THE MANAGEMENT OF INCLUSION LEARNING AT ELEMENTARY SCHOOL STATE BLOTONGAN 3 The Management Of Inclusion Learning At Elementary School State Blotongan 3 Salatiga.
THE MANAGEMENT OF INCLUSION LEARNING
AT ELEMENTARY SCHOOL STATE BLOTONGAN 3
SALATIGA
THESIS
Submitted as a Partial Fulfillment of the Requirements
for Getting Master Degree of Education
in Educational Management Department
By:
MUHLISUN
Q.100.100.132
GRADUATE SCHOOL
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
i
CONSULTANT NOTE
Prof.Dr. Bambang Sumardjoko, M.Pd
First Consultant
Subject: Thesis of Muhlisun
To
: The Director of Graduate School
Muhammadiyah University of Surakarta
Assalamualaikum warahmatullahi wabarakatuh.
After reading and giving suggestion to the thesis of this identity:
Name
: Muhlisun
Student number
: Q.100.100.132
Department
: Educational Management
Title
: The Management of Inclusion Learning at Elementary
School State Blotongan 3 Salatiga
This thesis has been approved to be examined by the board of examiners of
Graduate School, Muhammadiyah University of Surakarta.
Wassalamualaikum warahmatullahi wabarakatuh.
Surakarta, April 2012
First Consultant
Prof.Dr. Bambang Sumardjoko, M.Pd
ii
CONSULTANT NOTE
Drs. Sigit Haryanto, M. Hum.
Second Consultant
Subject: Thesis of Muhlisun
To
: The Director of Graduate School
Muhammadiyah University of Surakarta
Assalamualaikum warahmatullahi wabarakatuh.
After reading and giving suggestion to the thesis of this identity:
Name
: Muhlisun
Student number
: Q.100.100.132
Department
: Educational Management
Title
: The Management of Inclusion Learning at Elementary
School State Blotongan 3 Salatiga
This thesis has been approved to be examined by the board of examiners of
Graduate School, Muhammadiyah University of Surakarta.
Wassalamualaikum warahmatullahi wabarakatuh.
Surakarta, April 2012
Second Consultant
Drs. Sigit Haryanto, M. Hum.
iii
ACCEPTANCE
THE MANAGEMENT OF INCLUSION LEARNING
AT ELEMENTARY SCHOOL STATE BLOTONGAN 3
SALATIGA
By
MUHLISUN
Q.100.100.132Tidar 1
Accepted by the Board of Examiners
Of Educational Management, Graduate School
Muhammadiyah University of Surakarta
On April 26th, 2012
Team of examiners:
1. Dr. Bambang Sumardjoko, M. Pd.
Chair Person
(
)
2. Drs. Sigit Haryanto, M. Hum.
Member
(
)
3. Prof. DR. A. Ngalim, M. Hum.
Expert
(
)
Surakarta, April 2012
Director,
Prof. Dr. Khudzaifah Dimyati, S.H.
iv
THE STATEMENT OF THESIS AUTHENTICITY
I undersigned below:
Name
: Muhlisun
Number
: Q.100.100.132
Study Program
: Master of Education Management
Concentration
: Management of Education System
Thesis Title
: The Management of Inclusion Learning at Elementary
School State Blotongan 3 Salatiga
Certify that the thesis which I submit is really a result of my own work,
except the quotations and summaries that everything I have explained the source,
and if later proven or can prove my thesis is the result of plagiarism, then I am
willing if the degree and university diploma given to me will be canceled.
Surakarta, April 2012
The statement maker,
Muhlisun
v
MOTTO
MOTTO
vi
DEDICATION
This thesis is dedicated to:
My beloved wife and children that always support me.
vii
ACKNOWLEDGMENT
Praise and gratitude to Allah SWT, for blessing the writer, so the research
paper entitled The Management of Inclusion Learning at Elementary School State
Blotongan 3 Salatiga can be finished well. This thesis is one of academic
requirements to get the degree of Educational Management Master on Graduate
School, Muhammadiyah University of Surakarta.
