Disabilitas Intelektual: Masalah dan Penyelesaiannya dalam Pembelajaran IPS di Kota Singaraja (Studi Kasus di SMP Negeri 5 Singaraja)
DOI:
https://doi.org/10.29408/jhm.v12i3.35084Keywords:
inclusive education, intellectual disability, PACU program, social studies learningAbstract
Inclusive education demands an equitable system for all learners, including students with intellectual disabilities who frequently face difficulties in Social Studies (IPS) due to its abstract concepts. This study aims to identify learning difficulties, analyze teachers' adaptive strategies, map obstacles, and describe the success of interventions in Social Studies learning. This qualitative research applied a holistic-integrative case study design at SMP Negeri 5 Singaraja. Data were gathered through in-depth interviews, observations, and document analysis, then analyzed using the Miles and Huberman interactive model. The primary challenges included limited attention span, difficulties in processing technical vocabulary, and challenges in understanding complex instructions. Teachers' adaptive strategies involved: (1) shifting from lectures to digital visual media (YouTube and TikTok); (2) simplifying the curriculum through content differentiation; and (3) implementing structural interventions through the Program Akselerasi Kecepatan dan Usaha Baca (PACU) in synergy with Undiksha students. The main obstacle was the time management dilemma between regular curriculum administration and intensive special needs assistance. The success of interventions was evidenced by reduced cognitive load, increased motivation, social independence, basic literacy, and solid collaboration with parents. The integration of visual media, material simplification, and systemic support (PACU program and university synergy) is proven effective in mitigating learning barriers and improving adaptive behavioral functions of intellectually disabled students.
References
Afacan, K., & Afacan, E. K. (2025). A review of research on social studies instruction for students with intellectual disabilities. Journal of Intellectual Disabilities, 29(4), 1081-1099. https://doi.org/10.1177/17446295241259074.
Anjasmira, E. I., Kamarrudin, S., & Awaru, A. O. T. (2024). Dynamics of application of social sciences subjects in the independent curriculum at junior high school level. Jurnal Pendidikan IPS, 14(1), 71–80. https://doi.org/10.37630/jpi.v14i1.1538.
Antara, I. G. W. S., Swadnyana, I. B. Y., Yudiana, K., Arini, N. P. P. P., Lasmawan, I. W., & Kertih, I. W. (2024). Integrating Character Education and Social Studies in Elementary School: Prospective Professional Teachers’ Experiences. Indonesian Values and Character Education Journal, 7(1), 101-109. https://doi.org/10.23887/ivcej.v7i1.81005.
Astawa, I. B. M., Sarmita, I. M., & Nugraha, A. S. A. (2019). Pengembangan spatial thinking skills guru Geografi di Provinsi Bali. Widya Laksana: Jurnal Pengabdian kepada Masyarakat, 8(2), 181-189. https://ejournal.undiksha.ac.id/index.php/JPKM/article/view/19162.
Darmiati, N. M. A. D., Astawa, I. B. M., & Treman, I. W. (2021). Pengaplikasian model pembelajaran Teams Games Tournament dalam meningkatkan motivasi dan hasil belajar IPS siswa kelas VII di SMP Negeri 2 Gerokgak. Jurnal Pendidikan Geografi Undiksha, 9(2), 99–108. https://ejournal.undiksha.ac.id/index.php/JJPG/article/view/35017.
Evariani, N. G. A. M. S., Kertih, I. W., & Haris, I. A. (2018). Pengaruh penerapan model pembelajaran Sains Teknologi Masyarakat (STM) terhadap keterampilan berpikir kritis dan prestasi belajar IPS di SMP Negeri 1 Penebel. Ekuitas: Jurnal Pendidikan Ekonomi, 6(1), 42-51. https://doi.org/10.23887/ekuitas.v6i1.14243.
Feldman, R., Carter, E. W., Asmus, J., & Brock, M. E. (2016). Presence, proximity, and peer interactions of adolescents with severe disabilities in general education classrooms. Exceptional Children, 82(2), 192–208. https://doi.org/10.1177/0014402915585481.
International Dyslexia Association. (2019). Structured literacy: An introductory guide. International Dyslexia Association.
Kemendikbudristek. (2022). Panduan pembelajaran dan asesmen bagi peserta didik berkebutuhan khusus dalam setting pendidikan inklusif. Kemendikbudristek.
Kristiani, P. E., Astawa, I. B. M., & Mudana, I. W. (2026). Social awareness and relational skills of students as implications of social emotional learning based on Tri Hita Karana. Jurnal Penelitian Ilmu Pendidikan, 18(1), 1-12. https://doi.org/10.21831/jpip.v18i1.91323.
Kurnia, R., Taufan, J., Marlina, M., Tsaputra, A., & Nasri, Y. Y. (2026). Peningkatan kemampuan mengenal bilangan 1–10 pada siswa dengan hambatan intelektual melalui aplikasi Fun Math: Studi subjek tunggal. Jurnal Riset dan Inovasi Pembelajaran, 6(1), 64–73.
