1 ROLE OF TEACHERS FOR SLOW LEARNERS
VIEWED FROM TEACHERS HUMANITARIAN TASK
Drs. Susiyanto, M.Pd
Abstract
Role as a teachers are not merely carrying out his profession to educate, teach and train, but teachers also have a role in the humanitarian field. The Tasks are to establish itself as a second parent in the school, especially for children with special needs.
Slow learner, have problems or delays in the development of intellectual functioning under age friends with incapacity to learn. Slow learners in physically look the same as other children. Slow learner also can not be classified into a mentally disabled child. Follow learning along with other children, slow learners are not able to follow quickly, but when transferred to school for special needs will make children feel marginalized. Slow learner are children who need assistance in learning.
Teachers as agen of change, through humanitarian tasks, must have an understanding and acceptance. Teachers should be able to be a pioneer in collaboration with parents and the community so the potential of slow learners can optimally development.
Keywords: Slow Learner, Teachers Humanitarian Task.
One of the education goals in Indonesia is to growing potential students
become people who have faith and fear of God, noble, healthy, knowledgeable, skilled,
creative, independent, and become a democratic citizens and responsible
(Undang-undang Republik Indonesia No. 20 tahun 2003 tentang Sistem Pendidikan Nasional).
Qualified students, can be developed through process of quality education. One of the
efforts initiated by the government are going to Curriculum 2013. The Curriculum for
educators is to guide in arranging experience students. Theme of Curriculum 2013 is
curriculum that can produce Indonesian people who Productive, Creative, Innovative,
through the strengthening of Affective Attitude, Skills and Knowledge (Suyanto, 2013).
2 attention to the quality of the output of learning in the classroom. Class room contains
students with different backgrounds, etc: socio-economic, ethnic, cultural, family
would require more attention. Different backgrounds are a challenge for each teacher as
implementers of curriculum 2013. One such challenge is the Children with Special
Needs.
Children with special needs have the same rights and opportunities in learning.
Listed in the 2004 Bandung Declaration " Indonesia Menuju Pendidikan Inklusif ":
Menjamin setiap anak berkelainan dan anak berkebutuhan khusus lainnya mendapatkan kesempatan akses dalam segala aspek kehidupan, baik dalam bidang pendidikan, kesehatan sosial, kesejahteraan, keamanan maupun bidang lainnya, sehingga menjadi generasi penerus yang handal.
Children with Special Needs, are the children that is unique in types and
characteristics, which distinguish them from normal children. The diversity requires an
understanding for Children with Special Needs (Suparno, 2007). There are various
types of children with special needs, according to Undang-undang No. 70 tahun 2009,
there are: blind, deaf, mental retardation, quadriplegic, learning disabilities, slow
learning, autistic, have motor disorders, and become victims of drug abuse, drug and
other addictive substances. Meanwhile, factors that cause children with special needs,
may come from internal factors and from external factors. Equality for children with
special needs have equal opportunities in education through the Inclusive Schools.
Inclusive schools are schools that accommodate all children regardless of physical
condition, intellectual, social, emotional, linguistic, ethnic, cultural or other conditions
they (Rudiyati, 2011). School with inclusive education is a school that has met the
requirements specified. Requirements are regard to the existence of which is special
needs students, commitment, school management, infrastructure and workforce
(Suparno, 2007).
Fact shows that there are many schools have not been able to manage students
who have special needs. Muhammad Nuh, Indonesian Minister of Education, explained
3 students with special needs. Teachers are not prepared, unless some extraordinary
teachers from special schools that conjunct to inclusive schools. This statement is
supported by Bahrur Fuad, Observer disability issues, assessing current inclusive
education which started in 2007 was limited to the implementation of the project
(www.kesekolah.com). Inclusion teachers do not have sufficient competence in
providing educational services for children with disabilities / special needs, and the
unavailability of special teachers (Rudiyati, 2011). This problem shows that the teacher
as the main actors in the process of inclusive education would require a more careful
preparation to be able handle children with special needs.
Educators are professionals in charge of planning and implementing the
learning process, assessing learning outcomes, coaching and training, as well as conduct
research and community service, particularly for educators in college. Educators who
teach in elementary and secondary education units called teachers (Undang-undang
Republic Indonesia No.20 tahun 2003). Teachers in education is a pillar. Teachers also
profession that means an office or employment which requires specialized skills. Role
as a teacher is not merely carrying out his profession to educate, teach and train, but
teachers also have a role in the humanitarian field should be able to establish itself as a
second parent in the school, especially for children with special needs. Educational
issues through the School Inclusion of Children with Special Needs is certainly not a
formality for schools designated as Schools Inclusion.
