<![CDATA[Tujuan penelitian ini adalah untuk mengetahui bagaimana proses pembelajaran matematika pada anak berkebutuhan khusus (ABK) slow learner di kelas inklusif SMP Negeri 7 Salatiga dalam mencapai keberhasilan belajar. Data penelitian ini adalah mengenai proses pembelajaran matemetika pada anak berkebutuhan khusus slow learner di kelas inklusif. Penelitian ini menggunakan pendekatan kualitatif. Teknik pengumpulan data menggunakan metode observasi, wawancara, dan studi dokumentasi. Teknik analisis data meliputi pengumpulan data,reduksi data, penyajian data, penarikan kesimpulan dan verifikasi. Berdasarkan hasil analisis diperoleh hasil : (1) Guru mata pelajaran matematika sudah memahami karakterstik siswa slow learner secara umum. Tidak Terdapat perbedaan dalam Rencana Pelaksanan Pembelajaran (RPP) namun perencanaan tetap memperhatikan karakteristik siswa slow learner.(2) Dalam pelaksanaan pembelajaran guru melakukan pengkondisian dengan mempersiapkan siswa secara fisik dan psikis. Penggunaan model, metode, media pembelajaran disamakan antara siswa reguler dan slow learner. Dalam pelaksanaan ada metode yang sudah dapat mengakomodir siswa reguler dan siswa slow learner, namun masih ada metode yang membuat siswa slow learner semakin mengalami kesulitan dalam belajar.(3) Kegiatan evaluasi dilakukan ketika satu materi bahasan selesai dan dilakukan denga tes tertulis maupun tes lisan. Hasil evaluasi digunakan sebagai acuan kegiatan tidak lanjut yang dilaksanakan di bimbingan khusus oleh Guru Pendamping Khusus (GPK).This study intends to unveil how mathematics-learning process in disabilities of slow learners in inclusive class of SMP Negeri 7 Salatiga achieves the learning goals. The data of this study is related to mathematics-learning process in disabilities of slow learners in inclusive class. This study employs qualitative method. The techniques of collecting the data are observation, interview, and documentation. The techniques of analysis vary on collecting the data, reducing the data, presenting the data, drawing conclusions and verification. According to the results of the analysis, it can be concluded that: (1) Mathematics teachers have known about the characteristics of slow-learners in general. There are no differences in the lesson plan (RPP), but the planning still considers the characteristics of slow learners in general. (2) During the learning process, teacher arranges the students by preparing them physically and mentally. The use of model, method, and learning media of regular students is equaled to the slow learnersâ. In the learning process, there are methods accommodating both regular students and the slow learners. However, there are some methods causing learning problems on slow learners. (3) The evaluation is carried out when a material has already finished, and it is done in written and spoken form. The evaluation results are then used as a reference of follow-up activities conducted with a particular help from guidance-specialized teacher (GPK)]]>
