Introduction of an inclusive approach to teaching primary schoolchildren in Islamic schools, taking into account the multiplicity of intelligences

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Introduction of an inclusive approach to teaching primary schoolchildren in Islamic schools, taking into account the multiplicity of intelligences

M.S.I. Sudiati



Аннотация

Представлен вывод по результатам авторского исследования по теме «Инклюзивное образование на основе множественности интеллектов, политематическое исследование в четырех исламских начальных школах, таких как SD GIS Lazuardi Kamila Surakarta, SD YIMA Islamic School Bondowoso, MIT Ar-Roihan Lawang, MI Muham- madiyah PK Kartasur.

Инклюзивные исламские начальные школы, основанные на принципе учета множественности интеллектов, являются обычными начальными школами, которые осуществляют инклюзивное образование с учетом множественности интеллектов. Учащиеся этих школ

- дети школьного возраста с различными потребностями и разного социального происхождения.

Multiple Intelligences System (MIS)

- система обучения с учетом множественности интеллектов является целостной системой образовательного процесса и представляет собой инструмент психологического исследования. Данная методика выявляет и описывает особенности интеллекта и стили об-учения школьников (восемь интеллектов), после выявления которых методика преподавания учителя направлена на поиск способов подачи материала согласно стилю обучения школьника, поэтому в исламских инклюзивных школах нет глупых/неспособных детей и сложных уроков. Экзистенциальный интеллект (духовный разум) не определяется, поскольку является образовательной целью.

Основными принципами инклюзивного образования, основанного на множественном интеллекте, в исламских начальных школах являются развитие имеющихся талантов, потенциала детей; постижение духовных основ и Бога; сбалансированность духовных и практических методик; непрерывное личностное и профессиональное развитие педагогов; подбор методик и материала с учетом интеллекта и стилей обучения детей; вовлечение родителей в обучение; гуманистические и гибкие подходы к обучению; реакция школы на запросы всех детей; переход из класса в класс происходит естественным путем с учетом возрастных аспектов и социально-психологической зрелости учащихся.

Количество учащихся в одном классе не более 25 человек. Каждый учитель в инклюзивных начальных школах составляет более одного плана урока, а именно: план урока для обычных учащихся и план урока для учащихся с особыми потребностями. Исламские начальные школы оснащены всем необходимым для учащихся с особыми образовательными потребностями: очками, лупами, телескопами, слуховыми аппаратами, пандусами и др. Для одаренных детей тоже имеются все средства и необходимое оснащение.

Используемая педагогами учебная программа содержит государственную учебную программу, которая является основополагающей, и дополняется религиозной учебной программой местного содержания (исламской), которая включает внутриклассные, совмест-ные, внеклассные и дополнительные программы. Процесс обучения состоит из разработки планов уроков преподавателями на основе результатов исследований множественности интеллектов (MIS); применения нескольких стратегий интеллекта с корректировкой в опоре на восприятие материала учащимися; оценки компетентности учащихся; формирования и развития экзистенциального/духовного интеллекта. По результатам учебной деятельности школьников оцениваются их когнитивные, психомоторные способности, а также эмоциональный потенциал.

Ключевые слова: множественность интеллектов, типы интеллекта, подход, управление поступающей информации, ее переработка и применение.



Abstract

multiplicity intelligence inclusive education

The article presents a finding from the results of the author's research entitled "Inclusive Education Based on Multiple Intelligences, Multi-case Study on SD GIS Lazuardi Kamila Surakarta, SD YIMA Islamic School Bondowoso, MIT Ar-Roihan Lawang, and MI Muhammadiyah PK Kartasura

Keywords: multiple intellect, types of intellect, approach, management of input, process and output.



The development offered in this paper is essentially the result of the process of construction, interpretation, transformation, and reconstruction of empirical data and theoretical studies in research in four Islamic elementary schools (GIS Lazuar- di Kamila Surakarta, YIMA Bondowoso Elementary School, MIT Arroihan La- wang and MI Muhamadiyah PK Karta- sura. The formulation of the development framework includes:

A. Basic Concepts

Inclusive education based on multiple intelligences is a friendly education service to all children in regular schools / madrasas using Multiple Intelligences System (MIS), which is a holistic system of educational processes starting from input, process, and output with the main goal of learning is the success of life in the world and the hereafter [2].

