eprintid: 79529
rev_number: 10
eprint_status: archive
userid: 12460
dir: disk0/00/07/95/29
datestamp: 2026-10-28 04:04:17
lastmod: 2026-10-28 04:04:17
status_changed: 2026-10-28 04:04:17
type: thesis
metadata_visibility: show
contact_email: muh.khabib@uin-suka.ac.id
creators_name: Lukyta Putri Amanda Ramadhan, NIM.: 24202021003
title: PENDAMPINGAN GURU PEMBIMBING KHUSUS DALAM MENGEMBANGKAN SELF-REGULATED LEARNING PADA SISWA SLOW LEARNER: STUDI KASUS DI MAN 2 SLEMAN
ispublished: pub
subjects: 158.3
divisions: KIS2
full_text_status: restricted
keywords: Guru Pembimbing Khusus, Self-Regulated Learning, Slow Learner
note: Dr. H. Irsyadunnas, M.Ag.
abstract: Slow learners have relatively slower learning abilities and therefore require individualized support, including assistance in developing their ability to regulate their learning processes independently. In the context of inclusive education, Special Education Teachers (GPK) play an important role in supporting the development of students’ self-regulated learning. This study aims to analyze the role of Special Education Teachers, the model of self-regulated learning from an Islamic perspective, and the stages of self-regulated learning among slow learners at MAN 2 Sleman. This study employed a qualitative approach with a case study design. The research informants consisted of five participants: one Special Education Teacher, two slow learners, one subject teacher who also served as the homeroom teacher of Grade X, and one parent, selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, and were analyzed using the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. Data validity was established through source and technique triangulation. The findings show that Special Education Teachers serve as companions, motivators, facilitators, evaluators, and mediators. Self-regulated learning from an Islamic perspective is developed through self-awareness, independence, and self-reflection and evaluation, which are related to self-awareness, responsibility, ikhtiar (effort), and self-improvement. The stages of self-regulated learning consist of the forethought phase, performance phase, and self-reflection phase, which occur cyclically and develop gradually.
date: 2026-09-11
date_type: published
pages: 208
institution: UIN SUNAN KALIJAGA YOGYAKARTA
department: FAKULTAS DAKWAH DAN KOMUNIKASI
thesis_type: masters
thesis_name: other
citation:   Lukyta Putri Amanda Ramadhan, NIM.: 24202021003  (2026) PENDAMPINGAN GURU PEMBIMBING KHUSUS DALAM MENGEMBANGKAN SELF-REGULATED LEARNING PADA SISWA SLOW LEARNER: STUDI KASUS DI MAN 2 SLEMAN.  Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.   
document_url: https://digilib.uin-suka.ac.id/id/eprint/79529/1/24202021003_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf
document_url: https://digilib.uin-suka.ac.id/id/eprint/79529/2/24202021003_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf