Fact Alternative Solutions
When working groups of children whose learning disabilities are less
able to work together with other friends, more aloof, and passive.
Using a strategy of grouping students or cooperative learning
strategies.
Objective : Enlarge caring friends to help.
Things to consider : a. Students are grouped with similar groups
allowing for the ability to work together. The possibility of grouping students can be adapted
to the material covered in the task group. b. Heterogeneous grouping can be done if the
child has a clear role in the group, for example: the discussion of the frog life cycle role is to
draw the life cycle of frogs or frog legs count the number in each phase.
c. Homogeneous grouping, can be done if teachers want to provide intensive assistance to some
children while other friends who do the work in their respective group.
D. Evaluation
At the end of the program, to evaluate the impact of learning on ABB accommodation social interaction, motivation to learn in the classroom and academic
achievement ABB.
1. Motivation to learn Development of Observation Rating Scale for Children Learning Motivation
No Factor
Indicator Number
Items
1. Duration - The time it takes the child do chores 1
2. Frequency - The willingness of children to ask questions in class - The willingness of the child to argue in discussions
2 3
Based on the table above, the instrument rating scale be developed as follows: Put √ mark on the numbers and information in accordance with the display when the
child in the classroom observation. Specification: √ mark in the number 1 means the children do chores long and always ask for help. If there is additional information,
write it on the remark column.
22
a. How a childs desire to work on the problems tasks given in the classroom?
name of child
1 2
3 4
5 Description
Long without
asking for help
Old and ask for help
Just in time without
asking for help
Timely and occasionally
ask for help Faster
independently
... ...
... b. How a childs desire in doing the task?
name of child
1 2
3 4
5 Description
Do not want to do chores
No immediate
task though ordered
Task after prompting
Immediate tasks after
prompting Immediate
tasks without
prompting
... ...
... c. How a childs desire to ask during the learning process take place?
name of child
1 2
3 4
5 Description
Unwilling to ask even
though requested
Sometimes want to ask
after being asked
Just ask
when prompted
Sometimes ask
unasked Always ask
unasked
... ...
... d. How a childs attention while learning?
name of child
1 2
3 4
5 Description
engrossed himself
Only when reprimanded
Only at the beginning
Sometimes during
learning
... ...
... e. How childrens participation during the discussion?
name of child
1 2
3 4
5 Description
Passive, preoccupied
itself tend to be
silent Occasionally
argued when asked
Occasionally argued
without being asked
active argues
... ...
... 23
2. Social interaction The teacher asked the students: Who are you going to play the rest later?. Then the
students were asked to write in the paper three of his friends who will be selected. Visualization of the grouping can be seen in the following example:
A pick B, but B does not choose A A pick C, and C choose A
3. Academic Achievement Learning achievement can be determined by comparing the value of learning
outcomes in homework, assignments, quizzes, and exams before to after the applied learning accommodations.
E. Reflection Application Accommodation
