Analisis Pembelajaran Matematika untuk Anak Berkebutuhan Khusus (ABK) di Sekolah Inklusi SMK Negeri 9 Surakarta

Kusuma, Dian Aulia Citra and , Sri Rejeki, M.Pd., M.Sc. (2019) Analisis Pembelajaran Matematika untuk Anak Berkebutuhan Khusus (ABK) di Sekolah Inklusi SMK Negeri 9 Surakarta. Skripsi thesis, Universitas Muhammadiyah Surakarta.

[img] PDF (Naskah Publikasi)
NASKAH PUBLIKASI.pdf

Download (1MB)
[img] PDF (Halaman Depan)
HALAMAN DEPAN.pdf

Download (1MB)
[img] PDF (Bab I)
BAB I.pdf

Download (96kB)
[img] PDF (Bab II)
BAB II.pdf
Restricted to Repository staff only

Download (192kB) | Request a copy
[img] PDF (Bab III)
BAB III.pdf
Restricted to Repository staff only

Download (115kB) | Request a copy
[img] PDF (Bab IV)
BAB IV.pdf
Restricted to Repository staff only

Download (284kB) | Request a copy
[img] PDF (Bab V)
BAB V.pdf
Restricted to Repository staff only

Download (93kB) | Request a copy
[img] PDF (Daftar Pustaka)
DAFTAR PUSTAKA.pdf

Download (132kB)
[img] PDF (Lampiran)
LAMPIRAN.pdf
Restricted to Repository staff only

Download (3MB) | Request a copy
[img] PDF (Pernyataan Publikasi Ilmiah)
SURAT PERNYATAAN PUBLIKASI ILMIAH.pdf
Restricted to Repository staff only

Download (377kB) | Request a copy

Abstract

This study aims to describe mathematics learning for students with special needs in inclusive school and to describe the difficulties experienced by teacher and students with special needs. This is qualitative study. The techniques of data collection used in this study are observation, interviews, and documentation. The data analysis phases are data reduction, data presentation, and conclusion. Data source triangulation and method triangulation are used to check the validity of the data. Based on the data analysis, it can be concluded that: 1) SMK Negeri 9 Surakarta did not have guidance-specialized teacher (GPK), 2) Teacher prepared a single lesson plan(RPP) based on ability of the two types of students; ABK and reguler students, 3) Teacher is intense to communicate with ABK in the classroom. The student with physical disability is active in mathematics learning, the deaf student is passive in mathematics learning, and the slow learner student is active in mathematics learning, 4) The teacher will guided ABK after class if they need follow up evaluation,5) The teacher has difficulities on giving special attention to ABK in the process of learning. The student with physical disability overall can follow the process of learning, the deaf student has difficulities on communitating, and slow learner student takes longer times to follow the lesson. Key Words: Mathematics learning, ABK, Inclusive school

Item Type: Karya ilmiah (Skripsi)
Uncontrolled Keywords: Pembelajaran Matematika, ABK, Sekolah Inklusi
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Matematika
Depositing User: DIAN AULIA CITRA KUSUMA
Date Deposited: 09 May 2019 04:47
Last Modified: 09 May 2019 04:47
URI: http://eprints.ums.ac.id/id/eprint/72519

Actions (login required)

View Item View Item