Science Learning for Slow Learner Students in Indonesia

Izzatin Kamala; Aininu Hana Minhalina

doi:10.21043/thabiea.v5i2.8140

Science Learning for Slow Learner Students in Indonesia

Izzatin Kamala, Aininu Hana Minhalina

Abstract

Inclusive schools are schools that facilitate children with disabilities to learn together with their peers according to their abilities, including science learning. Thus, this study looks at teachers' learning process and science assessment of slow learners. This study uses a qualitative research method with a case study approach. The research subjects were Slow Learner students, class teachers, class assistant teachers, and the Principal of INTIS School Yogyakarta. Data collection techniques using interviews, observation, and documentation. The data validity technique uses data source triangulation and technical triangulation. Data analysis techniques include data reduction, data presentation, and conclusion. Based on the results of the analysis of science learning, the slow learners showed: 1) There was no difference in the Science Learning Implementation Plan, methods, and media for learning Science, both regular and slow learners; 2) Modification of content or material is carried out directly during learning according to the needs of slow learners; 3) The science assessment for slow learners undergoes a modified assessment process different from regular students; 4) In the process of learning and assessing slow learners, receive assistance from accompanying teachers.

Full Text:

PDF

References

Amdany, P., Sularmi, S., & Sriyanto, M. I. (2018). Learning Motivation Of Slow Learner In Elementary School. Social, Humanities, and Educational Studies (SHEs): Conference Series, 1(1). https://doi.org/10.20961/shes.v1i1.23506

Apriyanto, N. (2012). Seluk Beluk Tunagrahita dan Strategi Pembelajarannya. Jogjakarta: Javalitera.

Aziz, A. N., Sugiman, S., & Prabowo, A. (2015). Analisis Proses Pembelajaran Matematika pada Anak Berkebutuhan Khusus (ABK) Slow Learner di Kelas Inklusif. Kreano, Jurnal Matematika Kreatif-Inovatif, 6(2), 111. https://doi.org/10.15294/kreano.v6i2.4168

Azizah, K. N., Ibrahim, M., & Widodo, W. (2018). Process Skill Assessment Instrument: Innovation to measure student’s learning result holistically. Journal of Physics: Conference Series, 947, 12026. https://doi.org/10.1088/1742-6596/947/1/012026

Bell, R. L. (2008). Teaching the Nature of Science Through Process Skills: Activities for Grades 3-8. Allyn & Bacon.

Creamer, E. G. (2018). An Introduction to Fully Integrated Mixed Methods Research. SAGE Publications.

Edwards, F. (2013). Quality assessment by science teachers: Five focus areas. Science Education International, 24(2), 212–226.

Gardner, J. (2006). Assessment and Learning. SAGE.

Ghony, M. D., & Almanshur, F. (2016). Metode Penelitian Kualitatif. Ar-Ruz Media.

Hartini, A., Widyaningtyas, D., & Mashluhah, M. I. (2017). Learning strategies for slow learners using the project based learning model in primary school. JPI (Jurnal Pendidikan Inklusi), 1(1), 29. https://doi.org/10.26740/inklusi.v1n1.p29-39

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1). https://doi.org/10.1186/s40594-016-0046-z

Khabibah, N. (2017). Penanganan instruksional bagi anak lambat belajar (slow learner). DIDAKTIKA: Jurnal Pemikiran Pendidikan, 19(2), 26–32.

Khaira, U., & Herman, T. (2020). Assessment processes for slow learners in mathematics learning. Journal of Physics: Conference Series, 1521(3), 32097. https://doi.org/10.1088/1742-6596/1521/3/032097

Khiyarusoleh, U. (2019). Peran orangtua dan guru pembimbing khusus kepada anak berkubutahan khusu (slow learner) di SD Negeri 5 Arcawinangun. Jurnal Selaras : Kajian Bimbingan Dan Konseling Serta Psikologi Pendidikan, 2(1), 1–10. https://doi.org/10.33541/sel.v2i1.998

Lederman, N. G., & Lederman, J. S. (2019). Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again? Disciplinary and Interdisciplinary Science Education Research, 1(1). https://doi.org/10.1186/s43031-019-0002-0

Maftuhatin, L. (2014). Evaluasi Pembelajaran Anak Berkebutuhan Khusus (ABK) di Kelas Inklusif di SD PLUS darul ’Ulum Jombang". Jurnal Studi Islam, 6(2).

Marheni, A. K. I. (2017). Art therapy bagi anak slow learner. Prosiding Temu Ilmiah Nasional X Ikatan Psikologi Perkembangan Indonesia, 1.

Martin, D. J. (2008). Elementary Science Methods: A Constructivist Approach. Cengage Learning.

Ministry of Education and Culture. (2013). 2013 Curriculum Training Materials.

Ministry of Education and Culture. (2016). Regulation of the Minister of Education and Culture Number 21 of 2016 concerning Content Standards for Elementary and Secondary Education.

Mulyeni, T., Jamaris, M., & Supriyati, Y. (2019). Improving Basic Science Process Skills through Inquiry-Based Approach in Learning Science for Early Elementary Students. Journal of Turkish Science Education, 16(2), 187–201.

Novitasari, N., Lukito, A., & Ekawati, R. (2018). Slow Learner Errors Analysis in Solving Fractions Problems in Inclusive Junior High School Class. Journal of Physics: Conference Series, 947, 12035. https://doi.org/10.1088/1742-6596/947/1/012035

Nugroho, I. A., & Prasetyo, Z. K. (2019). How to make slow learners learn science. Journal of Physics: Conference Series, 1321(3), 32092. https://doi.org/10.1088/1742-6596/1321/3/032092

Oyinloye, O. M., & Imenda, S. N. (2019). The Impact of Assessment for Learning on Learner Performance in Life Science. EURASIA Journal of Mathematics, Science and Technology Education, 15(11). https://doi.org/10.29333/ejmste/108689

Prastowo, A. (2014). Metode Penelitian Kualitatif dalam Perspektif Penelitian. Ar-Ruzz Media.

