%0 Thesis
%9 Masters
%A Maya Rahma Sarita, NIM.: 22204081030
%B FAKULTAS ILMU TARBIYAH DAN KEGURUAN
%D 2024
%F digilib:67149
%I UIN SUNAN KALIJAGA YOGYAKARTA
%K Science, Technology, Engeneering, Art, and, Math (STEAM). Pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS), Anak Berkebutuhan Khusus (ABK).
%P 140
%T ANALISIS PENERAPAN STEAM PADA KURIKULUM MERDEKA DALAM PEMBELAJARAN IPAS UNTUK SISWA ABK KELAS IV DI SEKOLAH INKLUSI SD NEGERI GIWANGAN
%U https://digilib.uin-suka.ac.id/id/eprint/67149/
%X The independent curriculum provides new challenges for teachers by emphasizing creative and innovative learning. IPAS learning is a new learning that has not existed in the previous curriculum, making it a challenge for teachers to be able to choose appropriate learning approaches and methods to achieve learning objectives. The combination of natural science and social science makes teachers of SD Negeri Giwangan use Science, Technology, Engineering, Art, and, Math (STEAM) as an approach in learning IPAS for students with special needs.  The purpose of this study is to describe how the planning, application, and impact of STEAM in the independent curriculum in learning IPAS for students with disabilities at a primary school organizing inclusive education (SD Negeri Giwangan). This research is a descriptive qualitative field research. The subjects in this study were class IV teachers of IPAS subjects and special assistant teachers. The data collection technique used interviews, observation and documentation.  The results of this study indicate that first, the planning of the STEAM approach in IPAS learning both for deaf students, slow learner students, and regular students is made the same in the form of teaching modules tailored to learning materials. Second, the application of the STEAM approach in IPAS learning for deaf students by prioritizing the front seat position to make it easier to see the teacher's lip movements, the teacher assists in strengthening the visual sense in deaf students, and the teacher forms a group in a hitrogen so that there is peer involvement. Next for slow learner students: class teachers collaborate with special assistant teachers in terms of conditioning and motivating slow learner students to always be enthusiastic in working on moving spiral paper project assignments related to energy transformation material, and if there are difficulties, the teacher gives slow learner students the opportunity to ask and repeat back to strengthen the concept of energy transformation material. As for regular students, the teacher still accompanies, but assistance is provided if there are students who find it difficult in the learning process. Third, the impact of the application of STEAM on IPAS learning for the deaf is strengthening the visual sense in the form of text scripts on videos to overcome the limitations of the sense of hearing so that learning objectives can be realized. Then for slow learner students by trying to repeat the practice experiment of moving spiral paper can increase student understanding related to energy transformation material. Furthermore, regular students with study groups and the practice of making moving spiral paper can increase student activeness in collaboration and communication.
%Z Pembimbing: Dr.paed. Asih Widi Wisudawati, M.Pd