Corresponding Author: Ari
Hudrianto
E-mail: [email protected]
INTRODUCTION
Pancasila education is a subject
that not only focuses on developing science and knowledge but also on forming
human character by the values of Pancasila as the basis of the Indonesian state
(Listyarini
et al., 2023). In general (Sularmi,
2018), Pancasila education is
formulated to prepare the younger generation to take on the roles and
responsibilities of good citizenship. Perception (Juainah
et al., 2022) about Pancasila Education as the
cultivation of character through the world of education in order to erode the
bad attitudes and behaviours that are often carried out by humans (Listyarini
et al., 2023) because Pancasila Education
humans, not only learn science but attitudes and skills to become good human
beings in life both in society, nation and state. Learning activities in
Pancasila Education become a bridge to form noble human character education in
the next generation (Asih
& Aufa, 2023). Therefore, Pancasila Education
reflects the quality of citizens who are qualified and productive in the sphere
of life of society, nation, and state. Through school education institutions,
Pancasila Education can be implemented to create quality and globally
competitive humans.
However, the results of data
processing by (PDS
Kemendikbud, 2017) from the Centre of Data and
Statistics on Education and Culture by the directorate of the Ministry of
Education and Culture, Research and Technology (Ismail
et al., 2021) 2017/2018. The total number of
students at the Special School (SLB, Sekolah Luar Biasa) level is
128,510 people, with the number of admissions from 2017 to 2018 reaching 28,763
students. While the number who successfully graduated or declared graduated in
2017 from SLB Education was only 126 students, as many as 99,189 students still
could not be declared graduated in SLB institutions or exceptional education
levels. This means that as many as 99.50% of students at the particular school
education level need help to complete their education. This is due to the
quality of education from the analysis conducted by (Idris
et al., 2019) in 2019 looking at the quality
of education from the existing zoning system in one region of Indonesia, namely
the West Nusa Tenggara region, which has an existing quality of education that
does not touch up to 50%.
The causes of poor education
quality according to Soedijarto (Syukri
et al., 2019), low quality or quality of
education is caused by less than optimal school management as an educational
institution, ineffective learning programs such as planning, implementing, and
managing curriculum systems, then measuring the achievement of student learning
outcomes is only done cognitively as the only indicator of educational success.
Then the weakness in education management is also the cause of the poor quality
of education in addition to the gap in educational facilities and
infrastructure in urban and rural areas, support from the government that is
still weak, the existence of an old-fashioned mindset in society, the low
quality of teaching resources, and weak learning evaluation standards (Madani,
2019). (Budiharso
& Tarman, 2020) The financing component of
education is one of the important aspects of education management and is
believed by some education experts to have a significant influence on improving
the quality of education itself.
This can be explicitly seen from
the research results at Sekolah Luar Biasa 2 Mataram, where students experience
obstacles in understanding learning from educators and have difficulty doing
assignments (Rokhmat
et al., 2022). This happens in children with
tunalaras or tunagrahita, which shows that most have poor cognitive development
and only a small proportion of child respondents have good cognitive
development (Sumartini,
2020). These results show the problems
that occur from using teaching materials, LKPD and prepared assessment tools.
Then, the perception (Saqyla
et al., 2023) The current problems being
faced, one of which is at Sekolah Luar Biasa 2 Mataram about the average
disabled person when adapting to a broader environment and a typical
environment as a person with a disability requires time to adapt. Even
educators also have difficulty understanding the meaning of the behaviour and
behaviour of autistic children through non-verbal communication who are less
focused or cannot know what the educator is asking and questioning, as well as
the ability to think or their knowledge is still far from children in general (Yulianti,
2020). Coupled with inadequate
facilities/infrastructure and the ability of Pancasila Education educators to
use strategies that are still felt to be less relevant to the treatment that
should be received by children with special needs in SLB 2 Mataram and the
scarcity of education personnel, especially Pancasila Education who are
specially educated for the teaching profession at Sekolah Luar Biasa 2 Mataram
institutions� (Sari
& Hotimah, 2021).
