MODIFIKASI RANCANGAN PELAKSANAAN PEMBELAJARAN ( RPP) MATA PELAJARAN IPA BAGI ANAK SLOW LEARNER DI SDN PANGKAH KARANGMOJO

Ilham Bagus Prayogo, NIM.: 1620420027 (2018) MODIFIKASI RANCANGAN PELAKSANAAN PEMBELAJARAN ( RPP) MATA PELAJARAN IPA BAGI ANAK SLOW LEARNER DI SDN PANGKAH KARANGMOJO. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The background of this research is the implementation of inclusive education in inclusive schools that have not been maximized. Students with special needs must work together with regular students in inclusive schools so that special services should be provided. The ability of teachers who do not have the ability to provide this special service is the background to conducting this research. Especially for children with special needs, especially children who are slow to learn (slow learner) can be overcome if they get special treatment in accordance with the characteristics of the slow learner. The formulation of the problem in this study are: What are the stages of learning design modification training of Natural Sciences subjects for slow learner students and how are the results and impact of modification of training from Learning Implementation Draft Natural Science subjects for slow children learn. This study aims to: 1) find out the stages of modification training design implementation of learning science subjects for student’s slow learner, and 2) find out the results of the training in making Learning Implementation Drafts for science subjects for slow learner children. This research is Participation Action Research method in the form of modification training on the Implementation Plan of Natural Science Learning for Slow Learner children, which includes planning, implementation, observation, and reflection. The results of this study are: 1) Training on modification of the leasson plan of natural science subjects for children who are learning sluggishly aims to improve the ability of teachers to provide services for slow learners students at school in accordance with student service functions. The result of this training is that the teacher is able to modify the lesson plan of science subjects that are in accordance with the characteristics of slow learning children. 2) There was an increase in terms of the teacher's knowledge of inclusive education, slow learning children, and modification of the Natural Sciences lesson plan seen from the increase in pre-action and post-action tests with an increase from 58.3 to 72.5. From these results, it can be seen that the teacher's knowledge has increased along with the modification of the science lesson plan for slow learning students. 3) The level of the teacher's ability to lesson plan modify increases. Judging from the increase in the sains lesson plan assessment before training with a score of 85.5, it increased to 128.6 in the final lesson plan assessment after the training was implemented. This increase proves that the teacher has been able to compile a lesson plan for natural science for slow learning children after the training held.

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