This research paper writing process was not lost of input and suggestion
from many people that cannot be mentioned one by one. Therefore, in this
occasion the writer would like to express his deepest gratitude and appreciation to
the people who have ever helped him in finishing this research paper.
1.
Prof. Dr. Bambang Setiaji, Rector of Surakarta Muhammadiyah University
who has given a variety of facilities in completing studies at Muhammadiyah
University of Surakarta.
2.
Prof. Dr. Khudzaifah Dimyati, M. Hum., Director of Graduate School at
Muhammadiyah University of Surakarta, who gave the opportunity to the
writer to continue the study.
3.
Dr. Bambang Sumardjoko, M. Pd., the first advisor that had given guidance,
support, and advise in the process of writing this thesis.
4.
Drs. Sigit Haryanto, M. Hum., the second advisor who gave suggestion to the
writer in this research paper writing process.
5.
The principal and teachers of Elementary School State Blotongan 03 Salatiga
that had given more time to the writer in finding data and information in this
research paper writing process.
6.
Parents at Elementary School State Blotongan 03 Salatiga that gave
information to the writer in this research paper writing process.
7.
All parties that cannot be mentioned one by one that gave support and
guidance in this research paper writing process.
viii
The writer realizes that this thesis is far from being perfect, in order to
make it better, the writer accept advices and criticisms. Finally, the writer wishes
this research paper would be useful for all readers.
Surakarta, February 2012
Writer,
Muhlisun
ix
ABSTRACT
Muhlisun. Q.100.100.132. The Management of Inclusion Learning at Elementary
School State Blotongan 3 Salatiga. Thesis. Graduate School. Muhammadiyah
University of Surakarta. 2012.
This study has three objectives. The first objective is to describe the
characteristic of classroom design at Elementary School State Blotongan 3
Salatiga. The second objective is to elaborate the characteristic of teaching and
learning interaction at Elementary School State Blotongan 3 Salatiga. And finally,
this study aims to describe the characteristic of learning evaluation at Elementary
School State Blotongan 3 Salatiga.
It is a qualitative research which was done at Elementary School State
Blotongan 3 Salatiga. During the research paper process, it involved several
informants such as the principal, teacher and parents. In collecting data, this study
used observation, interview, and documentation. Data collection technique used
an analysis model of data collection, data reduction, data display, and drawing
conclusion. Data validity of this research paper includes credibility,
transferability, dependability, and confirmability.
This finding suggests that the available facilities and infrastructure are
very needed to support teaching and learning activity in school. The existence of
inclusion students in the general class does not change the classroom design.
Generally, the classroom is designed by arranging the table and chairs to face the
blackboard. Inclusion students are placed in the front row for facilitating teacher
to help their difficulties. Generally, teaching and learning activities in the
inclusion class is the same as the teaching and learning activity in the regular class
whether in the strategy, activity, media and the method. The use of varied
instructional methods is able to make the students not to get bored in following
the teaching and learning activity. The students’ interaction is influenced by the
content of material delivered by teacher and physical condition of students. The
inclusion students begin to be difficult to interact when teaching and learning
activity more than two hours. The evaluation can be done every day when teacher
finishing a material. Kind of evaluation usually consists of three activities such as
written evaluation, spoken, evaluation in the form of tasks. Teachers of
Elementary School State Blotongan 3 Salatiga have problems in determining the
result of the evaluation. Due to the inclusion students must follow a
predetermined standard score. Whereas, the inclusion student’ score is under the
standard score. Teacher gives the material in a remedial and enrichment.
Keywords: classroom design, interaction, evaluation
x
TABLE OF CONTENT
TITLE ................................................................................................................
i
CONSULTANT NOTE.....................................................................................
ii
ACCEPTANCE ................................................................................................. iv
THE STATEMENT OF THESIS AUTHENTICITY ....................................
v
MOTTO ............................................................................................................. vi
DEDICATION ................................................................................................... vii
ACKNOWLEDGEMENT ................................................................................ viii
ABSTRACT .......................................................................................................
x
TABLE OF CONTENT ................................................................................... xi
CHAPTER I
CHAPTER II
INTRODUCTION ...............................................................