From the problems that arise
above, the low number of graduate students in particular school institutions is
due to the poor quality of education, which results in learning not being
maximized when run by the Indonesian state. Especially in the particular school institution 2
Mataram West Nusa Tenggara Province. Then how do we deal with the problems that
occur? Of course, this can be done by improving lesson plans, teaching
materials, learning media, LKPD (Lembar Kerja Peserta Didik), and
assessment sheets for each learning process carried out in order to improve the
education system, especially in learning Pancasila Education. A case study can
be used to improve this. The case study referred to here is how the planning
implementation process evaluates learning tools such as lesson plans, teaching
materials, learning media, LKPD (Lembar Kerja Peserta Didik) and
assessment sheets in SLB 2 Mataram in learning Pancasila Education. After that,
an in-depth examination will be conducted to build and improve these devices to
make learning activities more qualified.
Based on the above background,
the purpose of this study is to determine and identify Pancasila education
learning for children with special needs in public special school 2 Mataram.
The benefits of this research are expected to improve the quality of education
and the productivity of students both in individual life, society, state and
nation, especially in children with special needs. In addition, this research
is also expected to encourage increased cooperation between educators, as well
as curriculum development that is more relevant and responsive to the needs of
children with special needs.
METHOD
Researchers use
case study research or case study in theory (Yin & Yin, 2016). Case study research is a type of research that tries to
solve a problem raised in the research background. These cases are supported by
concrete data and evidence, especially in the extraordinary school institution
2 Mataram for children with special needs in learning Pancasila Education. In
solving these cases, researchers use the type of case study research to answer
all the problems described in the introduction. With the parallel case study
form, researchers can answer all these problems simultaneously at one time. As
stated by (et al., 2021), The parallel case study type is used to examine several
simultaneous cases. Through a qualitative approach, the research results
obtained by researchers are in the form of the results of a Pancasila Education
learning process towards learning outcomes for children with special needs, as
well as the system and management of educators as a form of learning
evaluation. (Ardiansyah et al., 2023) interpret the qualitative approach as a study of the
natural environment in which the phenomenon under study occurs, thus enabling
researchers to understand the broader and more complex context between types
and approaches in research.
By determining
subjects sourced from informants who are still relevant and will develop after
conducting research in the field (Susanti, 2019). Therefore, in this qualitative research, researchers
describe the term subject or informant in research data sources to explain it
concretely. Subjects and informants are selected proportionally and are a
snowball in nature, as argued by (Guardian, 2014) Population and snowball sampling are methods for
identifying, selecting, and sampling in a network or chain of continuous
relationships. The primary data obtained comes from the subject of this
research in the form of people who have experience with or are directly
involved. In this case, the population raised by the researcher is the usual
institutional structure of Mataram's two special schools, both from Pancasila
Education educators in the Special Elementary School, Special Junior High
School and Special Senior High School, students to the principal.
Secondary data
obtained from informant sources in the form of people indirectly involved in
the object of the learning process in the school environment in the
institutional structure of special schools, in this case, are educators in the
scientific field of Special Education, educators in the field of curriculum
making and educators who are relevant to the scientific field of Pancasila
Education. By using interview techniques, namely observation, wawanncara, and
documentation, researchers analyze it by condensing data using theoretical
concepts (Creswell & Miller, 2000), which offers nine procedures to improve data validity
to achieve validity of qualitative research data, including triangulation,
disconfirming evidence, research reflexivity, member checking, prolonged
engagement in the field, collaboration, the audit trail, thick and rich
description and peer debriefing through source triangulation and technique
triangulation techniques.
RESULTS AND DISCUSSION
Special school education institutions, or SLB, are classified
as an exclusive type of education, such as SLB 2 Mataram. Through the services
provided at both SDLB (Sekolah Dasar Luar Biasa), SMPLB (Sekolah
Menengah Pertama Luar Biasa), and SMALB (Sekolah Menengah Atas Luar
Biasa) levels, students are educated to remain productive despite their
limitations. Together, students learn with students who have other special
needs, such as the Deaf, the Disabled, the Disabled, the Disalaras, and the
Autistic.
