INCLUSION CLASS MANAGEMENT MODEL IN PAI LEARNING BASED ON INTEGRATION INTERCONNECTION
INCLUSION CLASS MANAGEMENT MODEL IN PAI LEARNING BASED ON
INTEGRATION INTERCONNECTION
S3
Students of Islamic Education Faculty of Tarbiyah and Teacher Training in FITK
Sunan Kalijaga State Islamic University Yogyakarta
Email:
kharisalmumtaz@gmail.com
ABSTRACT
This
research departs from the background of the problem about researchers' anxiety
about how to manage inclusion classes in PAI learning. The class management
model in PAI learning must be able to create a conducive classroom atmosphere
in learning according to the characteristics and needs of students so that they
can achieve their educational goals to the fullest. In the study aimed to find
out: 1) how the characteristics of students in the inclusion class of SDN 4
Krebet and Karang Patihan Ponorogo.No 2) how the classroom management
strategies in PAI learning in the inclusion class of SDN 4 Krebet and Karang
Patihan Ponorogo.No3) what are the implications of the model classroom
management on the success of PAI learning in inclusive classes SDN 4 Krebet and
Karang Patihan Ponorogo SDN
This
study uses a qualitative approach type of case study with multi site design.
The technique of collecting data through observation, in-depth interviews and
documentation. The data analysis technique used is the Miles and Huberman
model, namely with data reduction, data presentation, and conclusions. To test
the validity of the data, researchers used a credibility test with data
triangulation.
The
results showed that: 1) Characteristics of inclusion class students in both
SDN, namely: a) Normal students and b) ABK students, consisting of several
types, namely autism, mental retardation, ADHD, quadriplegic, dyslexic,
emotional disorders and slow leamer. Based on student characteristics, the
inclusion class management model applied in the two SDNs is a regular class
model and a full special class model. But for SDN 4 krebet jambon ponorogo the
regular class model uses a pulley put. 2) The GPAI strategy in managing regular
classes is by classical direct learning methods and the assignment of tasks is
differentiated according to students' abilities. Whereas the special management
strategy for the class is fully carried out by GPK by delivering material and
assignments that are specific to the crew. In addition to providing GPK from
school, parents also play a role in providing shadow (companion) for ABK
students in school so that learning takes place effectively, and 3)
Implications of the inclusive classroom management model have a positive impact
on learning outcomes, in addition students are also accustomed to applying
values Islam in real life, is able to adapt, communicate and socialize well
with others.
Keywords:
Model, Inclusion Class Management, Islamic Education Learning
Preliminary
A. Inclusion Education
Education
is a conscious and planned effort in educating the generation of people to
become independent individuals and able to carry out God's commands as devoted
servants according to the purpose of their creation. Through education, an
educator is expected to be able to train, guide and educate the generation of
the nation to become a person who is useful to himself and the nation.
In
improving the quality of education, the government seeks to open opportunities
for all Indonesian children to suffer education. One of them is to open
opportunities for students who have physical or mental disabilities to be
accepted to study in regular schools so they can study together with other
normal students of their age. The education program promoted by the government
is an inclusive education program.
The
large number of ABK students in Indonesia requires education practitioners to
pay more attention to the quality of education in terms of educational services
in regular schools that cannot refuse children with special needs who want to
get an education. Therefore, teachers and prospective teachers in Indonesia,
not only teachers who graduated from Extraordinary Education, must be provided
with the knowledge of child psychology, so they can understand their
characteristics so they are able to manage classes consisting of various
student characteristics and teach learning materials in accordance with
participants' abilities student
Learning
Islamic Education is very important to be taught because these subjects seek to
instill religious understanding such as tauhid, sharia and Sufism for the
provision of children to carry out their lives in the future, as devoted
servants of Allah SWT and as citizens who benefit others. This is in line with
the presentation of Abdul Majid and Dian Andayani about the importance of PAI
learning to be taught to students for the formation of a generation of
knowledge, faith and noble character. (
Abdul Majid dan Dian Andayani,2002 : 131)
Moh.
Uzer Usman also explained the meaning of classroom management, which is a set
of activities carried out by teachers to create and maintain optimal learning
conditions and restore them if there is a disruption in the teaching and
learning process. ( Moh.