Inclusive Islamic elementary schools based on multiple intelligences are elementary schools regular that carry out inclusive education based on multiple intelligences.

Students are school-age children with all conditions (normal or with special needs) and come from any social background.

Multiple intelligences are potentials that exist in the human innate and can be developed significantly used to solve problems and produce a new product to life [5].

Multiple Intelligences System (MIS) is a holistic educational process system starting from input, process and output. In the input area, it focuses on the concept that “every child is intelligent” with multiple intelligences, the acceptance of new students does not use any cognitive tests as a filter, but is guided by the capacity of the place, then after they enter there is a multiple intelligence research of students (MIR). MIR is a psychological research tool that describes many things, especially intelligence tendencies and student learning styles (eight intelligences). After learning the student's learning style with MIR, the teacher's teaching style adapts to the student's learning style, so the condition of no child is stupid and there are no difficult lessons. Existential intelligence (spiritual intelligence) is not measured by MIR, but is used as an educational goal that is integrated in all subject matter so that students can relate it to human existence as servants of Allah and khalifatullah on earth. In the case of output using authentic assessment with a multiple intelligence assessment strategy that captures three domains, namely affective, psychomotor, and cognitive abilities [3].

The basic concept is to be understood and agreed upon by all elements of school / madrasah before the implementation of inclusive education is based on multiple intelligences.

B. Basic Principles

The basic principles of inclusive education based on multiple intelligences in Islamic elementary schools are:

* In accordance with the nature of children created by God with a variety of potential, talent, and rhythm of each development that must be given the right service.

* Integral / integrated; although various subjects given to students, the key goal is to know God.

* Balanced; all the lessons given to the physical and spiritual needs of students, for the sake of themselves and others, and for a peaceful life in the world and the hereafter.

* Universal; encompasses learning that fosters the dimensions of physical, intellectual, religious, moral and soul.

* Teachers pay attention to and adjust their teaching style according to student learning styles.

* The teacher prepares different tasks for students by paying attention to intelligence and student learning styles.

* The teacher collaborates with other experts intensively in carrying out his duties.

* The teacher involves parents in learning.

* Learning approaches are humanistic, cooperative, flexible, democratic, collaborative, and efficient.

* The school is responsive to the special needs of all children in accordance with the level of readiness of human resources and facilities and infrastructure.

* Schools are obliged to develop children's potential optimally.

* Competency-based and flexible competency-based curriculum.

* Students who have adequate social and educational communication skills sit in the same class as their peers.

* The class increase system occurs naturally by considering the aspects of age and social-psychological maturity of students.

* Students learn to develop tolerant attitudes with norms and manners that apply in their environment.

* Students learn to find and receive strengths and weaknesses naturally.

C. Management of Input, Process, and Output in Inclusive Education Based on Multiple Intelligences

a. Input Management

The pattern of management of inclusive primary school inputs based on multiple intelligences is to accept new students under any conditions and not apply formal tests to screen students. The number of students to be accepted is in accordance with the capacity of the school. The flow of the new student admission system is:

* Registration.

* Observation; to extract personal data and the initial ability of prospective new students. From the results of this observation will also be known whether prospective students with special needs or not.

* Identification; if from the observations it is indicated that prospective new students are children with special needs, so to know their specificity, identification is carried out.

* Assessment, which is a process of gatheringinformationaboutchildrenas a whole which relates to the conditions and characteristics of abnormalities, strengths and weaknesses as the basis for the preparation of learning programs, so that the learning process is in accordance with its conditions and needs.

* Multiple Intelligences Research (MIR), which is research on prospective students and their parents to describe the intelligence tendencies of prospective students. All new students are carried out by MIR (if they cannot be MIR, then the teacher must observe and discovering abilities so that the dominant intelligence of the dominant students can be known).

* Signing of a memorandum of understanding, which is carried out between parents and the school to determine the form of service, commitment to cooperation, and costs to be incurred by parents of children with special needs every month.

b. Process Management

1. Curriculum

The curriculum used in inclusive elementary schools based on multiple intelligences is the regular elementary school curriculum (Education Unit Level Curriculum) and enriched with local content curriculum (Islamic) which is adapted to the specific needs of all students.