Inclusive education is a new challenge for school administrators especially for
the teachers. Taylor and Ringlaben (Elisa and Wrastari, 2013) stated that the presence of
inclusive education in teacher led to new challenges, namely in terms of significant
changes to the education program and prepare teachers to address all the needs of both
students and non-special needs students with disabilities special. Specifically in this
paper will discuss how the role of teachers in inclusive schools for children with special
needs called Slow Learner. Slow learner, physically looks the same as other children.
4 often makes the children were removed when in the general class, students are not able
to follow the child's quickly, but when transferred to Special School will make students
feel marginalized. Labeling "slow" will makes things worse.
Slow Learner: a definition
Slow learners are a group of students at the school are learning progression is
slower than the average growth friends his age. In general they have the intelligence is
below average. Students learn to slow development or academic achievement is lower
than the average because it has the ability of lower intelligence than the average
(Mulyadi: 2010). Slow learner have problems or delays in the development of mental /
intellectual functions under age friends with disability / incapacity to learn and to
adjust itself to require assistance in learning.
Slow learner has intellectual potential slightly below the norm but not including
mental retardation (IQ usually have around 70-90). In some ways there are obstacles or
delays think, respond to stimuli and social adaptation, but it is much better than with
the mental retardation, slower than normal, they need more time and repeated to
complete academic tasks and non-academic and therefore require special education
services (Amiruddin, 2010). IQ tests are not the only reason to diagnose a child with
slowlearner. Grades, teacher observations, reports psychologist and a doctor's
examination is also an important thing.
According to Mulyadi (2010), The characteristics of slow learner are as follows:
1. The ability of low intelligence / below average 2. Attention and concentration are limited
3. Limited ability to assess learning materials relevant 4. Limited ability to direct themselves
5 7. Often fails to recognize again the things which have been studied in materials and
new situations
8. Time to study and explain the lessons long enough, but it can not last long in his
memory. Quick to forget what they have learned 9. Lack of initiative
10. Can not be created and have their own guidelines 11. Lack of creativity
12. Does not have the ability to describe, analyze or solve a problem or critical thinking 13. Does not have the ability to use higher mental processes
Slow learner are part of the cause of learning difficulties in general. There are
no definite criteria for the actual cause. Several studies have shown that children learn
is innate or slow down, but it also does not always happen. Environmental factors
ranging from inadequate learning environment to hazardous wastes. Two factors that
cause slow learning children:
1. Internal factors
Intelligence is something that is passed down. Based on 111 studies were identified
in a survey of the world literature on equality of intelligence in the family Atkinson,
et al, 1983) there is a correlation between IQ and his parents. The higher proportion
of genes that are similar in the two members of the family, the higher the average
correlation of their IQ. 2. External factors
Although genetic factors have a strong influence, the environment also cause
differences in intelligence. These environmental conditions include nutrition,
health, quality, stimulus, the emotional climate of the family and the type of
6 Professional Teachers
Undang-undang Republik Indonesia no 20 tahun 2003, listed that educators who
teach in elementary and secondary education units called teacher. Undang-undang
Republik Indonesia no 20 tahun 2003 also wrote that educators are professionals in
charge of planning and implementing the learning process, assessing learning
outcomes, coaching and training. Winkel (2004) said, an ideal teacher is a teacher who
has personality traits such as flexibility in the association, like humor, the ability to dive
into the minds and feelings of the child, the sensitivity to the demands of justice, the
ability to conduct organizational, creative and willing to help.
Uno (2001) revealed that a teacher has a role in managing the teaching and
learning process among others, as a facilitator, which is trying to create conditions for
effective teaching and learning to enable the learning process, develop good learning
materials, and increases the ability of students to learn in order to learn the purpose can
be achieved. It also demanded that the teacher is able to perform administrative support
learning activities.
Usman (1990), explains that a teacher has duties that include:
a. Assignment of teachers as a profession
These tasks include educating, teaching, and training. Educate means to continue
and develop the values of life. To teach is to continue and develop science and
technology and training means developing skills in students. b. Assignment of teachers in the field of humanitarian
These tasks include that of teachers in schools should be able to establish itself as
the second parent, he should be able to attract the sympathy of their students.
c. Teacher's task in society
In society, teachers are expected to provide the science to the public. This means
that teachers are obliged to educate the nation leads to the formation of human
7 Beside teaching duties to be fulfilled, the teacher should also have some
capability that must be met as inclusive education providers. Praptiningrum (2010),
some of these capabilities are:
1. Knowledge about the development of children with special needs.
2. Understanding the importance of encouraging a sense of reward-related child
development, motivation and learning through positive interaction and a learning
resource oriented.