Uzer Usman,2002:45)
From
some of the above meanings, we can draw a red thread that the classroom
management model is a pattern that the teacher does to manage the class so that
the learning process can take place effectively and the learning objectives are
achieved. Therefore, as prospective educators and educators who teach in
regular schools, especially for Madrasah Ibtidaiyah Teacher Education and
Primary School Teacher Education must be able to understand the management of
inclusive classes so that when they become teaching staff in schools there are
children with special needs in inside the teacher can create effective and
efficient learning according to the diverse characteristics of students in the
inclusion class.
From
the research context described above, the authors want to examine the
"Model of Inclusion Class Management in PAI Learning, Multikasus Study at
SDN 4 krebet jambon and Karang Patihan SDN Ponorogo" with the hope that
the results of this study can find out how the classroom management model in PAI
learning in the inclusion class with the research location in the pilot school
for inclusion education in the Ponorogo
B. Literature Review
This
designed research has never been done in previous research. Therefore, to prove
the originality of this study, it will be presented several studies that have
been carried out previously along with an analysis of the similarities and
differences. The previous studies are as follows:
1.
Dissertation written by Ida Yuastutik in
2011 with the title of Inclusive Principal Learning Leadership (Muitisitus
Study in Sumbersari H Elementary School, SDK Bakti Luhur and SMPN 18 Malang
City) Educational Management Study Program, Malang State University. The
research produced several findings, namely the characteristics possessed by a
leader / inclusion principal, the principal's strategy as an effective
inclusive school learning leader and the inclusion of the principal. ( lda Yuastutik,desertasi, 2011)
2.
Thesis written by Al Mintarsih in 2013
with the title Contribution of Professional Teacher Ability and Teacher
Motivation to the Management Effectiveness of SMPN Classes in Region 1 of
Sumedang District, West Java. University of Indonesia. The results of the
research in this thesis are: (1) Professional abilities of teachers are in the
good category. (2) Motivation of teachers is in the good category. (3) The
effectiveness of class management is in the good category. (4) the contribution
of teacher work motivation to management effectiveness is in the strong
category and (5) the contribution of teacher professional abilities and teacher
work motivation to the effectiveness of class management is in the strong
category. ( Ai
Mintarsih, tesis, 2013)
3.
Next teacher scientific journal written
by Sujati with the research title of PGSD D-II Practicum Diagnosis in
Implementing Classroom Management Skills in Samirono Elementary School,
Yogyakarta in 2011. This study aims to determine the barriers of the D-II PGSD
students in applying classroom management skills in teaching practice in
elementary schools. The results of the study show that in general the practical
skills in terms of managing the class are still relatively weak, namely in
parts: giving questions, giving accentuation to positive things, giving
challenges and demanding responsibility, giving reinforcement by using
gestures, touches, movements and objects. Things that are considered good are
the views of the practitioner, the movement of approaching, dividing attention,
rebuking students who are not indifferent to the lesson and giving verbal reinforcement.
( Sujati, 2003, No.
01/VII)
C. Framework for Inclusive Education
Theory
Definition
of Inclusive Education - According to Mohammad Takdir Ilahi, inclusive
education is an educational concept that presents all aspects related to
openness in accepting children with special needs to obtain their basic rights
as citizens. O'Neil in the quote Mohammad Takdir Ilahi also explained that
education is a system of education services that requires that all children
with disabilities be served in nearby schools, in regular classes with friends
of their age. Through inclusive education, children with disabilities are
educated with other children to optimize their potential. ( Mohammad Takdir Ilahi, 2013:7)
In
line with the statements of the two experts above, Sapon-Shevin in the Geniofam
quote also explains the definition of inclusive education, namely the education
service system that requires children with special needs to study in the
closest school in the ordinary class with friends of their age. ( Geniofam, 2010:62)
Based
on the above understanding, it can be understood that inclusive education is an
innovative approach in the world of education because inclusive education seeks
to pay more attention to children with special needs, including children with
disabilities so that they are not marginalized from normal students. Through
inclusive education, children who are not normal can learn together with their
peers, regardless of their physical background or shortcomings. Inclusion
education is expected to be a place for students with needs to be able to
obtain the same knowledge as other normal students. Although not as perfect as
normal students' understanding, they are expected to be able to know basic
knowledge that can be a provision for them to interact with the community and
survive their lives.