Pratiwi, H. Y., Malo, K. D., Rachman, I., Hamidah, I., Permanasari, A., Abdullah, A. G., & Hudha, M. N. (2020). Analysis of the Science Concept Understanding of Inclusive Students in Junior High Schools. SEJ (Science Education Journal), 4(1), 43–61. https://doi.org/10.21070/sej.v4i1.833

Rustaman, N. Y. (2017). Assessment in science education. Journal of Physics: Conference Series, 895(1), 12141.

Shepard, L. A. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189x029007004

Sugiyono. (2015). Metode penelitian pendidikan: (pendekatan kuantitatif, kualitatif dan R & D).

Suprihatiningrum, J. (2021). Pengalaman Sekolah Penyelenggara Pendidikan Inklusif dalam Menyediakan Pembelajaran Sains. INKLUSI, 8(2), 123–136. https://doi.org/10.14421/ijds.080203

Suryadinata, N., & Farida, N. (2016). Analisis Proses Berpikir Anak Berkebutuhan Khusus (ABK) Dalam Menyelesaikan Masalah Matematika Di SMP Inklusi Kota Metro (Studi Kasus pada Siswa Tunagrahita Ringan). AKSIOMA Journal of Mathematics Education, 5(1). https://doi.org/10.24127/ajpm.v5i1.470

Tarnoto, N. (2016). Permasalahan-Permasalahan yang Dihadapi Sekolah Penyelenggara Pendidikan Inklusi Pada Tingkat SD. HUMANITAS, 13(1), 50. https://doi.org/10.26555/humanitas.v13i1.3843

Therrien, W. J., Taylor, J. C., Hosp, J. L., Kaldenberg, E. R., & Gorsh, J. (2011). Science Instruction for Students with Learning Disabilities: A Meta-Analysis. Learning Disabilities Research & Practice, 26(4), 188–203. https://doi.org/10.1111/j.1540-5826.2011.00340.x

Triani, N., & Amir. (2016). Pendidikan Anak Berkebutuhan Khusus Lamban Belajar (Slow Learner). PT Luxima Metro Media.

Triyanto, T., & Permatasari, D. R. (2016). Pemenuhan Hak Anak Berkebutuhan Khusus Di Sekolah Inklusi. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 25(2), 176–186. https://doi.org/10.17977/um009v25i22016p176

Utami, N. E. B. (2018). Layanan Guru Kelas Bagi Siswa Slow Learner Di Sekolah Inklusi (SD N Bangunrejo 2 Yogyakarta). Al-Bidayah: Jurnal Pendidikan Dasar Islam, 10(2), 271–290. https://doi.org/10.14421/al-bidayah.v10i2.164

Wirawan. (2011). Evaluasi: Teori, Model, Standar, Aplikasi dan Profesi. Rajawali Press.

Yogyakarta City Education Office. (2014). Decree from the Yogyakarta City Education Office in 2014 number 188/661 regarding Inclusive Education Organizer Schools or SPPI. Yogyakarta City Education Office.

Yogyakarta City Education Office. (2016). Yogyakarta City Education Office Decree 2016 Regarding Designation of Yogyakarta City Inclusive Schools.

Amdany, P., Sularmi, S., & Sriyanto, M. I. (2018). Learning motivation of slow learner in elementary school. Social, Humanities, and Educational Studies (SHEs): Conference Series, 1(1). https://doi.org/10.20961/shes.v1i1.23506

Apriyanto, N. (2012). Seluk Beluk Tunagrahita dan Strategi Pembelajarannya. Jogjakarta: Javalitera.

Bell, R. L. (2008). Teaching the Nature of Science Through Process Skills: Activities for Grades 3-8. Allyn & Bacon.

Creamer, E. G. (2018). An Introduction to Fully Integrated Mixed Methods Research. SAGE Publications.

Edwards, F. (2013). Quality assessment by science teachers: Five focus areas. Science Education International, 24(2), 212–226.

Gardner, J. (2006). Assessment and Learning. SAGE.

Ghony, M. D., & Almanshur, F. (2016). Metode Penelitian Kualitatif. Ar-Ruz Media.

Hartini, A., Widyaningtyas, D., & Mashluhah, M. I. (2017). Learning Strategies For Slow Learner Using The Project Based Learning Model In Primary School. JPI (Jurnal Pendidikan Inklusi), 1(1), 29. https://doi.org/10.26740/inklusi.v1n1.p29-39

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1). https://doi.org/10.1186/s40594-016-0046-z

Khabibah, N. (2017). Penanganan instruksional bagi anak lambat belajar (slow learner). DIDAKTIKA: Jurnal Pemikiran Pendidikan, 19(2), 26–32.

Khaira, U., & Herman, T. (2020). Assessment processes for slow learners in mathematics learning. Journal of Physics: Conference Series, 1521(3), 32097. https://doi.org/10.1088/1742-6596/1521/3/032097

Khiyarusoleh, U. (2019). Peran Orang Tua dan Guru Pembimbing Khusus Kepada Anak Berkebutuhan Khusus (Slow Learner) Di SD Negeri 5 Arcawinangun. Jurnal Selaras : Kajian Bimbingan Dan Konseling Serta Psikologi Pendidikan, 2(1), 1–10. https://doi.org/10.33541/sel.v2i1.998