Pembelajaran Alat Musik Pianika dalam Perespektif Teori Pendidikan Inklusi terhadap Anak Berkebutuhan Khusus di Kelas VII-B SMPK St. Maria Assumpta Kupang

SALSINHA, Regina Marcal (2025) Pembelajaran Alat Musik Pianika dalam Perespektif Teori Pendidikan Inklusi terhadap Anak Berkebutuhan Khusus di Kelas VII-B SMPK St. Maria Assumpta Kupang. Undergraduate thesis, Universitas Katolik Widya Mandira Kupang.

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Abstract

Thesis title is "Melodica Learning Based on the Perspective of the Pendidikan Inclusion Theory for Students with Special Needs in Class VII-b at SMPK St. Maria Assumpta Kupang" by Regina Marcal Salsinha (17121106) Supervisor I: Yohanis D. Amasanan, S.Pd.,M.Pd Supervisor II: Kadek Paramitha Hariswari, S.Pd., M.Pd This study explores the application of melodica learning based on the inclusion theory Development, Differentiation, and Support for students with special needs in Class VII-b at SMPK St. Maria Assumpta Kupang. Inclusive music education is essential to ensure equal learning opportunities for all students, including those with special needs. The research focuses on two main questions: (1) How is the implementation of melodica learning carried out based on the Pendidikan inclusion theory for students with special needs in Class VII-b (2) What solutions can be applied to improve the effectiveness of melodica learning for these students. The objectives of this research are (1) To investigate how melodica learning is implemented in an inclusive classroom, specifically referring to the Pendidikan inclusion theory at SMPK St. Maria Assumpta Kupang, and (2) To provide recommendations for improving the quality of music learning in an inclusive education setting. This study uses a qualitative approach with a descriptive method. Data were collected through observations, interviews, and documentation. The research subjects included the cultural arts teacher and five students with special needs in Class VIIb. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings show that the implementation of Pendidikan inclusion theory in melodica learning involves three main strategies. (1) Developmental approach understanding the students' initial abilities and conditions, (2) Differentiation adjusting the content, methods, and assessments based on individual student needs, and (3) Support providing one-on-one guidance, using assistive learning media, and involving the music teacher actively. This approach positively impacts student participation, instrumental skills, and self-confidence. Thus, it can be concluded that melodica learning based on the Pendidikan inclusion theory is an effective educational strategy to create a welcoming and equitable music classroom for all learners.

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