1.
Foundation
for Educational Inclusion
the
foundation used as a benchmark in inclusive education, among others, namely:
a.
Philosophical Foundation
The
main philosophical foundation for the implementation of inclusive education in
Indonesia is Pancasila which is the five pillars as well as the ideals that are
founded on a more fundamental foundation, called Bhinneka Tunggal Ika. This
philosophy as a form of recognition of human diversity, both vertical and
horizontal diversity, which carries a single mission as God's people on earth.
Vertical diversity is characterized by differences in intelligence, physical
intelligence, financial ability, rank, self-control ability and so forth. While
horizontal diversity is characterized by differences in ethnicity, race,
language, culture, religion, place of residence, region and political
affiliation. Although colored by diversity, with the same mission carried out,
it is an obligation to build togetherness and interaction based on mutual need.
Vertical and horizontal aspects of diversity are actually an important part of
the foundation of inclusive education which embraces all the groups of the
united in the framework of diversity. (
Mohammad Takdir Ilahi,204:74)
b.
Juridical Foundation
the implementation of inclusive education in
Indonesia has been regulated in the 1945 Constitution, specifically article 32
paragraph 1 which reads, 1 "Every citizen has the right to
education", and paragraph 2 which reads: "Every citizen is obliged to
attend basic education and the government does not finance it. ”Law number 20
of 2003 concerning the National Education System, specifically Article S
paragraph 1 which reads,“ Every citizen has the same right to obtain quality
education ”. Law number 23 of 2002 concerning Child Protection, specifically
Article 51 which reads, "Children who have physical and / or mental
disabilities are given equal opportunities and accessibility to obtain ordinary
education and extraordinary education. (
Dadang Gamida,2015:44)
c.
Paedagogical foundation
the
pedagogical foundation of the implementation of inclusive education has been
regulated in Article 3 of Act Number 20 of 2003 which states that the goal of
national education is the development of potential students to be able to
become human beings who believe and fear the Almighty, noble, healthy ,
knowledgeable, competent, creative independent and become a democratic and
responsible citizen. (
Mohammad Takdir Ilahi,2013:79) Based on the pedagogical
foundation, it can be understood that inclusive education seeks to mobilize the
fighting spirit of educators to train and educate students as a form of
responsibility so that the generation of the nation can be a human who is
fearful, moral, knowledgeable, and independent in living life.
d.
Empirical foundation
Research
on inclusion has been carried out in Western countries since the 1980s, but
large-scale research has been pioneered by The National Academies Of Science
(United States). The results show that the classification and placement of
children in special schools, classes or places is ineffective and
discriminatory. This service recommends that special education be given only segregatively
limited based on the right identification results. Some experts suggest that it
is very difficult to properly identify and locate children with disabilities
because of their very heterogeneous characteristics. Some researchers then
carried out metaanalysis (further results) on the results of many similar
studies. The results of an analysis conducted by Carlberg and Kavale in 1980 of
50 research actions, Wang in 1955 and Baker in 1986) on 11 research actions,
and Baker in 1994 on 13 research actions showed that inclusive education had a
positive impact, both on academic development and social disability children
and their peers. ( Mohammad
Takdir Ilahi,2013:79)
Inclusion
education which is motivated by dissatisfaction with the implementation of
segresive education does not mean that the inclusive education system wants to
direct children to learning difficulties with normal students. But this
education is able to improve the social spirit between students in addition to
educating students to learn as an educational need for themselves according to
the level of ability of each student.
e.
Religious foundation,
In
religion, the concept of inclusive education has also been regulated by Allah
SWT. The Qur'anic verse describes the human obligation to understand the
creation of Allah, there is a perfect and some imperfect, ie QS. Al Hajj atat 5
is as follows:
O mankind, if you are
in doubt of the resurrection, then We have made you from clay, then from a drop
of semen, then from a lump of blood, then from a clothed of perfect flesh and
immortality, in order
that We Explain to you, and establish in the womb, what We will, until the
appointed time, then We shall bring you forth as a baby, and then you shall
come to maturity, and among you there is a soul and between you who prolonged
his life until senile, so that he does not know anything that he had known before.
