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MODEL LAYANAN PENDIDIKAN SISWA BERKEBUTUHAN KHUSUS, SLOW LEARNERS DI MAN 2 SLEMAN YOGYAKARTA
This study was conducted to determine: (1) the educational service model for slow learners with special needs; (2) the imbalance between special needs teachers and slow learners; and (3) Implications of implementing a service model for students with special needs in the slow learner category at MAN 2 Sleman Yogyakarta. To answer the above questions, the researchers used a qualitative descriptive approach. Data were collected through observation, documentation, and in-depth interviews. Data analysis was conducted inductively through data reduction, data presentation, and drawing conclusions. The results of the study indicate: 1) The educational service model implemented is based on the principles of inclusive education by integrating individualized education plans and curriculum modifications. Adjustments are made to the objectives, materials, methods, and evaluation of learning according to the student's profile and abilities, through collaborative assessments between teachers, GPK, and external parties. 2) The implementation of inclusive education services at MAN 2 Sleman faces limited human resources, especially the unbalanced ratio of Special Guidance Teachers (GPK), namely one GPK to accompany approximately thirty students with special needs. Then, the professional competence of teachers is not mastered because many new transfer teachers have entered so they do not have a foundation in teaching slow learners. 3) The implications of implementing the model are seen in the learning outcomes of slow learners students which are not optimal, low personal motivation, and lack of self-confidence of slow learners students.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
MODEL LAYANAN PENDIDIKAN SISWA BERKEBUTUHAN KHUSUS, SLOW LEARNERS DI MAN 2 SLEMAN YOGYAKARTA (Text)
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371.9 Pendidikan Khusus/Pendidikan Inklusi