In general, there are three curriculum development models for Children with Special Needs, namely a regular curriculum, a modified regular curriculum, and an individualized curriculum.

Individualized Programs (Individual Education Programs) are developed based on the competencies of students individually. In describing the curriculum that will be used, based on the results of an accurate assessment in order to know the potential, limitation, and competencies that must be developed in each student.

The flow of developing a competency- based curriculum adapted to individual learning programs is as follows.

* Assessment to find out the basic potential and limitation of students.

* Describe basic competencies that need to be developed by students.

* Describe the scope of the material in each field of study.

* Determine the topic of the material to be taught according to the potential and competencies of students that are adjusted to the material description of each field of study.

The curriculum in inclusive elementary schools based on multiple intelligences has the following content: (a) intra-cur- ricular; (b) co-curricular; (c) extra-curricular; and (d) catalyst.

Co-curricular lessons aim to make students deepen and more appreciate what is learned in intra-curricular activities, namely the activities of Zuhr prayer in congregation, Read and Write the

Qur'an, outing classes, projects, market days, and others.

Extracurricular lessons consist of various activities, namely art, skills, sports, language, and science that are freely chosen by students according to their interests. This extracurricular lesson is intended to hone students 'multiple intelligences and is expected to be able to discover students' achievement ability in various fields of intelligence.

In addition, to explore and find out what is desired (interest) and needed by students, catalyst day activities are carried out. There are three options for determining this type of catalist day activ-ity, namely:

* Students choose learning materials determined by the teacher.

* Students determine their own learning material based on their knowledge needs.

* The school determines the learning material based on the results of a comprehensive observation of the condition of students.

2. Classroom Management

Class arrangement is flexible according to the needs of the learning strategies used. The number of students in one class is no more than 25 children.

Children's pattern placement of learners with special needs in inclusive primary schools tailored to the child's age, the severity of abnormal levels of the child, the child's readiness to learn skills, social- psychological maturity of the child, and the child's communication skills. The placement pattern is not permanent, but depends very much on the development of social communication skills and children's learning skills.

3. Learning Activities

Multiple intelligences based inclusive schools provide classroom conditions were warm, friendly, accepting diversity, and respect for diversity. Learning activities are designed according to the needs of students, abilities and characteristics of students, and refer to the curriculum developed. In order for learning activities in this multiple intelligence-based inclusive elementary school to run effectively and efficiently so as to obtain optimal results, it is necessary to pay attention to the following.

a) Planning Learning Activities (Making Lesson Plans)

Before the teaching and learning activities were carried out, teachers were required to plan lesson plans based on knowledge of brain facts (neuroscience) and multiple intelligence systems. Then the lesson plan is consulted first with a lesson plan consultant called guardian angel (GA) before it is implemented in learning.

Every teacher in inclusive elementary schools is very likely to make more than one lesson plan, namely lesson plans for regular students and lesson plans for students with special needs children. The learning program plan for elementary schools based on multiple intelligences consists of: (1) identity (which contains the name of teacher, school, field of study, and class / semester); (2) syllabus (which contains the title, material, basic competencies, learning outcomes, indicators of learning outcomes, and time allocation); (3) activity procedures (consisting of alpha zone, scene settings, activity strategies, and activities); (4) media; (5) learning resources; (6) assessment; (7) teacher comments.

So that the main purpose of education, namely to form a person who has faith and fear of Allah, can be achieved, then existential intelligence (spiritual intelligence) needs to be integrated in every learning material by adding at least one formulation of learning outcomes indicators in the lesson plan as the end of student competency in each theme learning. The formulation of indicators that are in accordance with Islamic education is the link between the theme of the lesson and the existence of human existence as servants of Allah and khalifatullah.

b) Learning Process

The process of learning in elementary schools is inclusive; students with special needs, in addition to learning classically with regular students in class, also learning individually, which is called one to one teaching. One to one learning sessions are conducted in a special study room indi-vidually when children with special needs need it, namely for remedies, therapy, and compensatory intervention.

Learning strategies, both in the classical and individuals, should take advantage of the multiple intelligences of students were dominant, appreciate the uniqueness of the individual, and always change the emphasis of intelligence from one session to another. Existential intelligence is applied and associated with all learning materials to bring students deeper into the subject matter, by focus-ing on how existential problems are closely intertwined with the fields of science, mathematics, social sciences, languages, arts, and other fields of study.