And you see the earth dry then when We have lowered the water above it, the
earth will live and grow and grow a variety of beautiful plants.
The
verse gives an order to mankind to understand each other that God created
mankind differently. Some are perfect, some are imperfect, therefore, let
people be able to take lessons and not look at one another's imperfections. In
addition to imperfections in physical and nonphysical terms, Allah also created
humans differently among one another, such as differences in skin color and
language. As the following Qur'anic proposition:
"And help you in
kindness and taqwa and do not help in the act of sin and hostility"
This
verse instructs humanity to help each other in goodness, such as educating,
guiding and training people who need help so that they can live independently
with the knowledge, able to work in the future and benefit others.
Characteristics
of Normal Children and Children with Special Needs - Normal children are
children who have IQ intelligence between 90 to 110. Apart from that, children
are said to be normal if they are physically and psychologically healthy and
the absence indicates abnormalities that make it difficult for them to do
things that are in accordance with his age. According to Aulia Fadhli the child
is said to be normal if in infancy he has been able to crawl, stand up, walk
(motor development), chatter and say the word (language development). While in
children aged 3 to 6 years, children are able to communicate with others, learn
independence and prepare themselves for school. ( Aulla Fadhli,2010:11)
Whereas
children with special needs are according to Aulia Fadhil Children with Special
Needs or ABK are children who need special handling related to their
specificity. ( Aulla
Fadhli,2010:16)
D. Research Data Analysis Method
The
approach used in this study is a qualitative approach. As according to Sugiono,
qualitative research is carried out by in-depth exploration of programs,
events, processes, activities of one or more people. A case is bound by time
and activity. The researcher conducts detailed data collection using various
procedures for collecting data in a continuous time.
E. Article Findings
This
section will discuss the description that links or dialogues the research
findings with the existing theoretical basis in accordance with the research
title, namely: "Inclusion Class Management Model in Learning of
Interconnection Based Islamic Education (Multisite Study at SDN 4 Krebet Jambon
and Karang Patihan Elementary School)
The
discussion in this section will focus on three things that are the focus of
this study, namely: Characteristics of students at SDN 4 Krebet Jambon and SDN
1 Karang Patihan, strategies for managing inclusion classes in PAI learning at
SDN 4 Krebet Jambon and SDN Karang Patihan, and implications strategies for
managing inclusion classes in PAI learning at SDN 4 krebet jambon and SDN 1
Karang patihan.
1. Characteristics of Students in the
Inclusion Class SDN 4 Krebet Jambon and Karang Patihan Elementary School
Based
on the research that has been done, the characteristics of the development of
ABK students who in the 2017/2018 school year at SDN 4 krebet jambon and SDN
Karang Patihan consist of normal students and autistic, slow leamer,
quadriplegic, emotional disorders, mental retardation, ADHD (Attention Deficit
Hyperactivity Disorder), and dyslexia. Children are said to be normal if they
are physically and psychologically healthy and their absence indicates that
there are abnormalities that make it difficult for them to do things that are
in accordance with their age. (
Dr handoyo,MPH, kidggen. Blogspot.com,2018)
2. Strategy for Inclusion Class
Management in Learning Islamic Education in SDN 4 Krebet and SDN Karang Patihan
Classroom
management strategies are the most important aspects that every teacher must
have and be able to teach in teaching subject matter to students. This is as a
statement from Pupuh Fathurrohman and Sobby Sutikno that classroom management
has a purpose that is useful for creating quality learning. In general, the
purpose of class management is to improve the quality of learning. Learning
quality will be achieved, if learning objectives are achieved. (
Pupuh Fathurrohman dan Sobby Sutikno,2009:104)
Based
on the characteristics of students in the inclusion class, the class management
model set at SDN 4 Krebet Jambon and Karang Patihan Elementary School is a
regular class model, full special class and regular class model with pulley oui
(withdrawal of ABK students to special classes). Regular class models are classroom
management consisting of normal students and ABK students learn together in the
same class with the same learning material. This is like the theory of the
regular class model presented by Geniofam that in the regular model ABK learns
with other (normal) children throughout the day in the regular class using the
same curriculum. (Geniofam,2010:64-65).
