Teacher and Student Communication in Inclusion Class in the Method Online Learning in Pandemi Time (Case Study of SMA Negeri 33 Jakarta Academic Year 2021/2022)

Abstract

This research focuses on teacher and student communication in inclusive classes with distance learning due to the impact of the covid 19 outbreak. Inclusion classes are regular classes in which there are students with special needs including the mentally impaired, deaf, and autistic. The learning process that occurs in the inclusive class is carried out synchronously in the virtual class using the google meet or zoom application and indirect (asynchronous) learning through Google Classroom. The role of the teacher in giving more attention to students with special needs is very important to motivate them  so that they  can take part in learning together with other students. Barriers to facilities and infrastructure  occurred  during the PJJ process, including students/teachers not having quotas, unstable networks, and supporting facilities for students with special needs. This study used a qualitative approach with a case study type of research conducted at SMA Negeri 33 in West Jakarta. Data collection was carried out by observations, interviews, and documentation during the learning process. Analysis of research data was carried out by observing using data triangulation. The results of the study found that the  communication that  occurred during  the PJJ that took place in the virtual class for ABK students was not optimal because there was no special accompanying teacher. Analysis of research data was carried out by observing using data triangulation. The results of the study found that the communication that occurred during the PJJ that took place in the virtual class for ABK students was not optimal because there was no special accompanying teacher. Analysis of research data was carried out by observing using data triangulation. The results of the study found that the communication that occurred during the PJJ that took place in the virtual class for ABK students was not optimal because there was no special accompanying teacher.

Keywords: Distance Learning, Children with Special Needs, Communication, Inclusion Class

DOI: 10.7176/NMMC/103-03

Publication date: December 31^st 2022