Kusuma, I. P. W. A., Lasmawan, I. W., & Kertih, I. W. (2025). Analisis pembelajaran IPS dalam pendidikan di sekolah dasar: Sebuah studi di era Society 5.0. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(1), 208–217. https://doi.org/10.51574/jrip.v6i1.4322.
Lathifah, D. F., Sedana Arta, K., & Syahrin, A. A. (2025). Korelasi intensitas penggunaan media sosial TikTok dan literasi digital dengan hasil belajar Sosiologi materi perubahan sosial pada siswa kelas XII IPS SMA Negeri 2 Denpasar. Jurnal Pendidikan Sosiologi Undiksha, 7(1), 35–47. https://doi.org/10.23887/jpsu.v7i1.95244.
Mann, G., Moni, K., & Cuskelly, M. (2016). Parents' views of an optimal school life: Using social role valorization to explore differences in parental perspectives when children have intellectual disability. International Journal of Qualitative Studies in Education, 29(7), 964–979. https://doi.org/10.1080/09518398.2016.1174893.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. SAGE Publications.
Mukti, H., Lasmawan, I. W., & Kertih, I. W. (2023). Tradisi pelaksanaan pendidikan IPS di sekolah dasar. Kaganga: Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora, 6(2), 585-596. https://doi.org/10.31539/kaganga.v6i2.8558.
Pemerintah Republik Indonesia. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Sekretariat Negara Republik Indonesia.
Ratty, L. M. O., Kontu, E. K., & Pirttimaa, R. A. (2016). Teaching children with intellectual disabilities: Analysis of research-based recommendations. Journal of Education and Learning, 5(2), 1–11. https://doi.org/10.5539/jel.v5n2p318.
Siregar, M. D., Lasmawan, I. W., & Ardana, I. M. (2025). Learning Module for IPAS Based on Tesuling Local Cultural Values: Instilling Global Diversity and Religious Moderation in Elementary Students. Educational Process: International Journal, 18, e2025433. https://www.ceeol.com/search/article-detail?id=1389092.
Spear-Swerling, L. (2018). Structured literacy and typical literacy practices: Understanding differences to create instructional opportunities. TEACHING Exceptional Children, 51(3), 201–211. https://doi.org/10.1177/0040059917750160.
Sunanto, J., & Hidayat, H. (2017). Desain pembelajaran anak berkebutuhan khusus dalam kelas inklusif. JASSI: Jurnal Asesmen dan Intervensi Anak Berkebutuhan Khusus, 17(1), 47–55. https://ejournal.upi.edu/index.php/jassi/article/view/5738.
Supena, A. (2017). Model pendidikan inklusif untuk siswa tunagrahita di sekolah dasar. Parameter: Jurnal Pendidikan Universitas Negeri Jakarta, 29(2), 145–155. https://doi.org/10.21009/parameter.292.03.
Suryani, N., & Mumpuniarti, M. (2018). Kekuatan kognitif siswa tunagrahita ringan terhadap kegiatan pembelajaran keterampilan budidaya hortikultura. PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran, 2(2), 101–109. https://doi.org/10.26858/pembelajar.v2i2.5760.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4.
Thompson, J. R., Anderson, M. H., & Shogren, K. A. (2021). Measuring the support needs of people with intellectual disability and autism spectrum disorder with the Supports Intensity Scale–Adult Version. Intellectual and Developmental Disabilities, 59(6), 471–484. https://doi.org/10.1177/215416472105600103.
Tuersley-Dixon, L., & Frederickson, N. (2016). Social inclusion of children with complex needs in mainstream: Does visibility and severity of disability matter? International Journal of Developmental Disabilities, 62(2), 89–97. https://doi.org/10.1179/2047387715Y.0000000011.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Yunitasari, D., Lasmawan, I. W., Arnyana, I. B. P., & Ardana, I. M. (2025). Breaking barriers: Advancing inclusive education through early identification of learning challenges. Nazhruna: Jurnal Pendidikan Islam, 8(1), 139-153. https://doi.org/10.31538/nzh.v8i1.133.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ni Nyoman Yuni Kariyani, I Wayan Lasmawan, I Wayan Kertih
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All writings in this journal are the full responsibility of the author. Jurnal Humanitas provides open access to benefit anyone with valuable information and findings. Jurnal Humanitas can be accessed free of charge at no cost, following the creative commons license. Authors who publish articles in the Jurnal Humanitas must comply with the following conditions:
The author retains the copyright and grants the right of first publication with the work licensed simultaneously under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license, allowing others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors may make additional separate contractual arrangements for the non-exclusive distribution of the published journal version of the work (for example, posting it to an institution or publishing it in a book), acknowledging its initial publication in this journal.
Authors are permitted and encouraged to post their work online (for example, on institutional repositories or websites) before and during the submission process, resulting in a productive exchange and earlier and more extensive citations of the published work.
All articles in this journal are the sole responsibility of the author. Jurnal Humanitas provides open access to benefit anyone with valuable information and findings. Jurnal Humanitas can be accessed and downloaded for free, following the creative commons license.
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