A special full class model is a class that only places ABK students in a
special class to be given learning and questions that are tailored to their abilities.
As according to Geniofam, a special full class model is a class model that
places children to study in special classes at regular schools. ( Geniofam,2010:65)
The
regular class model with a round out is a class model that places ABK children
learning with normal children in the first and third meetings, then in the
second and fourth meetings ABK students are drawn to a special class to be
given learning tailored to the abilities of A BIC students. This is as
explained by Geniofam that regular classes with outpatients are children with
learning disabilities with other children in the regular class, but in certain
times they are drawn from the class to the source room to study together with a
special counselor.
The
management strategies for the regular model inclusion class with outpatient,
regular class models and full special class models are as follows:
a.
Preparation of the RPP is only one,
namely the regular RPP, but in implementing the RPP directly developed by the
teacher in accordance with the needs and abilities normal and ABK students.
b.
Management of benches is composed of U
models, theater and random groups.
c.
The
implementation of learning begins with inviting students to read prayers and
short letters.
d.
Before learning, the teacher invites
students to review past lessons before continuing on to the next lesson.
Repetition of past learning material is important to do to train students
'memory, this is according to Dedi Mulyasa, that teachers must be able to carry
out learning activities in accordance with learning orientation one of which is
to free students from ignorance, disability and train students' memory.
e.
The regular classroom learning of PAI
teachers explains material in classical ways with lectures, explorations, and
quizzes and demonstrations. Teacher Explains in classically but for assignment
is graduative, tailored to student's ability. Graduates are graduative
according to the students' ability in accordance with the class management
strategy presented by Donald P. Kachak that the same learning program is
implemented in different groups according to their learning ability index.
f.
In the implementation of specialized
classroom learning, GPK describes more relaxed and sharing material so that
learning is fun and does not make the ABK students saturate, the practice is
given in accordance with their ability. The giving of the subject matter
according to the ability of the student in accordance with the strategy of
learning in the Islamic education theory spoken by Muhammad Jawwad Ridla, that
the teacher should convey the subject matter according to the level of
understanding of the students and to the low-educated learners, teachers convey
concrete, concrete and according to the level of ability of the learners to
digest.
g.
When there is a problem in the
classroom, for ABK like autism that often pulls out a strange voice, emotional
disturbances: often angry and crying suddenly), teachers will come to them and
stroke their shoulders, soothe them with gentle advice and give them directions
want to focus again in learning. The teacher's strategy in dealing with
troubled students in the inclusion class was not done with anger, as Imam Al
Ghazali said in his book 'Ulumuddin quoted by Muhammad Jawwad Ridla that
teachers should love their students, even treat them like the teacher's
treatment and affection for his son alone. The Prophet said: "Indeed my
position for you is the same as the parent's position for his children".
h.
If a normal child makes a problem or
commits a commotion in class, the teacher will admonish them with greetings and
advice or give non-verbal cues such as looking at or coming to him by stroking
their head and inviting him to return to concentration in learning. Sometimes
teachers hit the board if the atmosphere is noisy and by advising or telling
them to be quiet. But if it is not possible, the teacher will move the noisy
student from his friend to another seat, this disrupts and makes them deterred.
The
strategy for handling student problems carried out by PAI teachers in the regular
class is also in accordance with the management strategy of the Ibnu lama'ah
problem in Tadzkirat al-Sami 'quoted by Muhammad Jawwad Ridla describing the
sequence of educational sanctions in dealing with problems arising in class,
especially student problems namely :
1)
Showing the attitude of prohibiting in
the presence of the child concerned without pointing the nose,
2)
If the child still has not stopped, the
teacher forbids it personally,
3)
If the child still has not stopped, the
teacher forbids him firmly and reprimands in front of the child other children,
4)
If the child still hasn't stopped, then
the teacher may punish and exclude him from deterring him and not disturbing
his other friends.
In
conducting learning evaluations PAI teachers provide assessments for normal
children and ABK children (children with emotional disorders) who can take
regular lessons and are able to do regular questions. But for evaluations for
ABK who cannot afford to take regular lessons and cannot do regular questions,
they will be given easier questions (simplified sentence questions and with the
help of picture j, but still with the same material as normal children, so they
can working on the questions according to their abilities and can reach the KKM
that has been set.