Learning activities in an inclusive setting involve children with special needs, so learning services must be accompanied by fostering interpersonal relationships of students, while fostering a sense of togetherness, tolerance and further selfdevelopment. A good interpersonal relationship by the teacher will launch the process of education and problem solving. Learning activities in an inclusive setting involve children with special needs, so learning services must be accompanied by fostering interpersonal relationships of students, while fostering a sense of togetherness, tolerance and further selfdevelopment. A good interpersonal relationship by the teacher will launch the process of education and problem solving.

c. Output Management

1) Evaluation System

Inclusive elementary schools that are based on multiple intelligences use authentic assessment in evaluating the learning progress of their students. Because in learning using multiple intelligence strategies (at least eight intelligences), then in the assessment also uses multiple intelligence strategies (at least eight intelligences), as exemplified by Thomas Armstrong. Authentic assessment includes various instruments, sizes and methods using multiple intelligence strategies. The most im-portant prerequisite for authentic assessment is observation and documentation of students' work. The basic principles of evaluation are ability tests, analytical tests with open books, exploring students' abilities, and observing the development of student learning outcomes as measured by the development of students themselves before and after obtaining learning material (impative).

Existential intelligence (spiritual quotient) was assessed with authentic assessment with emphasis on the affective aspects, namely the positive attitude change, awareness of religious practices, and away from the prohibition of God.

To find out the development, progress, and learning outcomes of students during the education program, the assessment system implemented must be comprehensive and flexible.

Pattern evaluation system based on multiple intelligences inclusive education is presented in the table below.

Authentic Evaluation System Pattern

Goals Representations Types of Evaluation Implementation

Cognitive Documents from the de-velopment of mastery of learning material Portfolio (works, photos, recordings, check list) Sustainability

Review mastery of learning material Test (objective and essay) Periodic

Non-tests (interviews, observations, and actions)

Affective Document of the develop-ment of the attitude of learning outcomes Portfolios (written notes, journals, sociograms, class maps, video recordings, and calendar notes) Sustainability

Review mastery of the practice of learning material Test (objective and essay) Periodic

Non-tests (interviews, observations, and actions

Psycho

motor Document development of learning outcomes Portfolios (written notes, journals, sociograms, class maps, video recordings, and calendar notes) Sustainability

Review mastery of learning material skills Test (objective and essay) Periodic

Non-tests (interviews, observations, and actions

2) Evaluation Reporting System

The principle of reporting the progress of student learning outcomes is: (a) comprehensive, namely detailing student learning outcomes based on predetermined criteria and associated with assessments that are useful for the development of students; (b) informative, namely providing clear, comprehensive and accurate information; and (c) communicative, which ensures parents will be notified as soon as possible when their children have problems in learning.

Reports on the progress of learning outcomes of students with special needs are presented in the form of qualitative and quantitative data. Quantitative data is presented in the form of scores, while qualitative data is presented in a descriptive-narrative manner.

3) Grading and Graduation System

Inclusive education is based on multiple intelligences refers to the concept of humanization approach ( “The school of Human”), continuing education approach, educational approach based on the needs of learners, and the Individual Learning Program. These concepts imply that the inclusive education system based on multiple intelligences, academically is not focusing on the target mastery of materials alone, but rather to optimize the development potential and mastery of competencies of children as a whole and balanced. With these considerations, the class increase system is an automatic class increase system model (no children live in class).

Every child with special needs has different intelligence; there are those who are below average, such as mentally retarded and slow learners, but some are above average. When graduating from school, children with special needs whose intelligence is below average will only get a Graduate Study Certificate for six years to proceed to the next level of inclusive school.

D. Facilities, Infrastructure and Learning Media in Inclusive Education Based on Multiple Intelligences

a. Infrastructure

Inclusive schools have the same facilities and infrastructure as other regular schools, and are added with special infrastructure in the form of special rooms for the development of children with special needs. In addition to coaching rooms, this room is also for therapy rooms for children with special needs. It is this special room that distinguishes between regular and inclusive schools.

