Analisis Kinerja Guru Pembimbing Khusus Di Sekolah Dasar Inklusif Kota Surabaya

Performance Analysis of Special Advisor Teachers in Inclusive Public Primary Schools Surabaya City

Penelitian ini dirancang dengan penelitian evaluative. Subjek penelitian adalah guru pembimbing khusus yang berada di sepuluh Sekolah Dasar Negeri Inklusif Kota Surabaya. Teknik pengumpulan data melalui wawancara, observasi dan studi dokumentasi. Analisis datanya dengan cara deskriptif evaluatif.

Hasil penelitian menunjukkan bahwa Semua guru pembimbing khusus telah melakukan proses identifikasi,  assessmen dan menyusun dan melaksanakan program pembelajaran Individual. Sebagian dari sekolah dasar negeri inklusif kota Surabaya merancang dan melaksanakan program kekhususan dan sebagian tidak merencanakan program kekhususnan namun memasukkan aspek dari program kekhususan kedalam pembelajaran sehari-hari. Semua guru pembimbing khusus setelah melakukan modifikasi bahan ajar sesuai dengan hambatan dan kebutuhan siswa. Semua guru pembimbing khusus telah melakukan evaluasi program pembelajaran dengan melibatkan dan berkoordinasi dengan guru kelas dan guru mata pelajaran. Semua guru pembimbing khusus telah membuat laporan program dan perkembangan peserta didik berkebutuhan khusus berupa rapot narasi atau deskriptif yang menggambarkan kondisi dan kemajuan siswa berkebutuhan khusus selama 6 bulan atau 1 semester.

This research was designed with evaluative research. The research subjects were special advisor teachers in ten Inclusive Public Primary Schools in Surabaya. Data collection techniques were interviews, observation and documentation study. Analysis of the data was by means of descriptive evaluative.

The results showed that all the special advisor teachers had carried out a process of identification, assessment and compiled and implemented an individual learning program. Some of the inclusive public primary schools in the city of Surabaya design and implement specialization programs and some do not plan specificity programs but incorporate aspects of the specificity program into daily learning. All special advisor teachers have modified teaching materials according to student constraints and needs. All special advisor teachers have evaluated the learning program by involving and coordinating with class teachers and subject teachers. All special advisor teachers have made program reports and the development of students with special needs in the form of narrative or descriptive report cards that describe the conditions and progress of students with special needs for 6 months or 1 semesters.