STRATEGI DIRECT INSTRUCTION PADA PEMBELAJARAN IPAS BAGI PESERTA DIDIK HAMBATAN INTELEKTUAL RINGAN
Abstract
Natural and Social Sciences (IPAS) learning for students with mild intellectual disabilities requires structured, concrete instruction suited to individual needs. This study described the implementation of Direct Instruction in IPAS learning for Phase B students with mild intellectual disabilities at SLB BC Murni Bandung, focusing on planning, implementation, evaluation, and supporting and inhibiting factors. A qualitative approach was employed. Participants were one classroom teacher and two students, identified as MR and RR. Data were collected through observation, semi-structured interviews, and documentation, then analyzed through data condensation, data display, and conclusion drawing and verification. Credibility was established through technique and source triangulation. Findings showed that the teacher prepared teaching modules, learning objectives, media, worksheets, and assessment instruments according to students’ characteristics. Instruction followed orientation, presentation, structured practice, guided practice, and independent practice, supported by picture cards, a talking animal book, and an Interactive Digital Board. MR’s ability to recognize animal names increased from three to six, while RR’s increased from four to seven. Supporting factors included teacher competence, concrete media, class size, and school support. The main constraints were limited attention, weak memory, and differences in learning ability. These findings indicate that Direct Instruction supports systematic, adaptive, and meaningful IPAS learning. ABSTRAK Pembelajaran IPAS bagi peserta didik dengan hambatan intelektual ringan memerlukan strategi yang terstruktur, konkret, dan sesuai dengan kebutuhan individual. Penelitian ini bertujuan mendeskripsikan penerapan strategi Direct Instruction pada pembelajaran IPAS bagi peserta didik hambatan intelektual ringan Fase B di SLB BC Murni Kota Bandung, meliputi perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambat. Penelitian menggunakan pendekatan kualitatif deskriptif. Partisipan terdiri atas satu guru kelas dan dua peserta didik berinisial MR dan RR. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Kredibilitas data diperiksa melalui triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa guru menyusun modul ajar, tujuan pembelajaran, media, LKPD, dan instrumen asesmen sesuai karakteristik peserta didik. Pembelajaran dilaksanakan melalui tahap orientasi, presentasi, latihan terstruktur, latihan terbimbing, dan latihan mandiri dengan dukungan kartu gambar, buku hewan bersuara, dan Papan Interaktif Digital. Kemampuan MR mengenali nama hewan meningkat dari tiga menjadi enam, sedangkan RR meningkat dari empat menjadi tujuh. Faktor pendukung meliputi kompetensi guru, media konkret, jumlah peserta didik yang sedikit, dan dukungan sekolah. Hambatan utama mencakup keterbatasan konsentrasi, daya ingat, dan perbedaan kemampuan belajar. Temuan menunjukkan bahwa Direct Instruction mendukung pembelajaran IPAS yang sistematis, adaptif, dan bermakna.