3. Implications of Inclusion Class
Management Model for the Success of Student Learning in Islamic Education
Learning at SDN 4 Krebet Jambon and Karang Patihan Elementary School.
Class
management is very important to create a class that is comfortable in learning
in order to achieve learning outcomes in accordance with expectations. One of
them is to be able to improve the effectiveness of the learning process as the
results of Lutpatul Ainiah's research on class management strategies in the
State XI IPS MAN class, Bali which are applied by economic teachers in the
teaching and learning process. He said that,
"With good
classroom management, it can improve the effectiveness of the teaching and
learning process for students. The role of the teacher as classroom manager is
expected to be able to create and maintain classroom conditions in such a way
that students can achieve teaching goals effectively and allow them to learn well. " ( Lutpatul Ainiyah,2010:105)
Besides
being able to improve the effectiveness of the teaching and learning process,
classroom management also affects the improvement of student learning outcomes,
as the results of research conducted by Nur Azizah that:
"The direct impact of class
management strategies carried out in Islamic Education learning is an increase
in student learning outcomes through the process of evaluating material mastery
and practice, although there are still three students who have not scored
according to KKM on cognitive achievement, and seven students score under KKM
on achievement psychomotor, so the teacher holds a remedial. Whereas to improve
the affective achievement of students in Islamic learning, class management
strategies are indirectly maximized to have an impact / influence on student
achievement so that they can and are able to apply the Islamic religious
material learned in daily life, where and when they are. " ( Nur Azizah,2009:193)
The
implications of the inclusion class management model (special class models,
regular classes, and regular class models with outpatient) at SDN 4 krebet
jambon and Karang patihan SDN that have a positive impact on students'
cognitive, affective and psychomotor development and student learning success
in learning Islamic education.
Learning
outcomes can be seen from the value of normal and ABK students who can achieve
the established KKM. Apart from learning outcomes, the affective and
psychomotor development of students is also fostered through religious culture
that is applied in the learning environment, such as duha prayer in congregation,
reading short letters before entering class, istighosah and training da'i cilik
every Friday.
The
learning environment conceptualized in habituation of Islam and Islamic culture
has a positive impact on success in shaping students' personal development.
This is as according to A. Tabrani Rusyan et al. That effective learning is
strongly influenced by the conditioning factors that exist in the learning
environment, including; 1) Students who learn must do many activities. Both
nervous system activities such as seeing, hearing, feeling, thinking, motor
activities, and so on. And other activities are needed to obtain knowledge,
attitudes, habits, interests and others. What has been learned needs to be used
practically and repeated tests are carried out under harmonious conditions so
that mastery of learning outcomes becomes more stable, 2) Learning requires
practice by releaming, recall, and review so that forgotten lessons can be
mastered and lessons that have not mastered will be the property of students. ( A. Tabrani Rusyan dkk,1994:Cetakan
ke 3)
This
activity can train the ability and development of students to become Muslim
individuals who are cautious and noble in accordance with the function of
Islamic Education presented by Abdul Majid, namely; 1) Planting values as a
way of life to seek happiness in life in the world and the hereafter, 2) Mental
adjustment is to adjust itself to the environment, both physically and socially
and can change its environment in accordance with the teachings of Islam, and
3) Distribution, namely to channel children - children who have special talents
in the field so that these talents can develop optimally so that they can be
used for themselves and for others.
Familiar
religious activities applied in the learning environment have a positive impact
on the development of affective and psychomotor students, including students
able to deliver short preaching, being able to carry out the practice of sholnt
dongan correctly and being educated to get used to shayat dhuha. read the auci
al Quran verses fluently and can establish ttkhinkul karimah. such as
tolerance, please help fellow friends, respect each other and understand the
conditions of their friends so that they can find a harmonious socialization
relationship between normal students with ABK, fellow ABK students, and
students with teachers in both the classroom and school environment.