1
A. Background .....................................................................
1
B. Research Focus................................................................
4
C. Research Objective..........................................................
5
D. Benefit of Research .........................................................
5
E. Glossary ..........................................................................
6
THEORY .............................................................................
7
A. Inclusion ..........................................................................
7
B. Learning of Children with Special Need .........................
7
C. Classroom Management In Setting of Inclusion
Education.........................................................................
8
D. Teaching and Learning Interaction .................................
9
E. Evaluation .......................................................................
9
F. Inclusion Learning in Public School ............................... 11
G. Previous Research ........................................................... 12
CHAPTER III
RESEARCH METHOD ..................................................... 14
A. Type and Design of Research ......................................... 14
B. Research Location ........................................................... 14
C. Role of Researcher ......................................................... 15
D. Data, Data Source, and Informant ................................... 15
xi
E. Technique of Data Collection ......................................... 16
F. Technique of Data Analysis ........................................... 17
G. Data Validity ................................................................... 18
CHAPTER IV
DATA DESCRIPTION AND FINDING........................... 19
A. Data Description.............................................................. 19
1. Characteristic of Classroom Design at
Elementary School State Blotongan 3
Salatiga ..................................................................... 19
2. Characteristic of Teaching and Learning
Interaction at Elementary School State
Blotongan 3 Salatiga ................................................. 22
3. Characteristic of Learning Evaluation at
Elementary School State Blotongan 3
Salatiga ..................................................................... 26
B. Finding ............................................................................ 28
CHAPTER V
DISCUSSION AND PROPOSITION ................................. 32
A. Discussion ...................................................................... 32
1.
Characteristic of Classroom Design at
Elementary School State Blotongan 3 Salatiga .......... 32
2.
Characteristic of Teaching and Learning
Interaction at Elementary School State
Blotongan 3 Salatiga .................................................. 34
3.
Characteristic of Learning Evaluation at
Elementary School State Blotongan 3 Salatiga .......... 38
B. Proposition ...................................................................... 40
CHAPTER VI CLOSING ............................................................................. 41
A. Conclusion ..................................................................... 41
B. Implication ..................................................................... 42
C. Recommendation............................................................. 43
REFERENCES ................................................................................................. 44
xii
AT ELEMENTARY SCHOOL STATE BLOTONGAN 3
SALATIGA
THESIS
Submitted as a Partial Fulfillment of the Requirements
for Getting Master Degree of Education
in Educational Management Department
By:
MUHLISUN
Q.100.100.132
GRADUATE SCHOOL
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
i
CONSULTANT NOTE
Prof.Dr. Bambang Sumardjoko, M.Pd
First Consultant
Subject: Thesis of Muhlisun
To
: The Director of Graduate School
Muhammadiyah University of Surakarta
Assalamualaikum warahmatullahi wabarakatuh.
After reading and giving suggestion to the thesis of this identity:
Name
: Muhlisun
Student number
: Q.100.100.132
Department
: Educational Management
Title
: The Management of Inclusion Learning at Elementary
School State Blotongan 3 Salatiga
This thesis has been approved to be examined by the board of examiners of
Graduate School, Muhammadiyah University of Surakarta.
Wassalamualaikum warahmatullahi wabarakatuh.
Surakarta, April 2012
First Consultant
Prof.Dr. Bambang Sumardjoko, M.Pd
ii
CONSULTANT NOTE
Drs. Sigit Haryanto, M. Hum.
Second Consultant
Subject: Thesis of Muhlisun
To
: The Director of Graduate School
Muhammadiyah University of Surakarta
Assalamualaikum warahmatullahi wabarakatuh.
After reading and giving suggestion to the thesis of this identity:
Name
: Muhlisun
Student number
: Q.100.100.132
Department
: Educational Management
Title
: The Management of Inclusion Learning at Elementary
School State Blotongan 3 Salatiga
This thesis has been approved to be examined by the board of examiners of
Graduate School, Muhammadiyah University of Surakarta.
Wassalamualaikum warahmatullahi wabarakatuh.
