@thesis{thesis,
		author={Priatmoko  Sigit},
		title ={Strategi Guru dalam peningkatan mutu pembelajaran bagi siswa berkebutuhan khusus:  Studi Multisitus di Madrasah Ibtidaiyah Terpadu Ar-Roihan Lawang dan Sekolah Dasar Muhammadiyah 9 “Panglima Sudirman” Malang},
		year={2017},
		url={http://etheses.uin-malang.ac.id/10017/},
		abstract={ABSTRAK

Penelitian ini bertujuan untuk memahami: (1) pelaksanaan pembelajaran bagi siswa berkebutuhan khusus, (2) strategi guru dalam meningkatkan mutu pembelajaran  bagi siswa berkebutuhan khusus, dan (3) kendala peningkatan mutu pembelajaran bagi siswa berkebutuhan khusus.

Penelitian ini menggunakan metode kualitatif jenis studi kasus dengan rancangan multisitus. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Data dianalisis menggunakan  model analisis interaktif yang terdiri dari data collection, data reduction, data display, dan conclusion. Pengecekan keabsahan data dilakukan dengan triangulasi sumber data, triangulasi teknik pengumpulan data, dan pengecekan anggota.

Hasil penelitian ini menunjukkan bahwa: (1) pelaksanaan pembelajaran siswa berkebutuhan khusus di MIT Ar-Roihan menerapkan layanan pendidikan individualisasi, sedangkan di SD Muhammadiyah 9 ?Panglima Sudirman? menggunakan layanan pendidikan penuh. (2)  strategi guru untuk meningkatkan mutu pembelajaran di MIT Ar-Roihan antara lain; penyederhanaan materi, bimbingan individual, penggunaan media pembelajaran, meningkatkan motivasi belajar siswa, mengikuti pelatihan, membiasakan siswa mandiri, memberikan target capaian belajar, menjalin kerjasama dengan orangtua. Sedangkan di SD Muhammadiyah 9 ?Panglima Sudirman? meliputi; penyederhanaan materi, sosialisasi kepada siswa reguler dan orangtua, penggunaan media pembelajaran, bimbingan individual, meningkatkan motivasi belajar, koordinasi antar guru, mengikuti kegiatan Up-Grading, menjalin kerjasama dengan orangtua siswa, dan menciptakan lingkungan belajar yang inklusif, (3) kendala peningkatan mutu pembelajaran siswa berkebutuhan khusus di MIT Ar-Roihan meliputi; kesulitan berkomunikasi dengan siswa, sikap apatis beberapa siswa  reguler dan orangtua, kurangnya peran aktif  orangtua, minimnya fasilitas penunjang. Sedangkan di SD Muhammadiyah 9 ?Panglima Sudirman? meliputi; kurangnya Sumber Daya Manusia (SDM), minimnya fasilitas penunjang, kurangnya peran aktif orangtua, belum ada bahan ajar khusus ABK, sikap apatis sebagian siswa dan orangtua, dan ukuran ruang sumber/inklusi belum representatif.

ABSTRACT

This study aims to understand: (1) the learning implementation for students with special needs, (2) teacher's strategy in improving the  learning quality for students with special needs, and (3) the obstacles in improving learning quality for students with special needs.

This study uses qualitative case study with multi-site design. The data collection techniques are interview, observation, and documentation. The data are analyzed using interactive analysis model consisting of data collection, data reduction, data display, and conclusion. The data validity checking is done through triangulation of data source, triangulation of data collection techniques, and members checking.

The result of this study indicate that: (1) the learning implementation for students with special education needs atAr-RoihanIntegrated Islamic Elementary School implements individualized education program, while Elementary School Muhammadiyah 9 ?PanglimaSudirman? implements full education program. (2) the strategies to improve the learning quality for students with special needs atAr-RoihanIntegrated Islamic Elementary School are materials modification, individual guidance, instructional media use, student?s learning motivation improvement, teacher?s competence improvement, accustoming students independently, learning achievement target, and partnership with parents. Meanwhile, the strategies applied by Elementary School of Muhammadiyah 9 ?PanglimaSudirman? are material modification, socialization for regular students and parents, instructional media use, individual guidance, learning motivation improvement, coordination among teachers, Up-Grading activity, cooperation with the parents, and inclusive learning environment. (3) The obstacles of learning quality improvement for students with special need at Ar-RoihanIntegrated Islamic Elementary Schoolcover difficulty of communication with the students, apathetic attitude of some regular students and parents, lack of parents?role, and minimum supporting facilities. Meanwhile, the obstacles of Elementary School of Muhammadiyah 9 ?PanglimaSudirman? arelack of human resources (HR), lack of supporting facilities, the lack of parents' role, no special learning materials for students with special need, the impassiveness of some students and parents, and inadequate size of resource/inclusion room}
		}