<> "The repository administrator has not yet configured an RDF license."^^ . <> . . . "KOMPETENSI PEDAGOGIK DAN SOSIAL GURU KELAS\r\nDALAM PENDIDIKAN INKLUSI\r\nDI SD NEGERI BALIREJO YOGYAKARTA"^^ . "As for the background of this study is the unavailability of special\r\nmentoringteachers (GPK) in inclusive education organized by SD Negeri Balirejo\r\nso that the learning process is still handled by the clasroom teacher. Besides that,\r\nthe teachers have not received practical training and most of those who are given\r\nthe nature only limited to socialization. Schools and governments, especially those\r\nthat have appointed Balirejo Public Elementary School as an inclusion pilot\r\nschool, should have prepared mentoring for the class teachers. But the reality is\r\nnot available until now. As a result of the unavailability of special mentoring\r\nteachers (GPK) it will ultimately have an impact on student learning processes\r\nand outcomes.\r\nResearch in this thesis refers to the pedagogic and social competencies of\r\nclassroom teachers in inclusive education and takes the title of Pedagogic and\r\nSociaal Competencies of Class Teachers in Inclusive Education in Balirejo Public\r\nElementary School. The purpose of this study is 1) To determine the pedagogic\r\ncompetence of classroom teachers in inclusive education in Balirejo Public\r\nElementary School, 2) To find out the social competence of class teachers in\r\ninclusive in Balirejo Public Elementary School, 3) Want to know the\r\nimplementation of educational inclusion in Balirejo Public Elementary School,\r\nand 4) To find out the learning outcomes of students with special needs at SD\r\nNegeri Balirejo.\r\nBased on the results of the author's research on the pedagogical and social\r\ncompetencies of class teachers in inclusion education at Balirejo Public\r\nElementary School in Yogyakarta, there were several findings found by\r\nresearchers in this study, namely: First, the teacher approaches the ABK child\r\nand positions the ABK children to sit in the front so that they can receive the\r\nlesson well especially for the child who has tuna. Second, the social competence\r\nof class teachers at SD Negeri Balirejo is very good, where the class teacher has\r\nbeen able to identify two students who have indicated their ABK who have never\r\nbeen assessed. The two students fall into the category of \"tuneless\" and \"slow\r\nlearner\". Besides that, the class teacher was able to provide special handling for\r\nthe two students. Where is the one for the tuned child by capturing the child as an\r\nadopted child and even every day he is given pocket money. With the treatment of\r\nthe class teacher, until now the child has changed and even he is seen active in\r\nlearning activities and extracurricular activities. while the slow learner child is\r\ngiven more attention to the persuasive approach to the child and conducts\r\nsocialization in the classroom by explaining the rights and diversity that exists, so\r\nthat they want to get along without discriminating between friends, both\r\nphysically and psychologically. Third, the implementation of inclusive education\r\nin Balirejo Public Elementary School has little to do with education in general,\r\nwhere learning activities are handled by classroom teachers without the\r\nviii\r\nassistance of special staff (GPK) who have academic qualifications in the ABK\r\nfield. But despite the limited ability related to academic qualifications, the class\r\nteacher has been able to identify students without prior assessment. Regarding\r\nABK student admissions, the acceptance is still in slow learner and it has been\r\ndetermined by the Office about what quota will be taken. Fourth, related to the\r\nassessment of the learning outcomes of ABK students, to note that, ABK children\r\ndo not have to be seen from their cognitive abilities, it seems that they are still far\r\nfrom regular students. But in terms of skills, ABK children have the ability to\r\nmake batik. Where, the ABK child is more disciplined, diligent and meticulous\r\nand has better work than regular children. In addition, ABK children in the\r\nschool are also able to carry out other extracurri"^^ . "2018-11-14" . . . . "UIN SUNAN KALIJAGA YOGYAKARTA"^^ . . . "FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA"^^ . . . . . . . . . "NIM. 16204080008"^^ . "J A M I ’ I N"^^ . "NIM. 16204080008 J A M I ’ I N"^^ . . . . . . "KOMPETENSI PEDAGOGIK DAN SOSIAL GURU KELAS\r\nDALAM PENDIDIKAN INKLUSI\r\nDI SD NEGERI BALIREJO YOGYAKARTA (Text)"^^ . . . . . "16204080008_BAB-I_V_DAFTAR-PUSTAKA.pdf"^^ . . . "KOMPETENSI PEDAGOGIK DAN SOSIAL GURU KELAS\r\nDALAM PENDIDIKAN INKLUSI\r\nDI SD NEGERI BALIREJO YOGYAKARTA (Text)"^^ . . . . . "KOMPETENSI PEDAGOGIK DAN SOSIAL GURU KELAS\r\nDALAM PENDIDIKAN INKLUSI\r\nDI SD NEGERI BALIREJO YOGYAKARTA (Other)"^^ . . . . . . 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