Development of Learning Tools at the Special Needs Primary School Level
Making learning tools for Pancasila Education, such as
the Pancasila Education Learning Implementation Plan (RPP, Rencana
Pelaksanaan Pembelajaran) at the Extraordinary Primary School Education
level (SDLB), first, the RPP at the SDLB level for Pancasila Education must be
conditioned by the needs and abilities of students based on their specialities,
namely deafness, disability, disability, tunalaras and autism. Pay attention to
the formulation of learning indicators that will be written into the Pancasila Education
lesson plan with themes or topics outlined in the curriculum, then state these
objectives into the lesson plan through essential competencies that are basic
and general according to the abilities of students with special needs.
Effective learning materials should be aligned with the content of the
curriculum and provide comprehensive coverage of the learning material (Yardi et al., 2024). While learning objectives are the direction students
must achieve, learning objectives must refer to the indicators students have
after participating in the organized learning process (Chen et al., 2023). In line with perception (Sunardi et al., 2017), indicators are a synthesis of KD in the form of
behaviour that can be measured and observed as a reference to the achievement
of KD and as a benchmark for assessing a subject.
Then, teaching materials are made flexible with
children's language using a unique approach, namely scientific and
individualistic learning, to implement Pancasila Education learning media with
tools such as relevant images. Well-chosen images can effectively convey
complex information and make it more accessible to learners with special needs (Hwang et al., 2018). The material should also be organized logically and
sequentially to facilitate progressive learning (Amka, 2021). It is essential to do this because using a scientific
and individualized learning approach can enable the active participation of
learners with special needs through understanding the teaching materials and
learning media used.� Educators are
encouraged to use learning assessment sheets that are easy and straightforward,
simple, practical activities. The reason for this is that in assessing learners
with special needs, such as deaf, disabled, disabled, tunalaras and autistic,
they are very slow in managing, analyzing and integrating any information they
receive. In identifying questions, the weight of the questions should include a
brief definition, information, and background linked to real-life examples
accompanied by media to help learners with special needs understand the
relevance and importance of the topic (Matson & Hong, 2018).
Development of Learning Tools at the Junior High School Level for Children
with Disabilities
Developing learning tools such as the Pancasila Education
Learning Implementation Plan at SMPLB is a step to consider the problems faced
by students with special needs they have in life. The design of lesson plans
involves the adaptation of educators with deaf, deaf, disabled, disabled,
tunalaras, and autistic learners, then poured into essential competencies and
elaborated in detail in the indicators. According to (Talbott et al., 2018), the development of learning indicators is used to
achieve the learning objectives of students with special needs. Therefore, the
Pancasila Education learning indicators evaluate the learning outcomes of
students with special needs, which can be measured (Amin et al., 2023). The design of Pancasila Education lesson plans must
cover all the needs and abilities of students, both deaf, deaf disabled,
tunalaras and autistic at the SMPLB education level. Then, the internal needs
(such as textbooks and notebooks) and learning objectives, as well as the prior
knowledge of learners with special needs and their learning styles, are factors
that must be considered as well (Armaida &
Jatiningsih, 2022). Well-designed, instructionally created Pancasila
Education teaching materials should have clear learning outcomes and provide
opportunities for the active participation of learners with special needs� (Ezepue et al., 2023). Perception (Casmana et al., 2023) also explained that creating a supportive and inclusive
learning environment that encourages active participation and collaboration
among learners with special needs is essential. As expressed by (Reich & Checkoway,
2014), Embarking on a campaign of culture change intended to
make "active citizenship" a defining part of the institution's ethos,
we have advanced civic education in all parts of the institution through
extensive programs of faculty support, student leadership development,
community partnerships, and alumni activities.
As a result, the teaching materials for Pancasila
Education learning to be achieved in the lesson plan are general and simple but
cover all aspects of the speciality of deaf, deaf, disabled, tunalaras and
autistic students. Making universal materials is a solution offered to make
Pancasila Education lesson plans at the SMPLB level at SLB 2 Mataram
institution.� Therefore, using media such
as illustrations becomes an alternative tool used in learning Pancasila education
that is universal. The use of interactivity media allows them to develop their
cognitive, motor, and social abilities while fostering their understanding of
Pancasila Education (Sulastri et al., 2023).. Then, an assessment sheet will be created to determine
learning outcomes that can be achieved broadly and applied. Educators must
design assessments that match learning objectives and indicators and provide
meaningful feedback for learners with special needs (Deimel et al., 2024).. Develop learning activities that are easy for learners
with special needs to understand�describing the type of assessment by the
characteristics of learners with special needs and determining the time
allocation set in the curriculum. It determines learning resources relevant to
learners with special needs that are easy to understand because of their
characteristics.
