PEMBELAJARAN DAN PENILAIAN SECARA EFEKTIF PADA SISWA DOWN SINDROME DI KELAS INKLUSI
DOI:
https://doi.org/10.53625/jabdi.v1i10.5294Keywords:
Assessment For Learning, Down Sindrome, Kelas Inklusi, Pertanyaan Dan Umpan Balik Yang EfektifAbstract
Dalam praktik pembelajaran dan penilaian di kelas inklusi, guru harus dapat menfasilitasi cara belajar siswa normal dan siswa berkebutuhan khusus secara bersamaan. Namun demikian, penelitian tentang praktik Pembelajaran dan penilaian yang mengakomodasi siswa normal dan siswa berkebutuhan khusus sangat terbatas. Untuk alasan inilah, penelitian ini bertujuan meneliti praktik Pembelajaran dan penilaian dalam konteks kelas inklusi dengan fokus cara guru memberikan pertanyaan dan umpan balik yang efektif pada siswa Down Sindrome (DS). Penelitian ini melibatkan dua orang guru dari dua Sekolah Dasar Inklusi. Pengambilan data dilakukan saat proses pembelajaran serta wawancara terhadap guru dan siswa DS. Temuan penelitian mengungkapkan bahwa guru menggunakan tiga pertimbangan dalam memberikan pertanyaan menggali dan umpan balik yang efektif bagi siswa DS, yaitu pertimbangan: (1) tingkat intelegensi dengan memberikan pertanyaan langsung, pendek, dan kongkret; (2) sosial-emosional dengan memberikan umpan balik dan penguatan; serta (3) keterbatasan fungsi mental lain dengan mengunakan media visual dan komunikasi non-verbal. Implikasi dari penelitian ini menunjukkan bahwa ketika kehadiran pembelajar berkebutuhan khusus sama pentingnya dengan anak normal, guru harus dapat atau dilatih merancang praktik pembelajaran dengan keberagaman peserta didik dan temuan penelitian ini dapat berkontribusi untuk itu. Implilasi lain penelitian ini adalah memberikan pemahaman lebih baik tentang Pembelajaran dan penilaian di kelas inklusi dan implementasinya di ruang kelas
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