Peningkatan Keterampilan Sosial Anak Berkebutuhan Khusus Melalui Strategi Pembelajaran Station Rotation Berbasis Tiered Task (Studi Eksperimen di Sekolah Inklusif Sumatera Barat)

Abstract

The government's declaration of quality education equality is evidenced in the implementation of inclusive education which is in line with the philosophy of education for all. One of the learning strategies that accommodate differences in student learning needs is differentiated learning, using the Station Rotation (SR) strategy with Tiered Task (TT). The problem is that not all-inclusive schools have implemented this strategy in learning. This article aims to prove the effectiveness of implementing the SR learning strategy with TT towards improving the social skills of students with special needs (SSN) in inclusive schools. This study used an experiment, with 17 teachers participating in four inclusive schools in West Sumatra which included subject and classroom teachers, 8 observers, and 85 SSN with various types of special needs. Data were collected by observation, documentation, and questionnaires. The results showed that there was a significant effect of the SR learning strategy with TT on improving general social skills, during learning, and in the classroom environment for special needs children in inclusive schools. This increase occurs because SR and TT emphasize the flexibility of SSN in choosing study groups, evaluation of learning based on SSN abilities, and can increase positive relationships and eliminate obstacles that SSN has.

Optimization of Kurikulum Merdeka through differentiated learning: Effectiveness and implementation strategy

“…Type Station Rotation Allows students to take turns through different learning stations to achieve learning objectives. The Tiered Task Strategy involves assigning assignments to students at varying readiness levels, ensuring they are challenging and engaging (Marlina et al, 2022). Teachers can also take advantage of the model project-based learning (PBL), problem-based learning, contextual teaching and learning (CTL), concept-based learning, and inquiry-based learning (Rukmi & Khosiyono, 2023).…”

Penerapan Model Pembelajaran Berdiferensiasi Pada Siswa Kelas Viii SMPLB Di Sekolah Khusus (Skh) Insan Mulia Kabupaten Tangerang

“…Meskipun banyak usaha telah dilaksanakan di sekolah untuk mengubah pelaksanaan pembelajaran sekolah inklusif, namun usaha tersebut tampaknya belum optimal. Desain lingkungan belajar dan keterlibatan teman sebaya, berkontribusi signifikan terhadap pengembangan kecakapan sosial anak dengan kebutuhan khusus di sekolah inklusif (Marlina, 2015) (Marlina Marlina, 2022). Proses identifikasi anak dengan kebutuhan khusus diperlukan oleh guru untuk mendapatkan pengetahuan tentang ruang lingkup gangguan yang dialami anak berkebutuhan khusus, antara lain ganggguan fisilogis, psikologis, intelektual, sosial, serta emosi.…”

Tantangan dan Strategi Mendisiplinkan Siswa Berkebutuhan Khusus dalam Pendidikan Inklusif: Tinjauan dari Perspektif Studi Literatur

“…Menurut (Marlina 2020) strategi pendidikan inklusif telah menjadi fokus utama dalam upaya menciptakan lingkungan belajar yang menyambut semua siswa, termasuk mereka yang memiliki kebutuhan khusus. Salah satu strategi kunci dalam pendidikan inklusif adalah menyediakan pendekatan pembelajaran yang responsif terhadap kebutuhan individual siswa.…”