Development of Learning Tools at the Senior Secondary School Level for
Children with Disabilities
The making of learning tools such as Pancasila Education
lesson plans at the SMALB level at SLB 2 Mataram institutions emphasizes
helping students build personalities who are ready to enter the broader world
of society. Making Pancasila Education lesson plans is the key to achieving
this goal. Irvy, 2020) emphasizes that the instructional material must be
designed quickly to encourage meaningful learning experiences for students with
special needs. These instructional materials serve as valuable tools in
effectively conveying the core values and principles of Pancasila to learners
to assist their moral and character development through the preparation of teaching materials for
Pancasila Education lesson plans that have been developed in a conditional and
structured way so that students can apply them to acquire the knowledge,
attitudes and skills needed to develop their abilities. According to (Sobrina & Fitriyani,
2023), examples of instructional media design can include
quizzes, interactive exercises, simulations and games. By engaging learners in
interactive activities, instructional structured media encourages active
learning, thinking and simple problem-solving skills. Technically, when viewed
from the learning system applied by SLB 2 Mataram, namely thematic learning,
the development of Pancasila Education assessment sheets at the SMALB level is
prepared by accommodating vocational learning according to the scientific field
in learning by making detailed lesson plans from a topic. Students with hearing
impairments or deafness dominate the SMALB 2 Mataram level. As a result, audio
and visual aids are essential in facilitating their learning process. In
addition, audio elements can also include sound effects or background music,
which can contribute to creating a more engaging and impressive learning
environment (Masood et al., 2023).� Such aids
include hearing aids, cochlear implants, and videos with captions. In addition,
sign language and other communication tools are also used to enhance their
understanding and participation in class.�
The steps to make an assessment sheet are to review the
thematic syllabus, specifically poured into a separate Pancasila Education
lesson plan. It identifies learning materials with the abilities, needs, and
specifications of students with special needs so that they can be applied. As
stated (Hornby 2014), Traditionally, one thinks of assessment as divided into
achievement or summative testing (assessment of learning) versus classroom or
formative assessment (assessment for learning). Summative assessments maximize
the information about students' abilities on a unidimensional scale while
maintaining psychometric solid properties and cost and time efficiency. This
can be done by developing a curriculum that integrates character values, paying
particular attention to developing student attitudes and behaviours and
creating a learning environment that supports character development (Efifani Krismitha Saroro,
2022).. The application of lesson plans in learning Pancasila
Education in Schools must also align with the curriculum that prioritizes life
context-based learning and active empowerment (Indriyani et al., 2023)..�
Based on the analysis above, one of the key components in
the development of Pancasila Education learning tools for children with special
needs in primary and secondary education lies in the formulation component.
Figure 1. Components of developing Pancasila education
learning
tools for children with special needs in SLB 2 Mataram
Specifically,
it can be seen in table 1.
Table 1. Components of Pancasila education learning tool
development
|
No.
|
Name of Pancasila Education
Learning Tool
|
Forming Components
|
|
1
|
Learning
Implementation Plan (RPP)
|
It contains
core competencies, essential competencies, indicators, and learning
objectives where the amount of learning load intended is less than students
in general.
|
|
Referring to the curriculum development implemented by SLB 2 Mataram
institution
|
|
The content consists of themes, KI, KD, indicators, objectives,
materials, strategies (methods, models and approaches), learning activities,
and learning assessment.
|
|
Lesson plans for more than one meeting can be used for one semester.
|
|
Formulation of learning indicators with the input of operational
learning verbs because the learning system applied is thematic.
|
|
Expected learning outcomes emphasize affective and psychomotor
aspects.
