Developing Classroom Resources Teaching-Learning Model to Facilitate the Learning of Hyperactive Students at Inclusive Elementary School


Sri Joeda Andajani, 2010. Developing Classroom Resources Teaching-Learning Model to Facilitate the Learning of Hyperactive Students at Inclusive Elementary School. Dissertation, Teaching-Learning Technology, Graduate Program, The State University of Malang. Advisors: (1) Prof. Dr. I Nyoman S Degeng, M.Pd., (2) Prof. Dr. I Wayan Ardhana, M.A., (3) Prof. Dr. H. Punaji Setyosari, M.Pd., M.Ed.

Keywords: Classroom Resources Teaching-Learning, to Facilitate Learning

The findings of field study on the basic problems in a classroom which are used by hyperactive students who study together with normal students at inclusive elementary schools are (a) teacher has not conditioned the class in handling hyperactive students’ learning together with normal students, (b) the preparation of the teaching-learning planning is focused on a class with homogenous students, (c) the limited use of learning sources as learning media makes the progress of the student’s achievement not maximal, (d) the learning group management has not changed students’ behavior, and (e) the authentic assessment carried out is still general and consider all the students in the class the same. Based on the description above, this development is specially aimed to yield a prototype on classroom resources teaching-learning model development to facilitate the learning of hyperactive students through an interactive, inspiring, fun, challenging, and motivating teaching-learning approach, to test the appropriateness of classroom resources teaching-learning model to facilitate hyperactive students’ learning, and to test the effectiveness and efficiency level of the classroom resources teaching-learning model to facilitate hyperactive students’ learning.

Furthermore, this is a development research which applies Borg & Gall’s model of development research (1983) with the following cycles: a) tracking & collecting information, b) planning, c) developing initial product format, d) conducting validation test on main product design, e) revising the main product design, f) conducting main or small scale field test, g) revising the product yielded from main or small scale field test, h) conducting real or big scale field test, i) revising the final product as the finishing product.

The data obtained from the evaluation is classified into three parts: (1) the test result from teaching-learning technology expert and special education expert, (2) the result of small scale field test, (3) the result of big scale field test. The data from experts are the inputs, responds, and suggestions for improvement which are given in questionnaire. The result of this analysis is used as the basis to revise the development product. The test result data from the experts functions as the tool to find out the appropriateness of the classroom resources teaching-learning model to facilitate hyperactive students’ learning. The data from small and big scale field test is used to find out the effectiveness and efficiency level of classroom resources teaching-learning model.

The development of classroom resources teaching-learning model to facilitate hyperactive students’ learning yields the following development process components (1) classroom arrangement design which is interactive, inspiring, fun, challenging, and motivating, (2) preparing the teaching-learning, (3) providing the learning sources which are based on teaching-learning video and audio media, (4) TAI type cooperative learning and peer tutors, and (5) learning topic development form, both with thematic and learning subject approach which is presented through video and audio programs. Whereas the appropriateness test of the classroom resources teaching-learning model to facilitate hyperactive students’ learning is obtained from experts’ validation test in the form of respond and improvement suggestion on the video and audio program model and product. The effectiveness and efficiency test on the organization of the classroom resources teaching-learning model to facilitate hyperactive students’ learning shows learning attitude change in the classroom from the small scale field test by using teaching-learning video and audio program with theme “Ourselves” entitled “Knowing Parts of Human Body”, the data analysis yields 91.22%. For the title “Rules at School and Home”, the data analysis yields 92.57%. The data analysis for teaching-learning video and audio program for English lesson entitled “Cardinal Number” yields 91.22%. Whereas social and emotional ability change shows that the use of teaching-learning video and audio program in the classroom for theme “Ourselves” entitled “Knowing Parts of Human Body” yields score 24. The data analysis for the program entitled “Rules at Home and School” yields score 25. The data analysis for the teaching-learning video and audio program for English lesson entitled “Cardinal Number” yields score 25.

The result of effectiveness and efficiency level test on organization of the teaching-learning classroom resources model to facilitate hyperactive students’ learning shows learning attitude change in the classroom from the big scale field test by using video and audio program with theme “Ourselves” entitled “Knowing Parts of Human Body” obtains data analysis result 93.24%. For the title “Rules at School and Home”, the data analysis yields 93.92%. The data analysis for teaching-learning video and audio program for English lesson entitled “Cardinal Number” yields 91.89%. Whereas social and emotional ability change shows that the use of teaching-learning video and audio program in the classroom for theme “Ourselves” entitled “Knowing Parts of Human Body” yields score 25. The data analysis for the program entitled “Rules at Home and School” yields score 25. The data analysis for the teaching-learning video and audio program for English lesson entitled “Cardinal Number” yields score 25.

It means that the classroom resources teaching-learning model to facilitate hyperactive students’ learning give some improvements on hyperactive students’ attitude change and social as well as emotional ability. The efficiency level reveals that the availability of classroom resources teaching-learning model to facilitate learning is in accordance with the target which is expected from hyperactive students in inclusive elementary school. Therefore, the classroom resources teaching-learning process which is interactive, inspiring, fun, challenging, and motivating to facilitate the learning of hyperactive students is successful to be done by the classroom teacher and the special needs students’ teacher. It means that in giving education service, classroom resources teaching-learning model to facilitate the learning of hyperactive students stays in the first and main position in accordance with the potency level and learner’s characteristics.

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