3. Understanding of children's rights conventions and their implications for the
implementation of education and development of all children.
4. Understanding the importance of creating a learning-friendly environment related
to contents, social relationships, approaches and learning materials.
5. Understanding of the importance of active learning and the development of creative
and logical thinking.
6. Understanding the importance of evaluation and continuous assessment by
teachers.
7. Understanding of the concept of inclusion and enrichment as well as how the implementation of inclusion and differentiated learning.
8. Understanding of the barriers to learning, including that caused by physical and mental disorders.
9. Understanding of the concept of quality education and the need for implementation of new approaches and methods.
There are various problems faced by teachers in inclusive schools. According Rudiyati
(2011) this problems are:
1. The tight schedule of the school making it difficult for the regular teacher leave
school to participate in the repair and improvement of teacher competence
8 2. The low interest regular teacher professionalism in developing sustainable
manner by taking action in a reflective learning children with special educational
needs.
3. There are many regular teachers feel the presence of children with special
educational needs in the classroom as an additional burden or a problem, not as
a challenge and or enrichment: they are still reluctant to take action reflective; 4. There is still a reluctance regular teacher learning through collaboration with
special teachers in conducting continuous learning children with special needs.
5. There are many regular teachers in a less inclusive schools utilize information and communication technologies to communicate and develop themselves in the
education of students with special educational needs.
6. Coaching teachers who do not support the government still needs inclusive
school teacher.
Role as an Assistant for Slow Learners
Slow learner takes longer than expected for normal children. As a result, this
group of child is often missed in this study and also as one of the reasons live class.
Seen from the cognitive aspect, slow learner children in general have a level of
intelligence below average. These children require special attention, such as through the
placement of special classes or extra lessons in remedial teaching program. (Ahmadi,
2004).
Inclusive School is equality of opportunity for slow learners. Teachers tasks in
the field of humanitarian can be realized for slow learners. This is due to slow learner
need a companion who will understand the weaknesses and to optimize the potential.
Inclusive schools should be based on belief that all children can learn, all children are
different from each other. Differences should be respected, so the learning is carried out
9 Slow learner have difficulty in learning to receive the material, teachers should
strive for teaching materials easily absorbed and remembered by slow learner, namely
the media that according to the child's development slow learner. Slow learner can
complete his education at the elementary school if given appropriate care. When
families, teachers and communities already know and realize the child abilities and also
try to guide him then the child will not be pessimistic and raised self-confidence, which
ultimately did not get along with the public embarrassment.
Teachers as the agents of change, meaning that the teacher should be a
precursor to renew paradigm among the public and among teachers themselves that
every child has an equal opportunity to receive education. As agents of change, teachers
have the duty and responsibility of humanity not merely instructing duties and pursue
profit. Usman (1990) revealed that one of the tasks of teachers in the humanities is that
teachers in schools should be able to establish it self as the second parent. Teachers
should not discriminate, disparage, and finally "get rid of" slow learner to Special
school. Based on humanitarian duty, Teachers should have more understand and
acceptance for slow learner. Understand and accept the situation of children slow
learner means would accompany the child, do not compare abilities, motivate, give
more time and thought to maximize its potential. Teachers also need to develop a
method of learning by using more methods and media in the classroom in accordance
with the conditions and needs. Taylor and Ringlaben (in Elisa and Wrastari, 2013)
described the importance of teacher attitudes toward inclusion, teachers with more
positive attitudes towards inclusion will be better to organize instruction and
curriculum that is used for special students, and teachers with a better attitude can have
a more positive approach to inclusion. The last, teacher as a pioneer, continuously
improve professional skills, especially related to children with special needs. This effort
can be done through internet, seminars and trainings are conducted in schools in
10 Conclusion
Inclusive education means that schools should accommodate all children
regardless of their physical, intellectual, social, emotional, linguistic or other conditions.
Teachers have a major role in implementing inclusive education, because teachers deal
directly with students in the learning process. It is appropriate that teachers have the
skills that are not only related to the duties as a profession, but teachers also need to
develop skills related to tasks in the field of humanitarian and duties in society.
Carrying out the duties of teachers in the field of education for human equality
Children with Special Needs can be met and eventually can develop children's potential
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