|
|
2
|
Teaching
Materials
|
Based on
the needs of learners with special needs
|
|
The
examples should be accompanied by relevant, concrete, and authentic images of
their daily lives.
|
|
Less
learning weight
|
|
Shorter,
more concise and more explicit sentence structure
|
|
The
language of teaching materials tends not to be standardized.
|
|
Every
learning material must display images so that every material provided can be
conveyed.
|
|
3
|
Learning
Media
|
Using
concrete props, images and illustrations
|
|
Props,
pictures and illustrations should be relevant to the topic at hand.
|
|
The
learning media used is simple and easy to understand for learners with
special needs.
|
|
Educators
become media capable of demonstrating and illustrating learning.
|
|
Learning
media becomes a bridge to conveying learning material
|
|
4
|
Learner Worksheet (LKPD)
|
Tailored to
the needs of learners with special needs
|
|
The
structure of the question sentence should be simple.
|
|
The question language in the question needs to be standardized.
|
|
There are not too many options to choose from
|
|
The answer key on essay questions is short.
|
|
Preparation
of questions: Try to have a picture to provide concrete information on
students' questions.
|
|
The
difficulty level of the question is at the lowest level.
|
|
Not too
many questions
|
|
5
|
Assessment
Sheet
|
The
learning outcomes assessed emphasize the affective and psychomotor aspects.
|
|
Drinking
completeness standards are adjusted to the abilities of students with special
needs.
|
|
Have a
practical assessment to become a good citizen.
|
|
Developed in teams in collaboration with skills educators
|
|
Learning outcomes that emerge as good citizens according to their
specific needs
|
Integration
of Education through Pancasila Education Learning in Learning Tools Applied in
SLB 2 Mataram Institution to Create Inclusive Education
The concept of "Blended Education" in education
refers to integrating and harmonising various educational approaches, methods,
values and concepts to foster a holistic and comprehensive learning experience.
View (Prasetyo et al., 2024) some focus on academic excellence and knowledge
acquisition, while others prioritize skills development and character building.
The aim of "Blended Education" is to balance these approaches,
ensuring that learners acquire knowledge and develop critical thinking,
creativity, empathy and ethical values (Margot & Kettler,
2019). Apart from that, according to (Montgomery, 2015), Three types of integration were identified involving
different levels of participation in mainstream education. Locational
integration is where exceptional pupils are educated in a close location, such
as a particular unit on the mainstream campus. Social integration is when the
pupils join each other for play activities in and out of the classrooms and do
artwork and movement activities together. Functional integration-where it was
made possible for pupils with special needs to take part in mainstream classroom
lessons. Therefore, the integration of inclusive education is intended as a
form of equalization of education for students with special needs so that they
can attend school in regular classes through Pancasila Education learning.
Specifically, it can be seen in the table below.
Table 2. Integration
of learning tools through Pancasila
�education learning in SLB 2 Mataram to create
inclusive education
|
No.
|
Learning
Devices
|
Education
Integration
|
|
Exclusive Education
|
Regular
Education
|
Inclusive
Education
|
|
1
|
RPP
|
The
learning load outlined in the learning indicators is small.
|
The
learning load outlined in the learning indicators is a lot
|
The
learning load must be adjusted to the needs of students with special needs
and regular students.
|
|
2
|
Teaching materials
|
The
learning materials provided are easy and flexible, and the language used is
not standardised, with a sentence structure that is short, concise, clear,
and easily understood by students, as well as non-standard grammar. Teaching
materials must apply images, illustrations or props in a complex manner to
provide information and images on learning materials.
|
The
learning materials provided are concrete and complex and use standardized
language. Students use A sentence structure based on the spelling provisions
consisting of subject, object, predicate, and description in the national
language. Teaching materials are conditionalized in applying images,
illustrations and props as learning media to provide information on learning
materials,
|
The
learning materials provided must be conditioned to the needs of students with
special needs and regular students, from the use of sentence structure
language to the learning media used to explain learning materials.
|
|
3
|
Learning media
|
The use of
learning media is flexible, simple, and easy to understand. It must be
applied and implemented in learning as concrete information.