Surakarta, April 2012
Second Consultant
Drs. Sigit Haryanto, M. Hum.
iii
ACCEPTANCE
THE MANAGEMENT OF INCLUSION LEARNING
AT ELEMENTARY SCHOOL STATE BLOTONGAN 3
SALATIGA
By
MUHLISUN
Q.100.100.132Tidar 1
Accepted by the Board of Examiners
Of Educational Management, Graduate School
Muhammadiyah University of Surakarta
On April 26th, 2012
Team of examiners:
1. Dr. Bambang Sumardjoko, M. Pd.
Chair Person
(
)
2. Drs. Sigit Haryanto, M. Hum.
Member
(
)
3. Prof. DR. A. Ngalim, M. Hum.
Expert
(
)
Surakarta, April 2012
Director,
Prof. Dr. Khudzaifah Dimyati, S.H.
iv
THE STATEMENT OF THESIS AUTHENTICITY
I undersigned below:
Name
: Muhlisun
Number
: Q.100.100.132
Study Program
: Master of Education Management
Concentration
: Management of Education System
Thesis Title
: The Management of Inclusion Learning at Elementary
School State Blotongan 3 Salatiga
Certify that the thesis which I submit is really a result of my own work,
except the quotations and summaries that everything I have explained the source,
and if later proven or can prove my thesis is the result of plagiarism, then I am
willing if the degree and university diploma given to me will be canceled.
Surakarta, April 2012
The statement maker,
Muhlisun
v
MOTTO
MOTTO
vi
DEDICATION
This thesis is dedicated to:
My beloved wife and children that always support me.
vii
ACKNOWLEDGMENT
Praise and gratitude to Allah SWT, for blessing the writer, so the research
paper entitled The Management of Inclusion Learning at Elementary School State
Blotongan 3 Salatiga can be finished well. This thesis is one of academic
requirements to get the degree of Educational Management Master on Graduate
School, Muhammadiyah University of Surakarta.
This research paper writing process was not lost of input and suggestion
from many people that cannot be mentioned one by one. Therefore, in this
occasion the writer would like to express his deepest gratitude and appreciation to
the people who have ever helped him in finishing this research paper.
1.
Prof. Dr. Bambang Setiaji, Rector of Surakarta Muhammadiyah University
who has given a variety of facilities in completing studies at Muhammadiyah
University of Surakarta.
2.
Prof. Dr. Khudzaifah Dimyati, M. Hum., Director of Graduate School at
Muhammadiyah University of Surakarta, who gave the opportunity to the
writer to continue the study.
3.
Dr. Bambang Sumardjoko, M. Pd., the first advisor that had given guidance,
support, and advise in the process of writing this thesis.
4.
Drs. Sigit Haryanto, M. Hum., the second advisor who gave suggestion to the
writer in this research paper writing process.
5.
The principal and teachers of Elementary School State Blotongan 03 Salatiga
that had given more time to the writer in finding data and information in this
research paper writing process.
6.
Parents at Elementary School State Blotongan 03 Salatiga that gave
information to the writer in this research paper writing process.
7.
All parties that cannot be mentioned one by one that gave support and
guidance in this research paper writing process.
viii
The writer realizes that this thesis is far from being perfect, in order to
make it better, the writer accept advices and criticisms. Finally, the writer wishes
this research paper would be useful for all readers.
Surakarta, February 2012
Writer,
Muhlisun
ix
ABSTRACT
Muhlisun. Q.100.100.132. The Management of Inclusion Learning at Elementary
School State Blotongan 3 Salatiga. Thesis. Graduate School. Muhammadiyah
University of Surakarta. 2012.
This study has three objectives. The first objective is to describe the
characteristic of classroom design at Elementary School State Blotongan 3
Salatiga. The second objective is to elaborate the characteristic of teaching and
learning interaction at Elementary School State Blotongan 3 Salatiga. And finally,
this study aims to describe the characteristic of learning evaluation at Elementary
School State Blotongan 3 Salatiga.
It is a qualitative research which was done at Elementary School State
Blotongan 3 Salatiga. During the research paper process, it involved several
informants such as the principal, teacher and parents. In collecting data, this study
used observation, interview, and documentation. Data collection technique used
an analysis model of data collection, data reduction, data display, and drawing
conclusion. Data validity of this research paper includes credibility,
transferability, dependability, and confirmability.
