The Based on observations of several SDLB in East Jakarta in 2017, mentally retarded students still experience difficulty in locomotor basic movements. It was seen when approaching the target was still not right, body movements were still stiff, feeling scared. While, in physical education activities are inseparable from locomotor motion, it is considered important to find solutions so that mentally retarded students can do the locomotor movement well. Purpose of this study was to study the physical education process and the basic mobility abilities of students with special needs of elementary school age three in conducting physical education learning to 45 students in nine schools and using locomotor basic motion tests. Research using a Likert scale, data were analyzed using quantitative descriptive techniques. Overall obtained a score of 2.72 with good criteria. Separately, the results of the average ability to use the locomotor basic motion test results obtained 2.98 (Good), jump: 2.84 (Good), jump: 2.67 (Good), jump over: 2.46 (Good), land : 2, 64 (Good).

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This research is part of the research and development phase conducted by researchers. The purpose of this study is to describe the physical education learning environment by integrating the neuroscience concept. The method used in this research is literature study and survey with the following steps, 1) conducting a theoretical study and related principles, 2) analyzing learning (including analysis of learning tools to its implementation), and 3) describing the findings. The subjects in this study were grade 3 elementary school physical education teachers in Jakarta. The instrument used was developed by the researcher according to the needs consisting of four indicators, namely, the teacher's teaching style, student learning styles, the integration of neuroscience in learning, and learning support facilities. Literature study data were analyzed using a normative approach while survey data were analyzed using descriptive analysis. The results obtained are that there are four main principles of neuroscience learning, namely 1) multi-tasking, 2) modeling, 3) fun, 4) sequential. Meanwhile, field findings show that teachers have unconsciously integrated neuroscience in learning, but have never seriously and specifically designed their learning according to the principles of neuroscience-based learning. Researchers suggest developing a neuroscience-based physical education learning model that is based on the found neuroscience learning principles.

This research is about implementing standard learning processes for students in Special Education Elementary School. This study wanted to obtain data and information regarding the implementation of educational learning based on the standard learning process in Special Education Elementary School. Respondents in this research were the respondents that were able to provide what was needed in research such as government role in providing education services for children with special needs. The research method used an evaluative method with the design of the CIPP channel which was conducted through documentation, observation, interviews and questionnaires to the Special Education Elementary Schools in East Jakarta. Research results from the Learning Process score of 3.3 or 81%; Learning Implementation scores 3,4 or 86%; Assessment of Learning Outcomes has an average score of 3.4 or 84%%. Overall, the standard process of implementing education in the Special Education Elementary Schools in East Jakarta region has an average score of 3.3 or 84% which is "Very Good Category".