PENANAMAN AKHLAK MELALUI METODE PEMBIASAAN 5S PADA ANAK BERKEBUTUHAN KHUSUS (TUNA GRAHITA) DI SDN BALONGGABUS

Penelitian ini bertujuan untuk mendeskripsikan Penanaman akhlak melalui metode pembiasaan 5s pada anak berkebutuhan khusus (Tuna Grahita) di SDN Balonggabus. Subjek penelitian adalah guru pendamping ABK (Tuna Grahita). Metode penelitian menggunakan desain studi kasus deskriptif kualitatif dan menggunakan instrumen wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa di SDN Balonggabus telah menerapkan pembelajaran diferensiasi sesuai dengan tahapan yang ada di buku naskah akademik prinsip pengembangan pembelajaran berdiferensiasi. Guru melakukan pemetaan kebutuhan belajar peserta didik melalui penerapan pendampingan dan yg lebih daripada peserta didik umumnya, merancang pembelajaran berdiferensiasi berdasarkan hasil pemetaan tersebut dengan strategi diferensiasi konten serta proses, dan mengevaluasi serta merefleksi pembelajaran. Namun, terdapat kekurangan dalam pelaksanaannya seperti ketidaksesuaian antara kegiatan di kelas dengan yang tercantum dalam modul ajar. Kesimpulannya,pendamping abk SDN Balonggabus telah menerapkan pembelajaran berdiferensiasi sesuai dengan tahapan-tahapan yang ada, namun masih ditemukan beberapa kegiatan yang tidak sesuai dengan yg di harapkan.
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This research aims to describe the cultivation of morals through the 5s habituation method in children with special needs (Tuna Grahita) at SDN Balonggabus. The research subjects were ABK accompanying teachers (Tuna Grahita). The research method uses a qualitative descriptive case study design and uses interview, observation and documentation instruments. The results of the research show that SDN Balonggabus has implemented differentiated learning in accordance with the stages in the academic text book on the principles of developing differentiated learning. Teachers map students' learning needs through the implementation of mentoring and, more than students in general, design differentiated learning based on the results of this mapping with content and process differentiation strategies, and evaluate and reflect on learning. However, there are shortcomings in its implementation, such as discrepancies between activities in class and those listed in the teaching module. In conclusion, the Balonggabus Elementary School student assistants have implemented differentiated learning according to the existing stages, but there are still several activities found that are not in accordance with what was expected