|
The use of
learning media is complex, interesting, innovative, and creative, and it must
be applied and implemented conditionally.
|
Learning
media must be tailored to the needs of both students with special needs and
regular students.
|
|
4
|
LKPD
|
The
preparation of questions is based on a small learning load that refers to the
low other level. Sentence structures, answers, and grammar are simple, not
standardized, short, concise, and clear. They must also include pictures,
illustrations, or props to be easily understood by students.
|
The
preparation of questions is based on the learning load, which refers to the
low other level to the high other level. Sentence structures, answers, and
grammar that are concrete, complex, and standardized are used, and
illustrative images or props are used conditionally so that they are easily
understood by students.
|
The
preparation of questions must first be identified between students with
special needs and regular students, both in terms of sentence structure and
grammar and in terms of the level of difficulty of the questions.�
|
|
5
|
Assessment sheet
|
Assessment
is more individualistic and holistic towards affective and psychomotor
assessment.
|
Assessment
is more of a universal assessment, cognitive, affective and psychomotor.
|
Assessment
must be objective, conditional, and relevant to the learners' needs,
conditions, and circumstances, both those with special needs and regular
learners.
|
The
integration has six stages: Identification, which means analyzing each
educational institution's education and learning system to determine its
relevance to students with special needs; Duplication, meaning taking the
exclusive education learning system and learning strategies into regular
learning by making changes, either adding or subtracting from the education and
learning system. Modification means developing more than one learning device in
terms of lesson plans, teaching materials, media, LKPD and learning assessment
sheets, namely part or all of the materials, media, procedures and learning
strategies used in learning. Adaptation means that every learning system and
management implemented in such a way must be conducive and practical to be
applied to students with special needs and regular students. So that both the
material, media, and learning strategies are based on the child's
characteristics. Substitution replaces materials, media and learning strategies
that apply to "normal" children's learning, even replacing certain
subjects; for example, drawing subjects for blind children are replaced with
sound art or literature appreciation. Additional learning/extra-curricular
activities related to compensatory activities that do not exist in the regular
curriculum should be provided. For example, mobility orientation courses,
activities of daily living (ADL), speech computers, speech therapy, movement
guidance, self- and social development, communication guidance, etc. Omissions
are the removal of certain materials that apply to "normal"
children's learning for learners with special needs.
Obstacles
and Solutions to Overcome Problems that Occur in Learning Pancasila Education
at Special School 2 Mataram
Pancasila Education is an integral part of the
education curriculum in Indonesia, which aims to shape the character and
morality of students. However, when teaching Pancasila Education to children
with special needs, several obstacles can arise. These obstacles include a weak
understanding of the scientific field of Pancasila Education in developing
learning tools because they are not in the scientific field. Then, handling
classes that are only effective if done by one educator and implementing a
curriculum that is on the needs of students and the lack of educators and
educators who manage school education management. Therefore, the solution
offered by researchers to SLB 2 Mataram institutions from these problems is to
consult with educators who are linear or in accordance with their scientific
fields, in this case, Pancasila Education and Citizenship. Add educators in the
classroom to make it more effective and review or evaluate the use of the
curriculum that is applied according to the needs of students. Then, the
acceptance of competent educators and educators will increase so that school
management becomes more effective and efficient.
CONCLUSION
Conclusion The
development of learning tools for children with special needs, such as deaf,
disabled, tunagrahita, tunalaras and autism in learning Pancasila Education at
SLB Negeri 2 Mataram is a complex process, all of which are arranged logically,
relevant, structural, procedural, comprehensive, instructional, and
interactive, all of which are arranged logically, relevant, structural,
procedural, comprehensive, instructional, and interactive, all of which are
arranged logically, relevant, structural, procedural, comprehensive,
instructional, instructional, and interactive, all of which are arranged
logically, relevant, relevant, structural, and interactive, all of which are
arranged logically, relevant, structural, instructional, instructional, and
interactive through the use of learning tools such as lesson plans, teaching
materials, learning media, LKPD and assessment sheets. In order to realize
inclusive education, these tools can be integrated using identification,
duplication, modification, adaptation, substitution and omissions.
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