IMPLEMENTASI MODEL PEMBELAJARAN BERBASIS INKLUSIF PADA USIA TAMAN
KANAK-KANAK di KOTA METRO LAMPUNG
(Studi Kasus di TK Inklusi Darroll Datha Metro Lampung)
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Institusion
Universitas Muhammadiyah Metro
Author
Qotimah, Iik Ragilia
Subject
Pendidikan
Datestamp
2024-01-02 08:04:05
Abstract :
All students deserve quality education without exception, as well as children with special needs. Children with special needs are children who have abnormalities or obstacles in learning so that special learning services are needed. One form of education for children with special needs is an inclusive-based learning model. The inclusive-based learning model not only transfers children with special needs into regular schools but there are several things that need to be prepared such as the procurement of assessments, curriculum, and resources. This study aims to determine the implementation of the assessment carried out in schools, to find out the lattice of the inclusivebased learning model curriculum instruments, to find out the available resources, to know and explain the implementation of the inclusive-based learning model to the cognitive development of children with special needs at the age of kindergarten. The research method used is descriptive qualitative. Based on the results of the study, it was found that so far schools have carried out assessments for children with special needs, but the assessment instruments used have not been validated. The curriculum used today is still adapting the national curriculum so that the lattice of the inclusive-based learning model curriculum instrument is not yet available. The available resources consist of classroom teachers and special assistant teachers who have academic qualifications and teacher competencies. The implementation of the inclusive-based learningmodel has a positive impact on the cognitive development of children with special needs. This is shown in the results of the assessment reports of the four children with special needs who experienced an increase, namely children with mental retardation with an initial score of 25% to 38%, children with ADHD 57% to 75%, Autism 36% to 53% and 0% to 7%. Thus the implementation of an inclusive-based learning model at Darroll Datha Inclusion Kindergarten Metro Lampung has a good influence on the cognitive development of children with special needs.
All students deserve quality education without exception, as well as children with special needs. Children with special needs are children who have abnormalities or obstacles in learning so that special learning services are needed. One form of education for children with special needs is an inclusive-based learning model. The inclusive-based learning model not only transfers children with special needs into regular schools but there are several things that need to be prepared such as the procurement of assessments, curriculum, and resources. This study aims to determine the implementation of the assessment carried out in schools, to find out the lattice of the inclusivebased learning model curriculum instruments, to find out the available resources, to know and explain the implementation of the inclusive-based learning model to the cognitive development of children with special needs at the age of kindergarten. The research method used is descriptive qualitative. Based on the results of the study, it was found that so far schools have carried out assessments for children with special needs, but the assessment instruments used have not been validated. The curriculum used today is still adapting the national curriculum so that the lattice of the inclusive-based learning model curriculum instrument is not yet available. The available resources consist of classroom teachers and special assistant teachers who have academic qualifications and teacher competencies. The implementation of the inclusive-based learningmodel has a positive impact on the cognitive development of children with special needs. This is shown in the results of the assessment reports of the four children with special needs who experienced an increase, namely children with mental retardation with an initial score of 25% to 38%, children with ADHD 57% to 75%, Autism 36% to 53% and 0% to 7%. Thus the implementation of an inclusive-based learning model at Darroll Datha Inclusion Kindergarten Metro Lampung has a good influence on the cognitive development of children with special needs.
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