This finding suggests that the available facilities and infrastructure are
very needed to support teaching and learning activity in school. The existence of
inclusion students in the general class does not change the classroom design.
Generally, the classroom is designed by arranging the table and chairs to face the
blackboard. Inclusion students are placed in the front row for facilitating teacher
to help their difficulties. Generally, teaching and learning activities in the
inclusion class is the same as the teaching and learning activity in the regular class
whether in the strategy, activity, media and the method. The use of varied
instructional methods is able to make the students not to get bored in following
the teaching and learning activity. The students’ interaction is influenced by the
content of material delivered by teacher and physical condition of students. The
inclusion students begin to be difficult to interact when teaching and learning
activity more than two hours. The evaluation can be done every day when teacher
finishing a material. Kind of evaluation usually consists of three activities such as
written evaluation, spoken, evaluation in the form of tasks. Teachers of
Elementary School State Blotongan 3 Salatiga have problems in determining the
result of the evaluation. Due to the inclusion students must follow a
predetermined standard score. Whereas, the inclusion student’ score is under the
standard score. Teacher gives the material in a remedial and enrichment.
Keywords: classroom design, interaction, evaluation
x
TABLE OF CONTENT
TITLE ................................................................................................................
i
CONSULTANT NOTE.....................................................................................
ii
ACCEPTANCE ................................................................................................. iv
THE STATEMENT OF THESIS AUTHENTICITY ....................................
v
MOTTO ............................................................................................................. vi
DEDICATION ................................................................................................... vii
ACKNOWLEDGEMENT ................................................................................ viii
ABSTRACT .......................................................................................................
x
TABLE OF CONTENT ................................................................................... xi
CHAPTER I
CHAPTER II
INTRODUCTION ...............................................................
1
A. Background .....................................................................
1
B. Research Focus................................................................
4
C. Research Objective..........................................................
5
D. Benefit of Research .........................................................
5
E. Glossary ..........................................................................
6
THEORY .............................................................................
7
A. Inclusion ..........................................................................
7
B. Learning of Children with Special Need .........................
7
C. Classroom Management In Setting of Inclusion
Education.........................................................................
8
D. Teaching and Learning Interaction .................................
9
E. Evaluation .......................................................................
9
F. Inclusion Learning in Public School ............................... 11
G. Previous Research ........................................................... 12
CHAPTER III
RESEARCH METHOD ..................................................... 14
A. Type and Design of Research ......................................... 14
B. Research Location ........................................................... 14
C. Role of Researcher ......................................................... 15
D. Data, Data Source, and Informant ................................... 15
xi
E. Technique of Data Collection ......................................... 16
F. Technique of Data Analysis ........................................... 17
G. Data Validity ................................................................... 18
CHAPTER IV
DATA DESCRIPTION AND FINDING........................... 19
A. Data Description.............................................................. 19
1. Characteristic of Classroom Design at
Elementary School State Blotongan 3
Salatiga ..................................................................... 19
2. Characteristic of Teaching and Learning
Interaction at Elementary School State
Blotongan 3 Salatiga ................................................. 22
3. Characteristic of Learning Evaluation at
Elementary School State Blotongan 3
Salatiga ..................................................................... 26
B. Finding ............................................................................ 28
CHAPTER V
DISCUSSION AND PROPOSITION ................................. 32
A. Discussion ...................................................................... 32
1.
Characteristic of Classroom Design at
Elementary School State Blotongan 3 Salatiga .......... 32
2.
Characteristic of Teaching and Learning
Interaction at Elementary School State
Blotongan 3 Salatiga .................................................. 34
3.
Characteristic of Learning Evaluation at
Elementary School State Blotongan 3 Salatiga .......... 38
B. Proposition ...................................................................... 40
CHAPTER VI CLOSING ............................................................................. 41
A. Conclusion ..................................................................... 41
B. Implication ..................................................................... 42
C. Recommendation............................................................. 43
REFERENCES ................................................................................................. 44
xii