In addition to a special room, a source room is also needed. In this source room there are various sources and learning media needed in the learning process for children with special needs. Special sources and media used in inclusive schools are tailored to the needs of each child with special needs.

b. Instructional Media

In addition to instructional media that already exist in regular elementary schools, so that the implementation of education in inclusive elementary schools can achieve optimal results, it needs to be equipped with instructional media in accordance with the types of disorders, difficulties, and excellence of students who are served, among others:

1) Educational aids

Tools for students with special educational needs include: (a) blind / low vision: glasses, luvs, telescopes, riglets, Braille letters, and Braille typewriters; (b) deafness: hearing aids, hearing level measuring devices, and Indonesian sign system dictionaries; (c) mental retardation and learning difficulties: teaching and learning aids; (d) tunadaksa: ramp (sloping floor instead of stairs) and wheelchair; (e) and gifted: various other means, such as reference books, practical tools, laboratories, and musical instruments that are sufficient to fulfill the curiosity and interest of gifted children.

2) Learning Materials

The learning materials used in the learning process in inclusive elementary schools based on multiple intelligences are various materials in the environment according to the learning strategies used and the special needs of students.

5. Education Staff

a. Classroom teacher

The class teacher is a teacher of a particular class in elementary school according to the required qualifications. Class teachers have the following tasks: (1) create a conducive and promotive learning climate so that students with special needs feel comfortable in inclusive classrooms or schools; (2) carrying out the teaching-learning process for all subjects in the class under his responsibility (except Physical Education and Religious Education), including assessing the learning achievements of students with special educational needs; and (3) arranging individual learning programs and implementing them (with a special teacher / teacher's aide).

b. Subject teachers

Subject teachers are teachers who only teach certain subjects at elementary school according to the required qualifications. Subject teachers have the following tasks: (1) create a conducive and promotive learning climate so that students with special needs feel comfortable in inclusive classrooms or schools; (2) responsible for the successful implementation of the teaching and learning process of subjects that are the responsibility of it; (3) provide remedial programs or en-richment to children with special needs according to their needs; and (4) compile an individual learning program and implement it (with teacher's special assistance).

c. Special Companion Teacher (Teacher's Aide)

Special companion teachers (teacher's aide) are teachers who assist children with special needs to help the learning process of children with special needs in class or outside the classroom. The duties of special companion teachers include: (1) preparing educational assessment instruments together with classroom teachers and subject teachers; (2) establishing a system of coordination between teachers, schools, and parents of students; (3) carrying out mentoring of children with spe-cial needs in learning activities together with class teachers / subject teachers / teachers in the field of study; (4) provide special services for children with special needs who experience obstacles in participating in learning activities in the general classroom, in the form of remedies or enrichment; (5) provide continuous guidance and make special notes to children with special needs during the learning activities, which can be understood if there is a change of teacher; (6) provide assistance (sharing experiences) to classroom teachers and / or subject teachers so that they can provide educational services to children with special needs; and (7) providing compensatory and therapeutic services to children with special needs.

d. Inclusion Coordinator (Inclusion Manager)

The inclusion coordinator (inclusion manager) is the teacher who serves as the coordinator of the implementation of inclusive education in schools. Usually this teacher has special education, psychology, therapist, or at least teachers who have attended training on inclusive education.

The duties and responsibilities of the inclusion coordinator are: (1) regulating the learning process for children with special needs; (2) regulating the teaching staff of Special Companion Teachers (teacher's aide); (3) regulating administration related to the implementation of inclusive education; (4) regulating students of Children with Special Needs at the school; (5) consult the teacher's aide in making lesson plans for Individual Learning Programs; and (6) coordinate the implementation of identification, assessment, creation of Individual Learning Programs, and compensatory and therapeutic services.

F. Management in Inclusive Education Based on Multiple Intelligences

Inclusive school management is an effort to utilize material or personal resources in schools so that educational goals can be achieved effectively and efficiently. Representation of material re-sources or school personnel internally includes facilities and infrastructure, curriculum, educators, funds, and labor. The environment can also be seen as an educational instrument that simultane-ously presents demands on educational outcomes. These instruments need to be empowered as optimally as possible so that educational goals can be achieved effectively and efficiently. In line with the character of inclusive schools and supporting instrumentation, collective management is seen as an appropriate management alternative.

