SLBN BANDUNG BARAT\r\n\r\nOLEH : MUTHIA NURUL AZMI\r\n(2000325) \r\n\r\nBeragamnya kondisi dan kebutuhan peserta didik berkebutuhan khusus berimplikasi pada kebutuhan pendidikan jasmani adaptif secara individual. Penelitian ini bertujuan untuk mengetahui gambaran pelaksanaan pendidikan jasmani adaptif bagi peserta didik berkebutuhan khusus di SLBN Bandung Barat. Metode yang digunakan yaitu metode deskriptif kualitatif dengan teknik pengumpulan data berupa observasi, wawancara dan studi dokumentasi. Subjek penelitian ini terdiri dari dua guru pendidikan jasmani, guru kelas hambatan majemuk, guru kelas hambatan pendengaran dan guru kelas hambatan penglihatan. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran berupa pembuatan modul ajar dibuat secara umum, dan untuk modifikasinya dilakukan secara langsung di lapangan. Pelaksanaan pendidikan jasmani adaptif dilaksanakan secara klasikal dan individual dengan didampingi oleh guru kelas. Hambatan yang dialami berupa beragamnya kondisi peserta didik saat pelaksanaan secara klasikal serta adanya hambatan komunikasi antara guru dengan peserta didik hambatan pendengaran. \r\n\r\nKata Kunci : penjas adaptif, modifikasi, hambatan pendengaran, hambatan penglihatan, hambatan majemuk\r\n\r\n\r\nStudents with exceptional disabilities have unique demands for adaptive physical educationThis study will discuss how adaptive physical education is implemented for children with special needs at SLBN Bandung Barat. The study adopts a descriptive qualitative approach, with data gathered through observation, interviews, and documentation studies. The participants in this study included two physical education teachers, compound obstacle class teachers, hearing obstacle class teachers, and vision obstacle class teachers. The data revealed that general learning planning took the form of developing instructional modules, with changes made in the field. The class teacher uses adaptive physical education both classically and autonomously. During classical implementation, the class instructor faces challenges such as a wide range of student situations and communication impediments between teachers and students with hearing disabilities. \r\n\r\nKeywords: adaptive PE, modification, hearing impairment, vision impairment, and nultiple impairments."^^<http://www.w3.org/2001/XMLSchema#string> .
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