Arik Umi Pujiastuti

Implementasi Peran dan Tugas Guru Pembimbing Khusus (GPK) pada Pendidikan Inklusi di Sekolah Dasar Negeri

Abstract

Abstract
The objectives of this study are: 1) to describe the implementation of the Special
Advisory Teacher (GPK) roles and duties on inclusive education of all of state
Elementary Schools in Soko, Tuban on process of identifying types of needs, assessment,
and compiling individual learning programs, 2) to describe the implementation of GPK
roles and duties related to the designing process and giving specific programs, and 3) to
describe the implementation of GPK roles and duties in modifying teaching materials.
The research method is qualitative descriptive. The data collection instruments used are
interviews and field notes. The results of this study are, 1) the role and duties of Special
Advisory Teacher (GPK) at inclusive education on the process of identifying needs,
assessment, and compiling individual teaching programs that run less than optimal
because the lack of resources, 2) in the designing process and giving specific programs
that must be carried out by Special Advisory Teacher (GPK) does not run optimally due
to differences in perceptions between GPK in giving specific programs to the needs of
ABK, 3) in the implementation of GPK role in modifying teaching materials , actually it
hasn’t run well. It because the lack of resources and funds sources. Based on the results
of the study, the implementation of GPK roles and duties in identifying types of needs,
assessment, preparation of individual learning programs, designing learning, giving
specific programs, and modifying teaching materials were not optimal. As for the lack of
optimal implementation of GPK roles and duties due to lack of resources (GPK), lack of
socialization regarding the roles and duties of GPK, and regulations related to main
duty ann functions from GPK