Operational collective management system, all duties and obligations in the implementation of education are joint responsibility of all components / personal. The school principal as manager is obliged to coordinate all educational activities in schools, such as planning, organizing, directing, and evaluating all school activities by involving various components related to the organization of the school.

G. Support System in Inclusive Education Based on Multiple Intelligences Community empowerment strategies in inclusive education can be developed into reciprocal relationships (symbiosis) between schools, communities, and government. This symbiotic relationship is expected to encourage the development of inclusive education in Indonesia. Meanwhile, the education stakeholders should need to develop awareness not to take financial benefits solely from education. Educational providers who get funding from the implementation of education need to be encouraged to use all funds for investment to improve the quality of inclusive education.

In general, the pattern of support for the implementation of inclusive education is grouped into two, namely internal school support and external school support. School internal support is the sup-port provided by all residents within the school, including principals, teachers, and other school residents.

a. School Internal Support System The school's internal support system is the support that arises from every component in the internal school, including the leadership of the principal, the compe-tence of teachers in developing learning, and the atmosphere or social conditions of the school.

1) Principal Leadership The principal support that is most instrumental is the leadership of the principal. The character and leadership style of the principal determines the success of the school. Principals in inclusive schools not only increase their responsibilities and authority in school programs, curriculum, and resource management, but also have a responsibility to improve the accountability of the success of students in Children with Special Needs in their schools.

2) Teacher Competence

Teacher competency in managing learning in inclusive schools is the most basic internal support, especially teacher competence in serving the learning process of Children with Special Needs. Teacher competencies in managing learning include preparing learning programs, implementing learning programs, and evaluating learning programs. In addition, teachers are also expected to have high concern and sincerity towards students, especially students with special needs.

3) School Climate

School climate is a specific condition that occurs in a school environment. School climate is often analogous to an individual's personality and is seen as part of the school environment that is related to psychological aspects and reflected through interactions within or outside the classroom.

Perceptions and social habits of all school residents affect the school climate in question. The acceptance of all school residents to the existence of ABK is one of the values of the school climate that occurs in inclusive schools.

b. School External Support System

External school support includes support from the government, the community, and the existing schooling system. Government support is represented through relevant agencies, including the Directorate of SLB Guidance (Special Schools), PPPPTK (Center for Development and Empowerment of Educators and Educators) and PLB (Special Education), and District / City Education Offices. The community consists of parents, school committees, and professional fo-rums, such as therapists, doctors and/or psychologists. Other community groups that are expected to help are non-governmental organizations (NGOs). Support from the school system includes policies related to the implementation of inclusive education and curriculum availability.

H. Outcome in Inclusive Education Based on Multiple Intelligences

The outcomes generated from inclusive elementary schools based on multiple intelligences are:

a. The child becomes a person of faith and fear of Allah.

b. The potential and talents of children are unearthed, because surely every child has advantages among his multiple intelligences.

c. No child fails in learning, because the teacher teaches and assesses according to the child's learning style.

d. Produce something that is beneficial for children, because learning is in accordance with the context of the child's life.

e. Remove school droup out numbers.

f. Increase children's self-confidence, solidarity, mutual respect, independence, tolerance and empathy.



Conclusion

The recommended model for the development of inclusive intelligence based on multiple intelligences is: friendly education services to all children in regular schools / madrasas using Multiple Intelligence System (MIS), which is a holistic educational process system starting from input, process, and output. The pattern of input management is to accept new students in any condition and not apply formal tests to screen students. The number of students to be accepted is in accordance with the capacity of the school.

Then after they enter, student plural intelligence research (MIR) is conducted. The curriculum used contains a national curriculum that is valid and enriched with a religious local content curriculum (Islamic), which consists of intra-curricular, co-curricular, extracurricular and catalyst programs. The learning process consists of: (a) before teaching, teachers are required to develop lesson plans based on the results of Multiple Intelligence Research (MIR) and Implementation Operational Standards which are then consulted with the Guardian Angel; (b) using multiple intelligence strategies and how the brain works in carrying out learning; (c) evaluating / assessing student competencies; and (d) integrating existential intelligence / spiritual intelligence in all learning materials. Student output: student competencies include cognitive, psychomotor, and affective, which are assessed based on authentic assessment with the concept of ipsative-discovery ability and using multiple intelligence strategies.



Literature

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