4. Analysis Of Islamic Education And
Islamic Education Education Integration Of Interconnection
Setelah
kita membahas panjang lebar tentang pengelolaan kelas inklusi tentunya kita
juga perlu mengintegrasikan materi Agama dengan materi Umum. Sebagai contoh
materi Pendidikan Agama Islam (PAI) di integrasikan dengan mata pelajaran
Pendidikan Kewarganegaraan (PKN). Di samping masalah perpaduan materi yang
tidak harmoni, kadang diperparah oleh ketiadaan kompetensi guru. Misalnya guru
PKN kurang menguasai materi agama dan sebaliknya Guru PAI minim wawasan
kebangsaannya. Sehingga gagal menciptakan kohesi diantara dua mapel tersebut,
tidak menyambung, masing-masing subyek
pelajaran terpisah. (Separation of Content)
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Therefore,
thematic-integrative learning approaches between subjects, especially those
based on religion and citizenship, need to be sought to bridge the problems
above. Then proceed with the selection and sorting of the right materials,
including eliminating religious subject matter on certain topics that are prone
to arousing hatred for followers of other religions, revising material content
that contains seeds of radical teachings as several years ago were found in
several religious textbooks. Also important is the provision of adequate
teacher mastery in these two subject areas. Thus PKN teachers are required to
also explore religious disciplines, whereas PAI teachers are also required to
broaden their national insight.
Looking
ahead, we hope that curriculum developers will design and choose the ideal PAI
and PKN material so that one generation will have Indonesian patriotism and
nationalism, but at the same time religious, obedient religious rules.
To
realize such expectations important things to be included in PAI and PKN
material are aspects of Islamic understanding relating to religiosity,
nationalism, pluralism and humanism, in addition to material that has been
commonly given such as jurisprudence, aqeedah, adab, tajwid dls. because these
aspects are actually embodied inherently in Islamic teachings. So students -
who will later become a Muslim adult - are required to embody these aspects.
Being an Indonesian Muslim means also fighting for the glory of the Indonesian
homeland. So that if the two subjects are combined it will become an integrated
subject containing elements of PAI and contain elements of PKN.
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Cover
Based on the results of
the above research, it can be concluded that:
1. Characteristics
of students in inclusive classes consist of non-students and ABK students with
various types, namely autism, ADHD, dyslexia, quadriplegic, mental retardation,
slow leamer and emotional disturbances.
2. Based
on the characteristics of students in the inclusion class, the management of
the inclusion class is to use regular class models, full special class models
and regular class models with outgoing classes (withdrawal to special classes).
The management
strategies for inclusion classes are as follows:
a. Preparation
of RPP Islamic Education is regular, but for its implementation will be
developed and modified according to the characteristics of students.
b. Physical
management in the regular class uses a bench arrangement, namely the U model,
theater and random groups and the preparation of benches in special classes
with benches and round tables such as conferences or discussions.
c. Learning
begins with prayer and reading a short letter to stimulate student enthusiasm
and readiness in starting learning.
d. Before
learning, the teacher invites students to review past lessons before continuing
on to the next lesson.
e. In
regular class learning, PAI teachers explain the material in a classical way
with the method of lecture, exploration, and question and answer and
demonstration, but for graduation assignments.
f. The
implementation of learning in a special class, GPK explained that the material
was more relaxed and sharing so that learning was fun and did not make students
ABK saturated, the matter of training was given according to their abilities.
g. Handling
student problems for ABK students is by non-verbal cues (stroking shoulders and
head), advising and encouraging with gentle direction, without anger. If there
is shadow, the handling of troubled crew is helped by the shadow.
h. Handling
the problem of normal students in the inclusion class is with verbal,
non-verbal cues and if necessary, the teacher will transfer the position of the
student's seat to another group of students to deter.
i.
Graduation of learning evaluation for
UTS and UAS is that ABK students are given simplified questions (simplified and
with a picture)
3. The
implications of the inclusive class management model, (full special class
models, regular classes, and regular class models with learning out) have a
positive impact on students' cognitive, affective and psychomotor development
and on the success of PAI learning. Learning outcomes can be seen from normal
student grades and ABK who can achieve the KKM that has been set. Apart from learning
outcomes, religious culture applied in the school environment also has a
positive impact on students 'self-development, so they can train students'
abilities and development to become Muslim individuals who are fearful and
praiseworthy with fellow friends, parents, teachers and people who are in the
surrounding environment.
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INCLUSION CLASS MANAGEMENT MODEL IN PAI LEARNING BASED ON INTEGRATION INTERCONNECTION
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