Implementasi pembelajaran PPKn pada kelas inklusi  (Studi kasus di SMK Negeri 5 Mataram)

Andini Syafira; Lalu Sumardi; Sawaludin Sawaludin; Muh Zubair

doi:10.21009/jimd.v24i1.49744

Authors

Andini Syafira Universitas Mataram
Lalu Sumardi Universitas Mataram
Sawaludin Sawaludin Universitas Mataram
Muh Zubair Universitas Mataram

DOI:

https://doi.org/10.21009/jimd.v24i1.49744

Keywords:

diferensiasi, kelas inklusi, peer teaching, pembelajaran PPKn

Abstract

Di kelas inklusi memungkinkan peserta didik berkebutuhan khusus belajar bersama dengan peserta didik yang normal dan diperlakukan sama dalam proses pengimplementasian pembelajaran PPKn. Namun perlu diperhatikan dan kita sadari bahwa kecepatan belajar peserta didik normal dengan peserta didik berkebutuhan khusus itu berbeda, karena pada peserta didik berkebutuhan khusus dari sisi psikologisnya kemampuan belajarnya yang lebih lama dibandingkan dengan kecepatan belajar peserta yang normal. Sehingga dampak dari kelas inklusi adalah ada peserta didik yang ditinggalkan dan peserta didik meninggalkan dalam proses pembelajaran PPKn.Penelitian ini menggunakan pendekatan kualitatif dengan penelitian jenis studi kasus dengan menggunakan beberapa tekhnik pengumpulan data diantaranya yaitu observasi dan wawancara selanjutnya dianalisis dengan teknik analisis data kondensasi data, display data, dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa implementasi pembelajaran PPKn dikelas inklusi SMKN 5 Mataram melalui tiga tahapan yaitu perencanaan pembelajaran, pelaksanaan pembelajaran, dan evaluasi pembelajaran. Proses implementasi pembelajaran PPKn dikelas inklusi SMKN 5 Mataram menggunakan kurikulum merdeka dengan pendekatan diferensiasi yaitu pendekatan yang disesuaikan dengan keadaan peserta didik dan didukung dengan metode peer teaching (tutor teman sebaya). Dalam implementasi Pembelajaran PPKn di kelas inklusi SMKN 5 Mataram terdapat faktor pendukung dan penghambat yang dihadapi. Upaya dalam mengatasi tantangan yang ada yaitu (a) Lingkungan belajar (b) Modifikasi proses pembelajaran, dan (c) Kerja sama dengan semua aktor dalam kelas inklusi.

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