Iryani, Endang (2024) PENGEMBANGAN MODEL PEMBELAJARAN INKLUSIF DENGAN INTEGRASI MODEL PEMBELAJARAN DIFFERENSIASI PADA SEKOLAH DASAR INKLUSI KABUPATEN TANGERANG. Doktoral thesis, Universitas Sultan Ageng Tirtayasa.
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Abstract
The problem of inclusive education still occurs today, especially in the concept of class management in the application of the right learning model for inclusive classes. The academic background of teachers who are not linear with inclusive education makes teachers not understand the right learning model, so the learning does not accommodate regular students and students with special needs. The aim of this research is to develop an inclusive learning model with the integration of differentiated learning models, so that it becomes a single learning model product for inclusive education. This research uses the Research and Development (R&D) method with the model used is the ADDIE development model. The data collection technique uses a questionnaire to see the validity and feasibility of the learning model being developed and the data analysis technique used in developing this inclusive learning model is the N-gain test, both score and percentage, to see the effectiveness of the learning model product created. Product trials used the experimental method by dividing into two classes (control and experiment). The results of the research showed that the development of an inclusive learning model with the integration of a differentiated learning model was effectively used in inclusive elementary school level classes for large classes. Based on the results of questionnaires, N-gain calculations and model experiments, the experimental class at the Balaraja 3 Public Elementary School received an average score. 82.4397; with the effective category and Telaga Sari 1 State Elementary School got an average score of 71.0853; with the effective category, so that it can be indicated that the design of the preliminary activities, core activities and closing activities formulated in the learning steps and learning tools in the form of a Learning Implementation Plan (RPP) in the learning model product was declared effective for used in inclusive elementary school level classes. The conclusion of this research was that the learning model product that is integrated with the differentiation learning model was given the name INTENS learning model (Integration of Differentiation and Inclusion) is a learning model that has characteristics that support an inclusive learning style, so that when applied to subjects it provides an effective learning impact for participants regular and special needs students.
| Item Type: | Thesis (Doktoral) | |||||||||
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| Additional Information: | Permasalahan pendidikan inklusi hingga saat ini masih terjadi terutama dalam konsep manajemen kelas pada penerapan model pembelajaran yang tepat untuk kelas inklusif. Latar belakang akademik guru yang tidak linearitas dengan pendidikan inklusi menjadikan guru tidak memahami model pembelajaran yang tepat, sehingga pembelajaran yang dilakukan tidak mengakomodasi peserta didik regular dan berkebutuhan khusus. Tujuan penelitian ini adalah mengembangkan model pembelajaran inklusif dengan integrasi model pembelajaran differensiasi, sehingga menjadi satu produk model pembelajaran untuk pendidikan inklusi. Penelitian ini menggunakan metode Reasearch and Development (R&D) dengan model yang digunakan adalah model pengembangan ADDIE. Teknik pengumpulan data menggunakan kuesioner untuk melihat validitas dan kelayakan model pembelajaran yang dikembangkan dan teknik analisis data yang digunakan dalam pengembangan model pembelajaran inklusi ini adalah uji N-gain baik score dan persentase untuk melihat efektivitas produk model pembelajaran yang dibuat. Uji coba produk menggunakan metode eksperimen dnegan membagi dua kelas (kontrol dan eksperimen). Hasil penelitian menunjukan bahwa pengembangan model pembelajaran inklusif dengan integrasi model pembelajaran differensiasi effektif digunakan pada kelas inklusif tingkat sekolah dasar untuk kelas besar, berdasarkan hasil kuesioner, perhitungan N-gain dan ekperimen model bahwa kelas eksperimen pada Sekolah Dasar Negeri 3 Balaraja mendapatkan nilai rata-rata 82.4397; dengan kategori efektif dan Sekolah Dasar Negeri 1 Telaga Sari mendapatkan nilai rata-rata 71.0853; dengan kategori efektif, sehingga bisa diindikasikan bahwa desain kegiatan pendahuluan, kegiatan inti dan kegiatan penutup yang dirumuskan dalam langkah-langkah pembelajaran serta perangkat pembelajaran berupa Rencana Pelaksanaan Pembelajaran (RPP) pada produk model pembelajaran dinyatakan efektif digunakan untuk kelas inklusif tingkat sekolah dasar. Kesimpulan dari penelitian ini adalah produk model pembelajaran yang dintegrasikan dengan model pembelajaran differensiasi diberikan nama model pembelajaran INTENS (Integrasi Differensiasi dan Inklusi) adalah model pembelajaran yang memiliki karakeristik yang mendukung terhadap gaya pembelajaran inklusif, sehingga ketika diterapkan pada mata pelajaran memberikan dampak pembelajaran effektif untuk peserta didik regular dan berkebutuhan khusus. | |||||||||
| Uncontrolled Keywords: | Inclusive learning model, differentiated learning model, Intens learning model, inclusive education, inclusive elementary school. model pembelajaran inklusif, model pembelajaran differensiasi, model pembelajaran Intens, pendidikan inklusi, sekolah dasar inklusi. | |||||||||
| Subjects: | L Education > LB Theory and practice of education | |||||||||
| Divisions: | 08-Pascasarjana > 7782-PENDIDIKAN (S3) 08-Pascasarjana |
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| Depositing User: | Mr Endang Iryani | |||||||||
| Date Deposited: | 02 Jan 2025 12:11 | |||||||||
| Last Modified: | 02 Jan 2025 12:11 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/44203 |
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