Penilaian Hasil Belajar Bagi Anak Berkebutuhan Khusus Dalam Praktik Pendidikan Inklusif
DOI:
https://doi.org/10.51903/bersatu.v2i3.722Keywords:
assessment, children with special needs, inclusive educationAbstract
Learning outcomes assessment is a process that involves measuring and assessing students' knowledge, skills and attitudes towards established standards. Assessment of learning outcomes for children with special needs (ABK) must be carried out with adjustments to the student's abilities, such as vision, hearing, intellectual and physical abilities. This research aims to describe the assessment of learning outcomes for ABK in inclusion classes. The research method used is a literature review. The results of this research are that there are several types of assessment that can be used for inclusive education, namely formative assessment, summative assessment, diagnostic assessment, affective assessment, and fortopolio assessment. Inclusive education assessment is the process of measuring and assessing the achievements of children with special needs (ABK) in learning. The aim of assessment in inclusive education is to obtain information about students. This information can be used to help schools and teachers make decisions about instruction, learning outcomes, diagnosis, and educational improvement for each student.
References
Adinda, A. H., Siahaan, H. E., Raihani, I. F., Aprida, N., Fitri, N., & Suryanda, A. (2021). Penilaian Sumatif dan Penilaian Formatif Pembelajaran Online. Report Of Biology Education, 2(1), 1–10.
Bahri, S. (2022). EDUKATIF: JURNAL ILMU PENDIDIKAN Manajemen Pendidikan Inklusi di Sekolah Dasar. Jurnal Ilmu Pendidikan, 4(1), 210–219. https://doi.org/10.31004/edukatif.v4i1.1754
Budiyanto. (2018). Pengantar Pendidikan Inklusif Berbasis Budaya Lokal. In Sereal Untuk (Vol. 51, Issue 1).
Dr.H.Hamsi Mansur. (2019). Pendidikan Inklusif Mewujudkan Pendidikan Untuk Semua.
Epriatna, I., Wiguna Permana, R., Bukhori, I., & Hidayat, A. (2023). Pemanfaatan Google Form sebagai alternatif efisiensi Pembiayaan Penilaian Sumatif Akhir Semester di SMP IT Nurul Wasilah. Tadbir Muwahhid, 7(1), 1–12. https://doi.org/10.30997/jtm.v7i1.6240
Kuntarto, E., & Gustina, R. (2019). Pelaksanaan Penilaian Portofolio Di Sekolah Dasar. Jurnal Gentala Pendidikan Dasar, 4(2), 190–200. https://doi.org/10.22437/gentala.v4i2.8437
Lubna, Sulhan, A., Aziz, A., Astuti, F. H., Hadi, Y. A., Rizka, M. A., & Sarilah. (2021). Buku Ajar Pendidikan Inklusi.
Mariani, E., & Sulasmono, B. S. (2018). Evaluasi Pelaksanaan Program Pendidikan Inklusi di SMP Negeri. Kelola: Jurnal Manajemen Pendidikan, 5(2), 205–216. https://doi.org/10.24246/j.jk.2018.v5.i2.p205-216
Mufidah, Y., Affandi, L. H., & Ermiana, I. (2021). Identifikasi Tantangan Yang Dihadapi Guru Dalam Implementasi Pendidikan Inklusif Di Sekolah Dasar Negeri 1 Gemel Dan Sekolah Dasar Negeri Batutulis. Renjana Pendidikan Dasar, 1(1), 1–9.
Rahmawan, D. I. (2020). Analisis Asesmen Pendidikan Inklusi untuk Anak Berkebutuhan Khusus. The Indonesian Conference on Disability Studies and Inclusive Education, 1(1), 47–62.
Setiawan, H., Oktaviyanti, I., Jiwandono, I. S., Affandi, L. H., Ermiana, I., & Khair, B. N. (2020). Analisis Kendala Guru Di SDN Gunung Gatep Kab. Lombok Tengah Dalam Implementasi Pendidikan Inklusif. Didaktis: Jurnal Pendidikan Dan Ilmu Pengetahuan, 20(2), 169–183. https://doi.org/10.30651/didaktis.v20i2.4704
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104(August), 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Sukardari, D. D. H. (2019). Model Pendidikan Inklusi Dalam Pembelajaran Anak Berkebutuhan Khusus. In Kanwa Publisher. https://ejournal.umpri.ac.id/index.php/JGP/article/view/1326
Tim Penyusun Direktorat Sekolah Dasar. (2021). Buku Saku Penyelenggaraan Pendidikan Inklusif di Sekolah Dasar. http://ditpsd.kemdikbud.go.id/
